Literacy Nova Scotia

Nova Scotia Action Research Movement

Metro Group

Action Research Plan

The "Itch":

Addressing the extended time that some learners experience waiting for an appropriate tutor in the 1:1 volunteer programs.

Aspects of the Issue: Why does this problem exist?

• Wait-times for appropriate tutor
• Labeling of learners
• Tutor expectation vs. learner expectation
• Tutor experience
• Tutor training and orientation
• Time availability
• "Type" of learner varies from year to year, as does the expertise and experience of the available tutors.
  
  

Possible Interventions:

• Targeted recruitment
• Trial tutor matches
• Tutor training opportunities which focus on teaching learners with "barriers"
• Better assessment of learners’ needs
• Ongoing communication with learners and tutors (e.g. progress reports)
• Explore other options (e.g. small groups)
  
  

Chosen Intervention:

• Training opportunities for tutors which focus on strategies for teaching learners with "barriers".
  
  

Planning Phase:

Explore training possibilities for tutors about barriers to learning and strategies to address them.

1. Dartmouth Literacy Network staff to brainstorm about existing barriers and location of available supports and information (e.g. literature search,
   e-mailing other networks)
2. Review intake process (wording of forms, confidentiality etc.)
3. Ask for input from learners and tutors regarding possible barriers (e.g. hold 1:1 interviews or focus groups)
4. Access resources (e.g. fact sheets, presentations, PD opportunities)
5. Follow up

Timeline:

Materials:

Internet
Phone
Computer
Literature
Meeting space

Administrator Approval:

From Executive Director/Board of Directors

Consent:

Not really applicable because training is being given to tutors optionally. However, for informational purposes a notice looking for input on useful training opportunities could be printed in Newsletter.

Baseline:

Learning barriers are causing extended wait times for some tutors and learners. Find # of learners waiting for 2 months or longer, before "intervention" and after "intervention".

Success:

If there is a reduction in the length of wait time for tutors and learners to be matched from 3+ months to 1 month maximum.

Triangulation:

1. Questionnaire – after training
2. Focus Groups with tutors and with learners
3. Reflective journal
   
   

Action Research Plan: Overview

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