Instructional Paradigms: Questions for Practitioners – to Inform Research

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

Questions for Practitioners – to Inform Research

• How are accommodations figured into it?
• How do accommodations change the way things are measured?
• If my program serves 3,400 students, how much would it take to adequately staff the program to address all needs – ESL, GED, Literacy, WPL, LD accommodation, assessment, advisement, CEI, staff development , outreach, retention, research?
• I use all 3, not mutually exclusive
• What do you believe best demonstrates the acquisition and use of literacy? And how do you know students know?
• What instructional approaches would work best to help students gain that acquisition?
• How is effectiveness measured in emancipatory and functional literacy model?
• More important to integrate into staff development and the PDC side
• Needs to be introduced to teachers in ABE and ESL (CASAS)
• How can I easily find current adult education research?
• What percentage of your class instruction time is devoted to skills instruction? to functional listening aspects? to emancipatory or transformational learning?
• How can you (CDE) incorporate 3 approaches into professional development?