California Adult Literacy Professional Development Project

Authors: Mark Kutner, Renee Sherman, John Tibbetts, and Larry Condelli, American Institutes for Research, May 1997

This monograph presents a suggested framework, and specific practical strategies and procedures, for evaluating the impact of professional development activities. Specifically, the monograph is designed to promote professional development evaluations by assisting individuals interested in sponsoring, conducting, and participating in evaluations, including state staff, professional development agency staff, local administrators, and instructors.

Authors: Renee Sherman, Mike Dlott, Heather Bamford, Jennifer McGivern, and Marisa Cohn, American Institutes for Research, August 2003

This publication is designed to help the field assess the quality of resources and materials used in professional development for instructors and administrators and to provide guidelines for the development of quality resources. Such resources may include train–the–trainer modules, how-to guides, e-learning courses, monographs, and research reports.

Editors: Erik Jacobson, CALPRO, and Sandra Kerka, The Ohio State University, January 2005

This is a summary of Smith, C., Hofer, J., et al. (2003). How teachers change: A study of professional development in adult education.

Produced by Literacy Information and Communication System/National Institute for Literacy, 2010

This free 30–60 minute self-paced online course introduces users to information about scientific research and its relevance to educational decision making.

Produced by California Adult Literacy Professional Development Project, October 2007

This publication presents the outcomes of a multi-year initiative on enhancing adult learner persistence. It addresses three distinct but related efforts on learner persistence: (1) the adult learner persistence Web site developed by the California Department of Education, (2) a field-based research initiative (FBRI) on learner persistence, and (3) site-based study circles on learner persistence. The purpose of each of these efforts was the same: to make available to California adult educators information about current research findings on learner persistence and to invite them to use the findings to design and implement interventions to enhance the persistence of their adult learners.

Author: Sandra Kerka, The Ohio State University, January 2005
Produced by California Adult Literacy Professional Development Project

This research digest gives an overview of persistence from the learner’s point of view and studies that have identified specific ways to support persistence. The findings provide insights for structuring local practice in ways that may help more learners reach their goals.

Authors: Mary Ann Corley and John Tibbetts, American Institutes for Research, May 2003

This professional development packet includes a facilitator’s guide, participant handouts, and presentation slides for raising awareness of learning disabilities and the characteristics and consequences of those disabilities in the workplace.

Author: Juliana Taymans, TATC Consulting, October 2010
Produced by Literacy Information and Communication System/National Institute for Literacy

This review of research literature is intended to focus on adults in the areas of employment, adult education, and career development.

Authors: Marianne Mooney, MPR Associates, and Heidi Silver-Pacuilla, American Institutes for Research
Produced by Literacy Information and Communication System/National Institute for Literacy, September 2010

This report defines learning disabilities and discusses the implications of the need for higher literacy skills for youth with learning disabilities, describes current challenges, offers examples of program models, and addresses the implications for developing workforce programming, policies, and practices for youth.

Authors: Mariann Fedele-McLeod, Anestine Hector-Mason, Steve Hinds, Rob Jenkins, Maricel Santos, Susan Pimentel, Jodi Crandall, American Institutes for Research, 2015

This document outlines the core knowledge and skills that adult education teachers need to succeed in their roles. The Adult Education Teacher Competencies help teachers improve their effectiveness and learner outcomes. They also assist instructional leaders, professional developers, and teacher preparation faculty prepare effective professional development activities for teachers.