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Response to Edith Gnanadass and Shantih E. Clemans
Posted by Jessica Gilmour on January 23, 2020 in categoryFacts & ResearchcategoryStories from the FieldcategoryAdvocacy

Stephen D. Brookfield responds to the articles presented by Edith Gnanadass and Shantih E. Clemans discussing their interest and critiques on “Why White Instructors Should Explore Their White Racial Identity.”


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ProLiteracy undertakes an environmental scan of blended learning: Professional Development is a pressing need
Posted by Jessica Gilmour on January 20, 2020 in categoryFacts & ResearchcategoryAdvocacycategoryMember Tips

Blended learning affords opportunities for increased instructional richness and flexibility, social interaction, access to knowledge, personal agency, cost efficiency, and improved learner outcomes, practitioners, program managers, policy makers, and funders know little about the extent to which it is being implemented or the related challenges and opportunities. 


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Response to Stephen D. Brookfield's Why White Instructors Should Explore Their White Racial Identity
Posted by Jessica Gilmour on January 16, 2020 in categoryFacts & ResearchcategoryStories from the FieldcategoryAdvocacy

Shantih E. Clemans, of SUNY Empire State College, responds to Stephen D. Brookfield’s article “Why White Instructors Should Explore Their White Racial Identity.”


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What is Blended Learning?
Posted by Jessica Gilmour on January 13, 2020 in categoryFacts & ResearchcategoryAdvocacycategoryMember Tips


Often technology is used as a supplement to or replacement for face-to-face instruction.  When students have extra time in class, can’t attend, or want to practice new skills, they may be directed to (or find) technology tools. However, a specific approach to using technology inside and outside the classroom has emerged known as blended learning.

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"Race"ing White Instructors: Beyond the Black-White Binary
Posted by Jessica Gilmour on January 09, 2020 in categoryFacts & ResearchcategoryStories from the FieldcategoryAdvocacy

Edith Gnanadass of the University of Memphis responds to Stephen D. Brookfield’s article “Why White Instructors Should Explore Their White Racial Identity.”


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