[NLA] Implement this immediately!

[AWilder106@aol.com]

Dear David,

Thank you for your nice long post.  I think what professional development in 
adult education needs is people who have experienced both worlds, teaching 
(and administering) and research.

You probably know the following, but I get asked about this anyway, and it is 
an interesting problem:

Academics who do research must primarily satisfy their academic audience, so 
they write in academic lingo.  They must also counter in their research any 
potential criticism from that audience.  They also must fit themselves (maybe 
not "must," but usually) into a lineage of researchers who have written on 
these problems.  This means they use language that identifies them in this 
lineage, and maybe a sub-branch if they are in a sub-branch.  

An example is Victoria Purcell-Gates.  If you look at her article and book 
bibliographies you will see studies listed which are parents and grandparents 
of her work, maybe the same vocabulary and concepts, but certainly in a 
recognizable tradition.

It would be helpful if researchers wrote  summaries for teachers and 
administrators that might be used and useful in the classroom.  Kegan et al 
may have done this, I don't know because I have not yet studied the FOB 
article:  "This is for teachers who wonder if their students change and 
develop because of their adult literacy classes, beyond just getting better 
at reading and writing."  This is still kind of clunky, but at least its a 
translation.

Andrea