The research briefs are organized by topic on the right-hand side of this page.

These research briefs summarize current research in adult basic education and second language education. We hope that you find them informative and useful in improving your practice and your program.  You may want to use the briefs in your study circles, staff meetings, or professional learning communities. Questions follow many of the briefs to help facilitate your own self-reflection about the research and/or to use in group discussion.  For more information about connecting research and practice in ABE, visit www.ncsall.net.  

Research and Practice

C. Smith, K. Harris, and S. Reder from NCSALL¹ suggest that teachers and administrators need to understand and use research because they: 

• want to know more about their students and about what helps them stay in programs and succeed reaching their goals.  These research briefs provide information that teachers often do not have time to gather.
• want to know how to help students learn and what works effectively in instruction. Research also provides information about what works in different contexts with different students.
• often experiment with new techniques to learn what best helps their students learn. Research describes what others have learned when they used new techniques.
• are under increasing pressure to demonstrate that students are making gains in basic skills.  Research findings can inform teachers and program administrators about the types of programs, instruction, and support services that help students succeed and make demonstrable gains.
• are being asked to demonstrate that they use evidence-based practice in their work. Research findings are part of evidence-based practice.

Understanding Research:

Teachers and administrators can better understand research studies and findings by asking themselves questions such as the following while reading:

• Who were the students participating in the study, and do they resemble the students in my class or program?
• What question(s) were the researchers trying to answer?
• Do the conclusions that the researchers draw make sense from the information they gathered?
• When was the research conducted?

Evaluating Research:

Ask yourself if the practices suggested by the research are valid for the populations of students with whom you work.  Ask yourself if the findings confirm or contradict the data that you and your program already have about what works with your students.

Using Research:

You can begin by trying out just one strategy or approach suggested by the research.  As you begin to use a strategy, think about what criteria you will use to determine if the strategy works better, worse, or the same as the strategies you are using.  Keep a journal of what you learned after trying out a new strategy, or join electronic discussion lists and share strategies with other teachers.

¹Smith, C., Harris, K. & Reder, S. (August 2005-03). Applying Research Findings to Instruction for Adult English Language Students. Washington, DC: Center for Adult English Language Acquisition, Center for Applied Linguistics.