teachers study third FINAL:illuminating summary 24/10/08 13:51 Page 1 Published by the National Research and Development Centre for Adult Literacy and
This document is also available in pdf format from NRDC's website, www.nrdc.org.uk. This is ... more This document is also available in pdf format from NRDC's website, www.nrdc.org.uk. This is the summary version of the full research report of the same name. For information on alternative formats, or to give feedback on the content and accessibility of this publication, please contact:
This research involved 27 family literacy programmes running in 18 Local Authorities in England. ... more This research involved 27 family literacy programmes running in 18 Local Authorities in England. We examined: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing 2) how parents translate and implement what they learn in these classes into the home literacy environment (HLE). The study followed a mixed methods embedded approach; qualitative data from in-depth observations and parental interviews were embedded in a quantitative quasi-experimental design. As the data suggest family literacy programmes have a positive effect on Key Stage 1 children’s reading scores: children who attended the programmes made greater gains in their reading than children who did not attend programmes (effect size of 0.17). The also were extensive changes in the home literacy environment experienced by families participating in the programmes.
Key to quantitative data All data in this report come from the Teacher Study. The data used for a... more Key to quantitative data All data in this report come from the Teacher Study. The data used for all statistical models and description are adjusted to represent the overall Skills for Life teaching workforce population using weights. All bases [N] given in the tables or figures are weighted and adjusted. All percentages and absolute numbers are rounded to nearest whole and those below 0.5 are left in decimal form to one decimal place. The percentages in the tables do not always add to 100 per cent due to rounding and, where percentages in the text differ to the sum of percentages in the tables, this too is due to rounding.
We fully understand that you may not hold this data for all your 08-09 cohorts and will be happy ... more We fully understand that you may not hold this data for all your 08-09 cohorts and will be happy to collect for those cohorts which you can supply.
Funded by the European Commission, this study investigates family literacy policies, initiatives ... more Funded by the European Commission, this study investigates family literacy policies, initiatives and programmes throghout Europe. The report analyses the evidence on the effectiveness of a broad range of family literacy interventions, placing special emphasis on those targeted at disadvantaged families. The report highlights good practice by providing case studies of unique and successful programmes throughout Europe. Furthermore, this report analyses the family literacy policy-making process in a number of Member States, providing evidence of policy successes and challenges through interviews with policymakers and other policy stakeholders. The aim of these investigations is to provide the Commission and Member States with practical information and analyses which can serve as a basis for future policy and programme design.
The Study on European Terminology in Adult Learning was organised by the European Commission (EC)... more The Study on European Terminology in Adult Learning was organised by the European Commission (EC) under the framework of the 2007 Action Plan on Adult Learning, It is always a good time to learn, which called for a glossary of terminology and a set of core data to facilitate two-yearly monitoring of adult learning in Europe. An up-to-date common language is prerequisite to overcoming the misunderstandings and lack of comparable data which currently impede monitoring of the adult learning sector across the European Union. The overall objective of this study was to support the Commission in monitoring and analysing the adult learning sector in Europe by improving the quality and comparability of data. It is intended that findings and recommendations from this study will be tools in the implementation of the Action Plan on Adult Learning and that it will help to create a better understanding of existing good practice and also the obstacles to the monitoring of the adult learning sector.
The conference was organized within the framework of the project also entitled 'Young Migrant... more The conference was organized within the framework of the project also entitled 'Young Migrant Women in Secondary Education: Promoting integration and mutual understanding through dialogue and exchange', funded by the European Commission Fund for the Integration of Third-country Nationals. Partners to the project included the Centre of Research in Theories and Practices that Overcome Inequalities (CREA), University of Barcelona (Spain); the Centre for Rights, Equalities and Social Justice (CRESJ) at the Institute of Education, University of London (UK); the Department of Sociology, Panteion University (Greece); and the Euro-Mediterranean Centre for Educational Research (EMCER), University of Malta (Malta). The conference launched the research reports produced by all five partners and marked the completion of the project which had duration of 18 months.
This Needs Analysis Report was produced by UCL Institute of Education (IOE) as part of its evalua... more This Needs Analysis Report was produced by UCL Institute of Education (IOE) as part of its evaluation of “Literacy Cubed: Focus on Roma Families”. Literacy Cubed (LIT3) sought to promote family literacy (FL) in Roma communities in Montenegro, Romania and Slovakia as a tool for raising the attainment level of Roma children in general education and improving their health. The aim of the LIT3 Needs Analysis was to provide information on the strengths and interests of the Roma communities in these locations in the running a family literacy programme targeting three generations there. In the first phase of the LIT3 Needs Analysis, IOE conducted an English-language review of international literature on the policy context for this project, focusing on the Roma people, on family literacy, and on health literacy. Using a “cascaded national and local data collection templates were generated by the IOE team, and local teams were trained in their use. In the second phase, Montenegro, Romania an...
Impact of poor basic literacy and numeracy on English employers The views expressed in this repor... more Impact of poor basic literacy and numeracy on English employers The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Business, Innovation and Skills.
Armed Forces Basic Skills Longitudinal Study: Part 1
The aims and objectives of the study were to: ? - assess the impact of literacy and numeracy skil... more The aims and objectives of the study were to: ? - assess the impact of literacy and numeracy skills and literacy and numeracy interventions on the personal and professional development of Service personnel and on their operational effectiveness. ? - make recommendations for the most effective interventions and support for Service personnel in their first two years of service. The study focused on recruits assessed with low levels of literacy or numeracy skills on joining the Armed Forces, and the support they received during their subsequent two years in uniform.
Zeitschrift für Weiterbildungsforschung - Report, 2016
This paper draws on three data sources-a national survey from Germany of adult literacy and numer... more This paper draws on three data sources-a national survey from Germany of adult literacy and numeracy skills (leo.-Level-One Study), the OECD's Programme for the International Assessment of Adult Competences (PIAAC), and case studies of workplaces in England-to argue for a greater focus by policymakers and researchers on the literacy demand experienced by adults. We consider the heterogeneity of the population of adults deemed functionally illiterate by large-scale national and international surveys and question how such a large group of adults are indeed able to function in society. We draw on concepts of literacy practices and the literate environment to try to understand the demands on adults' reading and writing and suggest that adults with poor literacy skills may be reluctant to engage in learning because they experience very low demand. Engagement in literate practices is an important mechanism through which literacy is improved and developed. If the demands on many adults' literacy are so low, their skills may decline/fail to develop, leaving a large sub-class excluded from the literate environment and relying on others for interpretation and access to information. This vicious circle of underuse and consequent loss of skills should be a major concern for policy makers.
Stick with it!: 'Motivating 'Skills for life' learners to persist, progress and achieve': year 1 report: NRDC report to the Quality Improvement Agency, October 2007
Key to quantitative data All data in this report come from the Teacher Study. The data used for a... more Key to quantitative data All data in this report come from the Teacher Study. The data used for all statistical models and description are adjusted to represent the overall Skills for Life teaching workforce population using weights. All bases [N] given in the tables or figures are weighted and adjusted. All percentages and absolute numbers are rounded to nearest whole and those below 0.5 are left in decimal form to one decimal place. The percentages in the tables do not always add to 100 per cent due to rounding and, where percentages in the text differ to the sum of percentages in the tables, this too is due to rounding.
Young, female and migrant: Gender, class and racial identity in multicultural Britain' in Young Migrant Women in Secondary Education: Promoting Integration and Mutual Understanding through Dialogue and Exchange
teachers study third FINAL:illuminating summary 24/10/08 13:51 Page 1 Published by the National Research and Development Centre for Adult Literacy and
This document is also available in pdf format from NRDC's website, www.nrdc.org.uk. This is ... more This document is also available in pdf format from NRDC's website, www.nrdc.org.uk. This is the summary version of the full research report of the same name. For information on alternative formats, or to give feedback on the content and accessibility of this publication, please contact:
This research involved 27 family literacy programmes running in 18 Local Authorities in England. ... more This research involved 27 family literacy programmes running in 18 Local Authorities in England. We examined: 1) the impact of school-based family literacy programmes on young children’s progress in reading and writing 2) how parents translate and implement what they learn in these classes into the home literacy environment (HLE). The study followed a mixed methods embedded approach; qualitative data from in-depth observations and parental interviews were embedded in a quantitative quasi-experimental design. As the data suggest family literacy programmes have a positive effect on Key Stage 1 children’s reading scores: children who attended the programmes made greater gains in their reading than children who did not attend programmes (effect size of 0.17). The also were extensive changes in the home literacy environment experienced by families participating in the programmes.
Key to quantitative data All data in this report come from the Teacher Study. The data used for a... more Key to quantitative data All data in this report come from the Teacher Study. The data used for all statistical models and description are adjusted to represent the overall Skills for Life teaching workforce population using weights. All bases [N] given in the tables or figures are weighted and adjusted. All percentages and absolute numbers are rounded to nearest whole and those below 0.5 are left in decimal form to one decimal place. The percentages in the tables do not always add to 100 per cent due to rounding and, where percentages in the text differ to the sum of percentages in the tables, this too is due to rounding.
We fully understand that you may not hold this data for all your 08-09 cohorts and will be happy ... more We fully understand that you may not hold this data for all your 08-09 cohorts and will be happy to collect for those cohorts which you can supply.
Funded by the European Commission, this study investigates family literacy policies, initiatives ... more Funded by the European Commission, this study investigates family literacy policies, initiatives and programmes throghout Europe. The report analyses the evidence on the effectiveness of a broad range of family literacy interventions, placing special emphasis on those targeted at disadvantaged families. The report highlights good practice by providing case studies of unique and successful programmes throughout Europe. Furthermore, this report analyses the family literacy policy-making process in a number of Member States, providing evidence of policy successes and challenges through interviews with policymakers and other policy stakeholders. The aim of these investigations is to provide the Commission and Member States with practical information and analyses which can serve as a basis for future policy and programme design.
The Study on European Terminology in Adult Learning was organised by the European Commission (EC)... more The Study on European Terminology in Adult Learning was organised by the European Commission (EC) under the framework of the 2007 Action Plan on Adult Learning, It is always a good time to learn, which called for a glossary of terminology and a set of core data to facilitate two-yearly monitoring of adult learning in Europe. An up-to-date common language is prerequisite to overcoming the misunderstandings and lack of comparable data which currently impede monitoring of the adult learning sector across the European Union. The overall objective of this study was to support the Commission in monitoring and analysing the adult learning sector in Europe by improving the quality and comparability of data. It is intended that findings and recommendations from this study will be tools in the implementation of the Action Plan on Adult Learning and that it will help to create a better understanding of existing good practice and also the obstacles to the monitoring of the adult learning sector.
The conference was organized within the framework of the project also entitled 'Young Migrant... more The conference was organized within the framework of the project also entitled 'Young Migrant Women in Secondary Education: Promoting integration and mutual understanding through dialogue and exchange', funded by the European Commission Fund for the Integration of Third-country Nationals. Partners to the project included the Centre of Research in Theories and Practices that Overcome Inequalities (CREA), University of Barcelona (Spain); the Centre for Rights, Equalities and Social Justice (CRESJ) at the Institute of Education, University of London (UK); the Department of Sociology, Panteion University (Greece); and the Euro-Mediterranean Centre for Educational Research (EMCER), University of Malta (Malta). The conference launched the research reports produced by all five partners and marked the completion of the project which had duration of 18 months.
This Needs Analysis Report was produced by UCL Institute of Education (IOE) as part of its evalua... more This Needs Analysis Report was produced by UCL Institute of Education (IOE) as part of its evaluation of “Literacy Cubed: Focus on Roma Families”. Literacy Cubed (LIT3) sought to promote family literacy (FL) in Roma communities in Montenegro, Romania and Slovakia as a tool for raising the attainment level of Roma children in general education and improving their health. The aim of the LIT3 Needs Analysis was to provide information on the strengths and interests of the Roma communities in these locations in the running a family literacy programme targeting three generations there. In the first phase of the LIT3 Needs Analysis, IOE conducted an English-language review of international literature on the policy context for this project, focusing on the Roma people, on family literacy, and on health literacy. Using a “cascaded national and local data collection templates were generated by the IOE team, and local teams were trained in their use. In the second phase, Montenegro, Romania an...
Impact of poor basic literacy and numeracy on English employers The views expressed in this repor... more Impact of poor basic literacy and numeracy on English employers The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Business, Innovation and Skills.
Armed Forces Basic Skills Longitudinal Study: Part 1
The aims and objectives of the study were to: ? - assess the impact of literacy and numeracy skil... more The aims and objectives of the study were to: ? - assess the impact of literacy and numeracy skills and literacy and numeracy interventions on the personal and professional development of Service personnel and on their operational effectiveness. ? - make recommendations for the most effective interventions and support for Service personnel in their first two years of service. The study focused on recruits assessed with low levels of literacy or numeracy skills on joining the Armed Forces, and the support they received during their subsequent two years in uniform.
Zeitschrift für Weiterbildungsforschung - Report, 2016
This paper draws on three data sources-a national survey from Germany of adult literacy and numer... more This paper draws on three data sources-a national survey from Germany of adult literacy and numeracy skills (leo.-Level-One Study), the OECD's Programme for the International Assessment of Adult Competences (PIAAC), and case studies of workplaces in England-to argue for a greater focus by policymakers and researchers on the literacy demand experienced by adults. We consider the heterogeneity of the population of adults deemed functionally illiterate by large-scale national and international surveys and question how such a large group of adults are indeed able to function in society. We draw on concepts of literacy practices and the literate environment to try to understand the demands on adults' reading and writing and suggest that adults with poor literacy skills may be reluctant to engage in learning because they experience very low demand. Engagement in literate practices is an important mechanism through which literacy is improved and developed. If the demands on many adults' literacy are so low, their skills may decline/fail to develop, leaving a large sub-class excluded from the literate environment and relying on others for interpretation and access to information. This vicious circle of underuse and consequent loss of skills should be a major concern for policy makers.
Stick with it!: 'Motivating 'Skills for life' learners to persist, progress and achieve': year 1 report: NRDC report to the Quality Improvement Agency, October 2007
Key to quantitative data All data in this report come from the Teacher Study. The data used for a... more Key to quantitative data All data in this report come from the Teacher Study. The data used for all statistical models and description are adjusted to represent the overall Skills for Life teaching workforce population using weights. All bases [N] given in the tables or figures are weighted and adjusted. All percentages and absolute numbers are rounded to nearest whole and those below 0.5 are left in decimal form to one decimal place. The percentages in the tables do not always add to 100 per cent due to rounding and, where percentages in the text differ to the sum of percentages in the tables, this too is due to rounding.
Young, female and migrant: Gender, class and racial identity in multicultural Britain' in Young Migrant Women in Secondary Education: Promoting Integration and Mutual Understanding through Dialogue and Exchange
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