Instructional Paradigms: Implications for Further Research

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For the most part, implications and questions are presented as originally written by participants at the Meeting of Minds Symposium. This means that some items might be fragments of thoughts and therefore hard to understand. If you were a participant and see such a response, please feel free to edit the implication to reflect what you or your table was thinking.

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Instructional Paradigms
Hal Beder, Rutgers University
(Meeting of the Minds Symposium)

Implications for Further Research

• I will be able to read with some understanding ABE research projects
• Apply outcomes to my practice & program development
• Do some sort of study to see if students who participate in project based learning stay in school longer, achieve their goals at a higher rate, etc. (2)
• With open enrollment class, what is the optimum length of a class, semester? Quarters? 9 weeks?
• Skill gain in classes where learners choose their own subject matter (2)
• How to measure out of box methodologies
• More training both instructors and admin
• Improve assessment tests a varied selection of approved assessment testing tools
• Do ABE progress which integrate all 3 models show higher desired student outcomes than those which do not?
• Non-quantitative measure of outcomes
• Descriptive study on how program integrate 3 models
• Research an accommodative education as a 4th paradigm and practice implications
• I believe that we can and should integrate all 3 approaches to adult education. Basic skills, emancipatory, functional. (3)
• Explore
• Retention (learner) persistence in 3 paradigms (4)
• Funding for more research for adult ed
• If the basic skills approach is most “efficient” for achieving NRS level completions, is there an approach that is “more productive” at the core outcomes of enter employment, retain employment, enter postsecondary education and gain GED/high school diploma.
• Do basic skills increase if you JUST use emancipatory approach?
• How does the emphasis on measurement impact the learners’ ability to reach their goals?
• Does NRS measure what is most important to acquisition and application of literacy?
• What is actually happening in adult ed classrooms (common practices)?*How do financial considerations impact what is taught & how, i.e., dependence on CASAS – EL Civics, Pay pts.
• Correlate improved basic skills to emancipatory and functional literacy values
• More research on standardized functional/performance assessments & how they correlate to CASAS scores. Do they at all? If so, how can they be improved? Nice format
• Research has no practical value without practical application
• Develop more meaningful standards for ABE and emancipatory learning, CASAS test and uses results. Good presentation
• Do we have any research that shows that anyone of the 3 methods is more effective in helping similar groups of students?
• We need to be careful not to pre-judge our students’ overall competencies based on their limited language ability. Some students are very competent in a number of ways, they just need our help to acquire enough language to demonstrate that competency.
• Is there a way to assess outcomes for approaches other than functional literacy?(2)
• Is on approach more effective in achieving student outcomes than another?
• What is the students’ perspective on what works? Which students response positively/demonstrate progress as a result of which approaches?
• Since there seems to be an imbalance in instructional methods, more emphasis should be placed on professional development practices that teach higher levels of thinking.
• Research methods need to be developed that more effectively measure emancipatory practice.
• Study the 3 approaches to see if NRS level gains
• K-12 students take an average of 5-7 years to become proficient in English. How long does it take an adult with low literacy in their first language to become proficient in English?
• We need to be asking the right questions – what do we need/want to know & why in whose interests?
• How can programs that are doing emancipatory practices demonstrate success/or impact in ways that policy makers will understand value?
• What schools in which geographic regions subscribe to the emanicipatory education paradigm?
• How to capture a full range of learner outcomes
• Learner value attachment to different assessments measures
• How “substantial” can performance based assessment be? Comparable across programs? Replicable? Is it possible to develop a hybrid?
• Assessments of Learning for ABE similar to ABE
• Research from existing emancipatory style which shows significant effect on learning of basics
• Do integrated teaching models show greater student outcomes?
• Descriptive research on integrating 3 paradigms in education
• Research on “adaptive education”
• It seems to me that practitioners, researchers and policymakers are not aware of the needs of the others
• Create “standardized” performance assessments that research shows are valid for measuring learner progress. These assessments would match curricular of functional literacy programs