Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2004. Thesis (Ph. D.)--Western Kentucky University, 2004. / University of Louisville, Department of Leadership, Foundations, and Human Resource Education. Western Kentucky University, Department of Educational Administration, Leadership, and Research. Vita. "August 2004." Includes bibliographical references (leaves 198-216).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2005. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 201-210).

Parenting education is a process of providing information to parents on the challenges of parenting, services available for families, and ideas on how to interact with children. The federal Even Start family literacy program, designed to increase the educational opportunities of parents and children, has a strong parenting education component. Parenting information is offered through formal classes, support groups, home visits and by involving parents in their child's classroom. Using the life course and family system's perspective, this study examined the impact of participation in the Even Start program on parents' knowledge of parenting and their parenting practices. The study employed a pretest-posttest design and utilized quantitative and qualitative methods of data collection. In all, 74 Even Start and 26 comparison group parents participated. Four hypotheses were tested: (a) Even Start parents would make greater gains in parenting knowledge and practices than would comparison group parents; (b) parents who made gains in parenting knowledge and practices would have different demographic characteristics than those who did not make gains; (c) parents with lower depression, higher self-esteem, and greater social support would make greater gains in parenting knowledge and practices; and (d) programs offering more hours of parenting education would have parents making greater gains in parenting knowledge and practices. Quantitative results indicate that there are demographic differences at pretest and posttest in parents' scores on parenting knowledge and practices although there is no significant difference in score gains as the result of program participation. More positive parenting practices were associated at pretest and posttest with lower levels of depression. Qualitative results found increases in parenting knowledge, parenting practices, and self-esteem. No differences were found in programs who offered greater number of hours of parenting education than those that did not. / Graduation date: 1997

No description available.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Includes bibliographical references.