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How Adult Literacy Practitioners Use Research. Occasional Research Paper.

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Title: How Adult Literacy Practitioners Use Research. Occasional Research Paper.
Language: English
Authors: St. Clair, Ralf, Chen, Chia-Yin, Taylor, Lyndsay, Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning.
Availability: For full text: http://www-tcall.tamu.edu/orp/orp2.htm.
Peer Reviewed: N
Page Count: 15
Publication Date: 2003
Intended Audience: Researchers; Practitioners
Document Type: Opinion Papers
Descriptors: Administrator Attitudes, Adoption (Ideas), Adult Literacy, Diffusion (Communication), Educational Practices, Educational Research, Educational Researchers, English (Second Language), Literacy Education, Mail Surveys, Research Needs, Research Utilization, Resource Materials, Teacher Attitudes, Theory Practice Relationship, Use Studies
Geographic Terms: Texas
Abstract: Staff members of a state literary resource center surveyed their practitioner clients to determine how they viewed research and the kinds of uses they made of it. Mail surveys were sent to all of the 404 adult education and English as a second language program directors in the state, and followup telephone interviews were conducted with 16 of the 143 respondents. Sixty-six percent of respondents were involved in instruction, while 34% were involved in administration; 37% had training in research while 49% were interested in further research and education in adult literacy; and research consumption among them was frequent but not particularly extensive. Some of the results are as follows: 66% of respondents indicated that they had changed a practice as a result of research-based information; practitioners assessed the value of research by source credibility, relevance and applicability, similarity of setting, quality of research design, and whether the reader agreed with the conclusions; more experienced practitioners read more research and more fully integrated it into their practice; there was no significant correlation between practitioners' levels of education, ethnicities, or genders and their relationship to research; and when practitioners view research as useful and relevant they are more likely to have recently made a change based on it. (Includes 9 references.) (MO)
Entry Date: 2004
Accession Number: ED479669
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED479669
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PubType: Editorial & Opinion
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  Data: How Adult Literacy Practitioners Use Research. Occasional Research Paper.
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  Data: <searchLink fieldCode="AR" term="%22St%2E+Clair%2C+Ralf%22">St. Clair, Ralf</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Chia-Yin%22">Chen, Chia-Yin</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Lyndsay%22">Taylor, Lyndsay</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+A+and+M+Univ%2E%2C+College+Station%2E+Texas+Center+for+Adult+Literacy+and+Learning%2E%22">Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning.</searchLink>
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  Label: Availability
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  Data: For full text: http://www-tcall.tamu.edu/orp/orp2.htm.
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2003
– Name: Audience
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  Group: Audnce
  Data: Researchers; Practitioners
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  Data: Opinion Papers
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  Label: Descriptors
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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+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Diffusion+%28Communication%29%22">Diffusion (Communication)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mail+Surveys%22">Mail Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Needs%22">Research Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Materials%22">Resource Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</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: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Staff members of a state literary resource center surveyed their practitioner clients to determine how they viewed research and the kinds of uses they made of it. Mail surveys were sent to all of the 404 adult education and English as a second language program directors in the state, and followup telephone interviews were conducted with 16 of the 143 respondents. Sixty-six percent of respondents were involved in instruction, while 34% were involved in administration; 37% had training in research while 49% were interested in further research and education in adult literacy; and research consumption among them was frequent but not particularly extensive. Some of the results are as follows: 66% of respondents indicated that they had changed a practice as a result of research-based information; practitioners assessed the value of research by source credibility, relevance and applicability, similarity of setting, quality of research design, and whether the reader agreed with the conclusions; more experienced practitioners read more research and more fully integrated it into their practice; there was no significant correlation between practitioners' levels of education, ethnicities, or genders and their relationship to research; and when practitioners view research as useful and relevant they are more likely to have recently made a change based on it. (Includes 9 references.) (MO)
– Name: DateEntry
  Label: Entry Date
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  Data: 2004
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED479669
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED479669
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Adoption (Ideas)
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Diffusion (Communication)
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Educational Researchers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Mail Surveys
        Type: general
      – SubjectFull: Research Needs
        Type: general
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Resource Materials
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Use Studies
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: How Adult Literacy Practitioners Use Research. Occasional Research Paper.
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            NameFull: Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning.
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            NameFull: St. Clair, Ralf
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            NameFull: Chen, Chia-Yin
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            NameFull: Taylor, Lyndsay
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          Dates:
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              M: 02
              Type: published
              Y: 2003
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