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Greetings.
Thank you for agreeing to complete this important survey. In our efforts to promote continuous improvement, we want to examine some of the latest research findings to determine if there are any particular needs or interests that we should be addressing in our program.
In the survey, you will be examining seven research studies related to adult education. A brief summary of each of the research studies will be followed by one or two questions. If you would like to read more about any particular survey, you can access additional information by clicking on the title of the survey.
Your answers will be anonymous, and this survey should take you approximately 10 minutes to complete. Once you begin the survey, you must complete it in its entirety. If you exit before you finish, you will need to re-start from the beginning. Let's begin.
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| Please select the site(s) at which you work. |
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| Please check the position below that best reflects your adult education role. |
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Adult Reading Components Study
(If you would like to learn more about this study, click on the title.)
Students whose reading comprehension skills placed them at the same grade-equivalency-level score, as measured by the TABE, often had different "reading profiles." Their instructional needs varied according to different skills in vocabulary, fluency, and decoding. Identifying those component needs at intake helped to determine the type of instruction needed to make faster reading gains.
I would like to learn to assess the strengths and needs of my students in the four component reading skills (vocabulary, fluency, decoding, and comprehension). |
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| I would like to learn how to organize my classroom to facilitate reading instruction. |
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The Pair Work Study
(If you would like to learn more about this study, click on the title.)
Adult ESOL students worked productively in pairs, even at the beginning levels of instruction.
Negotiating meaning appeared to be an important element of language learning. When teachers came into the vicinity of a pair of students working together, the nature of the students' interaction changed and students stopped negotiating.
I would like to learn more about implementing pair-work activities with adult ESOL students. |
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The Classroom Dynamic Study
(If you would like to learn more about this study, click on the title.)
Continuous, open enrollment made it difficult for classroom teachers to teach as effectively as possible because students were constantly moving in and out of class.
Although teachers in this study ranked student needs as their top priority, theitr teaching often did not reflect this goal.
I would like to learn more about switching from open entry to managed enrollment and developing fixed cycles with specific dates for enrollment. |
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| I would like to learn more about integrating basic skills with student-identified themes and projects. |
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Pathways and Outcomes: Tracking ESL Student Performance
(If you would like to learn more about this study, click on the title.)
This report presents the findings of a longitudinal study of ESL students conducted during the summer of 2007. The study's primary focus was on the persistence, learning gains, transition to credit studies, and the success in credit courses of non-credit ESL students.
I would like to learn about the characteristics of ESL students who actually transition to credit-bearing college courses and strategies to support that transition. |
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Economic and Non-Economic Outcomes for GED Credential Recipients
(If you would like to learn more about this study, click on the title.)
This study examines data from the National Assessment of Adult Literacy to identify economic and non-economic outcomes for GED credentials recipients. The study looks at labor force participation, work history, weekly wage, and personal income as well as political and social participation, family literacy, and health.
I would like to learn more about GED outcomes so I can integrate that information into discussions with students, recruitment materials, or other options. |
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