Table of Contents
RESTRICTIONS, LITERARY RIGHTS, QUOTATIONS
INTERVIEW October 27, 1995
[Tape 1, Side A]
Concerns about adult illiteracy and the California and national response—Need to do a better job of addressing the literacy needs of native English-speakers—Issue of workplace literacy—Economic issues of recruitment and retention—Characteristics of adult basic education classes in Los Angeles Unified School District from 1965 to 1973—Anecdotes about first teaching job in adult basic education—Full time students in a one room schoolhouse—Teacher made materials—Early efforts at recruitment—The importance of committed and dedicated teachers—Adult student characteristics in the 1960's—Anecdote about adult nonreader who worked as a sign painter—Early recognition of adult learning problems—Impact of federal adult education legislation on LAUSD—Equipment used in federally funded adult basic education centers in the 1960s—The Watts Outreach Program special demonstration project for African American student recruitment and retention.
[Tape 1, Side B]
Student recruitment activities—Student recognition activities—Celebrity involvement—Carryover of Watts Outreach strategies to the Adult Literacy Instructor Training Institute modules—Involvement in the National ABE Teacher Training Institute—Importance of the language experience story as an adult learning technique—Anecdote about a student who learned to read with the language experience technique—Mentoring other adult basic education teachers—Competency based curriculum development in California in the 1970s using federal funding—Description of the state funded Reading Vocabulary in Action curriculum project developed at LAUSD—Description of the state funded Reading Curriculum Guide for Adult Basic Education project—Description of the state funded Los Angeles Competency Based High School Diploma project—Description of Project CLASS life skills curriculum—Role on the Advisory Committee of the CBAE Staff Development Consortium in the 1980s.
[Tape 2, Side A]
Literacy related activities of the Advisory committee of the CBAE Staff Development Consortium in the 1980s—Issue of ethnicity of adult education instructors not reflecting student population—Efforts of CBAE Staff Development and ALIT to give field instructors statewide opportunities as staff developers and trainers—CBAE staff development videos produced in the 1980's to train ABE instructors—Implementation of adult student competency based assessment (CASAS) at LAUSD—Characteristics of adult students in Los Angeles in the 1980s—Growth of ESL classes and its effect on total adult program—Emphasis on life skills in adult programs in the 1980's—The need to balance use of technology with the human element for effective adult instruction—The need for Adult Literacy Instructors' Institute—Getting started with the Institute—Role of the trainers in ALIT and anecdotes.
[Tape 2, Side B]
Continuation of ALIT trainer anecdotes—Development of the ALIT module on learning processing difficulties—Development of the cultural diversity and technology modules—Role of ALIT in stimulating networking in the California adult literacy provider community—Staff Development Institute (SDI)'s role in continuing to deliver training using ALIT Institute trainers and modules—Perspective on failed and promising methodologies in staff development for ABE teachers—The importance of workshops in a series, needs assessment, peer coaching and mentoring—Contributions of the National Adult Education Staff Development Consortium—Role of professional organizations in staff development—Experiences as Region 7 Director for the national Consortium for Adult Basic Education (COABE)—Community involvement in the literacy effort—Role of business, libraries, and community based organizations—Significance of a literate population.
[Tape 3, Side A]
The importance of considering the human element and learning differences when implementing alternative teaching methodologies—Progress and needs in the area of improving the ethnic and gender diversity of site staff, administration, and state leadership in California adult education—Teacher education and the issue of cultural diversity.