An Explanatory Model for Family Literacy Programs.

Autor/in	Hibpshman, Terrance L.
Titel	An Explanatory Model for Family Literacy Programs.
Quelle	(1989), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Family Environment; Family Influence; Family Literacy; Family Problems; Family Programs; Family Role; Intergenerational Programs; Literacy Education; Outcomes of Education; Parent Influence; Program Effectiveness; Program Implementation; Research Problems; Student Characteristics; Kentucky + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Familienmilieu; Familienkrise; Family program; Familienprogramm; Lernleistung; Schulerfolg; Forschungskritik
Abstract	An evaluation was made of PACE (Parent and Child Education), a family literacy program initiated in Kentucky in 1986. PACE was created because of the widespread belief that the state has a serious problem with undereducation of its adult population and the belief also that this problem is the result of persistent patterns of educational failure within particular families across generations. The PACE program was geared to providing remedial educational services to the entire family, rather than just to the children or to the adults. Services are intended to address parents' attitudes and behaviors and their effect on children's educational performance. Program services include adult basic education and parenting skills training for parents, early childhood education for children, and joint parent-child interaction and learning. The program has won an award for its innovative approach and has been replicated by an outside funding agency. Despite this success, neither the theoretical basis for the program nor the efficacy of its service model have been proven. There are outstanding questions about the effectiveness of PACE and other family literacy programs that need to be resolved before widespread replication is justified. Issues to be addressed include the following: (1) is there a causal relationship between family background and children's educational and social outcomes?; (2) will changes in family attitudes and behaviors be effective in changing children's outcomes?; and (3) can the programs be replicated in different environments? (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC