Empowering Literacy Workers Through Learner-Centered Environments
Providing substantial faculty development is challenging when programs for at-risk-adults are undergoing restructuring. This case study presents the design, delivery and evaluation of a professional development curriculum developed in response to educators' and departmental needs in urban schools. Results include a model that addresses active learning, learner-centered learning, constructivist perspectives, and action research. Illustrating the model, educators participate in interactive environments and professional collaboration while gaining specific content knowledge, and practicing classroom strategies that engage at-risk students. A qualitative approach used multiple data gathering methods to guide and evaluate the initiative with over 100 educators.
Keywords: Adult Learning, Professional Development, Active Learning, Learner-Centered, Adults at Risk, Action Research
Dr. Kathleen (Kathy) P. King
Professor and Director, Professor, Adult Education and Human Resource Development Graduate Program and Director, Regional Educational Technology Center,, Fordham University
Dr Barbara Heuer
Assistant Professor, Adult Education and Human Resource Development Graduate School of Education , Fordham University