Connecting Practitioners and Researchers: An Evaluation of NCSALL's Practitioner Dissemination and Research Network. NCSALL Reports.

Autor/inn/en	Smith, Christine; Bingman, Mary Beth; Hofer, Judy; Medina, Patsy
Institution	National Center for the Study of Adult Learning and Literacy, Boston, MA.
Titel	Connecting Practitioners and Researchers: An Evaluation of NCSALL's Practitioner Dissemination and Research Network. NCSALL Reports.
Quelle	(2002), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Cooperation; Educational Development; Educational Innovation; Educational Research; Networks; Partnerships in Education; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; Research and Development; Teacher Researchers; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Co-operation; Kooperation; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Programmplanung; Programme evaluation; Programmevaluation; Forschung und Entwicklung; Lehrerforschung; Theorie-Praxis-Beziehung
Abstract	The Practitioner Dissemination and Research Network (PDRN), a multi-year research and development effort, tested an innovative method of connecting research and practice. Included in the National Center for the Study of Adult Learning and Literacy 1995 proposal, it began with an advisory group meeting in 1996. In 1997, South- and Northeast regions met. PDRN's first activity (state focus groups on priorities and adult literacy research) was implemented; and recruitment began for the Mid-Atlantic region. Other regions met to assess strengths and weaknesses in 1998. In 1999, Practitioner Leaders (PLs) worked on developing research projects. Regions met to assess progress in 2000. In 2001, PDRN ended. Evaluation findings indicated that supporting factors were face-to-face meetings; Regional Coordinators; PL dedication, enthusiasm, and collaboration; training in practitioner research; internal listserv; state support and funding; and teachers' hunger for information and interaction. Hindering factors were lack of clarity; lack of PDRN staff and PL time; PL and state staff turnover; lack of access to updated information about research projects; and limited support for professional development in some states. Impact was strongest on those most closely involved in its work. Lessons learned were that connecting practitioners and researchers has a positive impact on practitioners and practice and on researchers and research and that effectively connecting researchers and practitioners requires specific strategies and specific supports for PLs, local practitioners, program directors, and state staff. (YLB)
Anmerkungen	For full text: http://www.gse.harvard.edu/~ncsall/research/report22/pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC