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	<title>bridging &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>An appreciative inquiry into the transformative learning experiences of students in a family literacy project</title>
		<link>https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:39:08 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[appreciative inquiry]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1354</guid>

					<description><![CDATA[Author/s: David Giles and Sharon Alderson Edition: Volume 48, Number 3, November 2008 Summary: Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures &#8230; <p class="link-more"><a href="https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/" class="more-link">Continue reading<span class="screen-reader-text"> "An appreciative inquiry into the transformative learning experiences of students in a family literacy project"</span></a></p>]]></description>
		
		
		
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		<title>Innovations in bridging and foundation education in a tertiary institution</title>
		<link>https://ajal.net.au/innovations-in-bridging-and-foundation-education-in-a-tertiary-institution/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 04 Apr 2013 03:10:44 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[courses]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[foundation]]></category>
		<category><![CDATA[literacies]]></category>
		<category><![CDATA[programs]]></category>
		<category><![CDATA[Unitec]]></category>
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					<description><![CDATA[Author/s: Rae Trewartha Edition: Volume 48, Number 1, April 2008 Summary: A 2006 survey of programs at Unitec, New Zealand concluded that, in the main, Unitec programs and courses were not meeting student needs in the area of foundation and bridging education. Invoking international research and practice, a report was compiled proposing a number of &#8230; <p class="link-more"><a href="https://ajal.net.au/innovations-in-bridging-and-foundation-education-in-a-tertiary-institution/" class="more-link">Continue reading<span class="screen-reader-text"> "Innovations in bridging and foundation education in a tertiary institution"</span></a></p>]]></description>
		
		
		
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