Effective Practices in Community Based Family Literacy: Results of a National Research and Evaluation Project.

Institution	Association for Community Based Education, Washington, DC.
Titel	Effective Practices in Community Based Family Literacy: Results of a National Research and Evaluation Project.
Quelle	(1993), (174 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Community Education; Community Programs; Demonstration Programs; Educational Assessment; Educational Research; Family Literacy; Intergenerational Programs; Literacy Education; Outcomes of Education; Parent Child Relationship; Parent Education; Parent Influence; Parent Role; Parents as Teachers; Prereading Experience; Program Effectiveness; Program Improvement + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle
Abstract	A field evaluation of 14 community-based family and intergenerational literacy programs identified the most effective strategies, structures, and approaches to reach and teach the "hardest to reach." Information was collected through 90-minute telephone surveys with program coordinators and/or executive directors. Although different in structural design, the programs had similar philosophies and approaches in improving family and intergenerational literacy. Literacy skills development had the following characteristics: it addressed learners' needs, issues, and interests; it focused on practical application; it was participatory; and it supported parents in assuming and enhancing their roles as children's "first teachers." Life skills and/or parenting education were a critical component of each program. All programs provided supportive services, a nonthreatening learning environment, broad-based and learner-centered literacy education, traditional and innovative nontraditional instructional approaches, and traditional and nontraditional assessment methods. An outcome of the project was recommendations for program improvement in three major areas--education and service delivery, staffing, and overall administration--and for research, policy, and staff development. (The 25-page report is followed by these appendixes: survey; field research protocol, interview process, and interview questions; program case studies and profiles; and sample program documents. Contains 13 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01