Instructional Paradigms: Questions for Researchers – to Inform Practitioners

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

Questions for Researchers – to Inform Practitioners

  • How can emancipatory education work with learners who speak little English and share no common language
  • What already exists for professional development & instruction that integrates the 3 paradigms. We need to move forward in using qualitative research as a valid measure of outcome
  • Use or IRE by volunteers vs. trained ESL teachers in groups, one on one situations
  • Can emancipatory practices be goal directed
  • Are there any studies that give examples of how emacipatory approaches impact retention?
  • Have you applied your research to a cal works population with learning disabilities?
  • What’s the current status of research into learning disabilities and its impact/implications in the non-native English speaking population?
  • Are there practices in staff development that are known to be effective?
  • What textbooks support emancipatory literacy?
  • How can a regular adult education teacher access, specifically, adult education research?
  • Is there research on other adult ed programs, especially non-traditional? (health, safety, senior and other physical disabilities not developmental disabilities?
  • Have your researched the integration of these different approaches?
  • How do you introduce emancipatory literacy techniques to instructors?
  • How do you adapt emancipatory literacy techniques to low level ESL?
  • IRE – excellent if it has not yet been done
  • Managed Enrollment using orientation of students in their native language
  • What kinds of assessments are possible/appropriate/effective in an emancipatory approach?
  • How can these different paradigms be practiced in the classroom? What models are there? (2)
  • What are techniques for practitioners who want to practice emancipatory literacy?
  • How can teachers know that one of these paradigms will be best for his or her classroom?
  • Is a combination of these paradigms the best for a classroom?
  • ABE – how to measure effectiveness?
  • Who has PD training in each of the 3 methods?
  • Who has PD in integrating the 3 methods of education?
  • Is the issue of evaluation of emancipatory literacy in part one of quantitative vs. qualitative research?
  • Best practices that show gain or success
  • What are barriers preventing ABE students from staying in programs long enough to make significant progress?
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