Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Busy Intersection Model Joint Presentation Timeline

Use the copy feature to use this as a template for your own time line
by

Stephen Reder

on 5 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Busy Intersection Model Joint Presentation Timeline

Time
Steve
Donald
1988-1994
Observations and reflections
Many industry closures in the Hawkesbury area (Ontario)

Le CAP has difficulty to attract adult learners into his literacy programs

Le CAP has to make a strategic operational shift
1980-1994
1995-2001
2000-2010
2010-2012
2012-Present
Busy Intersection Model
Actions undertaken
1980-1994
My Research
What I Learned
Ethnohistorical studies of literacy development in various communities
Refined models and theories of literacy practices
Le CAP leads a pilot project for the development of a common assessment and referral protocol for adult learners in the Prescott-Russell area.

Analyses and modeling of NALS, SALS and IALS data
Proficiency is deeply embedded in economic fabric & inequities; clear tensions evident between literacy practices and proficiencies in these data
Connected literacy practices & proficiency; found new way to think about program impact
Practice engagement theory developed
1994
1980s
1992-96

1994
1980s

1992-96

1994
Continued analysis of LSAL data and other research data sets
We need to develop a “busy intersection” model; confirmed practice engagement theory and long-term program impact on proficiency and social and economic outcomes
My Research
2010-2012
What I Learned
Le CAP realizes the need to change its name.

IALSS 2003 : 60% of franco-ontariens are still at levels 1 and 2;

Observations and reflections
Actions undertaken
Le CAP officially changes its name; from a literacy center to an adult learning center.

The target population stays the same (level 1 and 2), but the nature of the interventions change significantly;

10 TGV (integrated programs) are developed over a 10 year period; more than 500 adult learners participate within these programs.
1997-2001
1997-2001
Initiated Longitudinal Study of Adult Learning (LSAL)
LSAL tracks changes over time in program participants’ and non-participants’ literacy practices & proficiencies as well as their social, educational & economic outcomes
1997-2001
1999-2001
Reviewed meta-analyses of studies of program impact
Little evidence of (short-term) program impact on proficiency in reviews of other research
1999-2001
1995-1997
1995-1997
The common assessment and referral protocol is not strong enough to produce the shift from a competition paradigm to a cooperation/collaboration paradigm;

IALS 1994 : 60% of franco-ontariens at level 1 and 2;
From the RCAT database: majority of the clients are at level 1 and 2;

There is no program offered for large segment of the clientele; level 1 and 2 learners seeking for employment in a short term timeframe;

Creation of a "one stop center" for the local workplaces;

Natural expansion of the "one stop center" project to the entire community: Referral Center for Adult Training (RCAT)
Observations and reflections
Creation of an integrated program (TGV : Très grande vitesse) in the field of food preparation (Certificat d’Aide en alimentation);

Within the same intervention:
Integration and strategic development of multiple type of skills (essential , generic, technical and language skills) according to the needs of the job sector;
Strategic Integration of educational and community resources

My Research
What I Learned
1999-2000
1999-2000
Actions undertaken
2009-2011
Examined numerous “gold standard” RCT studies of adult literacy programs (2006-2010) & Skills for Life evaluation (2008)
2009-2011
2010-2012
2010-2012
No evidence of (short-term) program impact on most literacy measures; "parking lot" model of instruction is broken
2001-2009
2001-2004
Analyzed early waves of LSAL data

Collected later waves of LSAL data
2001-2004
LSAL found fragmented and complex patterns of program participation and self-directed learning; literacy develops over time in both program participants and non-participants
2005-2006
Analyzed state level data on proficiency gains of basic skills program participants
2005-2006
Little evidence of program impact on basic skills test scores; little support for prevailing logic model of adult literacy education (the "parking lot" model)
What I Learned
My Research
2006-2009
In LSAL, short-term program impact evident for literacy practices but not for proficiency; suggestion that increased practice engagement leads to longer-term proficiency gains
2006-2009
Analyzed later waves of LSAL data
A pancanadien generic model is developed by ResDAC in collaboration with le CAP

A 2 year research in action project has been set up: ResDAC will study the implementation of the integrated model in 4 provinces;

Le CAP continues to strategically reposition itself; striving for independence from literacy funding from the government of Ontario to support his andragogical approach with adults at level 1 and 2.
Donald
Steve
Systematic Modeling of the Busy Intersection Model within a Lifelong & Life-Wide Learning Framework

Making the case for investment in adult literacy programs based on their long-term impact (ROI )

Understanding how programs can build practice engagement and enhance other mediators of long-term impact of instruction

Full transcript