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Education
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 Adult Literacy Program Practice: A Typology Across Dimensions of Life-Contextualized/Decon...
from the actual lives of the students retained some teacher control over how they were used, by whom, and when. And many of the programs that relied on prepublished adult literacy materials and skill books made some attempts to respond to the individual goals and needs of their students. On...
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from the actual lives of the students retained some teacher control over how they were used, by whom, and when. And many of the programs that relied on prepublished adult literacy materials and skill books made some attempts to respond to the individual goals and needs of their students. Only a very few programs attempted to take Freirean theory to heart and create programs rooted in the lives of the participants and directed largely by their input and choices. It is worth noting, though, that many more
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=22
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=22
<span class="highlight">from</span> the actual lives of the students retained some teacher control over how they were used, by whom, and when. And many of the programs that relied on prepublished adult literacy materials and skill books made some attempts to respond to the individual goals and needs of their students. Only a very few programs attempted to take Freirean theory to heart and create programs rooted in the lives of the participants and <span class="highlight">directed</span> largely by their input and choices. It is worth noting, though, that many more
TV411 and the Transformation of Self
Disseminating Research Learners' Experiences ESOL Research Corrections Education Modes of Delivery Workplace Education Youth Transitions Curriculum Development "-isms" Counseling Staff Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Ma...
Program Participation and Self-Directed Learning to Improve Basic Skills
Research Corrections Education Modes of Delivery Workplace Education Youth Transitions Curriculum Development "-isms" Counseling Staff Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Mathematics Instruction Learning From Researc...
Hands On Banking Adults: Teacher's Guide
withdraw from your savings account in the space marked “D.” Write out the dollar amount in words and then the cents as a fraction of 100. For example, $50.75 would be written “Fifty and 75/100.” • Using numbers, write out the amount you wish to withdraw from...
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withdraw from your savings account in the space marked “D.” Write out the dollar amount in words and then the cents as a fraction of 100. For example, $50.75 would be written “Fifty and 75/100.” • Using numbers, write out the amount you wish to withdraw from your savings account in the space marked “E.” It’s important that this amount is the same as the written amount. • Write your signature on the line marked “F.” • If you were actually making a withdrawal at the bank, you would sign the slip with a bank
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=32
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
withdraw <span class="highlight">from</span> your savings account in the space marked “D.” Write out the dollar amount in words and then the cents as a fraction of 100. For example, $50.75 would be written “Fifty and 75/100.” • Using numbers, write out the amount you wish to withdraw <span class="highlight">from</span> your savings account in the space marked “E.” It’s important that this amount is the same as the written amount. • Write your <span class="highlight">signature</span> on the line marked “F.” • If you were actually making a withdrawal at the bank, you would sign the slip with a bank
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=33
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
withdraw <span class="highlight">from</span> your savings account in the space marked “D.” Write out the dollar amount in words and then the cents as a fraction of 100. For example, $50.75 would be written “Fifty and 75/100.” • Using numbers, write out the amount you wish to withdraw <span class="highlight">from</span> your savings account in the space marked “E.” It’s important that this amount is the same as the written amount. • Write your <span class="highlight">signature</span> on the line marked “F.” • If you were actually making a withdrawal at the bank, you would sign the slip with a bank
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=86
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
HANDS ON BANKING® • TEACHER’S GUIDE 86 ADULTS • BORROWING MONEY • www.handsonbanking.org <span class="highlight">From</span> The Library of Hands on Banking Credit Card Safety Here are some tips for using credit, debit, and ATM cards safely: • Report lost or stolen cards immediately to the company that issued you the card. • Sign your card on the <span class="highlight">signature</span> panel as soon as you receive it. • Protect your cards as if they were cash – never let them out of your possession or control. • Don’t leave your credit cards in your
What are the Economic Effects of Earning a GED in Prison?
Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Mathematics Instruction Learning From Research Writing Instruction Standards-Based Education Accountability Adult Multiple Intelligences Project-Based Learning Theories of Chan...
Expanding Access
Education Modes of Delivery Workplace Education Youth Transitions Curriculum Development "-isms" Counseling Staff Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Mathematics Instruction Learning From Research Writing Instruction...
Home Literacy Practices
Curriculum Development "-isms" Counseling Staff Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Mathematics Instruction Learning From Research Writing Instruction Standards-Based Education Accountability Adult Multiple In...
Editorial Board
Transitions Curriculum Development "-isms" Counseling Staff Development Literacy and Health Adult Development First-Level Learners Research to Practice Technology Mathematics Instruction Learning From Research Writing Instruction Standards-Based Education Accountability Adult...
Describing Program Practice: A Typology Across Two Dimensions
decontextualized and monologic. The model of literacy instruction wherein students are taught to read and to write from skills-based materials, and where the teacher is considered the expert and the director of this learning, is deeply embedded, they point out. Despite calls from...
Focus on Basics: Learning Disabilities
regarding teaching children to read: the provision of an evidence-based reading intervention at an early age improves reading fluency and facilitates the development of those neural systems which underlie skilled reading. Functional Brain Imaging in Adults with Childhood History of Dyslexia F...
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regarding teaching children to read: the provision of an evidence-based reading intervention at an early age improves reading fluency and facilitates the development of those neural systems which underlie skilled reading. Functional Brain Imaging in Adults with Childhood History of Dyslexia Functional magnetic resonance imaging also has been helpful in clarifying potentially different types of reading disability in adults with a childhood history of dyslexia. We used data from the Connecticut
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http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=5
www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=5
regarding teaching children to read: the provision of an evidence-<span class="highlight">based</span> reading intervention at an early age improves reading fluency and facilitates the development of those neural systems which underlie skilled reading. Functional Brain Imaging in Adults with Childhood History of Dyslexia Functional magnetic resonance imaging also has been helpful in clarifying potentially different types of reading disability in adults with a childhood history of dyslexia. We used data <span class="highlight">from</span> the Connecticut
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