I recall that the first President Bush set out six educational
goals in the Goals 2000. The sixth one referred to adults being
prepared to work in the global economy and being prepared to be good
citizens. NIFL was asked to figure out how to measure those things.
When NIFL got involed in the qualitative research, people around the
country who were participating in adult education programs made it
very clear that family was a major motivator for them in their
educational goals. So the first two EFF roles, worker and citizen,
were part of goals 2000 but the third, family, was derived from the
research. However, it is my understanding that the other two roles
were substantiated by the research as well. I know there are a few
people reading this who will verify this if I am remembering
correctly. Mary Schneckenburger, Maine

  Quoting Andrea Wilder <andreawilder at comcast.net>:


> Aaron--

>

> I'm also not going to do any more talking about EFF until I have

more

> knowledge, so I will have to do some reading.

>

> Andrea

> On Apr 4, 2006, at 9:55 AM, Andrea Wilder wrote:

>

>> Aaron--

>>

>> All i want to do is bury myself in my reading, guess I shouldn't

do

>> that.

>>

>> The three role maps--activities of adults:  community, work,

family.  I

>> think these were given from the beginning.

>>

>>    i am a proponent of grounded research, I use it everyday like

most

>> people, By Geertz it is called something like "Common  Sense as a

>> Cultural System."  The common sense approach got kicked up   to

>> ethnographic status and  inductive learning was added, and it

became

>> rationalized by people who wanted some way to understand those who

>> seemed different from themselves--e.g.,--anthropoloigy.came into

its

>> own. I' ll get back to this a  bit alter.

>>

>> Thanks, Aaron.  Back to the printing press.

>>

>> Andrea

>>

>>

>> On Apr 4, 2006, at 8:50 AM, Aaron Kohring wrote:

>>

>>> Andrea,

>>>

>>> Thanks for your thought-provoking questions.  I wanted to make

some

>>> clarification on a couple of your points below before others jump

into

>>> the

>>> discussion.

>>>

>>> 1) "i am aware that this list serves teachers, administrators,

who use

>>> EFF

>>> and maybe helped make EFF."

>>> --  To clarify, this list serves a broader audience than those

just

>>> using

>>> EFF Standards. The intent is to include all efforts involved with

>>> using

>>> Content Standards in an adult education setting.  Some states, as

you

>>> mention, are using EFF standards, some are using a subset of

those

>>> standards, and others are using other standards which may be

compiled

>>> from

>>> multiple sources.  So this discussion list hopes to encourage the

>>> sharing

>>> of what is happening within that larger audience.

>>>

>>> And this discussion list continues to have a goal to be inclusive

of

>>> the

>>> system at all levels- we hope to continue the current discussion

of

>>> standards work at the State level, but also have future

discussions

>>> regarding the use/impact of standards with

>>> programs/administrators/teachers/learners.

>>>

>>> 2) "As i recall, Tom Sticht  mentioned after reading George D.'s 

book

>>> that

>>> EFF wasn't striclty speaking a fully  grounded approach to data

>>> gathering--the categories were  givens, did not emerge."

>>> -- In regards to the categories that were 'named' during the EFF

>>> research,

>>> if this refers to the 'Purposes' learners attend adult education,

>>> 'Role

>>> Maps', 'Common Activities', 'Standards', 'Performance Continua',

>>> etc.--

>>> then this was very much data driven.  Qualitative research

methods

>>> were

>>> used with data collected from the field (from learners, teachers,

>>> program &

>>> state administrators) in an iterative process in order to name

each of

>>> these categories.

>>>

>>> Andrea, I might need more information from you to know if this

answers

>>> or

>>> clarifies your points above.

>>>

>>> Sincerely,

>>> Aaron

>>>

>>>

>>> At 11:00 AM 4/1/2006 -0500, you wrote:

>>>> Dear David, Aaron,

>>>>

>>>> Nothing like a top of the head response to engender controversy

and

>>>> maybe dismay, but  here goes.

>>>>

>>>> The story of the early printing press is all about adult

literacy, in

>>>> two volumes with very small print, i don't think a "school" has

been

>>>> mentioned yet.  Instead I find out how all sorts of adults used

the

>>>> press--churchmen, nascent scientists, guild members, small

>>>> shopkeepers,

>>>> the list is very long.  A "gutter press" emerged.The printing

press

>>>> organized knowledge and essentailly broke the guild system, as

>>>> knowledge could now be  gotten through a book, not a person. 

Without

>>>> the printing press we would have been either dead or Catholic.

>>>>

>>>> I remember seeing a draft of a paper by Sondra Stein in maybe 

1997

>>>> and

>>>>    having two reactions:  1)  wish somebody had given me role

maps,

>>>> they

>>>> sure would have helped,  plus 2)        life cannot be  reduced

to

>>>> role maps

>>>> which by their structure and  assumptions are narrow and

ethnocentric

>>>> (which I have been charged with being, myself).

>>>>

>>>> Being a qualititative researcher, I always ask:  can I find

myself in

>>>> here?

>>>>

>>>> What I think the EFF standards are is  an updated guild system,

with

>>>> the teacher the master and the adult learner the novice.

>>>>

>>>> Maybe the EFF standards are an answer to the problem of

>>>> attendance--EFF

>>>> carries the student over  irregular attendance.  Maybe EFF is an

>>>> answer

>>>> to the dilemma of what to teach and a common vocabulary for

students

>>>> and teachers.  So what I call "narrow" is maybe a way of

organizing

>>>> chaos.  EFF is CERTAINLY a tool for acculaturation into 

American

>>>> norms.

>>>>

>>>> I understand that Sondra  had many years of teaching adults, so

much

>>>> of  EFF is guided by  her experience.  i can't argue with that,

don't

>>>> want to.  EFF is a phenomenal effort.

>>>>

>>>> Do you play Mah Jongg?  That's how i think of David's idea of

>>>> thousands

>>>> of modules--a universe of little tiles (modules) floating out in

>>>> (cyber)space.  By themselves the tiles break free of roles, you

don't

>>>> have to fit the tiles into an EFF framework, though it would be

>>>> useful

>>>> to have an overarching system, like the "curriculum standards"

we as

>>>> teachers invented when i was a school teacher.

>>>>

>>>> I don't want to offend anyone, and i am aware that this list 

serves

>>>> teachers, administrators, who  use EFF and maybe helped make

EFF.

>>>> But

>>>> I will just continue--the "Equipped for the Future Content

Standards"

>>>> is really hard to get through.  i guess it must have been

written for

>>>> multiple audiences.  if I were thinking of using EFF I would

want a

>>>> three-holed punched explanation of EFF with a one page executive

>>>> summary, maybe, or description of how it was built, then at 

most  5

>>>> pages (maybe 3) of narrative about how to" do"  EFF.

>>>>

>>>> So...any "selling"  or "explication" of EFF should focus  first

on

>>>> the

>>>> problems it seeks  to solve.

>>>>

>>>> What i would really like is feedback  on EFF--from people who

use

>>>> it--on my points:

>>>>

>>>> 1)      ethnocentric (fitting into American culture)

>>>> 2)      normative ( idealized American values, e.g., "respect

for

>>>> diversity)

>>>> 2)      narrow (no mention of basic survival skills)

>>>>

>>>> As i recall, Tom Sticht  mentioned after reading George D.'s 

book

>>>> that

>>>> EFF wasn't striclty speaking a fully  grounded approach to data

>>>> gathering--the categories were  givens, did not emerge.

>>>>

>>>> So please correct me  on any  of the points above;  skewering is

>>>> painful, so leave off the sword play,  I  think.

>>>>

>>>> Ready to be educated.

>>>>

>>>> Andrea

>>>>

>>>>

>>>>

>>>>

>>>> On Mar 31, 2006, at 5:03 PM, Aaron Kohring wrote:

>>>>

>>>>> Yes, David- I agree with your interpretation.  And I'm also

glad you

>>>>> mentioned other areas where the term Content Standards could

apply.

>>>>> In

>>>>> fact, there has recently been some discussion on the Technology

list

>>>>> about

>>>>> Standards for using Technology.

>>>>>

>>>>> Andrea, as regards to print, do you think standards for Reading

&

>>>>> Writing

>>>>> would apply?  And what about certain applications of print-

>>>>> advocating

>>>>> for

>>>>> a point of view if seen through an EFF lens could also bring in

the

>>>>> standard "Advocate and Influence".  What do you think?

>>>>>

>>>>> Aaron

>>>>>

>>>>> At 04:28 PM 3/31/2006 -0500, you wrote:

>>>>>> Andrea,

>>>>>>

>>>>>> My interpretation of "Content Standards" is this: this

discussion

>>>>>> list used to be called "NIFL-4EFF", and used to be about

Equipped

>>>>>> For

>>>>>> the Future curriculum standards.  "Content standards" is a

broader

>>>>>> name which includes, but is not necessarily limited to,  EFF

>>>>>> curriculum standards.  The discussion now includes

state-developed

>>>>>> curriculum frameworks and standards, and presumably curriculum

>>>>>> frameworks and standards used in other countries.  It could

also

>>>>>> include industry-specific skills standards, as they might be

used

>>>>>> in

>>>>>> developing workplace literacy or workplace basic skills

curricula,

>>>>>> although I think no one has brought this up yet.

>>>>>>

>>>>>> Aaron, is this interpretation correct?

>>>>>>

>>>>>> David J. Rosen

>>>>>> newsomeassociates.com

>>>>>> djrosen at comcast.net

>>>>>>

>>>>>> On Mar 31, 2006, at 4:08 PM, Andrea Wilder wrote:

>>>>>>

>>>>>>> Well, hello, everyone!

>>>>>>>

>>>>>>> i am putting together a long written piece on adult literacy,

a

>>>>>>> lot

>>>>>>> of

>>>>>>> work, but there are revelations, too.  The printing press was

an

>>>>>>> agent

>>>>>>> for standardization in chronology and in data, a general

unifier

>>>>>>> of

>>>>>>> many manuscripts (by hand!)  that enabled writers to really

>>>>>>> communicate

>>>>>>> with each other.  With printing:  the idea that progress,

poaitive

>>>>>>> change, could be made, as technological changes  expanded the

>>>>>>> known

>>>>>>> world.

>>>>>>>

>>>>>>> I am very interested in content standards, a way of measuring

I

>>>>>>> guess

>>>>>>> the attainment of certain skills and knowledge  through

print.  In

>>>>>>> the

>>>>>>> world of the early printing press that would have been

>>>>>>> impossible:,

>>>>>>> "knowledge" was just being assembled.  The idea of "content

>>>>>>> standards"

>>>>>>> seems very narrow, circumscribed.  first one must agree on

the

>>>>>>> content,

>>>>>>> ;  how does that happen?  CASAS?  EFF?  A bit of a puzzle.

>>>>>>>

>>>>>>> Andrea Wilder

>>>>>>>

>>>>>>> ----------------------------------------------------

>>>>>>> National Institute for Literacy

>>>>>>> Adult Education Content Standards mailing list

>>>>>>> ContentStandards at nifl.gov

>>>>>>> To unsubscribe or change your subscription settings, please

go to

>>>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[1]

>>>>>>

>>>>>> ----------------------------------------------------

>>>>>> National Institute for Literacy

>>>>>> Adult Education Content Standards mailing list

>>>>>> ContentStandards at nifl.gov

>>>>>> To unsubscribe or change your subscription settings, please go

to

>>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[2]

>>>>>

>>>>> Aaron Kohring

>>>>> Coordinator, LINCS Literacy & Learning Disabilities Special

>>>>> Collection

>>>>> (http://ldlink.coe.utk.edu/[3])

>>>>> Moderator, National Institute for Literacy's Content Standards

>>>>> Discussion

>>>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards[4])

>>>>> Coordinator, Equipped for the Future Websites

>>>>> (http://eff.cls.utk.edu/[5])

>>>>>

>>>>> Center for Literacy Studies, University of Tennessee

>>>>> EFF Center for Training and Technical Assistance

>>>>> Phone:(865) 974-4109 main

>>>>>             (865) 974-4258 direct

>>>>> Fax:   (865) 974-3857

>>>>> e-mail: akohring at utk.edu

>>>>>

>>>>> ----------------------------------------------------

>>>>> National Institute for Literacy

>>>>> Adult Education Content Standards mailing list

>>>>> ContentStandards at nifl.gov

>>>>> To unsubscribe or change your subscription settings, please go

to

>>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[6]

>>>>>

>>>>

>>>> ----------------------------------------------------

>>>> National Institute for Literacy

>>>> Adult Education Content Standards mailing list

>>>> ContentStandards at nifl.gov

>>>> To unsubscribe or change your subscription settings, please go

to

>>>> http://www.nifl.gov/mailman/listinfo/contentstandards[7]

>>>

>>> Aaron Kohring

>>> Coordinator, LINCS Literacy & Learning Disabilities Special

Collection

>>> (http://ldlink.coe.utk.edu/[8])

>>> Moderator, National Institute for Literacy's Content Standards

>>> Discussion

>>> List (http://www.nifl.gov/mailman/listinfo/Contentstandards[9])

>>> Coordinator, Equipped for the Future Websites

>>> (http://eff.cls.utk.edu/[10])

>>>

>>> Center for Literacy Studies, University of Tennessee

>>> EFF Center for Training and Technical Assistance

>>> Phone:(865) 974-4109 main

>>>             (865) 974-4258 direct

>>> Fax:   (865) 974-3857

>>> e-mail: akohring at utk.edu

>>>

>>> ----------------------------------------------------

>>> National Institute for Literacy

>>> Adult Education Content Standards mailing list

>>> ContentStandards at nifl.gov

>>> To unsubscribe or change your subscription settings, please go to

>>> http://www.nifl.gov/mailman/listinfo/contentstandards[11]

>>>

>>

>> ----------------------------------------------------

>> National Institute for Literacy

>> Adult Education Content Standards mailing list

>> ContentStandards at nifl.gov

>> To unsubscribe or change your subscription settings, please go to

>> http://www.nifl.gov/mailman/listinfo/contentstandards[12]

>>

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult Education Content Standards mailing list

> ContentStandards at nifl.gov

> To unsubscribe or change your subscription settings, please go to 

> http://www.nifl.gov/mailman/listinfo/contentstandards[13]

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