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dc.contributor.authorBenseman, John
dc.contributor.authorSutton, Alison
dc.contributor.authorLander, J.
dc.date.accessioned2013-02-13T00:51:45Z
dc.date.available2013-02-13T00:51:45Z
dc.date.issued2005
dc.identifier.urihttps://hdl.handle.net/10652/2051
dc.description.abstractThe purpose of this literature review is to provide a critical evaluation of the available research evidence about effective practices in literacy, numeracy and language (LNL) teaching and programme provision in order to inform policy development within the broader arena of foundation learning. Despite the growing recognition of the importance of LNL, there is still a dearth of specific research relating to this area in New Zealand and the situation is only marginally better overseas. It is noteworthy however that in the process of undertaking this review, we have become aware of a considerable number of substantial, intervention studies that are currently underway or due for completion in 2005-2006. The results of these studies are likely to be very useful to us in future.en_NZ
dc.language.isoenen_NZ
dc.subjectliteracy researchen_NZ
dc.subjectnumeracy researchen_NZ
dc.subjectliteracy policyen_NZ
dc.subjectnumeracy policyen_NZ
dc.subjectliterature reviewsen_NZ
dc.titleWorking in the light of evidence, as well as commitment. A literature review of the best available evidence about effective adult literacy, numeracy and language teachingen_NZ
dc.typeOtheren_NZ
dc.rights.holderThe University of Auckland & UniServicesen_NZ
dc.subject.marsden130101 Continuing and Community Educationen_NZ
dc.identifier.bibliographicCitationBenseman, J., Sutton, A., & Lander, J. (2005). Working in the light of evidence, as well as commitment. A literature review of the best available evidence about effective adult literacy, numeracy and language teaching. other.en
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.peerreviewedyesen_NZ


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