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 Documenting Outcomes for Learners and Their Communities: A Report on a NCSALL Action Resea...
expanding, iterative processes of planning, action, and reflection. The project began with participants’ experiences, has changed practice, and produced knowledge about that practice. The teams did not—except incidentally—study practice discours...
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expanding, iterative processes of planning, action, and reflection. The project began with participants’ experiences, has changed practice, and produced knowledge about that practice. The teams did not—except incidentally—study practice discourse or power distribution. Although the project did not include the level of documentation or length of process to build new critiques, knowledge, and theory, it may contribute to a critique of limited, highly bounded ways of measuring outcomes. The methodology in
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http://www.ncsall.net/fileadmin/resources/research/report20.pdf#page=14
www.ncsall.net/fileadmin/resources/research/report20.pdf#page=14
expanding, <span class="highlight">iterative</span> processes <span class="highlight">of</span> planning, action, <span class="highlight">and</span> reflection. The project began with participants’ experiences, has changed practice, <span class="highlight">and</span> produced knowledge about that practice. The teams did not—except incidentally—<span class="highlight">study</span> practice discourse or power distribution. Although the project did not include the level <span class="highlight">of</span> documentation or length <span class="highlight">of</span> process to build new critiques, knowledge, <span class="highlight">and</span> theory, it may contribute to <span class="highlight">a</span> critique <span class="highlight">of</span> limited, highly bounded ways <span class="highlight">of</span> measuring outcomes. The methodology in
Classroom Dynamics in Adult Literacy Education
question. Unlike in research using representative sampling and quantitative data, findings are not meant to be generalized to the entire population of classes. Instead, findings help generate understanding and theoretical propositions and hypotheses for future re...
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question. Unlike in research using representative sampling and quantitative data, findings are not meant to be generalized to the entire population of classes. Instead, findings help generate understanding and theoretical propositions and hypotheses for future research. Sample Selection In planning the study, one of the first decisions we faced was the selection of a sample of classes for study. We decided on 20 sites as our sample size for two reasons. First, based on our experience as adult
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http://www.ncsall.net/fileadmin/resources/research/report18.pdf#page=12
www.ncsall.net/fileadmin/resources/research/report18.pdf#page=12
question. Unlike in research using representative sampling <span class="highlight">and</span> <span class="highlight">quantitative</span> data, findings are not meant to be generalized to the entire population <span class="highlight">of</span> classes. Instead, findings help generate understanding <span class="highlight">and</span> theoretical propositions <span class="highlight">and</span> hypotheses for future research. Sample Selection In planning the <span class="highlight">study</span>, one <span class="highlight">of</span> the first decisions we faced was the selection <span class="highlight">of</span> <span class="highlight">a</span> sample <span class="highlight">of</span> classes for <span class="highlight">study</span>. We decided on 20 sites as our sample size for two reasons. First, based on our experience as adult
Learner-Identified Outcomes of Participation in Adult Literacy Programs
participants were saying both as individuals and as a group. We noted both particular stories and common themes and categories. The broad categories that cut across all interviews were to some extent determined by the questions we had asked and the probes we used,...
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participants were saying both as individuals and as a group. We noted both particular stories and common themes and categories. The broad categories that cut across all interviews were to some extent determined by the questions we had asked and the probes we used, e.g. work, adult education classes, early schooling. We also identified themes across categories that emerged from the interviews, e.g. value of education and impact of poverty and race. The steps we took in this iterative process were: 1
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http://www.ncsall.net/fileadmin/resources/research/report13.pdf#page=5
www.ncsall.net/fileadmin/resources/research/report13.pdf#page=5
developed do not measure the primary outcomes reported by the participants in this <span class="highlight">study</span>: new literacy practices <span class="highlight">and</span> more positive sense <span class="highlight">of</span> self. To assess these outcomes may require developing performance- based measures that allow for the interaction <span class="highlight">of</span> skill, task, <span class="highlight">and</span> context that seem to define outcomes in real life. <span class="highlight">A</span> <span class="highlight">study</span> conducted with <span class="highlight">a</span> national sample in greater depth than previous research may be needed to understand the outcomes <span class="highlight">of</span> adult literacy programs. The primary source <span class="highlight">of</span> data for this
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http://www.ncsall.net/fileadmin/resources/research/report13.pdf#page=9
www.ncsall.net/fileadmin/resources/research/report13.pdf#page=9
enroll in adult basic education programs. Practitioners <span class="highlight">and</span> funders <span class="highlight">of</span> adult basic education, too, are concerned about outcomes. The field <span class="highlight">of</span> adult basic education is struggling to identify <span class="highlight">and</span> document the outcomes <span class="highlight">of</span> adult literacy programs. The 1998 Workforce Investment Act requires federally-funded providers <span class="highlight">of</span> adult basic education to establish <span class="highlight">a</span> comprehensive performance accountability system. <span class="highlight">A</span> National Reporting System for Adult Education has been developed under the direction <span class="highlight">of</span> the Division
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http://www.ncsall.net/fileadmin/resources/research/report13.pdf#page=20
www.ncsall.net/fileadmin/resources/research/report13.pdf#page=20
participants were saying both as individuals <span class="highlight">and</span> as <span class="highlight">a</span> group. We noted both particular stories <span class="highlight">and</span> common themes <span class="highlight">and</span> categories. The broad categories that cut across all interviews were to some extent determined by the questions we had asked <span class="highlight">and</span> the probes we used, e.g. work, adult education classes, early schooling. We also identified themes across categories that emerged from the interviews, e.g. value <span class="highlight">of</span> education <span class="highlight">and</span> impact <span class="highlight">of</span> poverty <span class="highlight">and</span> race. The steps we took in this <span class="highlight">iterative</span> process were: 1
Appendix to the Outcomes and Impacts of Adult Literacy Education in the United States
was designed to provide basic workplace skills to employees from Lapeer and Genesee Counties. Individualized training plans were developed for each employee. They were then placed in classes customized to the needs of the workplace and individualized to their assessed skills. Th...
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was designed to provide basic workplace skills to employees from Lapeer and Genesee Counties. Individualized training plans were developed for each employee. They were then placed in classes customized to the needs of the workplace and individualized to their assessed skills. The classes offered were basic mathematics, beginning algebra, intermediate algebra, college algebra, analytical geometry/calculus I, basic sentence skills, basic writing, English composition, reading improvement, and reading-study
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http://www.ncsall.net/fileadmin/resources/research/report6a.pdf#page=42
www.ncsall.net/fileadmin/resources/research/report6a.pdf#page=42
was designed to provide basic workplace skills to employees from Lapeer <span class="highlight">and</span> Genesee Counties. Individualized training plans were developed for each employee. They were then placed in classes customized to the needs <span class="highlight">of</span> the workplace <span class="highlight">and</span> individualized to their assessed skills. The classes offered were basic mathematics, beginning algebra, intermediate algebra, college algebra, <span class="highlight">analytical</span> geometry/calculus I, basic sentence skills, basic writing, English composition, reading improvement, <span class="highlight">and</span> reading-<span class="highlight">study</span>
The Characteristics and Concerns of Adult Basic Education Teachers
’ characteristics, contexts, and concerns. These are presented in each section as our findings; the findings are used to organize the structure of the report. Description of the Sample The majority of teachers in our study were white (91.5%), female (83%), ...
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’ characteristics, contexts, and concerns. These are presented in each section as our findings; the findings are used to organize the structure of the report. Description of the Sample The majority of teachers in our study were white (91.5%), female (83%), and between the ages of 41 and 60 (67%). Approximately half hold degrees beyond the bachelor’s (either a master’s or doctoral degree) and fewer than 8% have an associate’s degree, a high school diploma, or GED as the highest level of formal education completed
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http://www.ncsall.net/fileadmin/resources/research/report26.pdf#page=27
www.ncsall.net/fileadmin/resources/research/report26.pdf#page=27
’ characteristics, contexts, <span class="highlight">and</span> concerns. These are presented in each section as our findings; the findings are used to organize the structure <span class="highlight">of</span> the report. Description <span class="highlight">of</span> the Sample The majority <span class="highlight">of</span> teachers in our <span class="highlight">study</span> were white (91.5%), female (83%), <span class="highlight">and</span> between the ages <span class="highlight">of</span> 41 <span class="highlight">and</span> 60 (67%). Approximately half hold degrees beyond the bachelor’s (either <span class="highlight">a</span> master’s or doctoral degree) <span class="highlight">and</span> fewer than 8% have an associate’s degree, <span class="highlight">a</span> high school diploma, or GED as the highest level <span class="highlight">of</span> formal education completed
The Outcomes and Impacts of Adult Literacy Education in the United States
NCSALL Report #6 January 1999 89 Wasson, J. (1965). Evaluation of an eight week adult education program. St. Paul: MN: Ramsey County Welfare Dept., Work and Training Program. (ERIC Reproduction Service No. ED021194) White, G. (1990). A comparative study of...
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NCSALL Report #6 January 1999 89 Wasson, J. (1965). Evaluation of an eight week adult education program. St. Paul: MN: Ramsey County Welfare Dept., Work and Training Program. (ERIC Reproduction Service No. ED021194) White, G. (1990). A comparative study of adult education Indianapolis/Richmond. Third party evaluation final report. Indianapolis, IN: Indiana Opportunities Industrialization Center of America State Council.
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=13
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=13
an adequate number <span class="highlight">of</span> cases. • The sampling plan was adequate (i.e., it could <span class="highlight">and</span> did result in external validity). • Data collection procedures were adequate (i.e., they were not tainted by substantial attrition or biased by other factors). • Objective measures, rather than self-report, were used to measure outcomes. • Measures, especially tests, were valid <span class="highlight">and</span> reliable. • The research design included <span class="highlight">a</span> control group. • Inferences logically followed from the design <span class="highlight">and</span> data. No <span class="highlight">study</span> fully met these
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www.ncsall.net/fileadmin/resources/research/report6.pdf#page=50
Friedlander, 1994, p. 118). Tested Learning Gain Learning gain was measured by the document <span class="highlight">and</span> <span class="highlight">quantitative</span> literacy components <span class="highlight">of</span> the TALS. The document literacy section (26 items) measures the skills needed to work with documents such as use <span class="highlight">of</span> charts <span class="highlight">and</span> forms. The <span class="highlight">quantitative</span> literacy section (23 items) measures the ability to perform calculations embedded in text. Although the TALS includes <span class="highlight">a</span> prose literacy section, it was not used in the GAIN <span class="highlight">study</span>. The difference between the treatment group <span class="highlight">and</span> control
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=54
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=54
NCSALL Report #6 January 1999 54 required for <span class="highlight">a</span> minimum <span class="highlight">of</span> 15 hours per week. One-on-one instruction in <span class="highlight">a</span> learning lab <span class="highlight">and</span> small group instruction was available. The Steps to Success outcome <span class="highlight">study</span> included both qualitative <span class="highlight">and</span> <span class="highlight">quantitative</span> components, but, because the qualitative component is not extensively reported, the case analysis will focus on the <span class="highlight">quantitative</span>. The <span class="highlight">study</span> commenced with the development <span class="highlight">of</span> <span class="highlight">a</span> sample. To
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=89
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=89
NCSALL Report #6 January 1999 89 Wasson, J. (1965). Evaluation <span class="highlight">of</span> an eight week adult education program. St. Paul: MN: Ramsey County Welfare Dept., Work <span class="highlight">and</span> Training Program. (ERIC Reproduction Service No. ED021194) White, G. (1990). <span class="highlight">A</span> <span class="highlight">comparative</span> <span class="highlight">study</span> <span class="highlight">of</span> adult education Indianapolis/Richmond. Third party evaluation final report. Indianapolis, IN: Indiana Opportunities Industrialization Center <span class="highlight">of</span> America State Council.
Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Inst...
NCSALL Reports #17 November 2000 66 Data Collection The home literacy practices questionnaires of the 173 study participants (a total of 321 questionnaires) were divided and analyzed by four research assistants, who looked for elaborated information regarding...
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NCSALL Reports #17 November 2000 66 Data Collection The home literacy practices questionnaires of the 173 study participants (a total of 321 questionnaires) were divided and analyzed by four research assistants, who looked for elaborated information regarding changes in participants’ literacy practices. Comments were treated as data for this analysis only if they provided additional information not captured by the
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http://www.ncsall.net/fileadmin/resources/research/report17.pdf#page=74
www.ncsall.net/fileadmin/resources/research/report17.pdf#page=74
NCSALL Reports #17 November 2000 66 Data Collection The home literacy practices questionnaires <span class="highlight">of</span> the 173 <span class="highlight">study</span> participants (<span class="highlight">a</span> total <span class="highlight">of</span> 321 questionnaires) were divided <span class="highlight">and</span> analyzed by four research assistants, who looked for elaborated information regarding changes in participants’ literacy practices. Comments were treated as data for this analysis only if they provided additional information not captured by the
How Teachers Change: A Study of Professional Development in Adult Education
How Teachers Change: A Study of Professional Development in Adult Education Producing results: • Using the information both from the whole sample and the subsample teachers (quantitative and qualitative), we developed a final list of the...
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How Teachers Change: A Study of Professional Development in Adult Education Producing results: • Using the information both from the whole sample and the subsample teachers (quantitative and qualitative), we developed a final list of the most important individual factors that influenced teacher change.30 To ensure rigor in our analysis, two or more members of the research team looked independently at the data when coding, summarizing, or rating. Whenever a question of interpretation or a
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=57
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=57
How Teachers Change: <span class="highlight">A</span> <span class="highlight">Study</span> <span class="highlight">of</span> Professional Development in Adult Education We conducted class observations, but only to understand the teacher’s teaching situation <span class="highlight">and</span> program context, rather than to collect data about teacher performance. Similarly, the purpose <span class="highlight">of</span> the interview with the program director or coordinator was to get <span class="highlight">a</span> better understanding <span class="highlight">of</span> the program context, not to ask the program director to comment on the individual teacher. In addition to the data collected from
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=59
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=59
How Teachers Change: <span class="highlight">A</span> <span class="highlight">Study</span> <span class="highlight">of</span> Professional Development in Adult Education Producing results: • Using the information both from the whole sample <span class="highlight">and</span> the subsample teachers (<span class="highlight">quantitative</span> <span class="highlight">and</span> qualitative), we developed <span class="highlight">a</span> final list <span class="highlight">of</span> the most important individual factors that influenced teacher change.30 To ensure rigor in our analysis, two or more members <span class="highlight">of</span> the research team looked independently at the data when coding, summarizing, or rating. Whenever <span class="highlight">a</span> question <span class="highlight">of</span> interpretation or <span class="highlight">a</span>
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http://www.ncsall.net/fileadmin/resources/research/report25.pdf#page=60
www.ncsall.net/fileadmin/resources/research/report25.pdf#page=60
<span class="highlight">and</span> to follow the guide, with some flexibility, so that there was less variation among groups within <span class="highlight">a</span> particular model. Some facilitators felt constrained to stick to the guide, knowing that they were in <span class="highlight">a</span> research <span class="highlight">study</span> <span class="highlight">and</span> comparability <span class="highlight">of</span> professional development experiences within the same model across states was important. In some cases, this constraint may have prevented the facilitators from adapting the professional development activities to the specific needs or interests <span class="highlight">of</span> the practitioners
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www.ncsall.net/fileadmin/resources/research/report25.pdf#page=96
important when there was evidence in both the whole sample (<span class="highlight">quantitative</span>) data <span class="highlight">and</span> the subsample (qualitative) data to support their connection to either amount or type <span class="highlight">of</span> change, or when the evidence for the factor was particularly strong in either the <span class="highlight">quantitative</span> or qualitative. Table 12 below outlines all the factors we examined in this <span class="highlight">study</span> by their level <span class="highlight">of</span> importance. Most important factors are those for which we have strong evidence, either through statistical significance found in that variable in
Focus on Research: Longitudinal Study of Adult Learners
Design Challenges The first question to answer in designing a longitudinal study is "What questions are we hoping to answer?" Through an iterative process involving many policymakers and practitioners, Reder has decided upon the three questions listed above. N...
Determining Dinosaur Speeds
Determining Dinosaur Speeds Quantitative Skills > Teaching Resources > Activities > Determining Dinosaur Speeds Determining Dinosaur Speeds Carl Edward Renshaw, Gary Dean Johnson, and Karin Facet Kvale Department of Earth Sciences, Dartmouth College Author Profil...
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