The Excellence Gateway Treasury
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A searchable online database of published research on education.
Changing Faces: research study, reports and materials on the
History and Practice of Adult Literacy work in the UK 1970-2000
DfES ReadWrite Plus - search the website for project reports, research and development.
This link takes you to a range of research reports and on Embedded literacy, numeracy and language.
Geoff Petty is author of Britain's best selling teacher training text: 'Teaching Today: a practical guide' 3rd Ed 2004 Nelson Thornes. This site provides a wealth of information on teaching practice, including: self-assessment; feedback; active learning; active schemes; teaching generic skills; creativity; research; teaching style; differentiation. It includes a range of downloadable resources and video footage. The 'Research' page focuses on Professor John Hattie's research review which synthesises research that tells us which factors, and which teaching methods really make the difference to student achievement.
Search the website for project reports, research and development.
Research study, reports and materials
on adult basic education in further education colleges in the UK
LLU+ is a national consultancy and professional development centre for staff working in the areas of literacy, numeracy, dyslexia, family learning and English for Speakers of Other Languages. On this page you can find links to reports published by various organisations working in the Lifelong Learning sector.
In this discussion paper published in 2008 by the Learning and Skills Network, Frank Coffield argues that teaching and learning should regain its rightful place as the main focus of the post-compulsory education sector, and discusses the changes that would be needed to achieve this.
Learning style instruments are widely used. But are they reliable and valid? Do they have an impact on pedagogy? This report, published by LSN in 2004, examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers amd trainers, managers, researchers and inspectors.
This report, published by LSN in 2004, critically reviews the literature on learning styles and examines in detail 13 of the most influential models. The report concludes that it matters fundamentally which instrument is chosen. The implications for teaching and learning in post-16 learning are serious and should be of concern to learners, teachers and trainers, managers, researchers and inspectors.
This briefing paper was published in 2005 by the Learning and Skills Development Agency (LSDA) in partnership with NIACE and Skill, supported by the Disability Rights Commission and funded by the Learning and Skills Council. More than 100 organisations have been involved in a total of 20 projects on topics related to DDA implementation, and this briefing highlights key messages from project findings and sources of support for teaching staff in further education who are not specialists in working with disabled learners. Information is provided on who the learners are, your role and some of the things you can do, when to seek specialist support and sharing and learning about good practice.
This study, published in 2005 by LSN, investigates whether or not use of different assessment methods makes a difference to learner achievement and progress in the learning and skills sector. The research found that clarity in assessment process and criteria has underpinned the widespread use of coaching, practice and provision of formative feedback to boost achievement.
This review was carried out by researchers at Auckland University in 2005. The researchers looked especially at specific aspects of teaching practice and programme operations that were reliably linked to clear changes in learners' literacy skills. The review provides a critical evaluation of the available research evidence about effective practices in literacy, numeracy and language teaching and identified some key factors for effective teaching.
The Learning for Living project commissioned this study to determine whether certain demographics can predict literacy levels. The full report by Massey in word format and a summarised version in PDF - Reading Between the Lines - are available here.
The Learning for Living project commissioned researchers to observe a group of literacy, numeracy and language tutors teaching adults to gain an insight into some current teaching practices in New Zealand. Fifteen adult literacy, numeracy and language teachers were selected from a range of different teaching contexts to participate in an observational study. The aim of the study was to gain an overview of how teachers teach literacy, numeracy and language in New Zealand.
These fact sheets have been produced by the canadian Union of Public Employees, and cover: 1. Introduction: literacy is a right, 2. Proven advantages: for workers, employers, governments, 3. Labour's vision for government support, 4. Best practices, and 5. Measuring success.
This report is from a joint British-Canadian research project and presents 4 case studies from a larger longitudinal study aiming to develop a theoretically-informed and evidenced-based analysis of outcomes of work-based interventions designed to improve adult basic skills.
This report (10 pages) from NALD is an analysis of 18 qualitative case studies of workplace education programmes in Canada using a framework of principles of good practice. Results indicated that many of the components can be used as guidelines in the development of workplace education initiatives.
This literature review, undertaken for Australian Industry Group, shows how multiple variations and combinations of formal, informal and non-formal learning, accompanied by various government incentives and organisational initiatives (including job redesign, cross-skilling, multi-skilling, diversified career pathways, action learning projects, quality assurance arrangements, job rotations and mentoring programs), can be used to prepare workers to gain, maintain or progress through jobs.
This Australian report (43 pages) from NCVER shows how a group of employers understand the provision of literacy, numeracy and employability skills and the continuing development of these skills in their workplaces. It demonstrates that some employers accept that it is the employer's responsibility to provide learning and development opportunities for these skills.
This report examines the ways in which Australian employers retain skilled staff and the ways in which employers enhance their ability to use the skills of their people. The study found that while strategies such as increasing wages and family friendly policies may increase an employee's job satisfaction, the key driver in employee retention is if they feel they are learning and progressing in their careers.
National Research and Development Centre for Adult Literacy and Numeracy (NRDC), dedicated to conducting research and development projects to improve literacy, numeracy, language and related skills and knowledge.
This link takes you to the NRDC report.
This link takes you to the NRDC report You wouldn't expect a maths teacher to teach plastering
Embedding literacy, language and numeracy in post-16 vocational programmes - the impact on learning and achievement.
This link takes you to the Skills for Life Quality Initiative Embedded teaching and learning booklet.
Which summarises the key messages from NRDC research and development activity that explores the potential benefits of embedding literacy, language and numeracy in vocational programmes.
This link takes you to Case Studies in Embedded Teaching and Learning of adult literacy, numeracy and ESOL, published by the NRDC.
Reports from the National Literacy Trust's own research, with links
to other literacy research reports.
NIACE carries out development, research and consultancy activities in all areas of adult learning. This link is the Research and Development pages.
The 16-page booklet was written for business people in the US. It makes the case for investing in workers' basic education and outlines how basic education planning and provision can pay off for companies. Literacy providers offering workforce literacy services will also find it a useful business education tool.
Family Literacy, Language and Numeracy (FLLN) programmes are run across England to offer parents, carers and children the chance to improve their literacy, language and numeracy skills in safe, welcoming environments. The Learning and Skills Improvement Service (LSIS, formerly QIA and CEL) has launched a new suite of projects to support the extension, reach and quality of these FLLN programmes. This work is underpinned by key government policies. The Alliance for Lifelong Learning and the National Research and Development Centre (NRDC) have been commissioned to take this work forward on behalf of LSIS.
Motivating Skills for Life Learners to Persist, Progress and Achieve (also known as 'Stick with it!'), was a two-year national research and development project commissioned by the Quality Improvement Agency (QIA). It was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), in partnership with the National Institute for Adult and Community Learning (NIACE) and Tribal Education Ltd. The aims of the project were to increase the evidence base and to develop tools and techniques to support learners, practitioners and managers as they try to overcome the barriers to completion and continued learning. A range of organisations, including workplace, were recruited to take part in the development work during the second year of the project. Guidance and teaching/learning materials are available on the site.
Stick with it resources
Resources and guides developed by the Stick With It! Research and development project.
Stick With It! Resources include a CPD module in five sections, a pro-forma for an institutional learner persistence plan, a literature review on learner persistence, and supporting learners overr the summer break
Stick With It: messages from the development projects
Find out about the lessons learnt in the second year of the project.
Stick With It! Guides
This link will take you to the main Stick With It Practitioner Guide, a separate Introduction and 'How to Use the Guide' document, and a Guide to using ICT to support persistence among Skills for Life learners. The Practitioner Guide is divided into sections for managers, teachers, and learners, and also contains 36 case studies and a full reference section. Each section and subsection can be downloaded separately if preferred.
Useful references for practitioners and managers
This document provides a list of publications and web links helpful to managers and teachers aiming to support learner persistence, progress and achievement.
Stick with it! Research page
This link takes you to more detailed findings from the Stick With It project, and includes sections on terminology; systemic barriers; enrolment, induction and retention; initial, formative and summative assessment; attendance, motivation and drop-out; delivery, flexibility and personalisation; course design and pedagogy; ICT; supporting learning outside the classroom; pastoral support and IAG; workforce development; progression and employment; and identity and imagined futures.
Links to information on learning journeys: learners' voices; learners' views on progress and achievement in literacy and numeracy
The Learning and Skills Network provides research, development and
support programmes for all parts of the learning and skills sector,
including adult basic skills
ABC CANADA Literacy Foundation is Canada's private-sector voice championing adult literacy. Launched in 1990 - International Literacy Year - by a group of business, labour and education leaders concerned about the social and economic effects of wide-spread literacy challenges among Canadian adults, the national charity raises public awareness of literacy issues. Their website contains research, publications, news about adult, workplace and family literacy.
America's NCSALL is a federally funded research and development center focused solely on adult learning. They are dedicated to improving practice in educational programs that serve adults in America with limited literacy and English language skills, and those without a high school diploma. This link contains useful research, publications and teaching and learning strategies that may be relevant to those teaching literacy in England.
Includes reports from NCSALL research studies, journals for practitioners, teaching resources, training materials, and streamed videos of study panel discussions.
Information and reports from NCSALL research projects, including Adult student persistence, classroom dynamics, assessment of outcomes, and literacy practices among adult students.
NCSALL Connecting Practice, Policy and Research
Material on practitioner research,practitioner knowledge, teaching and training materials.
ERIC is a very large searchable database of educational research publications
Equipped for the Future is a US-based national standards and curriculum initiative for adult basic education and English language learning. The final standards framework for essential skills and knowledge for the 21st century involved ten years of research and consultation with thousands of students, teachers and researchers. The site contains downloadable resources, publications and links.
This website is to support vocational and essential skills tutors (essential skills refers to literacy, numeracy, ICT in Northern Ireland) in Northern Ireland. There is a section containing resources which literacy or numeracy and/or vocational tutors in England may find helpful as alternative examples.
Canadian online adult basic education database that contains searchable information,
a library, resources, tools and links to other literacy sites
The National Institute for Literacy, a federal agency, provides leadership on literacy issues,
including the improvement of reading instruction for children, youth, and adults.
NALA is an independent membershiporganisation concerned with developing policy,
advocacy, research and offering advisory services in adult literacy work in Ireland.
As well s providing detailed information about adult basic skills work in Ireland,
NALA's site also has reserach reports and teaching resources for tutors and employers.
The New Zealand Literacy Portal is designed to provide a knowledge base of adult literacy information contributed by both New Zealand and international organisations. There may be information relevant to those teaching literacy in England.
OECD provides statistical information and longitudinal studies on many international countries about basic skills and skills levels.
ALNARC give information on research into literacy and numeracy within Australia. Teachers, providers or researchers might find their publications useful in linking it to literacy and numeracy in the England.
This website is a core resource for teachers of English in Tasmania. It contains teaching ideas, curriculum advice, news, reviews, information on professional learning programs and multiple links.
Professor John Hattie's paper discusses the relationship between formative and summative assessment. He argues it is not the instrument, tool, or activity that is formative or summative: this depends on its purpose and the timing of the feedback it enables.
This 2003 lecture is based on John Hattie's research work on the factors that make the most difference in student learning. It argues that the most significant influence is the way the teacher teaches, and explores the implications of this.
This 1999 lecture presents the results of Hattie's important meta-analysis of the effects of different interventions in education policy and practice on student learning. It is full of evidenced-based ideas for the kinds of policy and classroom practices that are likely to optimise student learning.
The VOX institute works to improve basic skills in the adult population in the areas of literacy, numeracy and the use of ICT.
This 2008 UK report (84 pages) from the Marchmont Observatory collates approaches and models currently used in impact evaluation at all stages in the training process. It identifies theories behind individual and organisational programmes and training evaluation in the workplace.
Source: Skills for Life
You can find this page and download any referenced resources from the Excellence Gateway at http://www.excellencegateway.org.uk/129642.
© Learning and Skills Improvement Service (LSIS) 2012