{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:csu1357933502"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:csu1357933502","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Teacher Preparation and Professional Development in Adult Literacy Education","abstract":"Adult literacy educators enter into teaching positions where they are entrusted with the education of adult learners, often without any prior preparation, and with very little guidance on how to actually teach the learners in their classes. Many “happen upon” jobs teaching adult literacy education, without previously having education as a career goal. Typically, the formal educational training of adult literacy educators is not in adult literacy, nor in the content areas that these instructors are expected to teach. Internationally, there is concern about the quality of educators in adult literacy due to their lack of formal education in adult literacy content areas (reading, writing, mathematics, science, and social studies) and their lack of teacher qualifications (Lucas, et al, 2005). This study examined the current state of teacher preparation and professional development from the perspective of thirty-seven current teachers, twenty-four from within the federally and state-funded adult literacy education system in Ohio. The study also examined how well current hiring and professional development requirements prepare them for instructional practice and instructional decision-making with adult learners from various cultural and educational backgrounds. The study suggests a model of professional development that can potentially provide teachers with the knowledge and skills they need to feel prepared to deliver instruction to adult literacy students.","abstract_html":"Adult literacy educators enter into teaching positions where they are entrusted with the education of adult learners, often without any prior preparation, and with very little guidance on how to actually teach the learners in their classes. Many “happen upon” jobs teaching adult literacy education, without previously having education as a career goal. Typically, the formal educational training of adult literacy educators is not in adult literacy, nor in the content areas that these instructors are expected to teach. Internationally, there is concern about the quality of educators in adult literacy due to their lack of formal education in adult literacy content areas (reading, writing, mathematics, science, and social studies) and their lack of teacher qualifications (Lucas, et al, 2005). This study examined the current state of teacher preparation and professional development from the perspective of thirty-seven current teachers, twenty-four from within the federally and state-funded adult literacy education system in Ohio. The study also examined how well current hiring and professional development requirements prepare them for instructional practice and instructional decision-making with adult learners from various cultural and educational backgrounds. The study suggests a model of professional development that can potentially provide teachers with the knowledge and skills they need to feel prepared to deliver instruction to adult literacy students.","abstract_has_math":false,"creators":["Stewart, Carmine"],"institution":"Cleveland State University","degree_name":"Doctor of Philosophy in Urban Education","degree_level":"doctoral","degree_discipline":"College of Education and Human Services","degree_department":null,"school":null,"contributors":["Messemer, Jonathan","Goodell, Joanne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-03-07","date_published":"2013-03-07","updated_at":"2026-07-24T03:35:52Z","subjects":["Adult Education","Education","Teacher Education","Adult literacy","teacher professional development","teacher preparation","professional development model"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Messemer, Jonathan","Goodell, Joanne"]},{"key":"dc:creator","label":"Author","values":["Stewart, Carmine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-03-07"]},{"key":"dc:publisher","label":"Institution","values":["Cleveland State University / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Education and Human Services"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy in Urban Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Cleveland State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adult Education","Education","Teacher Education","Adult literacy","teacher professional development","teacher preparation","professional development model"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Internationally, there is concern about the quality of educators in adult literacy due to their lack of formal education in adult literacy content areas (reading, writing, mathematics, science, and social studies) and their lack of teacher qualifications (Lucas, et al, 2005). This study examined the current state of teacher preparation and professional development from the perspective of thirty-seven current teachers, twenty-four from within the federally and state-funded adult literacy education system in Ohio. The study also examined how well current hiring and professional development requirements prepare them for instructional practice and instructional decision-making with adult learners from various cultural and educational backgrounds. The study suggests a model of professional development that can potentially provide teachers with the knowledge and skills they need to feel prepared to deliver instruction to adult literacy students."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.350","1.31 MB"]},{"key":"dc:title","label":"Title","values":["Teacher Preparation and Professional Development in Adult Literacy Education"]}]}],"canonical_facts":{"dc:contributor":["Messemer, Jonathan","Goodell, Joanne"],"dc:creator":["Stewart, Carmine"],"dc:date":["2013-03-07"],"dc:description":["Adult literacy educators enter into teaching positions where they are entrusted with the education of adult learners, often without any prior preparation, and with very little guidance on how to actually teach the learners in their classes. Many “happen upon” jobs teaching adult literacy education, without previously having education as a career goal. Typically, the formal educational training of adult literacy educators is not in adult literacy, nor in the content areas that these instructors are expected to teach. Internationally, there is concern about the quality of educators in adult literacy due to their lack of formal education in adult literacy content areas (reading, writing, mathematics, science, and social studies) and their lack of teacher qualifications (Lucas, et al, 2005). This study examined the current state of teacher preparation and professional development from the perspective of thirty-seven current teachers, twenty-four from within the federally and state-funded adult literacy education system in Ohio. The study also examined how well current hiring and professional development requirements prepare them for instructional practice and instructional decision-making with adult learners from various cultural and educational backgrounds. The study suggests a model of professional development that can potentially provide teachers with the knowledge and skills they need to feel prepared to deliver instruction to adult literacy students."],"dc:format":["application/pdf","p.350","1.31 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502"],"dc:language":["English"],"dc:publisher":["Cleveland State University / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Adult Education","Education","Teacher Education","Adult literacy","teacher professional development","teacher preparation","professional development model"],"dc:title":["Teacher Preparation and Professional Development in Adult Literacy Education"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["College of Education and Human Services"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy in Urban Education"],"thesis:institution_name":["Cleveland State University"]},"updated_at":"2026-07-24T03:35:52Z"}