Skills for Life Improvement Programme

A users guide to Reflective Practice in Skills for Life Teaching

Version 2.0 December 2008

The Skills for Life Improvement Programme is delivered on behalf of the Learning and Skills Improvement Agency by CfBT Education Trust and partners

CfBT Education Trust 60 Queens Road Reading RG1 4BS

T: 0118 902 1920 F: 0845 838 1207 E: sflipinfo@cfbt.com W: www. sflip.org.uk

Skills for Life Improvement Programme

A users guide to Reflective Practice in Skills for Life Teaching Contents

Online Access Vision Resource development Why reflective practice? Target audience Structure of materials How it works Lesson plans and learner profiles Reviewing the session Deciding on advice Using the materials Creating content: the Reflective practice mapping tool Accreditation Tips for users Links Resource bank Accessibility Contact us Appendix 1 - module specification Continuing Personal and Professional Development module specification Learning outcomes and assessment criteria Reading list and resources Resource Bank Literacy Numeracy TESOL Skills for Life: general Reflective Practice Theory of Learning Journals Websites Resource Packs 3 3 3 3 4 4 4 5 5 6 6 8 9 9 10 10 10 11 12 12 13 14 14 14 15 16 17 18 20 21 22 22

Produced by the University of Wolverhampton School of Education and the Workshop for the Skills for Life Improvement Programme 2006/07.

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Skills for Life Improvement Programme

A users guide to Reflective Practice in Skills for Life Teaching

An interactive resource for trainee teachers and teacher educators

Online Access
Access Reflective Practice in Skills for Life Teaching on www.sflteaching.org

Vision
Our vision was to develop the teaching workforce by improving the quality of teacher training and, by extension, teaching in literacy, numeracy and ESOL. We attempted to do this by presenting a model of critical reflective practice that uses critical incidents contextualised within a variety of provider locations and around teaching methodologies and underpinning theoretical frameworks. We use a series of interactive exercises, scenarios and critical incident evaluation to enable users to both reflect critically and gain theoretical knowledge that can be applied to practice. Further, this engagement allows a sustainable intervention to be generated as users add their own critical incidents through the reflective practice mapping tool. The concept could also be repurposed for other contexts involving professional learning or generic teacher education courses.

Resource development
The resource was developed by researching a range of critical incidents encountered by experienced teachers and new entrants to the profession. These were then selected as the basis for the scenarios in literacy, numeracy and ESOL.

Why reflective practice?

Professionals within the sector will develop their own practice in the context of professional issues within their workplace. The term reflective practice describes a process which integrates thought and action with reflection. It is an appropriate means of personal and professional development since it involves, principally, consideration of actions in order to improve future practice or behaviour. In itself, consideration of action while necessary is not sufficient. An unexamined life, declared Socrates, is not worth living. The reflective practitioner seeks to adopt an objective approach to his/her actions and the thoughts, feelings and underpinning values which cause the behaviour (Kottkamp 1990; Osterman 1990; Peters 1991). Reflection requires a systematic approach to inquiry into practice.

The value of reflection and its relationship to learning for professional growth and development has been widely recognised and understood (Dewey 1933; Schon 1983, 1988; Kolb 1984; Kottkamp 1990; Osterman 1990; Peters 1991; Moon 1999; Burns and Bolman 2000).

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Skills for Life Improvement Programme Schon (1983), Peters (1991), Biggs (1999) and Moon (1999) recognise the need for a critical stance and implicit research activity and opportunity for theory-testing and theory-development, constantly examining and re-examining practice and searching for meaning in a rigorous and systematic manner. The application of reflection as an effective means of self-analysis and the development of professional knowledge and its potential for dissemination to colleagues has been understood and practised for several decades. One clear example is that of the professional learning log or journal begun in initial training in a number of professions: education (Burgess and Adams 1994; Shields 1995, Burrows 1995; Brockbaine and McGill 1998), health and nursing (Benner 1984; Kolb 1984, Johns 1995; Rolfe 2001; Nicholl and Higgins 2004) and the police (Francis-Smythe, Clarke, Bradley and Norton, 1999; Johnson 2001; Reason 2005).

Thus, an approach to professional learning using leading-edge technological approaches, underpinned by a strong and enduring theoretical base, is a natural development.

Target audience
Teacher trainers who lead subject specific qualifications in literacy, numeracy and ESOL and their trainees.

Structure of materials
How it works

Reflective practice in Skills for Life teaching is a suite of online materials that they are designed to develop both reflective practice and subject methodology by analysing a series of scenarios in the teaching of literacy, language and numeracy. Each subject area has three critical incidents to analyse, based on research into the needs of students and teachers on teacher training courses. The critical incidents (derived from trainee teachers experiences) cover behaviour issues, classroom management and methodological issues. The main focus, although located within Skills for Life contexts, is on developing teachers as reflective practitioners. Acting as a peer observer, the user advises

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Skills for Life Improvement Programme each of the three teachers in each scenario on ways to reflect using Schons analysis and Brookfields lenses for reflective action. Each subject area has the following sections.

The narrative is presented in a series of videos and comic strips that allow the observer to see what the learners are really thinking. The teacher introduces the session.

Lesson plans and learner profiles

These are available to view for each scenario. They are not meant to be exemplars and should be open to critical analysis themselves.

Reviewing the session

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Deciding on advice

As users work their way through the activities, they are prompted to follow links to look at the underpinning theories in more depth. This is an intentional device to mirror a way of seeking advice or basic researching within and from the internet. Over time, links may decay and other links could be added; we hope to be able to update the resource periodically with replacement or more suitable links. At the end of the journey, users can activate a reflective practice mapping tool, which they can use to present and save their own critical incident, or assemble resources and links to address the needs of one of the teachers in the materials. Hopefully, these reflective practice tools will form the basis of a website where teachers can exchange views and share practice.

Using the materials

Some key points The materials are intended to be used within a critical framework of teacher education. They can be used by individuals or by groups in a session, in whole or in part, synchronously or asynchronously. They are not meant to be definitive; they are designed to provoke critical reflection and analysis. The approach to reflection offered here is not the only approach to reflection. It does, however, give a starting point from which to structure analysis.

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Skills for Life Improvement Programme Each piece of analysis gives a suggested answer. For example, in the Literacy scenario, critical incident 3, the main focus for development is time management. It could equally offer opportunities for a much deeper analysis of the lesson, including aims and objectives, staging, differentiation, and formative assessment opportunities. These kinds of insights are for you to explore with your trainees through what we hope is a versatile and rich resource. It is not possible to develop every possible outcome from each scenario. Our interpretation is presented; we hope that other interpretations will be presented by yourselves and your trainees.

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Creating content: the Reflective practice mapping tool

The materials also contain a content creation tool, called the Reflective practice mapping tool, or RMT. This is a powerful device that allows users to create a map for their own development through the reflective process. It allows a user to explore how a critical incident and reflection can be used to plan improvements in personal practice. Each of the scenarios could be seen as a way of preparing users to use the reflective mapping tool. This can be done two ways: Create a map for one of the scenarios Create your own map for an incident from your own practice

All users must be logged in to use the RMT. This is to enable the sharing of maps. An administrator can manage users - set up new users, delete unwanted ones, and turn users into administrators. To use this functionality, log in as an administrator. [Currently the Administrator capability is restricted to the Reflective Practice Module admin staff only. It may be made available for wide use following the Pilot stage] To set up the RMT, contact Skills for Life Improvement Programme Help line at sflrphelp@cfbt.com or sflipinfo@cfbt.com for a login. To start using the RMT, open the Example map and click on the Post-it note labelled Read me first. The RMT also contains Help documentation to view this, click the i button at the top-right of the screen.

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Accreditation
The module includes a module specification that you can develop for accreditation purposes. The University of Wolverhampton will, in future, be developing accreditation and a programme to accompany these materials. The module specification can be accessed from the resource bank under E-learning resources

and is also included below as Appendix 1.

Tips for users

Using the comic strip: Comic strip screens can load slowly on some connections; make sure that you wait for the arrow to glow orange (see next page) before you move on.

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Links
Click on any link to find out more about a theory, methodology or current research.

Resource bank

The resource bank lists further reading and links, and can be accessed by clicking on the book link at the top right of the screen at any time. It will open in a new window so that you can keep your place within the materials. Note that this is a long list so you will need to scroll down to access all of the entries.

Accessibility
To view the videos and 'photo stories', you'll need to have JavaScript enabled and Adobe Flash 8 installed on the computer. If these are not available, a transcript will be displayed instead. If you normally use a screen reader or screen magnifier, we recommend you use the Flash-enabled version of the materials, as this has been fully tested for accessibility. All HTML pages have been checked for use by screen-reader and non-mouse users. The style sheet can be turned off, or replaced with your own. PDF files supplied with the package have been checked to ensure all elements are available to a screen reader. Due to its reliance on visual mapping and drag-and-drop functionality, the RMT is not accessible. Please note that the development partners are not responsible for the accessibility of external resources (including external PDF files).

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Contact us
For future development information and pilot projects please contact Sally Bird Programme Manager, CfBT Education Trust sbird@cfbt.com.

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Appendix 1 - module specification

This module specification is aligned with the LLUK unit of assessment of the same name.

Continuing Personal and Professional Development module specification

This module is designed for use with the blended learning package from the QIA Skills for Life Improvement Programme and the reflective practice mapping tool. Module specification template: Module title Continuing Personal and Professional Development Aims This module aims to give teachers the opportunity to : evaluate the role of the teacher in the lifelong learning sector; review theories and principles of reflective practice and models of continuing professional development; evaluate their own performance and need for continuos personal and professional development plan to improve practice and evaluate the impact of professional development activities on that practice. As per awarding programme As per awarding programme 30 (I credit - 10 hours of learning) NQF 5 1. A personal profile that includes a critical review of the context for your teaching; your role; your beliefs and assumptions and a comparison with a peer and a colleague from a different learning and teaching context. 1500 words max (Outcome A) 2. An evaluation of your own practice through critical reflection informed by appropriate theory in the form of a reflective map using a variety of evidence from critical incidents in your teaching. (max 1000 words or equivalent) (Outcome B) 3. A personal development plan that synthesizes and appraises your own development needs arising from the two previous activities. It should also evaluate the impact of reflective practice and professional development activity on your learning and teaching practice, 2000 words max (Outcomes C,D) Use the outcomes, assessment activity and the assessment criteria to write your own /more or less detailed assignment brief.

Contact hours Directed hours Credit value Credit level Assessment activity

Assignment brief

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Learning outcomes and assessment criteria

LLUK outcome Subject specific learning outcome. A] Critically review the role of the teacher in the lifelong learning sector. Assessment criteria: Threshold Descriptor (what is needed to pass) You have critically reviewed your own role and responsibilities including the impact of your own beliefs, assumptions and behaviours on learners and colleagues. You have interviewed two other teachers in the life long learning sector one from a different context and compared their role, responsibilities, beliefs, assumptions and behaviours with your own. You have evaluated aspects of your own practice through critical reflection. You have analysed and compared different approaches to reflective practice with reference to appropriate theory and illustrated how they have been applied to develop your personal practice. You have effectively synthesized and appraised your development needs from the activities in outcomes 1 and 2 and designed a personal development plan. Scope

1. Understand the role of the teacher in the lifelong learning sector

Self review and review of two other colleagues. Comparison of several criteria as outlined. Reference to the wider context of the skills sector and current policy developments that impact on the sector.

2.Understand theories and principles of reflective practice and models of continuing personal and professional development.

B] Evaluate own practice through critical reflection

Analysis of critical incidents and reflective map to improve own knowledge, practice and skills. Evidence of reflecting on feedback from peers, mentors, learners and self-reflection.

3.Understand own need for continuous personal and professional development

C] Synthesize and appraise your own development needs

4.Understand and demonstrate ways in which engagement in CPPD activities has improved own practice.

D] Evaluate the impact of professional development activity

You have evaluated the impact of reflective activities and development planning on your practice and that of your learning and teaching context.

Personal development plan and rationale to include, developments in practice, knowledge, skills, and literacy numeracy and ICT skills as required Impact evaluation frameworks Impact evaluation frameworks Action planning for personal development. The cyclical nature of improvement practice.

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Reading list and resources

Resource Bank The following references are illustrative rather than exhaustive. They provide useful background reading for both trainee teaches and teacher educators in the postcompulsory sector. New materials, especially in skills for life, are being developed all the time, particularly by the NRDC. www.nrdc.org.uk Literacy There is a mixture of texts on language and literacy theory and pedagogy here. A few illustrative Australian texts have been included because of the long history of interest in adult literacy there.

Branson, T. and Wyatt, D. (1995) Adult Literacy Teaching Melbourne: ARIS Brooks, G., Burton, M., Cole, P. and Szczerbinski, M. (2007) Effective Teaching and Learning Reading London: NRDC Crowther, J., Hamilton, M. and Tett, L. (2001) Powerful Literacies Leicester: NIACE Crystal, D. (1997) The Cambridge Encyclopaedia of English Language Cambridge: CUP Gittins, R. (1996) An Introduction to Literacy Teaching London: BSA Grief, S., Meyer, B. and Burgess, M. (2007) Effective Teaching and Learning Writing London: NRDC Lankshear, C. (1997) Changing Literacies Buckingham: OU Press Mace, J. (2002) The give and take of writing: Scribes, literacy and everyday life Leicester: NIACE Papen, U. (2005) Adult Literacy as Social Practice: More Than Skills London: Routledge Sidoti, C. (2001) Literacy and Lifelong Learning: Social Justice for All Canberra: ACAL Snyder, I., Jones, A. and Bianco, J.L. (2005) Using information and communication technologies in adult literacy education: new practices, new challenges Adelaide: NCVER
Trask, R. L. (1999) Key Concepts in Language and Linguistics London: Routledge Unsworth, L. (2001) Teaching Multiliteracies across the Curriculum Buckingham: OU Press

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Wickert, R. and McGuirk, J. (2005) Integrating literacies: Using partnerships to build literacy capabilities in communications Adelaide: NCVER
Numeracy There is a mixture of texts on theory and pedagogy here. The work by Diane Coben is essential reading, as are the recent reports from the NRDC.

Askew, M. et al (1997) Effective Teachers of Numeracy London: Kings College

Benn, R. (1997) Adults Count Too-Mathematics and Empowerment London: NIACE

Brittan, J. (1996) An Introduction to Numeracy Teaching London: BSA

Bynner, J. (2005) Does Numeracy Matter More? London: NRDC Cobb, P. (1994) Where is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development, Educational Researcher, 22 (7) Coben, D. (1992) What do we need to know? Issues in numeracy research in Adults Learning, Vol. 4, No. 1 Coben, D. (2003) Adult numeracy: review of research and related literature London: NRDC Coben, D. et al. (2007) Effective Teaching and Learning Numeracy London: NRDC

Coben, D., ODonaghue, J. and Fitzsimons, G. (eds) (2000) Perspectives on Adults Learning Mathematics: Research and Practice London: KAP Gates, P. (2001) Issues in Mathematics Teaching London: Routledge
Hoyles, C., Morgan, C. and Woodhouse, G. (eds) (1999) Rethinking the Mathematics Curriculum London: Falmer Hudson, C., Colley, J., Griffiths, G. and McClure, S. (2006) Maths4Life Pathfinder Report London: NRDC

Marr, B. and Tout, D. (1995) Adult Numeracy Teaching Melbourne: ARIS Newmarch, B. (2005) Developing numeracy: supporting achievement Leicester: NIACE Parsons, S. and Bynner, J. (2006) Does Numeracy matter more? London: NRDC Smith, A. (2004) Making Mathematics Count: The Report of Professor Adrian Smiths Inquiry into Post-14 Mathematics Education London: HMSO Swain, J. et al (2005) Beyond the daily application: making numeracy teaching meaningful to adult learners London: NRDC

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Tickly, C. and Wolf, A. (2000) The Maths We Need Now: Demands, deficits and remedies London: IOE
TESOL There is a mixture of texts on linguistics and language theory and TESOL pedagogy here. The work by David Barton and the recent reports by the NRDC are essential reading.

American Institutes for Research (2002) "What Works" Study for Adult ESL Literacy Students: Research Challenges and Descriptive Findings. Volume II: Final Report. Washington: American Institutes for Research
Barton, D. Hamilton, M. and Ivanic, R. (eds) (1994) Worlds of Literacy Bristol: Multilingual Matters Barton, D. and Hamilton, M. (1998) Local Literacies: Reading and writing in one community London: Routledge Barton, D. Hamilton, M. and Ivanic, R. (eds) (2000) Situated Literacies London: Routledge

Barton, D. and Pitt, K. (2003) Adult ESOL pedagogy: A review of research, an annotated bibliography and recommendations for future research London: NRDC Boswood, T. (ed.) (1997) New Ways of Using Computers in Language Teaching TESOL Publications Carter, R. and Nunan, D. (eds.) (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages, Cambridge: Cambridge University Press
Crystal, D. (2002) Language Death Cambridge: CUP

Drnyei, Z. and Csizr, K. (1998) Ten commandments for motivating language learners: Results of an empirical study, Language Teaching Research, 2, pp 203-229. Ellis, R. (1994) The Study of Second Language Acquisition Oxford: OUP Ivanic, R. and Lycha Tseng, M. (2005) Research Report: Understanding the relationships between learning and teaching: an analysis of the contribution of applied linguistics London: NRDC Khanna, A., Verma, M., et al. (1998) Adult ESOL Learners in Britain: A CrossCultural Study Clevedon: MultiLingual Matters Kraschen, S. (1982) Principles and Practice in Second Language Acquisition Oxford: Pergamon Press Lankshear C (1997) Changing Literacies Buckingham: OU Press

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Lightbown, P. M. and Spada, N. M. (1993) How Languages are Learned Oxford: Oxford University Press McCarthy, M. (2001) Issues in Applied Linguistics Cambridge: Cambridge University Press Norton, B. and Toohey, K. (2001) Changing Perspectives on Good Language Learners TESOL Quarterly, 35(2), pp.307 - 322 Nunan, D. (1988) The Learner-centred Curriculum Cambridge: Cambridge University Press Nunan, D. (1989) Designing tasks for the communicative classroom Cambridge: CUP Pitt, K. (2005) Debates in ESOL Teaching and Learning: Cultures, Communities and Classrooms London: Routledge Tudor, I. (1996) Learner-centredness as Language Education Cambridge: Cambridge University Press Ward, J. (2007) ESOL the context for the UK today Leicester: NIACE Windsor, V. and Healey, C. (2005) Developing ESOL: supporting achievement Leicester: NIACE
Skills for Life: general

The NRDC are consistently producing reports and relevant research in all the skills for life area. NIACE have been producing relevant articles and resources for many years. ALI / Ofsted (2003) Literacy, numeracy and English for speakers of other languages: A review of current practice in post-16 and adult provision London: Adult Learning Inspectorate / Ofsted Balatti, J., Black, S and Falk, I. (2006) Reframing adult literacy and numeracy course outcomes: A social capital perspective Adelaide: NCVER Barton, D. et al. (2004) Adult Learners Lives project: setting the scene London: NRDC Casey, H. (2005) Skills for Life and teacher education; 3 years on Helen Casey reflects on teacher education and the need for sound pedagogy Cambridge: Simon Boyd Publishing Clarke, A. and Hesse, C. (2004) Online resources in the classroom: Using the World Wide Web to deliver and support adult learning Leicester: NIACE

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Derrick, J. and Dicks, J. (2005) Teaching practice and mentoring: the key to effective literacy, language and numeracy teaching Leicester: NIACE Foster, S. and Beddie, F. (2005) Adult literacy and numeracy: At a glance Adelaide: NCVER Grief, S et al (2002) Opening up a new world: A good practice guide or delivering basic skills and ESOL in the local community Leicester: NIACE Hamilton, M. and Wilson, A. (eds) (2005) New ways of engaging new learners: lessons from round one of the practitioner-led research initiative London: NRDC Parsons, S. and Bynner, J. (2005) New light on literacy and Numeracy: results of the Literacy and Numeracy Assessment in the Age 34 Follow-up of the 1970 Cohort Study London: NRDC Roberts, C. et al. (2005) Embedded teaching and learning of adult literacy and numeracy and ESOL: seven case studies London: NRDC Tett, L., Hamilton, M. and Hillier, Y. (2006) Adult Literacy, Numeracy and Language Policy, Practice and Research Maidenhead: OU Press Vorhaus, J. (2007) Special Report: Effective Practice: What is good practice in Skills for Life London: NRDC
Reflective Practice Classic texts from Schon, Brookfield and Boud are supplemented by some key texts and journal articles that take the debate into areas of values, reflexivity, creativity, assessment and professionalism as well as offering some critique of reflective practice.

Atkinson, T. and Claxton, G. (eds) (2000) The Intuitive Practitioner Buckingham: OU Press Barton, D and Tusting, K. (2005) Beyond Communities of Practice: Language, Power and Social Context New York: Cambridge University Press Beaty, L. (1997) Developing your Teaching through Reflective Practice Birmingham: SEDA Bleakley, A (1999) From Reflective Practice to Holistic Reflexivity, Studies in Higher Education, Vol 24, No. 3, pp. 315-330 Bleakley, A. (2000) Writing with Invisible Ink: narrative, confessionalism and reflective practice, Reflective Practice, Vol. 1, No. 1, pp.11-23 Bleakley, A. (2000) Adrift Without a Life Belt: reflective self-assessment in a post-modern age, Teaching in Higher Education, Vol. 5, no. 4, pp. 405-418

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Bolton, G. (2001) Reflective Practice: Writing and professional development London, Chapman Boud, D., Keogh, R. and Walker, D. (1989) Reflection: Turning Experience into Learning London: Kogan Page Boud, D. et al (1997) 'Developing Assessment for Peer Learning'. Research and Development in Higher Education, 20, 117-25 Bright, B. (1996) Reflecting on 'Reflective Practice', Studies in the Education of Adults, Vol. 28, No. 2, pp. 162-184 Brookfield, S. D. (1990) The Skilful Teacher: On Technique, Trust and Responsiveness in the Classroom San Francisco: Jossey-Bass Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher San Francisco: Jossey-Bass Brookfield, S. D. (2005) The Power of Critical Theory for Adult Learning and Teaching Maidenhead: OU Press Calderhead, J. and Gates, P. (eds) (1993) Conceptualizing Reflection in Teacher Development London: Falmer Carr, W. (1995) For Education: Towards Critical Educational Inquiry London: Falmer Ecclestone, K. (1996) The Reflective Practitioner: Mantra or Model or Emancipation? Studies in the Education of Adults, Vol. 28, No. 2, pp. 146-161 Eraut, M. (1994) Developing Professional Knowledge and Competence Lewes: Falmer Halliday, J. (ed) (1998) Values in Further Education Stoke-on-Trent: Trentham Books Heron, J. (1999) The Complete Facilitators Handbook London: Kogan Page Hillier, Y. (2002) Reflective Teaching in Further and Adult Education London: Continuum Hughes, N. et al. (2005) Theory, practice and professionalism in teacher education Reflect issue 4 London: NRDC Johnson, R. (1995) Two Cheers for the Reflective Practitioner, Journal of Further and Higher Education, Vol. 19, No. 3, pp. 75-83 Kincheloe, J. L. (2004) The Knowledges of Teacher Education; Developing a Critical Complex Epistemology Teacher Education Quarterly, Winter, pp. 49-66

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Lave, J and Wenger, E. (1991) Situated Learning: Legitimate peripheral participation Cambridge: Cambridge University Press McGill, I. and Beaty, L. (1995) Action Learning: A guide for professional, management and educational development London, Kogan Page McNamara, D. (1990) Research on Teacher's thinking: its contribution to educating student teachers to think critically, Journal of Education for Teaching, 16, pp. 147-60 Moon, J.A. (2004) A Handbook of Reflective and Experiential Learning London: Routledge Parekh, B. (2000) The Future of Multi-Ethnic Britain London: Profile Books Parker, S. (1997) Reflective Teaching in the Postmodern World Buckingham: OU Press Schon, D. (1983) The Reflective Practitioner: How Professionals Think in Action London: Temple Smith Schon, D. (1991) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions Oxford: Jossey-Bass Stephenson, J. et al (1998) Values in Education London: Routledge
Theory of Learning

There are some basic adult learning and teaching texts here. They are supported by texts that have pushed the debate into new areas in recent years, from Guy Claxton looking at alternative ways of thinking to Howard Gardners concept of multiple intelligences to Daniel Golemans analysis of emotional intelligence. Richard Edwards is one of many writers who wants to place the learning by adults in the context of postmodernism. Armitage, A. et al. (2007) Teaching and Training in Post-Compulsory Education (3rd ed) Maidenhead: OU Press Carr, W. (1995) For Education: Towards Critical Educational Inquiry Buckingham: OUP Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action London: Falmer Claxton, G. (1998) Hare Brain Tortoise Mind London: Fourth Estate Edwards, R., Sieminski, S. and Zeldin, D. (eds) (1992) Adult Learners, Education and Training London: Routledge Edwards, R. et al (1996) Boundaries of Adult Learning London: Routledge

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Foley, G. (ed) (2004) Dimensions of Adult Learning: Adult Education and Training in a Global Era Maidenhead: OU Press Gardner, H. (1997) Extraordinary Minds London: Weidenfeld Goleman, D. (1996) Emotional Intelligence London: Bloomsbury Knowles, M. (1980) The Modern Practice of Adult Education: From pedagogy to andragogy Chicago: Association Press Jarvis, P. Adult Education and Lifelong Learning: Theory and Practice (3rd ed) London: Routledge Rogers, A. (2003) What is the difference: a new critique of adult learning and teaching Leicester: NIACE Rogers, J. (2007) Adults Learning (5th ed) Maidenhead: OU Press

Journals

Adult Basic Education Adult Education Quarterly (American Association for Adult and Continuing Education) Adults Learning Journal of Access Policy and Practice Journal of Adult and Continuing Education Journal of Education for Teaching Journal of Further and Higher Education Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults (University of Technology, Sydney) Prospect: An Australian Journal of TESOL RaPAL Journal Reflect (magazine of the NRDC) Reflective Practice (Carfax) Studies in the Education of Adults

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Teaching in Higher Education TESOL Quarterly Through the Looking Glass: Reflective Research in Post Compulsory Education (University of Central Lancashire)
Websites

ACAL (Australian Council for Adult Literacy) Literacy Link newsletter Basic Skills Agency at www.basic-skills.co.uk LSC Skills for Life Quality Initiative at www.sflqi.org.uk LSN (Learning and Skills Network) at www.lsneducation.org.uk Maths4life project at www.maths4life.org.uk Move On, a national project aimed at helping adults to improve skills and to achieve a certificate in adult literacy or numeracy, at www.move-on.org.uk NATECLA (National Association for Teaching English and other Community Languages to Adults) at www.natecla.org.uk NCELTR (Australian National Centre for English Language Teaching and Research) NIACE at www.niace.org NRDC at www.nrdc.org.uk Reflect Online (NRDC newsletter) Ofsted (2003) at www.ofsted.gov.uk RaPAL (Research and Practice in Adult Literacy, Lancaster University) at www.literacy.lancs.ac.uk/rapal Reflect (Regenerated Freirean Literacy through Empowering Community Techniques) at www.reflect-action.org
Resource Packs

Basic Skills Agency has resource packs on the National Core Curricula CTAD (Cambridge Training and Development Ltd) English in Action: New ESOL Resources for tutors of adults

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Holland, C., Frank, F. and Chisholm Caunt, J. (2001) Breaking Down Barriers: certificate in workplace language, literacy and numeracy training LLU + (Professional Development Centre, London South Bank University), resources include publications and a termly newsletter, at www.lsbu.ac.uk/lluplus/resources Maths4life has resources, ideas and newsletters at www.maths4life.org.uk Skills for Life Quality Initiative Research Resources have leaflets that summarise recent research, at www.sflqi.org.uk talent: training adult literacy, ESOL and numeracy teachers (London Strategic Unit for Learning and Skills workforce) has publications and online interactive ideas, at www.talent.ac.uk The Network (originally the Workplace Basic Skills Network) has resources on workplace language, literacy and numeracy provision, at www.thenetwork.co.uk

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