Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN). Final Report.

Institution	Pennsylvania Univ., Philadelphia. Graduate School of Education.
Titel	Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN). Final Report.
Quelle	(1996), (75 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Adult Basic Education; Adult Educators; Adult Literacy; Computer Oriented Programs; Information Networks; Inquiry; Institutes (Training Programs); Literacy Education; Meetings; Newsletters; Professional Development; Program Development; Program Effectiveness; Records (Forms); Rural Areas; Staff Development; Statewide Planning; Teacher Improvement; Teacher Researchers; Tutors; Urban Areas; Pennsylvania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Computerprogramm; Informationsnetz; Sommerakademie; Meeting; Tagung; Programmplanung; Formularsammlung; Rural area; Ländlicher Raum; Personnel development; Personalentwicklung; Planwirtschaft; Lehrerforschung; Förderlehrer; Lehrender; Tutor; Urban area; Stadtregion
Abstract	The Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN) project was conducted to establish statewide and regional inquiry groups to help adult literacy practitioners improve their performance by raising and investigating issues meaningful to their day-to-day practice. The conceptual framework underlying Philadelphia's Adult Literacy Practitioner Inquiry Project practitioner network was modified to fit the needs/interests/capabilities of adult literacy practitioners/programs throughout Pennsylvania. The modified framework was used to establish inquiry groups in two of Pennsylvania's staff development regions, each serving diverse urban, suburban, and rural populations. In the first region, the entire inquiry group met monthly, with smaller groups convening more often. In the second region, the inquiry group met every other month and participants were assigned inquiry mentors from another staff development region. A 4-day winter inquiry institute that was open to practitioners from anywhere in Pennsylvania was planned and facilitated by three Philadelphia practitioners and the project director. All project recruitment goals were met or exceeded, the project completion rate was high, and feedback from participants was extremely positive. (Appendixes constituting nearly 70% of this document contain the following: sample application, flier, newsletter article, response sheet, and final response sheet; meeting agendas; winter inquiry institute newsletters; and inquiry questions/topics/titles.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC