[NLA] Practitioner-based research topics short

[Nashansen@aol.com]

Mary Jane Fay wrote the following:
<< If we are seeking funding,
 then a large qualitative study is more likely to be effective.  If we are
 trying to determine whether a particular method of teaching math to
 Cambodian students is effective, a quantitative study may be sufficient.
 The latter example is where practitioner research can be most useful.
 
 2)  I know this isn't the focus of this thread of discussion, but the use of
 color overlays for texts has been around for a while.  There is a body of
 research, some of it positive, some of it negative, that says a color layed
 over a black-and-white text (or colored lenses in glasses) can help dyslexic
 readers.  I found a simple sheet of orange transparency worked well with one
 student and for another it was yellow lenses in his glasses.  Information on
 learning disabilities is part of a teacher's ongoing training, which can be
 a beneficial outcome of licensing/certifying teachers--but that's another
 discussion thread!  >>
 
 Mary Jayne Fay
 ABE Licensure Coordinator
 Mass. Dept. of Education

COMMENTS: 
Hi Mary Jayne, Andrea and George et all interested in this thread:

Mary Jane, thank you very much for the points of clarification related to the 
two points, including "1) funding research that only applies to the majority 
of the field".  It is good news for smaller organizations that consideration 
would be given smaller sampled projects.  I'm a little unclear as to how in 
the world that's triggered, but I know there are listservers who will assist 
in that understanding.

Yes  I understand -- the following made sense:
<< I think a take away point is that with any research project, the topic, and
 the intended audience, dictates the methodology.  >>

 As assisted, determined or outlined by the skilled researcher in a viable 
researcher/practitioner partnership, correct?

>From posts here I feel there are other issues than just funding "that apply 
to the majority of the field", though, Mary Jane.  Here's an example of one I 
feel would constitute "majority of field" documentation through research:  I 
feel it should be researched what the pros and cons are for the use of 
assessment (standardized testing tools) specifically by community-based 
literacy programs to document student progress of learning disabled students 
as required by federal policy for NRS documentation for funding.  

A sub-level of that topic is Harry I. inquiry for standardized testing with 
accommodations in a non-GED environment - he was told they "weren't trained 
to administer it".  I feel quite strongly that the requirement of 
standardized testing, in some literacy environments, dramatically impacted 
and affected the reported numbers that Thomas Sticht wrote about in "Breaking 
News" - or at least it should be questioned by some.  We need to research why.

So allow me to ask what *may* be a dumb question.  To explore/research the 
above topic, would a small sample research study be legitimate for the above 
topics?  Would a *sample* response be enough to convince the decision-makers 
there is valid evidence that a change in the area of literacy programs 
regarding testing?  Or would it take quantitative documentation?  

I'm obviously on the outer rim of understanding what constitutes expending 
funds on research, so forgive me if I forge ahead and ask another question:   
How does someone like me in the field even know that research would possibly 
be beneficial on such-and-such topic and/or what constitutes qualitative v. 
quantitative?  Remember now, there are very few financial resources to "go 
fishing".  What are the clues?

Andrea, I wrote a response to you, ahead of the 4th of July weekend, that I 
would think about a "short research topic list".  You wrote on 7/2/02: "You 
know, research is supposed to answer questions--what would you like to know?" 
 Well, here's what I'd like to know:

1) Which literacy CBO's with adults having low level reading skills are using 
standardized timed testing successfully with those beginning literacy 
students?
2)  What is the name of that testing tool the majority are using? 
3)  How are they administering that test at what time elements (pre and 
post-test requirements) - individually or as a group - large or small CBO's? 
        *** I am NOT asking about ABE nor GED -- I am asking about "literacy 
level" students. ***  
4)  Does a literacy organization's name diminish or enhance access by adult 
literacy students? Or do various literacy organizations find it doesn't 
matter? (I'd love to know how many are "umbrella'ed" by ABE or GED and does 
it enhance or dimish the visibility in the community.)
5)  What, how, why, and under what circumstances do beginning level adult 
readers learn to read, write and spell?
6)  Delivery systems:  Is a "small group setting" for volunteer 
community-based programs the new wave of literacy provision?  Or are the 
majority of CBO's finding the use of one-to-one the preferred instructional 
model?  What efforts have been made to gather their learners' input in the 
decision-making process -- in other words, is the instructional method a 
necessity due to funding, lack of instructors/volunteers or is it the 
learners' 1st choice?  How was that impacted by ESL, ESOL vs. LD students?  
Does it matter between populations?
7)  Other change:  How have CBO program direction changed over, say, the past 
5 years, supported subsequently by program materials and volunteer training?  
Why did that happen -- under which circumstances did the change begin? 
8)  I would be interested in finding out just how many literacy programs meet 
(as expressed by George Demetrion) the WIA/NRS definition of literacy 
programs.  He stated their listed criteria as:
    a) learning gains based on levels
    b) GED/high school equivalency
    c) Employment
So the research question would be:  Is this a true or false picture of the 
volunteer and/or community-based literacy programs nationwide?
9)  What is the latest and greatest "volunteer-friendly" materials out there 
to reinforce a core material the CBO favors?  I'm particularly frustrated 
with the lack of "how to write", sentence structure, adult computer 
programming, workplace and family literacy pieces.  Again, I'm not talking 
about GED-prep.  I'm talking about that literacy level student who wants to 
build communications skills in other parts of his/her daily life.

You probably recognize similarities between a longer response that I posted 
last weekend.  Some of these came directly from that post.

In conclusion:
Mary Jane mentioned that (and I quote here) 

<< "... there is a body of research, some of it positive, some of it 
negative, that says a color layed over a black-and-white text (or colored 
lenses in glasses) can help dyslexic readers." >>

This research is the type of information that a S.D. Hayseed 
Administrator/Practitioner would find beneficial.   And I'm sure there are 
other lurkers who would agree.  The location of that "body of research" is 
WHERE?  How does one secure this document?  

Further Comment:  Why?  Why did you write:
<< [...  I found a simple sheet of orange transparency worked well with one 
student and for another it was yellow lenses in his glasses.] ***Information 
on learning disabilities is part of a teacher's ongoing training, which can 
be a beneficial outcome of licensing/certifying teachers--but that's another 
discussion thread! *** >>

Please forgive me, but this is where shared information can improve and 
enhance CBO's staffed by volunteers.  It felt as though it is a secret that 
uncertified teachers cannot access.  Volunteers should not be viewed as 
hanging their heads, shamed that they aren't licensed and certified, but just 
as informed as those who are "in the know", Mary Jane.  

This type information, as researched by all-knowledgeable and certified ones, 
should indeed be a part of such a discussion thread.  Practitioners/Trainers 
like myself *want* new (whether experimental or proven) tools that could be 
included in volunteer training and in-service sessions.  This little 
provision is one that should be included in the research question: "How do 
learners learn?"  

My very small organization without funds to hire certified staffing still has 
a sincere wish, like Debbie Yoho said so eloquently, to bring skilled 
volunteers who share their caring and nurturing spirit in the educational 
environment.  I am constantly on the outlook for innovative techniques that 
may work with *some* of my learners.  So I welcomed your input about the 
orange transparency and yellow lenses - I would like to read more.

Thank you for your input.  Your points were very well taken.  And I thank you 
for your thoughts.

Nancy Hansen
Sioux Falls Area Literacy Council
Sioux Falls, SD
sfliteracy at mcleodusa.net
Nashansen at aol.com
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