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Education
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 Learners' Engagement in Adult Literacy Education
119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building follow...
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119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step in generating empirically based models that lead to testable hypotheses. The obvious terrain for model building following this study lies in the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy
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http://www.ncsall.net/fileadmin/resources/research/report28.pdf#page=33
www.ncsall.net/fileadmin/resources/research/report28.pdf#page=33
Learners’ Engagement <span class="highlight">in</span> Adult Literacy Education 21 Voelkl (1995), using this <span class="highlight">model</span> and building on Newmann’s (1981) ideas about school membership, examines how students’ perceptions of school warmth contribute to participation and achievement. School warmth is understood by a student’s sense of teacher warmth, caring, and supportiveness. Voelkl posits participation as a mediator between perceptions of warmth, so that students who feel that the school is a supportive environment are more likely to
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http://www.ncsall.net/fileadmin/resources/research/report28.pdf#page=121
www.ncsall.net/fileadmin/resources/research/report28.pdf#page=121
109 CHAPTER FIVE: ANALYSIS The question that has guided this research is “What are the <span class="highlight">contextual</span> factors that shape engagement <span class="highlight">in</span> adult literacy education?” Although <span class="highlight">in</span> the preceding cases readers have been able to glimpse some of the shaping factors, <span class="highlight">in</span> this chapter we attempt to address the question <span class="highlight">in</span> a holistic analysis. As is evident from the literature review, many researchers conceive of engagement as a cognitive function—something that goes on <span class="highlight">in</span> an individual’s mind and is closely
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www.ncsall.net/fileadmin/resources/research/report28.pdf#page=131
119 CHAPTER SIX: IMPLICATIONS AND RECOMMENDATIONS Research Using qualitative research, we can investigate phenomena holistically and expansively as a first step <span class="highlight">in</span> generating empirically <span class="highlight">based</span> models that lead to testable hypotheses. The obvious terrain for <span class="highlight">model</span> building following this study lies <span class="highlight">in</span> the relationship between engagement and learning. Although engagement is necessary for learning, it is not learning itself and literacy learning is clearly the most important payoff of adult literacy
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http://www.ncsall.net/fileadmin/resources/research/report28.pdf#page=133
www.ncsall.net/fileadmin/resources/research/report28.pdf#page=133
<span class="highlight">in</span> the research on adult literacy education. IGI is materials-dependent, and there is virtually no research on the effectiveness of materials, at least <span class="highlight">in</span> the public domain. What works and what does not are critical questions the field needs to ask of available materials, for until we have research-<span class="highlight">based</span> answers, teachers will lack a sound basis for selecting the materials that by and large carry the content <span class="highlight">in</span> IGI-<span class="highlight">based</span> instruction. <span class="highlight">In</span> a similar vein, we have found <span class="highlight">in</span> this study that <span class="highlight">in</span> IGI teachers
Describing Program Practice: A Typology Across Two Dimensions
Use of materials and activities drawn from the learners' lives is supported by research that documents the powerful role of context in learning, the researchers note. For example, some workplace literacy programs teach literacy skills as they are needed within specific work contexts. C...
Adult Literacy Program Practice: A Typology Across Dimensions of Life-Contextualized/Decon...
individual questions that would allow us to triangulate the data we received; (c) we provided the participants with no explicit knowledge of the dimensions of interest. However, some responses to question #6 (see below) were “apologies” for not having “enough” student...
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individual questions that would allow us to triangulate the data we received; (c) we provided the participants with no explicit knowledge of the dimensions of interest. However, some responses to question #6 (see below) were “apologies” for not having “enough” student participation in given programs. This type of response might indicate that question #6 prompted socially-appropriate responses. However, these types of responses were relatively few, and we did not feel that the validity of the questionnaire as a
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=3
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=3
NCSALL Reports #2 July 1998 3 EXECUTIVE SUMMARY Describing Program Practice: A Typology Across Two Dimensions This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as life-<span class="highlight">contextual</span>/decontextual; and <span class="highlight">control</span> of decisions, referred to as dialogic/monologic. This information provides a data-<span class="highlight">based</span>
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=6
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=6
language development as well as oral language development. Thus, the guiding definition of literacy used for this research is that of cultural practice (Gee, 1992; Purcell-Gates, 1993, 1996). This view of literacy recognizes that issues of power and <span class="highlight">access</span> are inherent <span class="highlight">in</span> literacy practice and thus is an ideological <span class="highlight">model</span>. This stands <span class="highlight">in</span> contrast to autonomous models of literacy, which have been described as viewing literacy practice <span class="highlight">in</span> a vacuum (Street, 1989). Literacy practices do not take place <span class="highlight">in</span> socially
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=11
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=11
individual questions that would allow us to triangulate the data we received; (<span class="highlight">c</span>) we provided the participants with no explicit knowledge of the dimensions of interest. However, some responses to question #6 (see below) were “apologies” for not having “enough” student participation <span class="highlight">in</span> given programs. This type of response might indicate that question #6 prompted socially-appropriate responses. However, these types of responses were relatively few, and we did not feel that the validity of the questionnaire as a
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=16
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=16
NCSALL Reports #2 July 1998 16 Table 1 Breakdown of adult literacy programs by type and sub-type Type of Program n % of total Life-<span class="highlight">Contextual</span>/Dialogic 23 8 Highly <span class="highlight">Contextual</span>/Highly Dialogic 3 1 Somewhat <span class="highlight">Contextual</span>/Highly Dialogic 0 0 Highly <span class="highlight">Contextual</span>/Somewhat Dialogic 2 1 Somewhat <span class="highlight">Contextual</span>/Somewhat Dialogic 18 7 Life-Decontextual/Dialogic 6 2 Somewhat Decontextual/Highly
Health Literacy beyond Basic Skills. ERIC Digest.
This Digest looks beyond adult basic education to address issues of health and literacy for all adults and educational responses to them. In contemporary society, a constellation of changes has complicated the adult's challenge of being healthy: the health care system's shift from a paternal...
Performance Accountability: For What? To Whom? And How?
beyond dropping out. They will only become part of the structure of accountability when they have real power to make choices. Some community- based programs encourage learner participation in management, with learner representatives sitting on boards, and being involved in manag...
How Teachers Change: A Study of Professional Development in Adult Education
she participated in all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and contextual factors that affect learners and, to her relief, better understood what was and was not within her ...
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she participated in all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and contextual factors that affect learners and, to her relief, better understood what was and was not within her control as a teacher. Her first action was to use several techniques she learned in the workshops (force-field analysis, class discussions) to find out what barriers learners faced. She learned that many of them would be
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=80
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=80
she participated <span class="highlight">in</span> all 18 hours of a multisession workshop. Like Erica, Debbie demonstrated minimal-to-moderate integrated change. She also became more aware of social and <span class="highlight">contextual</span> factors that affect learners and, to her relief, better understood what was and was not within her <span class="highlight">control</span> as a teacher. Her first action was to use several techniques she learned <span class="highlight">in</span> the workshops (force-field analysis, class discussions) to find out what barriers learners faced. She learned that many of them would be
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=146
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=146
education. Madison, WI: National Center for Improving Student Learning & Achievement <span class="highlight">in</span> Math & Science, Principled Practice Research Brief, 2(2), Fall, 1-3. Crocker, J. (1987, October). ABE statewide staff development programs: Analysis of program dimensions, characteristics, and <span class="highlight">contextual</span> factors. Paper presented at the American Adult and Continuing Education Conference, Washington, DC. Darkenwald, G. (1986). Adult literacy education: A review of the research and priorities for future inquiry. New York
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www.ncsall.net/fileadmin/resources/research/report25.pdf#page=192
release time per year 19. Level of interaction with colleagues To identify the key predictors for amount of change, we first looked at the correlation results and then conducted multivariate analysis tests <span class="highlight">based</span> on these results. The bivariate correlations showed us the strength of the associations between the predictors and the outcome variables. Any variable with a correlation probability of .15 or better was included <span class="highlight">in</span> our initial <span class="highlight">model</span>. Although many variables were not strongly correlated with the
Summaries of the Evaluations Referenced in Emerging Answers 2007
1 Change in outcome for group receiving intervention relative to comparison group: no significant change = 0; significant desirable change = +; significant undesirable change = —; marginally significant change (p<.1) = 0*. 90 Program Study Information Community/ Sample Characteris...
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1 Change in outcome for group receiving intervention relative to comparison group: no significant change = 0; significant desirable change = +; significant undesirable change = —; marginally significant change (p<.1) = 0*. 90 Program Study Information Community/ Sample Characteristics Program Description Study Design and Analytic Methods Results 1 Additional Comments Program type: Curriculum based sex/HIV education Program name: Project Light Reference: Rotheram-Borus
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http://www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=90
www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=90
1 Change <span class="highlight">in</span> outcome for group receiving intervention relative to comparison group: no significant change = 0; significant desirable change = +; significant undesirable change = —; marginally significant change (p<.1) = 0*. 90 Program Study Information Community/ Sample Characteristics Program Description Study Design and Analytic Methods Results 1 Additional Comments Program type: Curriculum <span class="highlight">based</span> sex/HIV education Program name: Project Light Reference: Rotheram-Borus
Secondary Literacy Instruction Intervention Guide (PDF)
Secondary Literacy Intervention Program Guide for Level III - V Appendix B: Based on our clinical literacy work in major urban districts and in reviewing related research, the Stupski Foundation has identified the equity-based, Content Literacy Continuum (CLC) model...
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Secondary Literacy Intervention Program Guide for Level III - V Appendix B: Based on our clinical literacy work in major urban districts and in reviewing related research, the Stupski Foundation has identified the equity-based, Content Literacy Continuum (CLC) model, developed by the University of Kansas Center for Research on Learning (CRL) as an effective secondary literacy framework and model. This model offers a comprehensive literacy system to address districts’ need for research- based, robust
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http://centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention_Guide.pdf#page=45
centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention...
Secondary Literacy Intervention Program Guide for Level III - V Appendix B: <span class="highlight">Based</span> on our clinical literacy work <span class="highlight">in</span> major urban districts and <span class="highlight">in</span> reviewing related research, the Stupski Foundation has identified the equity-<span class="highlight">based</span>, Content Literacy Continuum (CLC) <span class="highlight">model</span>, developed by the University of Kansas Center for Research on Learning (CRL) as an effective secondary literacy framework and <span class="highlight">model</span>. This <span class="highlight">model</span> offers a comprehensive literacy system to address districts’ need for research- <span class="highlight">based</span>, robust
 Media Literacy Standards: Louisiana
library media program. These guidelines are organized under four broad areas: Information Access, Learning Environment, Program Administration, and Facilities. Each area addresses several topics. These guidelines must not be viewed as a “pick and choose” menu. They must be underst...
Stanford Encyclopedia of Philosophy: epsilon calculus
operator is a term-forming operator which replaces quantifiers in ordinary predicate logic. Specifically, in the calculus, a term εx A denotes some x satisfying A(x), if there is one. In Hilbert's Program, the epsilon terms play the role of ideal elements; the aim...
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