ABSTRACT
The dynamics of adult basic education classroom are important to students, teachers, programs, policy makers, funders, researchers, and communities. Putting together a comprehensive picture of what happens in the classrom requires the identifi cation, collection, and analysis of information and data, yet there have been very few high-quality studies and evaluations in the fi eld of adult education that assess adult basic education classroom practices and behaviors (Beder & Medina, 2001).
