Learning to Teach

Research in Practice: Learning through experience

Research in practice (RiP) is research by people involved in literacy practice. It is usually done to improve practice – to make a difference for adult learners. It is also a way to name, document and share practitioners’ and learners’ knowledge and experience. RiP can also be an opportunity for practitioners to step back from our work, take stock and reflect. This process often results in personal learning and growth, which also contributes to improved practice.

RiP is particularly valuable on the issue of violence and learning as it helps us to focus on an area that is often ignored, and to develop new understanding and approaches.

Below are examples of using research in practice to learn more about how to address impacts of violence on learning.

Moving research about violence and learning into practice (2008)

How do we move the research about violence and learning into practice? This question was a starting point for research projects by eleven practitioners. In this publication they share their research process and what they learned. Topics explored included the effects of systemic violence; power relationships; mind-body learning; arts based approaches in literacy education; what literacy practitioners know about violence and learning; what people learn and apply from workshops on violence and learning; and a research model.

Violence and Learning: Taking Action (2004)

Includes reports by five practitioners who explored ways to break silences about violence and create environments to support learning for all. Topics include: Applying Learning to Practice; Creating safety in learning; Facilitation reflection about self-concept; Facilitating a workshop about violence and learning; and Working with adult learners in light of one’s own experiences of violence.

Take on the Challenge: A Source Book from the Women, Violence, and Adult Education Project (2002) ()

This contains the learning from a three year project where teachers from six adult basic education programs in New England all changed practices in their programs and classrooms to address the impact of violence on learning.

Two articles from the same project:

Ridgway, R. & Griffith, D. (2002). Struggles: Writing as Healing. Focus on Basics, 5(C).

Morrish, E. (2002). Reflections on the Women, Violence, and Adult Education Project. Focus on Basics, 5(C).

Research in practice about multiple intelligences:

Kallenbach, S. (1999) Emerging themes in adult multiple intelligences research. Focus on Basics, 3(A).

Try some research in practice yourself!

Each of these publications include many examples of ways to do research.

To learn more about how to take on your own study, read A Traveler’s Guide to Literacy Research in Practice (2008). ()

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