An Evidence-based Adult Education Program Model ...

An Evidence-based Adult Education Program Model Appropriate for Research

John P. Comings and Lisa Soricone

Harvard Graduate School of Education

Maricel Santos

San Francisco State University

NCSALL Occasional Paper March 2006

Harvard Graduate School of Education 101 Nichols House, Appian Way Cambridge, MA 02138

NCSALL Occasional Papers are funded by the Educational Research and Development Centers program, Award Number R309B960002, as administered by the Institute of Education Sciences (formerly Office of Educational Research and Improvement), U.S. Department of Education. However, the contents of NCSALL Occasional Papers do not necessarily represent the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

CONTENTS

TABLES.......................................................................................................................................... iv ACKNOWLEDGMENTS .................................................................................................................. v CHAPTER ONE: INTRODUCTION ................................................................................................ 1

Four Program Components ......................................................................................................... 2 Relevance to Researchers .......................................................................................................... 3 Methodology ................................................................................................................................ 4 The Next Step.............................................................................................................................. 5 Design of This Document ............................................................................................................ 6 CHAPTER TWO: SUMMARY OF PRINCIPLES ............................................................................. 9 Program Quality Support ............................................................................................................. 9 Entering a Program.....................................................................................................................10 Participating in a Program ..........................................................................................................11 Re-engagement ..........................................................................................................................12 CHAPTER THREE: SUPPORTS TO PROGRAM QUALITY..........................................................13 Well-Defined Role.......................................................................................................................13 Effective Management System ...................................................................................................18 Human Resource Management..................................................................................................28 Suitable Environment for Learning..............................................................................................43 CHAPTER FOUR: ENTERING A PROGRAM................................................................................51 CHAPTER FIVE: PARTICIPATING IN A PROGRAM ....................................................................61 Classroom Management.............................................................................................................61 Instructional Process ..................................................................................................................70 Supports to Participation.............................................................................................................93 CHAPTER SIX: RE-ENGAGEMENT ............................................................................................109 CHAPTER SEVEN: RESEARCH AGENDA .................................................................................119 REFERENCES..............................................................................................................................121 APPENDIX: RESEARCH SITE IDENTIFICATION PROTOCOL (RSIP) ......................................149 Overview...................................................................................................................................149 References ...............................................................................................................................155

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TABLES

Table 1: Research Site Identification Protocol (RSIP)..................................................................156 Table 2: Research Site Identification Protocol (RSIP)

Summary Sheet?for use by the reviewer........................................................................172

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ACKNOWLEDGMENTS

We would like to gratefully acknowledge the contributions of the professionals who reviewed earlier drafts of this monograph and provided substantive comments on it. Judy Alamprese, Abt Associates Kaye Beall, National Center for the Study of Adult Learning and Literacy Cristine Smith, National Center for the Study of Adult Learning and Literacy John Tibbetts, California Adult Literacy Professional Development Project

American Institutes for Research Sally Waldron, World Education Heide Wrigley, LiteracyWork International In addition, we would like to thank the other individuals who offered constructive comments and reactions to this monograph: Erik Jacobson, American Institutes for Research Nancy Hansen, Sioux Falls Area Literacy Council, Inc. Tanya Tweeton, ESOL and GED programs, Broward County Schools, Florida

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