No subject

that will work with
> every single learner taught.  Sorry.  This is really a false assumption
and=20
> it is what I wish to avoid having "shoved down my throat" by
decision-makers=
> =20
> with money in their hands..."

Yes Nancy, this is exactly my point about the impact of appplying "rigorous
scienfic method" to "conscious data"  (Catherine's term) as I have tried to
say.

But now I have a new question.  Let's summarize by agreeing, for the
moment, that 
1.  Evaluation and research are NOT the same thing
2.  That RESEARCH in adult ed should and could be conducted using
foundational approaches already discussed here (participatory,
practitioner, etc.)and that the argument that such approaches can be done
with "rigor" is settled with an answer of "yes",

Question:  Does anyone have any suggestions about POLICY that could be
promulgated to get more of such research accomplished?

I'm wondering if our discussion might result in a list of criteria, and a
recommendation that additional funding be offered to finance research that
meets those criteria?

Perhaps a call to NIFL--NCSALL--the Coalition--(?) to develop such
criteria, with input from this list? 

I pose this question not just for the sake of discussion, but I have in
mind some possible private funding sources (local and national) that I
could see myself approaching with a research idea if I could draw on such
guidelines.

Any help out there?  Debbie   


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