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A collaborative approach to program evaluation combined with the use of a variety of evaluation methods using currently available technology can yield valuable information about the effectiveness of family literacy programs. Such an approach was used for McCosh Even Start, a federally-funded family literacy program located at McCosh School in an inner city Chicago neighborhood, a partnership between Northeastern Illinois University and the Chicago Public Schools. The program is comprised of an adult literacy component and a parent-child component. The adult literacy component includes computer instruction, photography and video classes, a parent club for literacy career development skills, and parent field trips. The parent-child component includes home visiting, an after-school family literacy program, parent-child field trips, computer classes, and the use of videotaping and photography to document learning. Computers, video technology, and photography were used as literacy development tools, but also to document the literacy progress of parents and children. Evaluation used to show literacy improvement included video documentation, interviews, parent interest questionnaires, observations, book logs, photo collections with personalized captions, portfolios, information reading inventories, and parent self-evaluations. Based on evaluation findings, it was concluded that the evolving, continuous feedback model of evaluation made it possible to use a wide range of evaluation strategies to obtain an authentic picture of the program's strengths and weaknesses and made it possible to make changes as a result of all participants' feedback, and to approach target goals. (Contains 30 references.) (KB)

Descriptors: Emergent Literacy, Evaluation Methods, Family Literacy, Family School Relationship, Parents, Program Evaluation, Young Children











Autor: Landerholm, Elizabeth; Karr, Jo Ann; Mushi, Selina

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6502&id=ED435465







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