This report presents a series of linked reviews undertaken by the National Research and Development Centre for Adul
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This report presents a series of linked reviews undertaken by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). The reviews are: (1) an expert review; (2) a scoping review; (3) a systematic review of randomised controlled trials (RCTs); and (4) a systematic review of controlled trials (CTs). The reviews have been designed to address the current lack of systematic reviews of all the randomised controlled trials (RCTs) and other controlled trials (CTs) in the area of adult literacy and numeracy. The expert review complements the scoping review and the two systematic reviews. The latter three reviews sought to identify which factors in teaching adult literacy and numeracy caused learners to make progress in learning. Few clear pedagogical recommendations resulted. As a result, the expert review investigates a broader range of evidence: (1) those based on randomised and other controlled trials; (2) those based on correlational evidence; and (3) those based on researchers' and other experts' judgements. It is designed to assess whether any rigorous evaluations have been undertaken of interventions that could be implemented and to inform the research agenda for future RCTs or CTs that may be used to evaluate interventions in adult literacy and numeracy. The overview of all the experimental research in the fields of adult literacy and numeracy since 1980 identified only six studies out of a total of 36 trials demonstrating a statistically significant positive outcome for the intervention. There is some evidence that adult literacy and numeracy programs are effective although this finding may be 'undermined by the presence of substantial publication bias'. Because of the dearth of efforts to subject common adult literacy or numeracy programs to rigorous evaluation, it is difficult to formulate recommendations as to the kind of adult education, in terms of policy and practice, that should be encouraged. In contrast, however, the review does provide a strong direction for educational researchers. It is suggested that, because of the present inadequate evidence base, rigorously designed RCTs are urgently required.
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Authors:
Torgerson, Carole; Brooks, Greg; Porthouse, Jill; Burton, Maxine ... [+] Show more
Torgerson, Carole;
Brooks, Greg;
Porthouse, Jill;
Burton, Maxine;
Robinson, Alison;
Wright, Kath;
Watt, Ian [-] Show less
Corporate authors:
National Research and Development Centre for Adult Literacy and Numeracy (Great Britain) (NRDC)
Date: 2004
Geographic subjects:
Europe; Great Britain
Resource type: Report, paper or authored book
Series name: NRDC research review
Subjects:
Literacy; Numeracy; Evaluation ... [+] Show more
Literacy;
Numeracy;
Evaluation;
Outcomes;
Teaching and learning;
Research [-] Show less