Our ref: 10709.00
FOUNDATION LEARNING PROJECT:
“WORKING IN THE LIGHT OF EVIDENCE, AS WELL AS ASPIRATION”
A LITERATURE REVIEW OF THE BEST AVAILABLE EVIDENCE ABOUT EFFECTIVE ADULT LITERACY, NUMERACY AND LANGUAGE TEACHING
PHASE 5 REPORT
AUCKLAND UNISERVICES LIMITED
A wholly owned company of
THE UNIVERSITY OF AUCKLAND
|Prepared for: |Prepared By: | |Ministry of Education |John Benseman | |Tertiary Education Learning Outcomes Policy Group |Alison Sutton | |45-47 Pipitea Street |Josie Lander | |PO Box 1666 | | |Wellington | | |Date: January 2005 | | Reports from Auckland UniServices Limited should only be used for the purposes for which they were commissioned. If it is proposed to use a report prepared by Auckland UniServices Limited for a different purpose or in a different context from that intended at the time of commissioning the work, then UniServices should be consulted to verify whether the report is being correctly interpreted. In particular it is requested that, where quoted, conclusions given in UniServices reports should be stated in full.
We would like to thank the colleagues who were supportive and insightful during the project and whose critiques improved our work. In particular we would like to thank
• John Hattie, School of Education, The University of Auckland • Rosemary Wette, Department of Applied Language Studies and Linguistics, The University of Auckland • Judy Hunter, School of Social and Cultural Studies, Massey University, Albany • Kathleen Krsinich, Literacy Advisor, Manukau Institute of Technology • Heide Spruck Wrigley, Senior Research Associate, Aguirre International Ltd • Mary Jane Schmitt, Co-Principal Investigator for the Extending Mathematical Power (EMPower) project, TERC.
Our report title is used acknowledging Diana Coben’s statement (2003, p. 116) that detailed critical studies are required “before it will be possible to delineate good practice in the light of evidence rather than aspiration.” We think aspiration is still necessary alongside research evidence.
TABLE OF CONTENTS
Project brief and background
Using an evidence-based approach
Reading research in the light of the local context
Reviewing initial selection
Scrutiny of selected studies
Assessment instruments used to determine change
Participation and retention
Features of provision
English for Speakers of Other languages (ESOLl)
Developing a cycle of research that informs practice and policy
APPENDIX A – PROFESSOR JOHN HATTIE’S ANALYSIS OF STUDIES IN TORGERSON ET AL. (2004)
APPENDIX B – LIST OF DATABASES AND WEB-PAGES...
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