WorldCat Identities

Wagner, Daniel A. 1946-

Overview
Works: 101 works in 269 publications in 2 languages and 5,037 library holdings
Genres: Cross-cultural studies  Conference papers and proceedings  Handbooks and manuals 
Roles: Author, Editor, Other, Redactor
Classifications: LC149, 302.2244
Publication Timeline
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Most widely held works by Daniel A Wagner
Cultural perspectives on child development( Book )

13 editions published between 1981 and 1982 in English and Undetermined and held by 922 WorldCat member libraries worldwide

Written especially for this volume by experts in psychology, linguistics, anthropology, and education, these essays present the essence of particular programs of research: a look at emotional behavior during infancy; the significance of parental speech patterns in English- and Spanish- speaking families; research on the development of perception and memory among children; studies of the influence of nutrition on children; inquiries into the universality of Piaget's theories; articles on formal versus informal schooling; an investigation of moral development. These and other essays in Culture Perspectives on Child Development offer first-hand accounts of research that will be of interest to students and professionals in psychology and social anthropology
Toward defining literacy by Richard L Venezky( Book )

6 editions published in 1990 in English and held by 450 WorldCat member libraries worldwide

This collection of four papers (each with a response) given at a 1987 symposium focuses on a renewed consideration of literacy in America and its implications for national, state, and local policy. The papers include "Definitions of Literacy" (Richard L. Venezky); "Literacy for What Purpose?" (Larry Mikulecky); "Measuring Adult Literacy" (Irwin S. Kirsch); and "Policy Implications of Literacy Definitions" (Jeanne S. Chall). A concluding section summarizes the basic issues raised in the papers and gives an interpretation of the positions presented on each. (Rs)
World literacy in the year 2000( Book )

9 editions published in 1992 in English and held by 441 WorldCat member libraries worldwide

The Future of literacy in a changing world( Book )

12 editions published between 1987 and 1995 in English and held by 342 WorldCat member libraries worldwide

Literacy : an international handbook( Book )

9 editions published in 1999 in English and Undetermined and held by 333 WorldCat member libraries worldwide

Literacy, culture, and development : becoming literate in Morocco by Daniel A Wagner( Book )

16 editions published between 1993 and 2009 in English and held by 301 WorldCat member libraries worldwide

Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of "mother-tongue" literacy programs, the notion of literacy "relapse," and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious instruction
Literacy among African-American youth : issues in learning, teaching, and schooling( Book )

4 editions published between 1994 and 1995 in English and held by 269 WorldCat member libraries worldwide

Child development and international development : research-policy interfaces( Book )

5 editions published in 1983 in English and held by 259 WorldCat member libraries worldwide

What makes workers learn : the role of incentives in workplace education and training by National Center on Adult Literacy( Book )

10 editions published between 1993 and 1995 in English and held by 213 WorldCat member libraries worldwide

This book looks at what makes adults participate in education and training, particularly in relation to work. It considers three kinds of incentives: to provide education and training, to accept learning opportunities, and to learn effectively. An introduction (Hirsch, Wagner) describes three potential conflicts that need to be resolved to bring the three kinds of incentives into closer harmony. The remainder of the book consists of 12 chapters that discuss 6 aspects of adult learning incentives. The chapters are revisions of papers presented at a roundtable. Section I contains two papers discussing financial incentives: "Adult Learning and Work: Finance, Incentives, and Certification" (Ryan) and "Do Most Employers and Workers Underinvest in Training and Learning on the Job?" (Bishop). The two chapters in Section II focus on legal incentives: "Worker Access to Vocational Training: A Legal Approach" (Luttringer) and "Legal Incentives and the New Workforce" (Noyelle, Hirsch). Section III consists of two chapters on work organization incentives: "Organizational Change and Adult Learning" (Hirschhorn) and "Workplace Learning in Changing Environments: A Researcher/Practitioner's Viewpoint" (Ford). Section IV on incentives and learning methods includes the following: "Learning at and through the Workplace: A Review of Participation and Adult Learning Theory" (Rubenson, Schutze) and "Functional Context Education for Schoolplaces and Workplaces" (Sticht). The two chapters in Section V address literacy and basic skills: "Workplace Literacy Programs: Organization and Incentives" (Mikulecky) and "Workplace Basic Skills Programs in the United Kingdom: Why So Few?" (Wells). The final section contains two chapters on comparing industrialized and developing nations: "Incentives for Adult Learning in Developing Countries: Lessons and Comparisons" (Puchner) and "Adult Learning under Conditions of Hardship: Evidence from Developing and Developed Countries" (Stromquist). Contains 244 references. (YLB)
The future of literacy in a changing world( Book )

4 editions published in 1999 in English and held by 169 WorldCat member libraries worldwide

Adult basic skills : innovations in measurement and policy analysis( Book )

4 editions published in 1997 in English and held by 145 WorldCat member libraries worldwide

This book offers new perspectives on the understanding of adult basic skills and literacy. It identifies the critical information needs in this area and suggests ways of closing the information gap through case studies and large-scale surveys. The chapters give an overview of the different research and policy traditions in literacy, and address key technical issues in measurement and assessment. The implications and options for policy intervention are considered in light of changing conceptions of theory and measurement
International perspectives on the school-to-work transition( Book )

9 editions published between 1998 and 1999 in English and held by 136 WorldCat member libraries worldwide

Supply and demand for literacy instruction in the United States by Richard L Venezky( Book )

3 editions published in 1994 in English and held by 93 WorldCat member libraries worldwide

Existing research on supply and demand (s&d) in adult literacy education in the United States was reviewed to determine the types of data needed to model s&d more accurately. Recent state/national studies of literacy service providers/technology, data on the demand for literacy instruction, the recent National Adult Literacy Survey, and studies of participation were reviewed. It was discovered that few s&d studies in adult literacy have gone beyond enumerating service providers or examining barriers to further participation (demand). The s&d equations for literacy instruction in the United States were found to be complicated by several factors: changing demands for basic skills in the workplace, an increase in immigrants with limited command of English, changing federal welfare policies, and limited awareness on the part of persons with low reading/writing ability that their skills are insufficient for everyday needs. Types of data required for modeling s&d were identified. It was concluded that the s&d characteristics in U.S. literacy policy have not been well understood, s&d are often poorly equilibrated, and recent national studies can provide useful guidance toward providing a better s&d balance. (The bibliography contains 24 references. Appended is a table detailing funding of/participation in California's work force literacy programs.) (mn)
Learning and education in developing countries : research and policy for the post-2015 UN development goals by Daniel A Wagner( Book )

9 editions published in 2014 in English and held by 93 WorldCat member libraries worldwide

Annotation
New technologies for literacy and adult education : a global perspective by Daniel A Wagner( Book )

6 editions published in 2005 in English and held by 92 WorldCat member libraries worldwide

New technology can provide powerful new tools for enriching the lives of poor people and communities in unprecedented ways. At least that was the view of the G8 Digital Opportunities Task Force in 2001, a view that is upheld and further explored in this book. With an estimated 850 million illiterate people in the world today, this book explores how new information and communication technology (ICT) supports basic literacy and the information skills crucial for economic and social development. Published as a contribution towards the United Nations Literacy Decade (2003-2012), the volume analyzes two interconnected approaches to using ICT to support adult literacy and basic education. The first views ICT primarily as a set of instructional tools to help people acquire the skills associated with traditional notions of literacy. The second treats the relationship between literacy, technology and development in a more integral way.--Publisher's description
Adult literacy : the next generation by Daniel A Wagner( Book )

3 editions published between 1995 and 1999 in English and held by 84 WorldCat member libraries worldwide

This article reviews recent ground-breaking research studies that can provide guidance for policymakers and practitioners interested in improving literacy in the United States. Each section provides a brief analysis of major research findings, followed by a series of recommendations. These issues are identified: the close relationship between literacy and education and a nation's economic development; identification of effective instructional practices for different subject areas and different types of learners; role of learners in setting of learning goals; degree of specificity of instruction; workforce literacy and competitiveness; need for services in English as a Second Language; family literacy; professionalization and standards; and inadequate use of new electronic technologies in adult literacy programs. The article concludes with a synthesis of the recent past and a prognosis for what is believed to be the next generation of literacy work in the United States. It suggests that more funding would help, but that resources need to be targeted better to improving the quality of education offered--in terms of effectiveness, efficiency, professionalization, and innovation. The article proposes that the adult literacy field along with policymakers and legislators must pull together for the next generation of adult literacy work to be an improvement over the previous one. (Ylb)
Standards for adult literacy : focal points for debate by Regie Stites( Book )

1 edition published in 1995 in English and held by 60 WorldCat member libraries worldwide

Due to fragmentation of the field, framing and engaging in debates over adult literacy standards have been particularly difficult. The discourse of adult literacy standards reflects this fragmentation. The terms content standards and opportunity-to-learn (otl) standards have typically not been used. The term performance standards has been used inconsistently and too generally. Goals 2000 and related national-level policies call for development of a voluntary system of standards to raise expectations and make schools and students accountable for higher levels of performance. Preliminary efforts to define content standards have focused on definitions of workplace competencies. Relatively little attention has been given to more broadly defined conceptions of functional literacy knowledge and skills. Although the National Adult Literacy Survey represents advancement in the assessment of functional literacy skills, work is needed to develop more authentic, performance-based assessments. Efforts to develop otl standards have been focused on program quality indicators and professionalization. The particular characteristics of the field of adult literacy call for development of new forms of standards to meet the needs of equity in access and outcomes, coordination of service provision, and sensitivity to the learning needs of an increasingly diverse population. Adult educators and learners have a special stake in standards and need to be actively involved in all areas of standards setting for adult literacy. (Contains 71 references.) (Ylb)
Literacy : developing the future by Daniel A Wagner( Book )

6 editions published between 1991 and 1992 in English and held by 55 WorldCat member libraries worldwide

The making of a fqih : the transformation of traditional Islamic teachers in modern times by Jennifer E Spratt( Book )

3 editions published in 1984 in English and held by 50 WorldCat member libraries worldwide

By looking at changes in the status and role of the fqih or traditional Islamic teacher in Morocco, it is possible to trace the transformation of the entire learning system from an independent, teacher-centered approach to a government-controlled educational system, of which religious education is only a part. In the traditional system, students memorized and recited the Quran at lower levels, and at higher levels studied exegesis, grammar, and law. The teacher's educational background consisted of local level schooling, travel for study-apprenticeships with individual scholars, and usually attendance at formal centers of Islamic study. The goal was acquisition of a quality called "ilm" (knowledge). Pressures for changes in this system began early in the 20th century when Morocco was a French protectorate. In 1968, the Moroccan government merged the Islamic and government schools so that fqihs now teach five- and six-year olds. Higher religious instruction now occurs through specialized secondary schools and universities. The traditional teacher's techniques and status have changed considerably and parents now see the teacher as a countervailing force to rapid social change. (Is)
Les nouvelles technologies au service de l'alphabétisation et de l'éducation des adultes : les perspectives dans le monde by Daniel A Wagner( Book )

3 editions published in 2005 in French and held by 33 WorldCat member libraries worldwide

 
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Literacy : an international handbook
Alternative Names
Wagner, D. A. 1946-

Wagner, D. A. (Daniel A.), 1946-

Wagner, Daniel 1946-

Wagner, Daniel A. 1946-

Languages
English (129)

French (3)

Covers
Literacy, culture, and development : becoming literate in MoroccoLiteracy among African-American youth : issues in learning, teaching, and schoolingThe future of literacy in a changing worldAdult basic skills : innovations in measurement and policy analysisInternational perspectives on the school-to-work transition