Professor Steven Reder, Department of Applied Linguistics, Portland State University presented evidence from PIAAC and the Longitudinal Study of Adult Learning at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Ph.D. Research Proposal The thesis is focused on researching and constructing an internationally-relevant Learning and Development (L&D) scorecard and conceptual framework, which will enable the transformation of L&D practices into a strategic business partner.
This is a presentation that aims to help PhD students (in management research or related fields) to connect their research questions with the research method that could fit better.
The material is a combination of presentations from other colleagues, credit is explicitly stated in the slides. The presentation also contains material from research papers that are strongly suggested as follow-on readings.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Skilled for Life: Key Findings From the Survey of Adult SkillsIpsos UK
Marco Paccagnella, Analyst, Directorate for Education and Skills at the OECD presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Ph.D. Research Proposal The thesis is focused on researching and constructing an internationally-relevant Learning and Development (L&D) scorecard and conceptual framework, which will enable the transformation of L&D practices into a strategic business partner.
This is a presentation that aims to help PhD students (in management research or related fields) to connect their research questions with the research method that could fit better.
The material is a combination of presentations from other colleagues, credit is explicitly stated in the slides. The presentation also contains material from research papers that are strongly suggested as follow-on readings.
International Review of Adult Basic Skills Learning From High Performing and ...Ipsos UK
David Mallows, Director of Research, National Research and Development Centre for Adult Literacy and Numeracy (NRDC) presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Skilled for Life: Key Findings From the Survey of Adult SkillsIpsos UK
Marco Paccagnella, Analyst, Directorate for Education and Skills at the OECD presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
OER exploration with the adult literacy program, August 2016Manisha Khetarpal
Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.
ILLITERACY around world and focused on India's condition.
What is illiteracy.
Stats about illiteracy around World. (Collected from UNESCO)
Causes of illiteracy.
Stats for India.
Policies implemented by government. (in India)
Benefits of LITERACY.
What should be done to overcome the problem.
Lessons from Norway: Policy Responses to Evidence From PIACCIpsos UK
Xeni Kristine Dimakos, Director, Research department at VOX, the Norwegian Agency for Lifelong Learning presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Implications of PIACC Findings for EnglandIpsos UK
Dr Newman Burdett, Head of Centre for International Comparisons, National Foundation for Education Research presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
OER exploration with the adult literacy program, August 2016Manisha Khetarpal
Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.
ILLITERACY around world and focused on India's condition.
What is illiteracy.
Stats about illiteracy around World. (Collected from UNESCO)
Causes of illiteracy.
Stats for India.
Policies implemented by government. (in India)
Benefits of LITERACY.
What should be done to overcome the problem.
Lessons from Norway: Policy Responses to Evidence From PIACCIpsos UK
Xeni Kristine Dimakos, Director, Research department at VOX, the Norwegian Agency for Lifelong Learning presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
Implications of PIACC Findings for EnglandIpsos UK
Dr Newman Burdett, Head of Centre for International Comparisons, National Foundation for Education Research presented at the BIS / Ipsos MORI event Improving basic skills: An international perspective on a UK dilemma in London on 14 January 2015.
presented by Andreas Schleicher, Director for Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD) in Paris, at the conference on""Fostering a Scientific Mindset: OECD 2015 PISA Results for Scientific Literacy" (8th December 2016, New York Academy of Sciences)
Presentation of research examining the relationship between performance in the teaching practice component of an initial teacher education programme and previous degree subject, previous degree grade, age and gender.
Learning Analytics – From Reactive to PredictiveLearningCafe
Overview
While the term Learning Analytics has been around for some time, it has been mostly restricted to data collecting from the Learning Management Systems such as completions data. Learning analytics has to evolve beyond simply reporting to making predictions. We discuss current trends in Learning Analytics and how xAPI, Artificial Intelligence will impact Learning Analytics.
Panelists
sarajit-poddar-learningcafe-150x150 Learning Analytics - From Reactive to Predictive Featured LearningCafe Webinars Vanessa-Blewitt-LearningCafe-100 Learning Analytics - From Reactive to Predictive Featured LearningCafe Webinars Jeevan-Joshi Learning Analytics - From Reactive to Predictive Featured LearningCafe Webinars
Sarajit Poddar – Workforce Planning & Analytics SME at Ericsson
Vanessa Blewitt – Global Transformation Lead – Learning Intelligence and Effectiveness at Nestle
Jeevan Joshi – Founder – LearningCafe & CapabilityCafe
We discuss
Why Learning data needs from a reactive mode of collecting completion information to using predictive data to make Learning more effective.
How xAPI and other emerging standards provide a platform for better analytics but have implementation challenges.
The opportunities to link learning analytics with business outcomes.
How Artificial Intelligence/ Machine Learning will demand better Learning Analytics.
November 17, 2009: "Lessons from Abroad: International Standards and Assessme...Edutopia
Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University
Host: Kathryn Baron, features producer and research editor, Edutopia
The world's top-performing school systems are said to be the model for new Common Core standards. Learn about the assessment systems in these countries, and how the results challenge the status quo in the United States.
Presentations morning session 22 January 2018 HEFCE open event “Using data to...Bart Rienties
With the Teaching Excellence Framework being implemented across England, a lot of higher education institutions have started to ask questions about what it means to be “excellent” in teaching. In particular, with the rich and complex data that all educational institutions gather that could potentially capture learning gains, what do we actually know about our students’ learning journeys? What kinds of data could be used to infer whether our students are actually making affective (e.g., motivation), behavioural (e.g., engagement), and/or cognitive learning gains? Please join us on 22 January 2018 in lovely Milton Keynes at a free OU- and HEFCE-supported event on Using data to increase learning gains and teaching excellence.
10.30-11.00 Welcome and Coffee
11.00-11.30 Lightning presentations by participants, outlining insights about learning gains
1130-1300 Insights from the ABC-Learning Gains project
Dr Jekaterina Rogaten (OU): Reviewing affective, behavioural and cognitive learning gains in higher education of 54 learning gains studies
Prof Bart Rienties & Dr Jekaterina Rogaten (OU): Are assessment scores good proxies of estimating learning gains: a large-scale study amongst humanities and science students
Prof Rhona Sharpe (University of Surrey) & Dr Simon Cross (OU): Insights from 45 qualitative interviews with different learning gain paths of high and low achievers
Dr Ian Scott (Oxford Brookes) & Dr Simon Lygo-Baker (OU): Making sense of learning trajectories: a qualitative perspective
AN EMPLOYEE PERCEPTION TOWARDS HR PRACTICESYOGESH KUMAR
This study primarily tells about the various perception levels of the working human forces categorized under varying aspects of the standpoint policies of any management organization..The study essentially focuses on two majorly occurring HR practices namely PA and T&D...
This presentation could fetch you good gains in acquiring prime knowledge over elemental facets of human resource management | human resource development over a period of time wherein you will be able to analyse and ascertain the chain flow of the prolonging process withheld in the core subject of study that primarily describes on the perception levels of the employees over the hr practices amended at the mgmt organization for its well functioning & regularise routines.
Building A State Scholars Program In TennesseeRuth Woodall
Tennessee Scholars is a business–led initiative that encourages all high school students, in particular those in the mid-50% range (25% to 75%) of the population, to stretch their academic muscles, stay in school, and develop workforce habits and skills so when they graduate they will be better prepared for post secondary, the workforce, or military. Schools will help their students experience "success" by developing incentives and providing recognition each year they stay on track and once the student has successfully completed the Core Course of Study. Each community will determine which incentives and in what ways to "successfully” recognize students. Local business leaders, school personnel, existing advisory boards, postsecondary education, parents, students, and other community members serve on advisory teams for Tennessee Scholars.
Similar to Skills and Practices in Long-term Adult Literacy Development (20)
The Beat is an Ipsos always on community of engaged consumers, representative of the UK population, for rapid understanding of consumer views. In this edition, we explore people’s views on the Brexit vote 5 years on, and how they feel about the vote they made.
Jayesh Navin Shah, from Ipsos MORI Public Affairs, presented our findings on cyber skills gaps and shortages in the UK at the SC Digital Congress 2021. The findings are taken from Ipsos MORI’s report, Understanding the UK Cyber Security Labour Market 2021 study, carried out on behalf of the UK Department for Digital, Culture, Media and Sport.
https://www.sccongressuk.com/digital-congress/
Jayesh Navin Shah, from Ipsos MORI Public Affairs, presented our findings on cyber resilience among UK businesses and charities at the SC Digital Congress 2021. The findings are taken from Ipsos MORI’s Cyber Security Breaches Survey 2021, carried out on behalf of the UK Department for Digital, Culture, Media and Sport.
https://www.sccongressuk.com/digital-congress/
Ipsos Global Advisor: The Perils of Perception: Environment and Climate ChangeIpsos UK
People around the world say they understand what actions they need to take to combat climate change, but do they really? The latest Perils of Perception study by Ipsos looks at how the general public in 30 markets around the world perceive environmental action. We ask them what they might do in their own lives to tackle climate change, and compare the answers to the (sometimes confusing) scientific truth.
Ipsos Community: Quotes following the events around the vigil for Sarah EverardIpsos UK
The horrific murder of Sarah Everard has raised the need to debate the safety of women in public spaces. We've seen the alarming images from the vigil turned protest on Clapham Common. We were keen to hear how these events were perceived by the public, so we turned to our 'always on' Ipsos community to hear their views.
The 2020 Global Infrastructure Index - undertaken in partnership by GIIA and Ipsos MORI and the largest global survey of its kind looking at public attitudes towards infrastructure and investment – shows that the British public believe investment in infrastructure should form a key part of the UK Government’s plan to secure economic recovery from the Covid-19 pandemic.
Since the outbreak of the COVID-19 pandemic, women of all ages across Britain are more pessimistic and worried than their male counterparts. This new webinar explores why.
Looking at data around the balance of responsibility and mental load at work and at home for women compared to men, the additional stresses that the pandemic has put on women of all ages, and the specific damages it has made to women's work-life balances and future ability to progress in a career, our expert speakers will examine how the disease - despite being more prevalent in men - might be more damaging to women.
Ipsos has analysed data from more than 2,000 women of working age across Britain to examine what is happening, explore the causes and explain what can be done to better support those women being hit hardest by the pandemic.
Speakers include:
Jane Merrick, Policy Editor, the I newspaper
Kully Kaur-Ballagan, Research Director, Public Affairs
Jordana Moser, Business research specialist, Ipsos MORI
Kelly Beaver, Managing Director, Ipsos MORI Social Research Institute (Chair)
With just a few weeks to go before the 2020 presidential election in the US, Ipsos MORI hosted this webinar to explore the complexities and current uncertainties regarding the process and outcome of the election.
As part of the webinar, Clifford Young, our President of Public Affairs in the US, shared findings from our latest political polling.
Full webinar: https://youtu.be/d012B5iwSzQ
Sexual orientation and attitudes to LGBTQ+ in BritainIpsos UK
New Ipsos MORI research shows that Britons think LGBTQ+ communities face discrimination in Britain today, but opinion is split regarding the progression of LGBTQ+ rights.
COVID-19: Conspiracies and Confusions and the link with Social MediaIpsos UK
There is a toxic mix between underlying beliefs, misleading information and how people act around the COVID-19 coronavirus pandemic according to a new survey by Ipsos MORI and The Policy Institute and King's College London.
Solving the Cyber Security Skills Gap with DCMSIpsos UK
Taking findings from Ipsos MORI’s latest cyber security labour market study for DCMS, published in March 2020, we explore three areas in this webinar:
1. The demand for cyber skills in the UK
2. The training and qualifications landscape
3. Recruitment and diversity
Boris Johnson’s favourability rating increases sharply, with the Conservative Party’s image also showing some improvement
By a small margin, the public now think the country is heading in the right direction
One in two Britons are yet to form a view new Labour leader Keir Starmer. Those who do express a view expect him to improve the party’s fortunes by a seven-to-one margin
Economic optimism has fallen to its lowest level since the 2008 financial crisis, according to Ipsos MORI’s new Political Monitor. The new poll, conducted between 13-16 March, so before some of this week’s emergency measures were announced, shows seven in ten (69%) now say they think the economy will get worse in the next 12 months – this is up from 42% in February. Just 15% think that the economy will improve, leaving an Economic Optimism Index score of -54. The last time pessimism was this low was in November 2008 (at its worst during the 2008 crisis 75% thought the economy would get worse). Despite this pessimism, around half (49%) believe the Government is handling the coronavirus outbreak well (35% say badly).
International Women's Day 2020: What is acceptable behaviour in the workplace?Ipsos UK
A new survey of more than 20,000 people in 27 countries from Ipsos MORI and King's College London for International Women's Day 2020 finds significant differences in what women and men see as acceptable workplace behaviour.
Coronavirus Opinion and Reaction - Ipsos MORIIpsos UK
A new global poll by Ipsos MORI shows the extent to which the UK public may change their behaviours because of the threat of the virus, including 14% saying they would avoid contact with people of Chinese origin or appearance.
The threat of the Covid-19 could have a significant impact on the UK public’s behaviour, according to an Ipsos survey conducted online from February 7 to 9, 2020 among 8,001 adults aged 16 (18) -74 in Australia, Canada, France, Germany, Japan, Russia, the United Kingdom, and the United States.
Two-thirds of people in the UK say they would consider avoiding travelling to infected countries or areas (65%), while three in ten would avoid large gatherings of people or travelling by air for holidays (both 29%). A quarter say they would avoid shaking hands with others (26%), and one in five say they would avoid travelling by public transport (22%).
This study did not have any external sponsors or partners. It was initiated and run by Ipsos with the intention to share our understanding about the world we live in and how citizens around the globe think and feel about their world.
The Perils of Perception 2020: Causes of DeathIpsos UK
Ipsos’ latest Perils of Perception study highlights public misperceptions across 32 countries about the proportion of people who die from diseases, violence, transport injuries and other causes. While patterns differ in different countries, overall on average people tend to underestimate how many deaths are caused by cancers and cardiovascular disease, and overestimate how many are caused by transport injuries, substance misuse and violence.
Public Perception of Environmental Impact: Ipsos Omnibus PollIpsos UK
As concern about the environment continues to rise, 81% of Britons believe that the Government should take partial or full responsibility for reducing the harm we do to the environment. Within this, 1 in 5 believe the Government should take main responsibility while 61% believe it should be split between the Government, Businesses and the public, an Ipsos MORI Omnibus Survey has found.
Ipsos MORI Social Media Britain November 2019Ipsos UK
The key findings of the November 2019 edition of our new Social Media Britain report - powered by Synthesio - include:
Overall Brexit continued to lead the conversation in November – however there was a 59% increase in NHS related mentions vs. October. This was driven in part by Corbyn revealing documents that he says indicate a Conservative government would sell off the NHS as part of a US trade deal.
The general election, which is the focus of our deep dive this month, as well as the London Bridge terror attack - both contributed to sizeable shifts in social conversation.
Following the ITV Leaders Debate, there was a sharp increase in conversation around the general election. The release of the Labour and Conservative manifestos seeing further spikes in volume towards the end of November.
When comparing Johnson and Corbyn activity on Twitter in November there were some notable differences in the focus of their posts. Whilst Brexit was mentioned across 42% of Johnson’s tweets – it was only mentioned within 6% of Corbyn’s. Corbyn focused mainly on the NHS, which was mentioned in just over a third of his tweets.
Ipsos MORI 2019 General Election Campign Tracker - HousingIpsos UK
New research from Ipsos MORI finds the major housing parties included in Conservative, Labour and Liberal Democrat manifestos are popular, but the public also have strong doubts that anyone will improve housing if elected.
Ipsos MORI Political Monitor - 6 December 2019Ipsos UK
Conservatives hold 12-point lead over Labour heading into final week of the election campaign
Corbyn has improved leader satisfaction ratings since October but still trails Johnson
NHS of increased importance to voters as an election issue
One in four may change their minds on who to vote for before next Thursday
More of the British public are opposed to a second referendum on Scottish independence next year than support one
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Skills and Practices in Long-term Adult Literacy Development
1. Skills and Practices
in Long-term
Adult Literacy
Development:
Evidence from PIAAC and the
Longitudinal Study of Adult Learning
Stephen Reder
Portland State University
2. Stephen Reder - Portland State University
Practice Engagement Theory
• PIAAC includes measures of both proficiencies (assessed literacy, numeracy, and
problem-solving skills) and self-reported uses of reading, writing, numeracy and
ICT skills, which we will call practices here
• PIAAC data suggest that both proficiencies and practices are fundamental to
economic and social well-being
• Key question: How do proficiency and practices develop over time in adult life?
• My initial formulation of Practice Engagement Theory proposed that literacy
practices and proficiencies mutually interact and facilitate each other’s growth over
time
• The original evidence base for this came from ethnographic studies of literacy in
diverse settings and contexts
• A recently completed longitudinal study in the U.S. provides an opportunity to look
at the adult literacy development process more closely and elaborate Practice
Engagement Theory
3. Stephen Reder - Portland State University
Longitudinal Study of Adult Learning
• Long-term panel study of low-education adults who participate in adult education
programs & those who do not participate (6 sweeps 1998 – 2006)
• Sample of ~1,000 representative of local rather than national target population:
early school leavers, age 18-44, proficient not necessarily native English speakers
• Periodic in-home interviews and repeated literacy assessments encompassing
both standardized TALS literacy proficiency assessments and scaled measures of
engagement in everyday literacy practices
• Examines program participation & other learning activities, changes in literacy skills
and practices over time, and social and economic changes (e.g., annual income
reported in administrative data)
4. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…
5. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…
Proficiency
(t+2)
6. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…
Proficiency
(t+2)
7. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…
Proficiency
(t+2)
8. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…Practice
Engagement
(t+2)
9. Stephen Reder - Portland State University
Elaborating Practice Engagement Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…Practice
Engagement
(t+2)
10. Stephen Reder - Portland State University
Elaborating Practice Engagement
Theory
Proficiency
(t)
Proficiency
(t+1)
Proficiency
(t+2)
Proficiency
(t+3)
Practice
Engagement
(t)
Practice
Engagement
(t+1)
Practice
Engagement
(t+2)
Practice
Engagement
(t+3)
…
…Practice
Engagement
(t+2)
11. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
12. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
13. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
14. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
15. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
16. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
17. Stephen Reder - Portland State University
Proficiency Practices
Proficiency at Previous
Time
0.643*** 0.002***
Practices at Previous Time 1.151** 0.411***
Age -0.365*** -0.003
Female -3.305** 0.194***
Non-Minority 7.160*** 0.126***
Learning Disability -4.728*** 0.026
U.S. Born 8.080*** -0.049
Years of Education 1.886*** 0.039**
Constant 82.464*** 0.453*
N 3722 3722
R2
0.50 0.22
*** p < 0.001 ** p < 0.01 * p < 0.05
18. Stephen Reder - Portland State University
The Long-Term Impact of
Participation in Skills Programs
• Practice engagement theory suggests that the impact of skills programs may take
time to fully develop
• The typical short-term evaluation of programs may miss much of their eventual
impact
• Can see this clearly in LSAL data that followed participants and nonparticipants
over long periods of time
19. Stephen Reder - Portland State University
Wages of Skills Program
Participants and Nonparticipants
20. Stephen Reder - Portland State University
Propensity
Score Matching
• One of three analytical methods used to deal with selection bias in comparisons of
program participants and nonparticipants
• Compares the 2007 wages of participants and nonparticipants matched on their
likelihood of participating based on observed pre-participation characteristics:
– Age Gender Race/Ethnicity Education
– Immigration status 1997 wages
– Learning disabilities Parents’ education
• Large difference between matched participants’ and nonparticipants’ 2007 incomes
if participation defined as 100 or more hours of program attendance
• No statistically significant difference if participation defined as less than 100 hours
of attendance
21. Stephen Reder - Portland State University
Income Growth in Propensity Score-Matched
Participants (100+ hours) & Nonparticipants
22. Stephen Reder - Portland State University
Skills and Practices in PIAAC
• Many of these findings from LSAL are consistent with PIAAC data
• For example, earnings in PIAAC are predicted by both literacy skills and practices
in the workplace
• This PIAAC earnings result holds with controls on education, occupation, work
experience and demographics
23. Stephen Reder - Portland State University
Conclusions & Implications
• This research expands the theoretical framework of Practice Engagement Theory
• The results provide evidence of ongoing, reciprocal influences between literacy
skills and literacy practices
• Key implication for programs: design programs to foster engagement in literacy
practices
• Key implication for policy: adult literacy programs have a long-term impact on
earnings that offers excellent returns on investment
• Key implication for research & development: improve measures of literacy
practices
24. Stephen Reder - Portland State University
Contact Details and References
Dr. Stephen Reder:
– Email: reders@pdx.edu
– Phone: +1-503-725-3999
LSAL project information: www.lsal.pdx.edu
Some resources related to the research:
• Reder, S. (in press). The impact of ABS program participation on long-term
economic outcomes. Washington, DC: U.S. Department of Education, Office
of Career, Adult, and Technical Education.
• Reder, S. (2013). Lifelong and life-wide adult literacy development.
Perspectives on Language and Literacy, 39(2), 18-21.
• Reder, S. (2012). The Longitudinal Study of Adult Learning: Challenging
assumptions. Montreal: The Centre for Literacy.
• Reder, S. (2009). The development of literacy and numeracy in adult life. In
S. Reder & J. Bynner, (Eds.), Tracking adult literacy and numeracy: Findings
from longitudinal research (pp. 59-84). New York and London: Routledge.