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The TELL project is a review of literature and critical annotated bibliography to provide an overview and critique of the research related to the transition of English language learners.
This guidance document was developed with input from a technical advisory group of state/federal representatives and field researchers, and describes the utility and practice of integrating the information available in state agency data sets with information on clients of alcohol and other drug abuse services.
The Adult Numeracy Initiative, funded by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE), provides a thorough understanding of adult numeracy and the state of the discipline.
Motorcycle rider education provides an opportunity for novice riders to learn the basic skills necessary to operate a motorcycle safely and for experienced riders to refresh and refine their techniques. The purpose of this report is to develop a research-based model of promising practices in rider education and licensing and to use the model to identify States that have implemented high-quality rider training and comprehensive licensing.
How can classroom teachers maximize the learning potential of their adult basic education (ABE) students while, at the same time, attending to differences among them? Instead of expecting learners to adjust to the lessons they plan, teachers need to plan their lessons to adjust to the learners at hand. - Focus on Basics Newsletter, NCSALL
Low cost technologies, such as case studies, role plays, and part task trainers, have been effectively used to train teamwork related knowledge, skills, and attitudes in several high risk industries. Although trainees and instructional developers may prefer the ‘‘bells and whistles’’ of full mission simulators, we implore them to at least explore the use of lower fidelity alternatives, especially during the earliest phases of teamwork skill acquisition.
The purpose of this study was to assess the relative effectiveness of different approaches to debriefing team performance: team debrief with videotape, team debrief without videotape, instructor debrief with videotape, and instructor debrief without videotape. We hypothesized that the four approaches would not be equally effective. However, the lack of consensus in the literature made it impossible to hypothesize whether team- vs. instructor-led debriefs would be more effective. Based on our personal experience, we hypothesized that debriefings which incorporate videotape would be perceived as more effective than those which did not.