Turning Points in Even Start Programs. Occasional Paper #4.

Autor/inn/en	Rasinski, Timothy; Padak, Nancy
Titel	Turning Points in Even Start Programs. Occasional Paper #4.
Quelle	(1994), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Basic Skills; Cooperative Programs; Coordination; Early Childhood Education; Educational Cooperation; Family Literacy; Literacy Education; Parent Child Relationship; Parent Education; Parenting Skills; Program Evaluation; Program Implementation; Recruitment; State Programs; Ohio + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Koordination; Early childhood; Frühkindliche Bildung; Frühpädagogik; cooperation; Kooperation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Programme evaluation; Programmevaluation; Recruiting; Rekrutierung; Regierungsprogramm
Abstract	To investigate the initial experiences of the various Even Start programs, a project developed a survey that was sent to program coordinators in Ohio. It asked open-ended questions to get descriptions and perceptions of situations that preceded turning point events and the turning point events themselves. Data from eight programs highlighted their diversity. Their turning points were varied, but several themes were identified that seemed significant in successfully achieving turning points. Staff development was critical to successful early program development. Both self-study and development of action plans were effective in increasing staff understanding, facilitating program start-up, and solving problems related to early program delivery. Several programs mentioned that things did not begin to fall into place until appropriate facilities were found. Several program coordinators found that nurturing communication with other complementary agencies was a definite turning point for their programs. State coordinator recommendations for the planning stage were as follows; developing firm, written agreements with cooperating agencies; securing a site; and clarifying with cooperating agencies that provide staff what kind of persons are needed. Insisting that staff experience training and plan instruction together as a team and giving parents ownership of the program in every way possible were recommended. (The instrument is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC