Breaking the Cycle of Illiteracy: The Kenan Family Literacy Model Program. The William R. Kenan, Jr. Charitable Trust Family Literacy Project. Final Report 1988-1989.

Autor/inn/en	Darling, Sharon; Hayes, Andrew E.
Institution	National Center for Family Literacy, Louisville, KY.
Titel	Breaking the Cycle of Illiteracy: The Kenan Family Literacy Model Program. The William R. Kenan, Jr. Charitable Trust Family Literacy Project. Final Report 1988-1989.
Quelle	(1989), (145 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Demonstration Programs; Family Literacy; Illiteracy; Intergenerational Programs; Literacy Education; Models; Parent Child Relationship; Parent Education; Parenting Skills; Preschool Education; Program Evaluation; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Analphabetismus; Analogiemodell; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Ausbildung; Berufsbildung
Abstract	The Kenan Trust Family Literacy Project was implemented during the 1988-89 school year at three model sites in Louisville, Kentucky, and four in North Carolina. The model was designed to teach undereducated parents together with their 3- or 4-year-old children. Children participated in a comprehensive preschool program while adults studied in various academic and vocational areas. During Parent and Child Together (PACT) time, parents and children worked and played together. The Parent Time (PT) component allowed parents to meet as a group to address significant problems. Research identified seven types of parents with distinctly different characteristics related to program participation, motivation, capability, needs, and likelihood of accomplishment. Few parents in two problematic groups remained in the program for periods long enough to make significant gains in their or their children's achievements. For all other groups, almost all parents and children made important gains in academic performance, self-concept, social skills, and control over their lives. Recommendations were made for model adoption. (Following the 42-page final report are a description of the model, descriptions of parent types, case descriptions, anecdotal records, academic achievements of parents by site, and raw data for adults by site.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01