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Evaluation of the Impact of 'Focus on Basics' on Its Readers. NCSALL Occasional Paper.

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Title: Evaluation of the Impact of 'Focus on Basics' on Its Readers. NCSALL Occasional Paper.
Language: English
Authors: Garner, Barbara, National Center for the Study of Adult Learning and Literacy, Boston, MA.
Availability: For full text: http://ncsall.gse.harvard.edu/research/op_garner.pdf.
Peer Reviewed: N
Page Count: 8
Publication Date: 2000
Sponsoring Agency: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Document Type: Reports - Evaluative
Descriptors: Administrator Attitudes, Adoption (Ideas), Adult Basic Education, Adult Educators, Adult Literacy, Behavior Change, Change Agents, Diffusion (Communication), Educational Research, Linking Agents, Literacy Education, Professional Development, Reflective Teaching, Research Reports, Research Utilization, Scholarly Journals, Shared Resources and Services, Staff Development, Teacher Attitudes, Teacher Researchers, Theory Practice Relationship, Use Studies
Abstract: The quarterly theme-based publication "Focus on Basics" was launched in January 1997 as part of a multipronged effort by the National Center for the Study of Adult Learning and Literacy to connect research and practice in the field of adult basic education (ABE). The effectiveness of "Focus on Basics" as a means of professional development was evaluated through a telephone survey of its subscribers. Of the 112 subscribers called, 60 were contacted and 49 participated in the survey. The respondents included 12 teachers, 13 staff developers, and 24 program directors. Ten teachers, 12 staff developers, and 20 administrators shared "Focus on Basics" with their colleagues. All 12 teachers and 16 program administrators reported that reading "Focus on Basics" prompted them to reflect on their practice. "Focus on Basics" was also credited with inspiring six teachers to alter their practice, three teachers to make changes in their program's design, and three staff developers to alter their staff development activities. Seven teachers stated that "Focus on Basics" served as an impetus for seeking new resources, 11 said that it increased their appreciation of research, and all but 1 respondent stated that it made them feel part of a larger professional network. (MN)
Entry Date: 2001
Accession Number: ED451360
Database: ERIC
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  Data: Evaluation of the Impact of 'Focus on Basics' on Its Readers. NCSALL Occasional Paper.
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  Data: <searchLink fieldCode="AR" term="%22Garner%2C+Barbara%22">Garner, Barbara</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+the+Study+of+Adult+Learning+and+Literacy%2C+Boston%2C+MA%2E%22">National Center for the Study of Adult Learning and Literacy, Boston, MA.</searchLink>
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  Data: For full text: http://ncsall.gse.harvard.edu/research/op_garner.pdf.
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  Data: N
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  Data: 8
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  Data: 2000
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  Data: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
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  Data: Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Adoption+%28Ideas%29%22">Adoption (Ideas)</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Educators%22">Adult Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Diffusion+%28Communication%29%22">Diffusion (Communication)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Linking+Agents%22">Linking Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarly+Journals%22">Scholarly Journals</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+Resources+and+Services%22">Shared Resources and Services</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Development%22">Staff Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Use+Studies%22">Use Studies</searchLink>
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  Label: Abstract
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  Data: The quarterly theme-based publication "Focus on Basics" was launched in January 1997 as part of a multipronged effort by the National Center for the Study of Adult Learning and Literacy to connect research and practice in the field of adult basic education (ABE). The effectiveness of "Focus on Basics" as a means of professional development was evaluated through a telephone survey of its subscribers. Of the 112 subscribers called, 60 were contacted and 49 participated in the survey. The respondents included 12 teachers, 13 staff developers, and 24 program directors. Ten teachers, 12 staff developers, and 20 administrators shared "Focus on Basics" with their colleagues. All 12 teachers and 16 program administrators reported that reading "Focus on Basics" prompted them to reflect on their practice. "Focus on Basics" was also credited with inspiring six teachers to alter their practice, three teachers to make changes in their program's design, and three staff developers to alter their staff development activities. Seven teachers stated that "Focus on Basics" served as an impetus for seeking new resources, 11 said that it increased their appreciation of research, and all but 1 respondent stated that it made them feel part of a larger professional network. (MN)
– Name: DateEntry
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  Data: 2001
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  Data: ED451360
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Adult Basic Education
        Type: general
      – SubjectFull: Adult Educators
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Behavior Change
        Type: general
      – SubjectFull: Change Agents
        Type: general
      – SubjectFull: Diffusion (Communication)
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Linking Agents
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: Research Reports
        Type: general
      – SubjectFull: Research Utilization
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      – SubjectFull: Scholarly Journals
        Type: general
      – SubjectFull: Shared Resources and Services
        Type: general
      – SubjectFull: Staff Development
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Researchers
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Use Studies
        Type: general
    Titles:
      – TitleFull: Evaluation of the Impact of 'Focus on Basics' on Its Readers. NCSALL Occasional Paper.
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            NameFull: National Center for the Study of Adult Learning and Literacy, Boston, MA.
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            NameFull: Garner, Barbara
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              Type: published
              Y: 2000
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