[NLA] "breaking news"

[Pam Etre-Perez]

Hello. This is in response to Art's message about valid research and knowing
the adult learners. I've been waiting for the right opportunity to jump in
and introduce myself.  I'm a 2000-2001 NIFL fellow who conducted qualitative
research through the University of New Mexico.  I studied a group of
immigrant women and looked at the question, "What does learning English
mean?"  I found connections between structural, systemic relations of power
and barriers to participation in ESL programs, namely economic oppression,
racial marginalizaton, and gender subjugation. I am working on revising my
dissertation to submit for publication by NIFL in the fall. I think I can
contribute to providing a window to the needs of adult learners, and I would
like to initiate a dialogue with NLA members either "on the air" or
personally to further develop my ideas for the publication. Thanks.


Pam Etre-Pérez, Ph.D.
Adult Education Coordinator
UNM-Valencia Campus
280 La Entrada
Los Lunas, NM 87031
Phone: (505) 925-8920
Fax: (505) 925-8924

-----Original Message-----
From: nla-admin at lists.literacytent.org
[mailto:nla-admin at lists.literacytent.org]On Behalf Of Art LaChance
Sent: Wednesday, June 12, 2002 7:06 PM
To: nla at lists.literacytent.org
Subject: Re: [NLA] "breaking news"


Excellent idea Eileen.  "Practitioner Research" is quite valuable for
looking
directly at the "Who is this adult student" issue, and normally provides
real
eye-opening data.  HOWEVER.  The first thing we need to do is find some
colleges
and universities who are willing to support the process.  Practitioners are
craving it, just give us an opportunity, just one, please.  I participated
in
over two years worth of "Practitioner Inquiry" research under the guidance
of
Univ of GA.
The problem is not getting folks to participate, the problem is assigning
any
level of validity to the data gathered.
My experiences indicate significant limitations placed upon that type of
data
gathering by the upper level institutions, however accurate the
"researchers"
believe it to be. "Anecdotal" I believe is the key word.  Although, Focus on
Basics, issued by  NCSALL has provided some quite valuable information,
enough
to satisfy the most critical dissidents, but has it affected how we as a
group
do business? Maybe on a minimal scale considering the size of our field, but
how
much of the very "real" information has been regarded by federal
institutions as
a window to the needs of the adult student?  Back to Basics, published by
UGA a
few years ago, was another excellent example, but it is no longer in print.
And
again how much of that information actually garnered enough validity to
influence decision makers?

Art


Eileen Eckert wrote:

> I'm writing in response to the following comment from Nancy:
> I feel "no federal money" is a better option than "no students".  I don't
> know about the rest of the lurkers on the listserv, but it is time for
> SOMEbody to stand up and be counted for the important issue -- the People
> Served.  We better all hope the "NRS does collapse of its own weight" as
> Debbie Yoho wrote. Or *I* predict the AELS will collapse instead -- at
least
> the literacy end of the services we provide will.
>
> There are probably quite a few providers who agree that no federal money
is
> better than no students, and if they all had the power to decide to reject
> federal money, then we might have the makings of an effective boycott. But
> lots of systems have mechanisms that make it impossible to turn down the
> money (in Washington State, for example, many programs are in community
> colleges, whose performance funding depends in part on adult and family
> literacy program results as measured by WA's NRS-based system--those
> colleges are not going to give up federal funding!)
>
> So how can we stand up for the people served? I don't think that hoping
the
> NRS collapses of its own weight is the most effective tactic. Unless we
have
> some knowledge and power and it is used to guide improvement, whatever
> replaces the NRS is likely to be just as bad! The "breaking news" that
> triggered this discussion is an indication that something's wrong--with
the
> reporting system AND with the instruction/assessment/service provision
> system. But what, exactly, and how can it be "fixed"? We can trade stories
> forever without bringing about any positive change. Observations are not
> sufficient evidence, and correlations are not necessarily causes. One idea
> is for programs and/or individuals to engage in program-based research
into
> problems with whatever part of the system bugs them most, or whatever part
> they CAN research. Each project would need to be small enough to handle,
but
> if research meets standards for validity or trustworthiness, a body of
> research can be developed to contribute to improvement of the system.
>
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