Evaluation of the Impact of "Focus on Basics" on Its Readers. NCSALL Occasional Paper.

Autor/in	Garner, Barbara
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Evaluation of the Impact of "Focus on Basics" on Its Readers. NCSALL Occasional Paper.
Quelle	(2000), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Adoption (Ideas); Adult Basic Education; Adult Educators; Adult Literacy; Behavior Change; Change Agents; Diffusion (Communication); Educational Research; Linking Agents; Literacy Education; Professional Development; Reflective Teaching; Research Reports; Research Utilization; Scholarly Journals; Shared Resources and Services; Staff Development; Teacher Attitudes; Teacher Researchers; Theory Practice Relationship; Use Studies + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Forschungsumsetzung; Gemeinwirtschaft; Personnel development; Personalentwicklung; Lehrerverhalten; Lehrerforschung; Theorie-Praxis-Beziehung; Benutzerschulung
Abstract	The quarterly theme-based publication "Focus on Basics" was launched in January 1997 as part of a multipronged effort by the National Center for the Study of Adult Learning and Literacy to connect research and practice in the field of adult basic education (ABE). The effectiveness of "Focus on Basics" as a means of professional development was evaluated through a telephone survey of its subscribers. Of the 112 subscribers called, 60 were contacted and 49 participated in the survey. The respondents included 12 teachers, 13 staff developers, and 24 program directors. Ten teachers, 12 staff developers, and 20 administrators shared "Focus on Basics" with their colleagues. All 12 teachers and 16 program administrators reported that reading "Focus on Basics" prompted them to reflect on their practice. "Focus on Basics" was also credited with inspiring six teachers to alter their practice, three teachers to make changes in their program's design, and three staff developers to alter their staff development activities. Seven teachers stated that "Focus on Basics" served as an impetus for seeking new resources, 11 said that it increased their appreciation of research, and all but 1 respondent stated that it made them feel part of a larger professional network. (MN)
Anmerkungen	For full text: http://ncsall.gse.harvard.edu/research/op_garner.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC