We document and disseminate various results, trainings, and resources from our research, programs, and projects.
Reading teachers are often guided by what they know about the stages and components of the reading process, but they may not share this information with learners. By understanding how others become fluent readers, learners can reflect on their own process of improving reading skills. This guide offers a set of 13 lessons designed to…
GED instructors—especially those who teach young people—often work with learners who are interested in getting GEDs because they hope or believe the credential will be the key to their economic futures. We firmly believe that receiving a GED credential is a valued step in an adult learner’s life for many intangible reasons. We also believe…
This report is a summary of what the staff of the NCSALL Dissemination Initiative learned about how to connect research, policy, and practice in ways that promote evidence-based practice in the field of adult learning and literacy.
This paper has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the…
This paper introduces the methods of research synthesis and meta-analysis to researchers and consumers of research in the field of adult learning and literacy. The first section defines key terms and offers a brief history of how the methodologies developed. The second section provides a conceptualization of research synthesis that views it no differently from…
To address the need to improve and expand numeracy instruction in adult basic education programs, this paper attempts to describe the complex nature of numeracy as it exists today. All stakeholders—including policymakers, program directors, educators, professional developers and curriculum designers—need a full understanding of numeracy to know how to provide adults with effective numeracy instruction….
This document identifies existing sources that review research and professional wisdom on these content areas. This is not an exhaustive list but it does provide sources that are useful to the design of evidence-based instruction. This annotated bibliography is divided into seven subsections that focus on reading, writing, math and numeracy, English as a second…
While the majority of adults who take the General Educational Development (GED) test do so in order to continue their education, few go on to enter postsecondary education (Tyler, 2001). Yet, these same adults stand to make substantial economic and personal gains when they use their adult secondary credential to move from the ranks of…
This paper addresses questions of methodological and practical importance: What methodological challenges might be encountered when conducting research that relies heavily on language (to understand the content of learners’ thoughts and assess the structure of their thinking) with adult ESOL learners? How might we adapt measures and develop strategies to better understand ESOL learners’ perspectives…
This paper describes an approach to evidence-based adult education and proposes a way to establish an evidence-based adult education system. The evidence-based adult education system presented here requires a close collaboration between researchers and practitioners. This collaboration must be built on a common vision and a respect for the strengths that each brings to this…
World Education strives to build lasting relationships with partners across diverse geographic regions and technical sectors to produce better education outcomes for all.
