Belzer, Alisa. \"I Don\'t Crave

Belzer, Alisa. "I don't crave to read": School reading and adulthood. Journal of Adolescent & Adult Literacy, 10813004, Oct2002, Vol. 46, Issue 2 a) the research paradigm is constructivist. The researcher views literacy and the motivation to read as a social construct and does not assume an objective "truth" about liberacy. (b) the theoretical framework used in the research combines sociocultural models of sociology and the New Literacy framework. The sociocultural model shows how exposure to reading determines reading success. The New Literacy framework reveals the social contexts in which reading takes place and also acknowledges the validity of multiple types of literacy including those that take place outside the school environment. Community and personal literacies are equally as valid as school literacies. - the research design is action-practitioner and qualitative. The researcher acted as a volunteer tutor in the classroom and conducted interviews with participants. (d). The primary method of data collection included in-depth interviews with five minority females.

2. Tomlin, Alison. 'Real life' in everyday and academic maths. Paper presented at the Mathematics, Education, and Society Conference (MES3) (3rd, Helsingor, Denmark, April 2-7, 2002).

A a) the research paradigm is constructivist. Although the researcher avows an objective, absolute need to value math for math's sake, she also attests to the malleability of the meaning of math. Focus on the "real life" applications of math also reveals the constructivist framework of the research. The researcher also acknowledges her own biases. (b) the theoretical framework of the research is one that emphasizes student engagement with course content. Content is only meaningful if students are motivated to learn, and curriculum advisers should not assume reasons for student engagement. The researcher used critical discourse analysis to frame her findings. - the research design is action-practitioner, as the researcher actively participates in the learning exercises. (d) Primary method of data collection includes experimental observation.

3. Narushima, M. (2004). A gaggle of raging grannies: The empowerment of older Canadian women through social activism. International Journal of lifelong learning, 23 (1): 23-42.

A a) the research paradigm is constructivist. (b) the theoretical framework is interdisciplinary and includes components of developmental psychology, gerontology, and women's studies. -. The research design is action-practitioner. (d) the methods of data collection used include observation, document analysis, and interviews.

4. Quigley, B. Allan. Retaining Adult Learners in the First Three Critical Weeks: A Quasi-Experimental Model for USE in Abe Programs. Adult Basic Education, Summer 2000, Vol. 10, Issue 2 a) the research paradigm is both positivist and constructionist, as the researcher assumes objective means of retaining adult learners in education programs but also acknowledges the inherent subjectivity of the research design. (b). The theoretical framework of the research suggests that structural, environmental, and pedagogical concerns are of greater value to ABE programs than broader social commentary. - the research design combined multiple methods in a quasi-experimental design. Both quantitative and qualitative data were collected. (d) the methods of data collection include interviews as well as experimental observation and tabulation of program completion rates.