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If Only We're Brave Enough
In this commentary, we explore contribution trends across our 5-year tenure as the coeditors of the Journal of Adolescent & Adult Literacy, evaluate our successes in achieving initial goals and unforeseen challenges, and discuss the implications of this analysis for the journal’s community.
Journal Article
We Are What We Do: Adult Basic Education Should Be About More Than Employability
In this commentary, the authors review one area of federal policy, adult basic education policy, since its inception in the 1960s as an example of how educational policy can drift from its broad purpose as it responds to political, social, and economic forces. The authors argue that its current narrow focus on workforce development underestimates the challenges of improving employment and earnings outcomes. More important, it undercuts the value and benefits of skill gains that can accrue before participants are able to attain jobs that can improve their economic outlook. Analysis of adult skill assessments indicate that even small skill increases can have a significant impact on other important social outcomes. Thus, the authors call for broadening the goal of federal adult basic education programs from primarily workforce development to helping participants more effectively fulfill a range of adult roles and responsibilities.
Journal Article
Social Media Texts and Critical Inquiry in a Post-Factual Era
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies.
Journal Article
Reading With and Against Curriculum
This department explores critical perspectives on issues at the intersection of policy and practice in order to generate fresh questions about enduring dilemmas, new challenges, and debates.
Journal Article
Policy, belief and practice in the secondary English classroom : a case-study approach from Canada, England and Scotland
\"Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English.\"--Bloomsbury Publishing.
Book
Scoping review of registration of observational studies finds inadequate registration policies, increased registration, and a debate converging toward proregistration
We aimed to examine a) the policies of national and international clinical trial registries regarding observational studies; b) the time trends of observational study registration; and c) the published arguments for and against observational study registration.
Scoping review of registry practices and published arguments. We searched the websites and databases of all 19 members of the World Health Organization's Registry Network to identify policies relating to observational studies and the number of observational studies registered annually from the beginning of the registries to 2022. Regarding documents with arguments, we searched Medline, Embase, Google Scholar, and top medical and epidemiological journals from 2009 to 2023. We classified arguments as “main” based on the number (n ≥ 3) of documents they occurred in.
Of 19 registries, 15 allowed observational study registration, of which seven (35%) had an explicit policy regarding what to register and two (11%) about when to register. The annual number of observational study registrations increased over time in all registries; for example, ClinicalTrials.gov increased from 313 in 1999 to 9775 in 2022. Fifty documents provided arguments concerning observational study registration: 31 argued for, 18 against, and one was neutral. Since 2012, 19 out of 25 documents argued for. We classified nine arguments as main: five for and four against. The two most prevalent arguments for were the prevention of selective reporting of outcomes (n = 16) and publication bias (n = 12), and against were that it will hinder exploration of new ideas (n = 17) and it will waste resources (n = 6).
Few registries have policies regarding observational studies; an increasing number of observational studies were registered; there was a lively debate on the merits of registration of observational studies, which, since 2012, seems to converge toward proregistration.
•Only 7 (35%) study registries had an explicit policy for observational studies.•Only 2 (11%) registries specified when to register observational studies.•The annual number of observational study registration increased in all registries.•The debate on observational study registration converges toward pro-registration.
Journal Article