[NLA] Research in adult literacy education
Sheryl Gowen
EPSSAG at langate.gsu.edu
Tue Nov 19 13:25:36 EST 2002
Elsa, good idea. The following text books provide a broad overview of the field of evaluation, which is different from research:
Patton, M. Q. (1997). Utilization-Focused Evaluation: The New Century Text. 3rd Edition. Thousand Oaks, CA: Sage.
Fetterman, D. (1996). Empowerment Evaluation: Knowledge and Tools for Self Assessment and Accountability. Thousand Oaks, CA. Sage.
Rossi, Freeman & Lipsey (1998). Evaluation: A Systematic Approach. 6th Edition. Thousand Oaks, CA. Sage.
I would also strongly recommend the American Evaluation Association's website for additional resources and information. http://www.eval.org/
Check out the AEA statement on High Stakes Testing.
AEA also publishes two journals devoted to evaluation in a number of fields. On the inside cover of The American Journal of Evaluation are the Guiding Principals for Evaluators. They are divided into 5 sections:
1. Systematic Inquiry: Evaluators conduct systematic, data-based inquiries about what ever is being evaluated.
2. Competence: Evaluators provide competent performance to stakeholders.
3. Integrity/honesty: Evaluators ensure the honesty and integrity of the entire evaluation process.
4. Respect for people: Evaluators respect the security, dignity, and self-worth of the respondents, program participants, clients, and other stakeholders with whom they interact.
5. responsibilities for General and Public Welfare: Evaluators articulate and take into account the diversity of interests and values that may be related to the general and public welfare.
Hope this helps those of you interested in finding out more about how evaluation can help you achieve your program's goals.
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
>>> Elsa.Auerbach at umb.edu 11/18/02 05:21PM >>>
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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>
>
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