Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j063rub11634; Wed, 5 Jan 2005 22:53:56 -0500 (EST) Date: Wed, 5 Jan 2005 22:53:56 -0500 (EST) Message-Id: <59B6E2E6-5F96-11D9-8419-00039381D39E@comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: David Rosen <djrosen@comcast.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1874] Re: Research agenda about PD? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Apple Mail (2.619) Content-Type: text/plain; charset=WINDOWS-1252; format=flowed Status: O Content-Length: 2660 Lines: 86 NIFL-AALPD Colleagues, Cris Smith wrote: " If we were to develop a research agenda about professional development in our field, what questions would you remove or add to this list? [below] " I especially like C1, C2, C6, C7 and C9. I think we need to focus on just a few questions. Boiling it down to only three, C1, C7 and C6 would be my priorities. I would add as a dimension of C1: Are program/staff development models more effective than just staff development models? I would add language to the beginning of any of these which began "Under what circumstances, and with what kinds of teachers and programs.." or "Given [full-time teachers or] [volunteer tutors] or [part-time teachers] at a [novice] or [somewhat experienced] level, working with [ABE] or [ASE] or [ESOL/ESL] students at the [beginning] or [intermediate] or [advanced] level..." I would be interested to hear what others think. David J. Rosen djrosen@comcast.net Cris wrote: In early December, there was a 3-day researcher and practitioner symposium in Sacramento, California, co-sponsored by NCSALL, CALPRO, California Department of Ed, called “Supporting Student Success: What the Research Tells Us.” During the first day, participants generated research questions they would like to see answered. Many of the questions generated related to professional development. I’ve posted them below. If we were to develop a research agenda about professional development in our field, what questions would you remove or add to this list? Best…Cris Professional Development (15) C1. What are most effective models for professional development? (x3) C2. How does professional development actually improve student learning gains? (x3) C4. Is there a common progression of experience that adult education teachers go through on their way to becoming capable adult education teachers? C5. How to improve instruction? C6. Best mentoring model to support teachers? C7. How [do] teachers change? C8. How successful are adult educators or CTE teachers who come directly from industry, without teacher education training? Where can I find professional development for them? C9. Are there effective models for motivating teachers to participate in professional development? C10. [Is there a] description of an effective model of professional development to support open entry open exit programs that offer self-paced competency based programs and for ABE and diploma adults? C11. What is the best preparation for adult educators? Cristine Smith Deputy Director, NCSALL World Education 44 Farnsworth Street Boston, MA 02210 csmith@worlded.org (617) 482-9485
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