Teaching adults to write to communicate : using the learning progressions.

Contributor(s):

New Zealand. Tertiary Education Commission

Material type: Text

TextPublisher: Wellington, N.Z. : Tertiary Education Commission, c2008Description: 75 p. : ill. ; 30 cmISBN:

9780478320022 (pbk.)

Subject(s):

DDC classification:

374.012 22

Summary: "Teaching Adults to Write to Communicate: Using the Learning Progressions is part of a set of resources developed to support the teaching of literacy and numeracy for adult learners. The end goal is to enable tutors to meet the learning needs of their adult learners so those learners can engage effectively with the texts, tasks and practices that they encounter in their training and learning."--p. 3.

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Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Book	City Campus City Campus Main Collection	374.012 TEA (Browse shelf(Opens below))	1	Available		A434167B
Book	North Campus North Campus Main Collection	374.012 TEA (Browse shelf(Opens below))	1	Available		A434171B

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Previous	374.012 REV Review of adult learning and literacy : connecting research, policy, and practice. volume 6 /	374.012 REV Review of adult learning and literacy : connecting research, policy, and practice. volume 5 /	374.012 REV Review of adult learning and literacy : connecting research, policy, and practice. Volume 4 /	374.012 TEA Teaching adults to write to communicate : using the learning progressions.	374.012 TEA Teaching adults to measure and interpret shape and space : using the learning progressions.	374.012 TOW Toward defining and improving quality in adult basic education /	374.0120973 DRA Becoming adult learners : principles and practices for effective development /	Next

"Teaching Adults to Write to Communicate: Using the Learning Progressions is part of a set of resources developed to support the teaching of literacy and numeracy for adult learners. The end goal is to enable tutors to meet the learning needs of their adult learners so those learners can engage effectively with the texts, tasks and practices that they encounter in their training and learning."--p. 3.

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