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Initial literacy in Papua New Guinea-indigenous languages, Tok Pisin or English?Rumere, Deborah Anne. January 2001 (has links) (PDF)
Bibliography: leaves 145-159.
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Even Start Family Literacy Program : similarities and differences between Hispanic and non-Hispanic participantsPamulapati, Sireesha 02 May 2003 (has links)
This study used a mixed method approach (quantitative and qualitative) to
examine the commonalities and differences between Hispanic and non-Hispanic
participants of the Even Start Family Literacy Program. Using a life course
perspective, this study examined the educational background and life history of
Hispanic and non-Hispanic participants, their reasons and goals for program
participation, and changes experienced due to Even Start participation. The sample for
the qualitative analysis consisted of 32 Hispanic and 25 non-Hispanic female
participants. Quantitative latent growth curve analysis was conducted on 96 (75
Hispanic and 21 Non-Hispanic) participants to measure change over time and to
estimate the differences in rate of change between Hispanic and non-Hispanic
participants.
Results of this study indicate that wide commonalities yet vital differences
exist between Hispanic and non-Hispanic participants. Poverty was the significant
determinant factor in Hispanic as well as non-Hispanic participants' school failure.
The experiences and implications of poverty, however, varied for Hispanic and non-
Hispanic parents. The reasons and goals for Even Start participation were to achieve
self-sufficiency for Hispanic and non-Hispanic parents. Achieving self-sufficiency
involved acculturation to the American society for Hispanic participants. For non-
Hispanic parents achieving self-sufficiency involved attaining GED and getting off of
welfare.
No effect of ethnicity was identified on the five outcome measures
quantitatively examined in this study, which include knowledge of child development,
parenting confidence and support, depression, self-esteem, and life skills. Initial
differences existed between Hispanic and non-Hispanic participants in knowledge of
child development and life skills, with non-Hispanic participants reporting higher
knowledge of child development and greater life skills. Non-Hispanic participants,
however, did not make greater gains than their Hispanic participants after being in the
program. Qualitative results indicate that skills gained by Hispanic participants helped
them acculturate in the American society, whereas for non-Hispanic participants the
program helped achieve a sense of purpose and direction in life and create a better life
for themselves and their family. / Graduation date: 2003
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Supporting families through collaboration : an analysis of Oregon Even Start partnershipsBrinkman, Dane A. 30 June 1998 (has links)
In recent years interorganizational collaboration has increasingly been
emphasized as an important step for addressing inefficiencies in the delivery of human
services. Among the many benefits of collaboration described by human service authors
are the creation of a more consumer-friendly service system, more efficient use of
available resources, and avoiding service duplication. During the Spring and Summer of
1996, six focus groups were conducted in Oregon to assess the quality of collaboration
between local social service providers and Even Start, a federally funded family literacy
program. The federal Even Start legislation required that all Even Start programs
collaborate with social service providers in their local communities to improve services
for families and avoid duplication of services.
This study examined data from the Even Start focus groups using a three-level hierarchical model to determine the approximate level of collaboration that existed in each of six Even Start communities. Results of the analysis indicated that collaboration in
three of the six Even Start communities was at or near coordination, the middle level of the three-level model. Collaboration in the other three communities appeared to be somewhere below the lowest level of the model, cooperation. Although agencies at such
a minimal level of collaboration may consider each other partners, they are likely to have
limited knowledge about each other's operations and clients.
Because three of six Even Start communities fit below the lowest level of the
model, the model had limited utility for this analysis. However, for interagency
relationships at higher levels, the model was effective in helping to find the approximate
intensity of collaboration. Although the primary focus of the model used in this analysis
was on collaboration intensity, a comprehensive evaluation of collaboration would
include numerous additional variables, especially outcomes related to the purposes of the
interagency relationship.
Several lessons learned during the course of this study have implications for future research. First, by creating data sets that are amenable to examination from multiple perspectives, qualitative methods offer unique flexibility for data collection in secondary circumstances such as the present study. Second, it is likely that collaboration in occurs in varied patterns, few of which resemble the highest levels of collaboration advocated by authors in the field. Finally, rather than broadly encouraging human service organizations to move toward the highest levels of collaboration, researchers need to provide answers to basic questions about what forms of collaboration are most helpful, in which circumstances, and why. / Graduation date: 1999
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Assistors to continuous enrollment for women in Texas Even Start Family Literacy programsPerry, Yvette Teresa Dunn 27 July 2005 (has links)
A quantitative and qualitative research study was conducted to discover what assistors promoted continuous enrollment of women in Texas Even Start Family Literacy programs. 270 women who were enrolled for a second program year or longer anonymously completed a questionnaire that was available in both Spanish and English. Statements regarding which assistors promoted their continuous participation along with demographic statements were included in the questionnaire; free response comments were requested as well. Statistical measurements of factor analysis, frequency response, Chi-Square, and Analysis of Variance were used. Compared to previous research (Quigley, 1997) that identified three categories of barriers, this research identified five categories of assistors: situational, institutional, dispositional, parental, and program specific. Parental assistors, as a group, were statistically significant more than any of the other assistors when measured according to the independent variables of participants' age, children's age, and enrollment level. Institutional and dispositional assistors were found statistically significant when measured according to the variable of participants' age. Post-hoc measures did not reveal statistical significance for any of the levels of the variables. However, free responses from the participants did provide insight as to why parental, institutional, and dispositional assistors were significant in both their lives and the lives of their children.
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Assistors to continuous enrollment for women in Texas Even Start Family Literacy programsPerry, Yvette Teresa Dunn 27 July 2005 (has links)
A quantitative and qualitative research study was conducted to discover what assistors promoted continuous enrollment of women in Texas Even Start Family Literacy programs. 270 women who were enrolled for a second program year or longer anonymously completed a questionnaire that was available in both Spanish and English. Statements regarding which assistors promoted their continuous participation along with demographic statements were included in the questionnaire; free response comments were requested as well. Statistical measurements of factor analysis, frequency response, Chi-Square, and Analysis of Variance were used. Compared to previous research (Quigley, 1997) that identified three categories of barriers, this research identified five categories of assistors: situational, institutional, dispositional, parental, and program specific. Parental assistors, as a group, were statistically significant more than any of the other assistors when measured according to the independent variables of participants' age, children's age, and enrollment level. Institutional and dispositional assistors were found statistically significant when measured according to the variable of participants' age. Post-hoc measures did not reveal statistical significance for any of the levels of the variables. However, free responses from the participants did provide insight as to why parental, institutional, and dispositional assistors were significant in both their lives and the lives of their children.
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African-American mother's perspectives on their role in their young children's literacy acquisition /Cato, Dorothy Dean, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 191-201). Available also in a digital version from Dissertation Abstracts.
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The impact of a computer-based reading intervention program, "Academy of Reading" on reading achievement of second and third gradersWilkinson, Tammy Bruce, January 2008 (has links)
Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.
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Using a negotiated, holistic, inquiry-based curriculum with Hispanic adults developing English literacyLarrotta, Clarena 28 August 2008 (has links)
Not available / text
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The family literacy practices of ten adult participants at the Tembaletu Adult Basic Education Centre in rural KwaZulu-Natal : a case study.Sokhulu, Thembinkosi M. January 2005 (has links)
This study examined the family literacy practices of ten adult participants who
attend the Tembaletu Adult Basic Education (ABE) Centre in rural KwaZulu-
Natal. The aim was to explore the influence of the ABE programme on these
practices? The concept of family literacy in this rural context was interrogated.
This is a qualitative case study, and the data collection techniques included
individual interview, focus group interviews, observation, and document analysis.
Findings revealed that women engaged in varied literacy practices in their homes.
Story telling was more common than reading to children. The participants in the
study for the first time are able to engage with their children in school related
literacy activities. The extent to which the participants and their children supported
each other in their literacy development was dependent on the levels of literacy.
The Adult Basic Education programme had a direct impact on the literacy practices in the families of the participants. The benefits reported by the participants included personal empowerment, enhanced self-image, and the acquisition of literacy life skills that are crucial to the health and well being of their families. The study highlights tensions between the content of adult programmes and family literacy practices valued by the participants. Other key issues that emerged in the study are: the link between family literacy and culture; gender and family literacy; family literacy in the context of HIV/Aids. The findings in this study valuable perspectives on emerging family literacy in a rural context - an area of study that is in its infancy in South Africa. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2005.
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Reasons for the nonparticipation of adults in rural literacy programs in Western GuatemalaCutz, German January 1997 (has links)
In a literature review of adult education research, three characteristics were found in studies on illiterate adults' nonparticipation: a) information has been gathered from participants in literacy programs, b) participants were considered low-literate adults or those who did not finish high school, and c) participants were surveyed through a questionnaire or telephone interviews.This study, however, involved ten illiterate adults (2 women and 8 men) who had not attended school or participated in literacy programs. The research question was: Why do adults not participate in rural literacy programs in western Guatemala? Thirty-eight ethnographic interviews were conducted from November 1996 to January 1997 in Nimasac and Xecaracoj, two villages located in western Guatemala, Central America.Twelve reasons for nonparticipation in literacy programs were described by the informants: 1) / have to work to earn money, 2) / do not like to work [learn] in groups, 3) / do not go to literacy programs because of my personal necessities [obligations], 4) / have been left out, 5) going to school is a waste of time, 6) / fear going to a literacy program, 7) / have no time, 8) the reason is machismo, 9) literacy is not work fit does not produce income], 10) my age is the problem, 11) / got pregnant, and 12) / do not go to a literacy program because of my husband's irresponsibility.An underlying construct for the reasons for nonparticipation, however, showed that the twelve reasons were reinforced at four levels, 1) individual, 2) family, 3) community, and 4) national. A set of interwoven relationships among the four levels, helped to explain that reasons for nonparticipation were constructed by rural Guatemalans.Indigenous people's identities and the preservation of their traditional values such as their native languages, clothing, obedience, respect and submission were the major factors that reinforced rural illiterates nonparticipation in formal education in western Guatemala.Illiteracy was not strictly an educational, but cultural, social, economic and political problem. Generalizing that both literates and illiterates valued education and needed the same skills, knowledge and abilities to become the "standard functional literates" has denied the existence of illiterate adults' culture, context, and needs. / Department of Educational Leadership
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