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Assessment item 2: Research problem and literature review: (Attached)
“No More Excuses: An Industry Response to the Language, Literacy and Numeracy Challenge”
AND LINK:http://www.isc.org.au/pdf/NoMoreExcuses_FINAL%20single%20page.pdf
Date due: 3rd June. Length: 2000
objectives
Successful completion of this subject will give students the capacity to:
1. Appreciate the diversity of contemporary research perspectives and approaches in education.
2. Become familiar with key trends and intellectual positions in educational research.
3. Critically examine different perspectives on research to develop a rich understanding of research practices in education and the social sciences.
4. Understand and use key terms and concepts appropriately.
5. Understand how research texts are constructed by assumptions about knowledge, values and the nature of reality, and by research practices and activities.
6. Apply research understanding to relevant contexts of professional practice.
7. Develop the ability to identify researchable problems, locate and critique existing research on the topic, and articulate possible approaches, demonstrating an understanding of the advantages and limitations of different approaches.
8. Develop key research literacy competences, including: critical reading and writing, expressing ideas in the form of academic argument, exploring academic and non-academic literatures and selecting relevant sources for particular purposes, understanding conventions and genres used in research texts, including referencing practices.
Task: The task identify and articulate a problem worthy of research within my area of interest and expertise as and Adult Migrant teacher. The task should :
1. Clearly outlines the background context to the problem: Australia’songoing educational problems associated with the Language, Literacy and Numeracy (LLN) and the report published, in April 2011, by Industry Skills Council (ISC ).
2. Succinctly articulates the problem itself
3. Provides a literature review which systematically surveys existing research relevant to the
topic, identifying multiple research approaches and forms of evidence appropriate to
addressing the problem. ( The nature of the workforce and workplaces that rapidly changing around the globe….workplace compliance( quality control standards, work cover legislations, workers compensation and insurance policies; workplace communication, technology advancements in modern workforce, digital divide, please look at Falk and Miller 2001, describing 3 conceptions of adult literacy = basic skills approach, growth &heritage approach and critical cultural approach) and tensions has been apparaent throuout the history of Australian policy development ( cited in NALA 2011, p.14 please view link in reference area below) + LLN programs in Australia are subjective to privatisation and deregulations and are market place based
4. Evaluates the relative advantages and limitations of alternative research perspectives on the problem. ( quantative approach: Australian study conducted by NCVER on 200 teachers; based on 4 broad research questions and subjective data ,quantative surveys. Please look again to NALA and McKeena and Fitzpatrick, 2004 in Nala 2011, p.9).
5. The background to the problem is clearly and succinctly outlined, with sufficient information that the context can be understood by someone without specialist knowledge in the field.
6. The problem is clearly and concisely articulated: Refer to Australian Workplace English Language Literacy ( WELL) to add to qualitative research conducted by NCVER identifying a number of skills and attributes required by WELL practitioners and above LLN qualification.( refer to Berghella, 2006, p.1 link in reference area) + some ABE teachers are finding difficulties following the requirement regulations of the VET audit culture, the need for compliance with the regulations, auditing and funding bodies has augmented the administrative workload of teachers, trainers and managers ( refer to Waterhouse, Townsend & Virgoan 2001; McGuirk2001, Cahppel & Johnson 2003, in Mackay et al 2006, pp.15)
7. sources and where appropriate industry reports and policy documents ( please refer to reference below)The literature review identifies multiple approaches and forms of evidence appropriate to the:
a. topic critically and analytically
b. Evaluation of the relative advantages and limitations of alternative research perspectives
8. demonstrates understanding of the differences between perspectives in terms of their assumptions about knowledge, values and the nature of reality
Required texts for readings
1. Readings for this subject should be referred to authors provided.
2. Online referencing generalised to known authors in UK/US and AUS. Only when comparing or contrasting issues. As this is an Australian issue please refer to author and onlinelinks below.
References ( please refer the following sources)
Barton et al., 2007, Literacy, Lives and Learning, Routledge, Oxon.
Barton, D. 2008, Researching Adult Learners’ Lives to Understand
Engagement and Progression in Learning, Literacy & Numeracy Studies, vol. 16, no. 2 & vol. 17 No.1 2009, pp. 51-61.
Berghella et al., 2006, The professional Development requirements of Workplace English language and Literacy Program Practitioners, National Centre for Vocational Educational Research, Adelaide.
Black, S. 2010, Working the interstices: Adult basic education teachers respond to the audit culture, Literacy & Numeracy Studies, vol.18, no.2.
Comrie, M. & Murray, N. 2009, ‘Life-skills and literacy: Employers’ Perspectives on Staff Learning Needs’, International Journal of Learning, vol.16, no. 9, pp. 387-400.
Davis, N., Fletcher, J., Absalom , R., 2010, E-learning for adult literacy, language and numeracy: a case study of a polytechnic
DEEWR, 2010,Budget -Skils and Infrastructure – Building a stronger and Fairer Australia, viewed 28 May 2011.
Earle, D. 2011, Labour market outcomes of skills and qualifications, Tertiary Sector Performance Analysis Reporting, Ministry of Education, viewed 1 June 201.
Hillier, Y. 2009, The changing faces of adult literacy, language and numeracy: literacy policy and implementation in the UK, British Association for International and Comparative Education, Compare, vol. 39, no. 4, July 2009, pp. 531–546.
Industry Skills Council (ISC), 2011, ‘No More Excuses – an industry response to the language, literacy and numeracy challenge’, viewed 28 May 2011.
Kelly, A. 2009, No Studies, vol.16 no.2 & vol.17 No.1, pp. 91-94.
Mackay et al, 2006, Current and future professional development needs of the language, literacy and numeracy workforce, National Centre for Vocational Education research, Adelaide.
Moutsios, S. 2009, Education Research Centre, University of Brighton, Brighton, UK
National Adult Literacy Agency (NALA), 2011, A Literature Review of International Adult Literacy Policies, NRDC, Institute of Education, London,
Perkins, K. 2009, Adult Literacy and Numeracy: Research and Future Strategy,
National Centre for Vocational Education Research, Adelaide.
Shenton, A.K. 2004, ‘Strategies for ensuring trustworthiness in qualitative research projects’, Education for Information, vol. 22, pp. 63-75.
Very important procedure
The assignment to be put under the following headings:
1.INTRODUCTION:
2.BACKGROUND CONTEXT TO THE PROBLEM
3.THE PROBLEM
4.LITERATURE REVIEW
5.METHODOLOGY: Predominantly interpretivist literature-subjective perspective is taken to conduct the research.( explain the meaning of this perspective). Then move to data collection approach…..some studies have taken positivist-objective perspective( please elaborate on the ontological position taken ie reality is an external construct…etc…). Then question the credibility of this approach: there is no evidence of triangulation through using various methods…., various and different informants…etc….
6.RESULTS:
The findings from the literature review identifies the growing concern of inadequate LLN skills to meet the current demands of changing workplace…..LLN programs and practice is bogged with competing views, definitions, policies and theories. Though the program is client centered, alternative teaching methods such as distance and e-learning are not embraced. It lacks resources and practitioners sometimes are pulled from The Adult Migrants English program to deliver the course without proper training. The practitioners faced increased workload due to compliance issues with regulation, auditing, funding bodies….etc…
7.CONCLUSION:
8.IDENTIFY THE PROBLEMS THAT MANIFEST AS A HENDREANCE TO LLN pedagogy the paper has identified….
9.OPPORTUNITIES: Suggestion of further longitudinal and in depth research needed in this area(LLN). ( pls refer to Kelly 2009)
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