[NLA] Research in adult literacy education

Mon Nov 18 17:21:22 EST 2002

Sheryl,

I think it would be helpful if you could list a few key references  re: participatory evaluation (I know of Lincoln and Guba, but I'm sure there's a big literature that we could all benefit from learning about).  What are the three or four best resources you could recommend?

Elsa Auerbach

> ----------
> From: 	Sheryl Gowen
> Reply To: 	nla at lists.literacytent.org
> Sent: 	Monday, November 18, 2002 11:10 AM
> To: 	nla at lists.literacytent.org
> Subject: 	Re:  [NLA] Research in adult literacy education
> 
> By supportive, I meant an evaluator who would 
> 1. work with the program to identify and articulate the program's specific goals 
> 2. work collaboratively with the program director, staff, teachers, and/or learners to determine the extent to which the program is meetings its own goals and objectives
> 3. help the program meet its own goals and objectives more effectively. 
> 
> This approach is rigourous, systematic and objective.  The evaluator is not bringing in his/her own bias about how things should be done, what things are important, etc. The evalautor is not being arbitray or capricious in his/her work.   By the way, this method is used at the CDC, NSF, and the Kellog Foundation, to name just a few. 
> 
> 
> Sheryl Gowen, Associate Professor
> Research, Measurement and Statistics
> Department of Educational Policy Studies
> Georgia State University
> Atlanta, GA 30303-3083
> sgowen at gsu.edu
> 404.651.1152
> fax 404.651.1009
> >>> dwyoho at earthlink.net 11/17/02 18:49 PM >>>
> "  From Andrea (as example)  "Evaluators would have to know about 
> language and about learning disabilities and diagnosis."
> 
> I'm not suggesting that evaluators be ignorant of literacy in all its
> facets.  But Sheryl said "supportive" of a "program's goals"--implying that
> it would be good to use evaluators with a bias in favor of a program
> reaching its goals.  But "rigorous" research requires as much objectivity
> in the design and implementation of evaluation strategies as possible, or
> does it?  (I am seriously and innocently inquiring; nothing meant to be
> read into my question, please, even though I am one of those wary of calls
> for "rigor".)  
> 
> What I'm asking for is a further explanation of what would define "rigor",
> and I want to check out the hypothesis that part of the answer includes
> strictly objective evaluation.  Of course, the next question will be
> whether or not objectivity is really possible, if it is first desirable. 
> Of this I am also unsure.  
> 
> I am interested in the question because my program is regularly "evaluated"
> by the State Department of Education, who has a vested interest in my
> success. The evaluators are also considered to have expertise in the field,
> and I am glad they understand and support my program.  But should they be
> the evaluators?  If not, who should be? 
> 
> In a post many weeks ago, I suggested that learners could be the evaluators
> of whether or not a program is authentic.  (I still think this is a good
> idea.)  But as a group learners would be even less objective, even more
> invested in a program's success, and less knowledgeable of literacy as a
> discipline than the state department.
> 
> So I ask again: If we agree for the sake of discussion that accountability
> can be a positive force, who should mind the store?  
> 
> Deborah W. Yoho
> Moderator, NIFL-Health Discussion Group
> Executive Director, Greater Columbia Literacy Council
> 2728 Devine St. Columbia, SC  29205
> 803-765-2555    dwyoho at earthlink.net
> 
> 
> 
> 
> > [Original Message]
> > From: <AWilder106 at aol.com>
> > To: <nla at lists.literacytent.org>
> > Date: 11/15/2002 10:42:20 PM
> > Subject: Re:  [NLA] Research in adult literacy education
> >
> > Dear Deborah,
> >
> > This is a day for teasing out word meanings.  I didn't take Cheryl's post
> to 
> > mean that evaluators should know nothing about a program's goals,> 
> objectives 
> > or methods.  Personally, I would want an evaluator who would know plenty 
> > about methods and goals and with wide experience--I would call that
> rigorous. 
> >  
> >
> > To dive right in, let's take phonemic awareness, which has been pushed
> down 
> > people's throats for some months, now.  It's fine with me, I think every 
> > teacher should know what this is, how to teach it, how it fits in turning 
> > speech into print, and so on.  I have a friend now in college who
> couldn't do 
> > phonemic awareness, a learning disability.  She learned globally, by what 
> > many (gasp!) still call whole language.  Evaluators would have to know
> about 
> > language and about learning disabilities and diagnosis.  I know I'm
> fooling 
> > around with language, myself, here, but I have never seen why there
> shouldn't 
> > be multiple ways of reaching a goal like literacy--multiple rigorous ways
> of 
> > becoming literate.   Rigorous needn't mean rigid.
> >
> > Given how little time adult learners have to spend in class, I think it
> would 
> > be great to use the time as effectively as possible, to make that an
> upfront 
> > goal,--takes knowledgeable teachers, constant teaching upgrades,
> evaluators 
> > who are also coaches, and funding.
> >
> > Thanks for the Interesting post
> >
> > Andrea
> >
> >
> >
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