Adult Education Teacher Inquiry Project
Spring 1996

P A R T I C I P A N T S & Q U E S T I O N S

  1. Francesca Gould, International Institute of RI (Providence)
    How can ESOL students participate in the research of topics that directly affect their everyday lives? (health related)

  2. Doreen Perry & Patricia Bellart, Project RIRAL (Woonsocket)
    How to retrain the students to understand that reading can be painless and will not only improve GED scores but will also promote lifelong learning?

  3. Sally Gabb, Michelle Rojotte, Anna Illingworth, The Genesis Center (Providence)
    Can teacher sharing, brainstorming for creative curriculum development, and reflective log exchange increase the integration of Family Literacy/Intergenerational curriculum with that of Adult ESOL classes?

  4. Mary Giacchi, Carl Lauro Family Literacy Center (Providence)
    How can family literacy parent/child together curriculum activities increase follow-up parent/child learning at home?

  5. John Leideckeer, Dept of Corrections / Education Unit (Cranston)
    How will a goal of producing a collection of printed essays to be utilized in middle schools and high schools improve writing skills, editing skills, language development and develop cooperative work skills?

  6. Sarah Gleason, Dorcas Place (Providence)
    How can adult education classes promote the involvement of adult education students in the political process?

  7. Mauren Lawlor, LVA/ ACI Education unit (Cranston)
    Does the understanding of individual learning styles by literacy tutors affect their tutoring methods?

  8. Sandra Petruzzi & Jeannine Dery, Project Opportunity (Pawtucket/Central Falls)
    How does current or previous involvement in domestic violence effect an adult womanÕs ability to learn and implement selected SCANS Foundation Skills (personal qualities) that are necessary for gainful employment?

  9. Gail Oakes, Nazneen Rahman, Terri Coustan, & Betty S.J. Simons, International Institute of RI (Providence)
    Which teaching strategies are most effective in developing cognitive learning strategies in students?

  10. Ellen Tompkins, LVA/ East Bay (Barrington)
    How to incorporate ESL training into LVA's Basic reading Training without sacrificing essential elements?

  11. Lisa Moore, Adult Academy (Providence)
    What sort of peer teaching is happening in my classes and how can I make better use of learners as teachers?

  12. Marie Cora, Adult Academy (Providence)
    What is the influence of information regarding policy analysis on professional practice in Adult Academy education programs?

  13. Nancy Fritz, LVA/ Northern Rhode Island(Central Falls)
    What factors motivate a tutor to continue his/her volunteer work, and what is the correlation between people who use techniques that we teach during training and those who continue tutoring?

  14. The Adult Education Teacher Inquiry Projects were supported through funds taken from Section 353 "Special Projects/Professional Development" of the National Literacy Act of 1991. Dr. James Barton, Assistant Professor, Education Department, University of RI, assisted the project as advisor and by providing technical assistance.

    New projects were begun in March, 1997. Reports on those projects will appear in the summer of 1997.

    For more information concerning the Inquiry Projects please contact Janet Isserlis