References
- Alford, J., & Head, B. W. (2017). Wicked and less wicked problems: A typology and a contingency framework. Policy and Society, 36(3), 397–413.
- Bailey, I. (2006). Overview of the adult literacy system in Ireland and current issues in its implementation. In J. Comings, B. Garner, & C. Smith (Eds.), Review of adult learning and literacy: Connecting research, policy and practice (Vol. 6, pp. 197–240). New Jersey: Lawrence Erlbaum Associates.
- Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton, & R. Ivanič (Eds.), Situated literacies: Reading and writing in context (pp. 7–15). London: Routledge.
- Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in one community. London: Routledge.
- Belzer, S., & St. Clair, R. (2005). Back to the future: Implications of the neo-positivist research agenda for adult basic education. Teachers College Record, 107(6), 393–1411.
- Berriet-Solliec, M., Labarthe, P., & Laurent, C. (2014). Goals of evaluation and types of evidence. Evaluation, 20(2), 195–213.
- BIS (2013). The International Survey of Adult Skills 2012: Adult literacy, numeracy and problem solving skills in England. BIS research paper number 139. London: Department for Business, Innovation and Skills.
- BIS (Department for Business, Innovation and Skills) (2012). 2011 skills for life survey: A survey of literacy, numeracy and ICT levels in England. BIS research paper number 81. London: Department for Business, Innovation and Skills.
- Blackman, T., Elliott, E., Greene, A., Harrington, B., Hunter, D. J., Marks, L., … Williams, G. (2006). Performance assessment and wicked problems: The case of health inequalities. Public Policy and Administration, 21(2), 66–80.
- Briggs. (2007). Tackling wicked problems: A public policy perspective. Canberra: Australian Public Service Commission.
- Brooks, G. (2007). Effective teaching and learning: Reading. London: NRDC.
- Bynner, J. (2002) Literacy, numeracy and employability. Nathan: Adult Literacy and Numeracy Australian Research Consortium. BIS Retreived from http://eric.ed.gov/?id=ED473579
- Bynner, J., & Parsons, S. (2006). New light on literacy and numeracy: Results of the literacy and numeracy assessment in the age-34 follow-up of the 1970 cohort study. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC.
- Carpentieri, J. (2013). Evidence, evaluation and the tyranny of effect size: A proposal for more accurately measuring programme impacts in adult and family literacy. European Journal of Education, 48:4(december), 543–556.
- Carpentieri, J. (2015). Adding new numbers to the policy narrative: Using PIAAC data to focus on literacy practices. In M. Hamilton, B. Maddox, & C. Addey (Eds.), Literacy as Numbers: Researching the politics and practices of international literacy assessment (pp. 93–110). Cambridge: Cambridge University Press.
- Carpentieri, J., Litster, J., Johnson, C., & Mallows, D. (2015). International evidence review of basic skills: Learning from high performing and improving countries. BIS research paper number 209. London: Department for Business, Innovation and Skills.
- Carpentieri, J. D., Amorim, J. P., & Mallows, D. (2020). Credibility, relevance and policy impact in the evaluation of adult basic skills programs: the case of the New Opportunities Initiative in Portugal. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy.
- Cartwright, N., & Hardie, J. (2012). Evidence-based policy: A practical guide to doing it better. Oxford: Oxford University Press.
- Chen, H. T. (1990). Theory-driven evaluations. London: Sage.
- Coben, D., & Alkema, A. (2017). The case for measuring adults’ numeracy practices. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education; Syracuse, 6(1), 20–32.
- DfES (Department for Education and Skills). (2003). The skills for life survey: A national needs and impact survey of literacy, numeracy and ICT skills. London: Department for Education and Skills.
- Donaldson, S. I. (2007). Program theory-driven evaluation science: Strategies and applications. Psychology Press.
- Duncan, S. (2015). Reading aloud in Lewisham: An exploration of adult reading-aloud practices. Literacy, 49(2), 84–90.
- Esposito, L., Kebede, B., & Maddox, B. (2014). The value of literacy practices. Compare: A Journal of Comparative and International Education. doi:10.1080/03057925.2013.862019.
- EU-HLG (EU High Level Group of Experts on Literacy). (2012). Act now! Final Report: EU high level group of experts on literacy. Luxembourg: Publications Office of the European Union.
- European Council. (2006). European council communication. Adult learning: It is never too late to learn. Com 614 final. Retrieved from http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2006:0614:FIN:EN:PDF
- Fowler, Z. (2005) Politically constructing adult literacy: A case study of the skills for life strategy for improving adult literacy in England (Unpublished PhD thesis). Institute of Education, London, London.
- Green, A., & Howard, U. (2007). Skills and social practices: Making common cause: An NRDC policy paper. London: NRDC.
- Gris Legorreta, P. C. (2015). The hidden politics of evaluation: Towards a smarter state? (Phd, University of Sheffield). Retrieved from http://etheses.whiterose.ac.uk/11124/
- Gyarmati, D., Leckie, N., Dowie, M., Palameta, B., Hui, T., Dunn, E., & Hebert, S. (2014). UPSKILL: A credible test of workplace literacy and essential skills training. Ottawa: Social Research and Demonstration Corporation (SRDC).
- Hamilton, M., & Hillier, Y. (2006). Changing faces of adult literacy, language and numeracy: A critical history. Stoke-on-Trent: Trentham Books.
- Hamilton, M., Maddox, B., & Addey, C. (2015). Literacy as numbers: Researching the politics and practices of international literacy assessment. Cambridge: Cambridge University Press.
- Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.
- Kingdon, J. W. (2014). Agendas, alternatives, and public policies. Agendas, alternatives, and public policies.
- NAO (National Audit Office). (2008). Skills for life: Progress in improving adult literacy and numeracy. London: The Stationery Office.
- Nienkemper, B., & Grotlüschen, A. (2019). Using PIAAC data to learn more about the literacy practices of adults. International Journal of Lifelong Education, 1–13. doi:10.1080/02601370.2019.1596171
- OECD. (1995). Literacy, economy and society: Results of the first international adult literacy survey. Paris, France & Ottawa,Canada: Organization for Economic Co-operation and Development & Statistics Canada.
- OECD. (1997). Literacy skills for the knowledge society: Further results of the international adult literacy survey. Paris, France & Ottawa, Canada: Organization for Economic Cooperation and Development & Human Resources Development Canada.
- OECD. (2000). Literacy in the information age: Final report of the international adult literacy survey. Paris, France & Ottawa, Canada: Organization for Economic Cooperation & Development & Statistics Canada.
- OECD. (2005). Learning a living: First results of the adult literacy and life skills survey. Ottawa, Canada & Paris, France: Minister of Industry Canada & Organisation for Economic Cooperation and Development.
- OECD. (2011). Literacy for life: Further results from the adult literacy and life skills survey. Ottawa, Canada & Paris, France: Minister of Industry Canada & Organisation for Economic Cooperation and Development.
- OECD. (2013a). OECD skills outlook 2013: First results from the survey of adult skills. Paris: Organisation for Economic Cooperation and Development. Retrieved from http://skills.oecd.org/OECD_Skills_Outlook_2013.pdf
- OECD. (2013b). Relationship of the Survey of Adult Skills (PIAAC) to other international skills surveys. In The survey of adult skills: Reader’s companion.Paris:Organisation for Economic Cooperation and Development. doi:10.1787/9789264204027-8-en.
- Paccagnella, M. (2016). Literacy and Numeracy Proficiency in IALS, ALL and PIAAC. OECD Education Working Papers, No. 142. Paris: Organisation for Economic Cooperation and Development. doi:10.1787/5jlpq7qglx5g-en
- Panayiotou, S., Hingley, S., & Boulden, K. (2018). Quantitative program of research for adult English and maths: Longitudinal survey of adult learners. Final research report. London: Department for Education.
- Parsons, S., & Bynner, J. (2007). Illuminating disadvantage: Profiling the experiences of adults with entry level literacy or numeracy over the lifecourse. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC.
- Pawson, R. (2013). The science of evaluation: A realist manifesto. London: Sage.
- Pawson, R., & Tilley, N. (1997). Realistic evaluation. London: SAGE.
- Pawson, R, & Tilley, N. (2001). Realistic evaluation bloodlines. The American Journal of Evaluation, 22(3), 317–324.
- Pawson, R., & Tilley, N. (2004). Realist evaluation. London: Cabinet Office.
- Pinsent-Johnson, C. (2015). From an International Adult Literacy Assessment to the Classroom: How test development methods are transposed into curriculum. In M. Hamilton, B. Maddox, & C. Addey (Eds.), Literacy as numbers: Researching the politics and practices of international literacy assessment (pp. 187–206). Cambridge: Cambridge University Press.
- Reder, S. (1994). Practice engagement theory: A sociocultural approach to literacy across languages and cultures. In B. Ferdman, R. M. Weber, & A. Ramirez (Eds.), Literacy across languages and cultures (pp. 33–74). Albany: State University of New York Press.
- Reder, S. (2009). ‘Scaling up and moving in: Connecting social practices views to policies and programs in adult education’. Literacy and Numeracy Studies, 16(2), Vol 17, no. 1, 35–50.
- Reder, S. (2012). The longitudinal study of adult learning: Challenging assumptions. Montreal: Centre for Literacy.
- Reder, S. (2016). Chapter 3. Skill use: Engagement in reading, writing and numeracy practices. In A. Grotlüschen, D. Mallows, S. Reder, & J. Sabatini (Eds.), Adults with low proficiency in literacy or numeracy OECD Education Working Papers, No. 131 Paris: OECD. doi:10.1787/5jm0v44bnmnx-en
- Reder, S. (2017). Adults’ engagement in reading, writing and numeracy practices. Applied Linguistics Faculty Publications and Presentations. 22. Retrieved from https://pdxscholar.library.pdx.edu/ling_fac/22
- Reder, S., & Davila, E. (2005). Context and literacy practices. Annual Review of Applied Linguistics, 25, 170–187.
- Rhys Warner, J., Vorhaus, J., Appleby, Y., Bathmaker, A., Brooks, G., Cole, P., … Pearce, L. (2008). The learner study: The impact of the skills for life strategy on adult literacy, language and numeracy learners. London: NRDC.
- Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155–169.
- Sheehan-Holt, J., & Smith, C. (2000). Does basic skills education affect adults’ literacy proficiencies and reading practices? Reading Research Quarterlyl, 35(2), 226–243.
- Stame, N. (2004). Theory-based evaluation and types of complexity. Evaluation, 10(1), 58–76.
- Strawn, C., Lopez, C., & Setzler, K. (2007). It can be done: Sample retention methods used by the longitudinal study of adult learning. Portland, OR: Portland State University.
- Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge: Cambridge University Press.
- Sullivan, A., & Brown, M. (2015). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(6), 971–991.
- Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. In Applied Social Research Methods (Vol. 46). Thousand Oaks: Sage.
- Tett, L., & Maclachlan, K. (2007). Adult literacy and numeracy, social capital, learner identities and self-confidence. Studies in the Education of Adults, 39(2), 150–167.
- Turnbull, B. (2002). Program theory building: A strategy for deriving cumulative evaluation knowledge. American Journal of Evaluation, 23(3), 275–290.
- Weiss, C. (1995). Nothing as practical as good theory. In J. Connell, A. Kubisch, L. Schorr, & C. Weiss (Eds.), New approaches to evaluating community initiatives: Concepts, methods and contexts (pp. 65–92). New York, NY: The Aspen Institute.
- White, H. (2009). Theory-based impact evaluation: Principles and practice. Journal of Development Effectiveness, 1(3), 271–284.