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Occasional Papers
Generally shorter than full-length research reports, NCSALL Occasional Papers are related to and examine different aspects of NCSALL's research. Occasional Papers may focus on the processes involved in designing and carrying out research (e.g., research methodologies used in a study) or they may be summary documents written to make clear policy statements about the research. Occasional Papers allow practitioners, researchers, and policymakers in the field to better understand the processes involved in carrying out NCSALL's research.
NCSALL publishes two types of Occasional Papers: 1) Papers written by NCSALL researchers, and 2) papers written by non-NCSALL researchers, usually by graduate students, published as part of NCSALL's "Emerging Researchers" series.
NCSALL Occasional Papers are posted here in PDF format and you must have Acrobat Reader 4.0 (or newer) in order to download and view them.-
Research Utilization in the Field of Adult Learning and Literacy:
Lessons Learned by NCSALL About Connecting Practice, Policy, and Research
[PDF-200 KB] (August 2007)
Cristine Smith, Beth Bingman, and Kaye Beall
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Adult Literacy Research: Opportunities and Challenges [PDF-300 KB] (January 2007)
John Comings and Lisa Soricone
- Evaluating and Interpreting Research Syntheses in Adult Learning and Literacy [PDF-500 KB] (January 2007)
Harris Cooper
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The Components of Numeracy [PDF-400 KB] (December 2006)
Lynda Ginsburg, Myrna Manly, and Mary Jane Schmitt
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How Do You Teach Content in Adult Education? An Annotated Bibliography [PDF-300 KB] (October 2006)
Elizabeth M. Zachry and John P. Comings
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Transitioning Adults to College: Adult Basic Education Program Models [PDF-500 KB] (December 2006)
Cynthia Zafft, Silja Kallenbach, and Jessica Spohn
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An Evidence-based Adult Education Program Model Appropriate for Research [PDF-1MB] (March 2006)
John P. Comings, Lisa Soricone, and Maricel Santos
- Research Methods for Studying ABE/ESOL Populations (July 2004)
Eleanor Drago-Severson
For information about Becoming Adult Learners: Principles and Practices for Effective Development, by Drago-Severson, which details the study that employed the methods described in this Occasional Paper, go to the Teachers College Press Web site.

- Establishing an Evidence-based Adult Education System (September 2003)
John P. Comings, Hal Beder, Beth Bingman, Stephen Reder, and Cristine Smith
Click here for NCSALL's Seminar Guide on Establishing an Evidence-based Adult Education System
- The Influences of Social Capital on Lifelong Learning Among Adults Who Did Not Finish High School (May 2003)
Clare L. Strawn
- Expanding Access to Adult Literacy with Online Distance Education (February 2003)
Eunice N. Askov, Jerome Johnston, Leslie I. Petty and Shannon J. Young
- Building a Level Playing Field: The Need To Expand and Improve the National and State Adult Education and Literacy Systems (December 2001)
John Comings, Stephen Reder and Andrew Sum
- Multiple Intelligences Resources for the Adult Basic Education Practitioner: An Annotated Bibliography (December 2001)
Annotated and compiled by Julie Viens and Silja Kallenbach
- Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study (February 2001)
Editors: Silja Kallenbach and Julie Viens
- Introduction and Abstracts
- Will Awareness of Their Own Intelligence Profiles Help My Students Become More Independent Learners? Betsy Cornwell
- How Can Teacher and Student, Working Collaboratively, a) Identify the Student’s Strongest Intelligences through MI-based Assessment and Classroom Activities? b) Use the Understanding of These Intelligences to Guide the Learning Process? Meg Costanzo
- What Impact Do ESOL Activities Informed by the MI Theory Have on Student Engagement and Learning Strategies? How Do Prior Cultural Learning and Experiences Shape Students’ Reaction to and Participation in ESOL Activities Informed by the MI Theory? Terri D. Coustan
- What Kind of MI-informed Instruction and Assessment Can Be Developed That Will Help Adult Learners Deal with Math Anxiety So They May Reach Their Stated Goals? Bonnie Fortini
- Can MI-informed Lessons Help the Progress and Attendance of LD and ADD Students Preparing for a GED? Martha Jean
- How Will Adult Diploma Students’ Awareness of Their Own Intelligences and Their Participation in Activities Informed by MI-theory Affect Their Career Decision-making Process? Jean A. Mantzaris
- What Effect Does Metacognitive Awareness of Their Own Multiple Intelligences Have on the Perceptions of Effective ESOL Teaching and Learning by Students with Limited Native Language Literacy? What Happens When I Try to Integrate MI into an ESOL Class? Diane Paxton
- Will the Use of Multiple Intelligences Framework Support the Goals and Practices of Popular Education in an ABE Classroom? Wendy Quiñones
- How does knowledge of Multiple Intelligence Theory broaden a multi-sensory approach to the teaching of writing? How does the application of Multiple Intelligence Theory enhance a multi-sensory approach to the teaching of reading? Lezlie Rocka
- References
- Teachers' Recommendations for the National Adult Literacy Summit Action Agenda: A Report of Five Focus Groups (September 2000)
Sponsored by NCSALL's Practitioner Dissemination and Research Network
- Evaluation of the Impact of Focus on Basics on its Readers (March 2000)
Barbara Garner
- Interim Evaluaton Report #2:
The Prospects for Disseminating Research to a Hungry Field (February 2000)
Bruce Wilson and Dick Corbett
- How the ARCS Was Done (February 2000)
- Outcomes of Participation in Adult Basic Education:
The Importance of Learners' Perspective (January 2000)
Mary Beth Bingman, with Olga Ebert and Brenda Bell
The Emerging Researchers series highlights the contributions of individuals whose work has yet to be published extensively. As with other NCSALL Occasional Papers, papers in this series focus on specific aspects of NCSALL research or topics related to NCSALL’s research and mission. Occasional Papers by emerging researchers will also focus on research about adult education conducted by other entities.
The first paper in this series is by Kerri Sullivan, and it explores the role that car usage plays in the employment outcomes of adults without high school diplomas. Her analysis uses data provided by the Longitudinal Study of Adult Learning (LSAL), a NCSALL research project being conducted at Portland State University. Sullivan was enrolled at Portland State when she researched and wrote this paper. She now works as a planner for a transportation agency in Washington State.
- Transportation and Work: Exploring Car Usage and Employment Outcomes in the LSAL Data (June 2003)
Kerri Sullivan