[NLA] DC Logic in the Neo-Conservative Era

[George E. Demetrion]

Hello Andrea:

These are all great questions.  I came across Sheryl's questions first
and started a response.  So let me work on that, then perhaps this
weekend I might be able to get back to you.

Quick response:

What I might prefer in the way of adult literacy studies would not be
something that I would necessarily measure in a statistical sense
(Catherine's message speaks to this).  This does not negate the
importance of evaluation or assessment in some sense, though it might
challenge the notion of "objectivity" if defined exclusively or in the
final analysis through a mathematical metaphor.  With Catherine,
evaluation is an invariably interpretive affair stemming from the human
sciences--and science may be used here as a code for human inquiry which
takes on a variety of different modes.

Because I'm trying to be quick I speak cryptically.  Let me get on to my
longer response, then (along with Catherine's message and whatever else
may come up) let's see where we are.

George

I
On Tue, 22 Oct 2002 08:48:50 EDT AWilder106 at aol.com writes:
>George,
>
>Venezky, on your list, is one of those who just got a grant, reported 
>on the 
>nla.  
>
>Curiosity:  What would you prefer in the way of studies in adult 
>literacy?  
>What would you measure?  How would you do it? What would you do with 
>your 
>conclusions?  How would you disseminate them?  What kind of teacher 
>training 
>do you want to see for teachers?  Would you see it required, and if 
>so, what 
>would you require?  How do you feel about cetitfication?  What 
>programs would 
>get more money, assuming scarce resources?  What would make you close 
>down a 
>program?
>
>Andrea
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