David Mallows
Biographic Data
| ID | 3542293 |
|---|---|
| NAME | David Mallows |
| GIVEN NAMES | David |
| FAMILY NAME | Mallows |
| SIGNATURE | MALLOWS D |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-8378-5488 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From schooling to adult education
Adult secondary education has become an increasingly important pathway for young people whose schooling has been interrupted, yet little research examines how these transitions are shaped by contemporary education governance or how persistence is sustained under conditions of social and institutional vulnerability. This article investigates transitions from regular secondary education into adult secondary education (EJA) in Bahia, Brazil, drawing…
Todos pela Alfabetização (everyone for literacy)
In this article we describe and reflect on a large-scale regional adult literacy initiative in the north-eastern Brazilian state of Bahia, Todos pela Alfabetização (Everyone for Literacy), known locally as TOPA, was active between 2007 and 2014. In Brazil 7% of the adult population (11 million people), are illiterate; in the state of Bahia the rate is 11% (over 1m people). A common approach to addressing such a challenge is to launch national or …
Indagações na/com a EJA no contexto de pandemia
Neste artigo, usamos a metodologia freireana dos Círculos de Cultura para explorar o desenvolvimento profissional contínuo dentro de uma Comunidade de Práticas em Educação de Jovens e Adultos (EJA) no Brasil em tempos de pandemia. Começamos por afirmar a importância da EJA no enfrentamento da exclusão imposta há décadas a parcelas da população no que se refere aos benefícios da educação. Conceituamos quem trabalha na EJA como uma comunidade de pr…
Designed-in and contingent scaffolding in the teaching practice groups model
The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with th…
Learning trajectories, violence and empowerment amongst adult basic skills learners
This is a timely contribution to our understanding of the impact of poor basic skills on the lives of adults. Current policy debates about adult skills are dominated by evidence from large datasets
Todos pela Alfabetização (everyone for literacy)
In this article we describe and reflect on a large-scale regional adult literacy initiative in the north-eastern Brazilian state of Bahia, Todos pela Alfabetização (Everyone for Literacy), known locally as TOPA, was active between 2007 and 2014. In Brazil 7% of the adult population (11 million people), are illiterate; in the state of Bahia the rate is 11% (over 1m people). A common approach to addressing such a challenge is to launch national or …
Learning trajectories, violence and empowerment amongst adult basic skills learners
This is a timely contribution to our understanding of the impact of poor basic skills on the lives of adults. Current policy debates about adult skills are dominated by evidence from large datasets
Designed-in and contingent scaffolding in the teaching practice groups model
The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with th…
Indagações na/com a EJA no contexto de pandemia
Neste artigo, usamos a metodologia freireana dos Círculos de Cultura para explorar o desenvolvimento profissional contínuo dentro de uma Comunidade de Práticas em Educação de Jovens e Adultos (EJA) no Brasil em tempos de pandemia. Começamos por afirmar a importância da EJA no enfrentamento da exclusão imposta há décadas a parcelas da população no que se refere aos benefícios da educação. Conceituamos quem trabalha na EJA como uma comunidade de pr…
Todos pela Alfabetização (everyone for literacy)
In this article we describe and reflect on a large-scale regional adult literacy initiative in the north-eastern Brazilian state of Bahia, Todos pela Alfabetização (Everyone for Literacy), known locally as TOPA, was active between 2007 and 2014. In Brazil 7% of the adult population (11 million people), are illiterate; in the state of Bahia the rate is 11% (over 1m people). A common approach to addressing such a challenge is to launch national or …
From schooling to adult education
Adult secondary education has become an increasingly important pathway for young people whose schooling has been interrupted, yet little research examines how these transitions are shaped by contemporary education governance or how persistence is sustained under conditions of social and institutional vulnerability. This article investigates transitions from regular secondary education into adult secondary education (EJA) in Bahia, Brazil, drawing…
Adult education (3 works) · Pedagogy (3 works) · Political science (3 works) · Education and Vocational Training (2 works) · Education Pedagogy and Practices (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Youth Education and Societal Dynamics (2 works) · Adult Learning (1 work)