Family Literacy: A Research Agenda to Build the Future. Report from Penn State's Goodling Institute for Research in Family Literacy Think Tank.

Autor/in	Askov, Eunice N.
Institution	Pennsylvania State Univ., University Park.
Titel	Family Literacy: A Research Agenda to Build the Future. Report from Penn State's Goodling Institute for Research in Family Literacy Think Tank.
Quelle	(2002), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Brainstorming; Educational Planning; Educational Policy; Educational Research; Family Literacy; Focus Groups; Futures (of Society); Integrated Curriculum; Intergenerational Programs; Literacy Education; National Programs; Needs Assessment; Organizational Objectives; Parent Child Relationship; Participant Characteristics; Professional Development; Research Methodology; Research Needs; Research Problems; Student Evaluation; Tests + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Bildungsplanung; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Future; Society; Zukunft; nicht übertragen; Bedarfsermittlung; Business goal; Unternehmensziel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Research method; Forschungsmethode; Forschungsbedarf; Forschungskritik; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen
Abstract	A think tank on researching family literacy was held to brainstorm a national research agenda for family literacy. The think tank brought together 12 researchers, policymakers, and practitioners involved in family literacy. Key themes emerging during the think tank were as follows: (1) family literacy is difficult to research because it is essentially a "black box"; (2) integration of four components--adult education, early childhood education, parent education, and parent-and-child together (PACT) time--is a hallmark of family literacy; (3) curricula in PACT time are especially lacking; (4) the selection of appropriate assessment instruments in family literacy is limited; and (5) determination of those who are best served by family literacy programs is critical. The following were among the items identified as belonging on the research agenda: (1) good measures of the components with demonstrated validity and reliability to assess the components' impact; (2) a multidisciplinary team approach using multiple research methods; (3) longitudinal research with cross-sectional data collection and multiple time frames for data collection; (4) research focusing on the differential impact of the four components for various subpopulations; and (5) quantitative measures to track program effects over time. Lists of 12 references and the think tank attendees are appended along with the Gooding Institute's goals. (MN)
Anmerkungen	For full text: http://www.ed.psu.edu/goodlinginstitute/images/research.pdf. Publication is available on alternative media on request.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC