I'm an instructor in ABE/GED/Dev Ed and I read FOB most of the time to
keep current in the field.  It does seem that most of the writers are
administrators and I'm glad that they are reading what's going on in the
field.  Hopefully, it helps them to support their part-time staff in
creative ways and to move their programs into the future successfully.
Va

-----Original Message-----
From: focusonbasics-bounces at nifl.gov
[mailto:focusonbasics-bounces at nifl.gov] On Behalf Of K Olson
Sent: Thursday, April 13, 2006 9:13 AM
To: b.garner4 at verizon.net; 'The Focus on Basics Discussion List'
Subject: [FocusOnBasics 232] Who uses FOB?

I find that one of the differences between program administrators and
adult
education teachers is that administrators look at the research and, when
they come across a good theory or implication for instruction, they pass
it
along to their teachers. Unfortunately, teachers, on the other hand, are
often part time, many with other full time jobs. They do not have enough
time to stay up to date on all the research in the field, so FOB in my
estimation probably serves more administrators than teachers. 
What do I see that teachers want? They want material and lessons they
can
use the next day in their classrooms as they do not have time to create
such
materials. So, if FOB (and this is only my opinion) wants to reach both
teachers and administrators, I feel the articles exposing current
research
in adult education should also have reproducible materials that can be
immediately used in the classroom that support this research. Perhaps in
this manner teachers will then be inspired to continue to create other
materials once they have had an opportunity to see how the particular
piece
of research impacts learning in their classroom. 

Kathy Olson
Training Specialist




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