Printer-friendly pageNCSALL-related Publications
From time to time, NCSALL produces publications in response to particular interests of the field. Because these materials fall outside the categories of regularly produced NCSALL publications, we have posted them to this "NCSALL-related Publications" section of our Web site.
Currently, the following resources are available:
Accessing and Using Research for Evidence-based Practice (April 2005) - PDF
This four-page brochure provides a guide to professional developers on how to access and use NCSALL materials to promote evidence-based practice. In addition to a concise overview of the key terms that underlie “evidence-based practice” (as defined by IED Director Grover Whitehurst), this brochure describes each of the major types of NCSALL publications and explains how they can be obtained, either from NCSALL’s Web site or from NCSALL’s World Education-based Dissemination Team.
- Literature review, interview data analysis, and investigation of factors predicting persistence
- Observation of five leading library literacy programs in California, North Carolina, and New York
- Test of recommendations developed in the first two phases
These reports are from the second phase of the study:
- "One Day I Will Make It" – A Study of Adult Student Persistence in Library Literacy Programs
- "As Long As It Takes" – Responding to the Challenges of Adult Student Persistence in Library Literacy Programs
- "I Did it For Myself" – Studying Efforts to Increase Adult Learner Persistence In Library Literacy Programs
By Cristine Smith, Kathryn Harris, and Stephen Reder
This brief describes why research is important to adult ESL instruction, what we know about how to help teachers use research and more.
by Susan McShane
This book seeks to build adult literacy instructors’ knowledge of scientifically based reading research and provide basic guidance on how to use it in the classroom.
By Eleanor Drago-Severson, New York: Teachers College Press, 2004
This book offers a new way to support adults in Adult Basic Education (ABE) and English for Speakers of Other Languages (ESOL) programs. Applying Robert Kegan's constructive-developmental theory, the author depicts an in-depth investigation into how and why adults develop "ways of knowing." The book provides practical suggestions for applying Kegan's theory by responding to adult learners' strengths and learning needs. Order book from NCSALL for $18.00.
By Julie Viens and Silja Kallenbach, New York: Teachers College Press, 2004
The authors present an overview of Mulitiple Intelligences (MI) theory along with concrete examples teachers and tutors can use in their classes with adult literacy students. Featuring the experiences of teachers who participated in the Adult Multiple Intelligences (AMI) Study, this sourcebook includes MI Basics, MI Reflections, MI-Inspired Instruction, MI-Inspired Lessons, discussion questions, and classroom experiences.
By Sarah Young and Cristine Smith
This brief defines different types of standards and describes the instructional benefits of using adult ESL content standards. It also describes uses of content standards in the adult ESL field and discusses research about the implementation of content standards.
Compiled by the National Center for the Study of Adult Learning and Literacy (NCSALL), and based on librarians’ survey responses, this list provides information on key resources for collections on adult literacy and learning. The resources are organized by three audience categories (learners, teachers/tutors, and program directors/researchers), and within each audience category, resources are further subdivided by topic.
