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Current Filters: Resource Type:Other [remove]; Classification:Two-Generation Programs [remove];

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Approaches to family literacy: Exploring the possibilities
Paratore, Jeanne R., 2006
The Reading Teacher, 59(4), 394-396

A description of the Intergenerational Literacy Project, a family literacy program where parents attend classes to develop their own English literacy and to support their children's literacy development

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Bridging the worlds of Head Start and welfare-to-work: Building a two generation self-sufficiency program from the ground up
Herr, Toby, 1995
In S. Smith (Ed.), Advances in applied Developmental Psychology: Vol. 9. Two Generation Programs for Families in Poverty: A New Intervention Strategy (pp. 161-197). Norwood, NJ: Ablex Publishing

A discussion on the necessary steps and aid for parents on welfare to move to the workforce

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Early childhood programs: Adding a two-generation perspective
Layzer, Jean I., 1996
Cambridge, MA: Abt Associates.

An analysis of the reasons underlying two-generation intervention programs, the different program models, and issues related to program design, costs and implementation.

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Ensuring early acquisition of literacy: A study on parental support: Appendices
Carpentieri, J. D., 2011
Brussels, Belgium: European Commission, Directorate-General for Education and Culture.

A research review and case studies of programs and policies related to assisting parents of disadvantaged families to support their young children's literacy development in Europe

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Evaluating child and family demonstration initiatives: Lessons from the Comprehensive Child Development Program
Gilliam, Walter S., 2000
Early Childhood Research Quarterly, 15(1), 41-59

A discussion of alleged shortcomings in both implementation and evaluation of the comprehensive Child Development Program that addresses the roles of demonstration projects and their evaluations, the problems associated the evaluation of programs early in their implementation, the importance of assuring appropriate treatment quantity and quality, and the judicious use and interpretation of large-scale randomized evaluations

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Even Start: Evidence from the past and a look to the future
United States. Department of Education. Planning and Evaluation Service, 1998
Washington, DC: U.S. Department of Education, Planning and Evaluation Service.

A report summarizing what has been learned about the Even Start Family Literacy Program after 10 years of demonstration and evaluation activities

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The Family Storyteller: A collaborative family literacy program
Weigel, Daniel J., 2001
Journal of Extension, 39(4)

A special issue of the Journal of Extension, focusing on the role of a community family reading program in promoting the literacy of children and parents in Nevada

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First 5 LA Family Literacy Initiative evaluation, phase II: Year 5 evaluation update report
American Institutes for Research, October 01, 2007
Los Angeles: First 5 LA.

A summary of findings from the fifth year of the implementation and impact evaluation of the First 5 LA Family Literacy Initiative, a comprehensive program to promote literacy among low-income families in Los Angeles County, that examined program characteristics and parent outcomes

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Guide to quality: Even Start Family Literacy Program: Implementation and continuous improvement: Vol. I, revised
United States. Department of Education, 2001
Washington, DC: U.S. Dept. of Education

A guide to designing high-quality effective family literacy programs based on research and best practices, including characteristics of quality programs, a self-assessment tool, and information about Even Start goals

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Intergenerational family literacy: Concepts, research, and practice
Wasik, Barbara H., 2001
In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 444-458). New York: Guilford Press

An examination of how family literacy has been defined, how these definitions have influenced the formation of family literacy programs, and recommendations for further program development and research in family literacy

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Prevention of child abuse, use of welfare, and crime with preventive interventions early in the life cycle
Olds, David, 1999
In Early childhood interventions, public-private partnerships: Hearing before the Subcommittee on Human Resources of the Committee on Government Reform and Oversight, House of Representatives. 105th Cong., 2nd Sess.

Testimony on the effectiveness of high quality home visiting programs on families with young children's lives

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Promoting school and life success through early childhood family literacy
Swick, Kevin J., April 2009
Early Childhood Education Journal, 36(5), 403-406

An identification of the core values and key components of proven high quality early childhood family literacy programs for families with young children

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Recasting the role of family involvement in early literacy development: A response to the NELP report
Dail, Alanna Rochelle, May, 2010
Educational Researcher, 39(4), 330-333

A critique of the sampling and evaluation measures used by the authors of the National Early Literacy Panel report

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Synthesis of local and state Even Start evaluations
United States. Department of Education. Planning and Evaluation Service, 2000
Washington, DC: U.S. Department of Education, Planning and Evaluation Service.

A review of state and local Even Start evaluations, including descriptions of the types of evaluations that were conducted, outcomes of Even Start programs, and guidance on improving state and local evaluations

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Two-generation programs: Design, cost and short-term effectiveness
St. Pierre, Robert G., 1995
The Future of Children, 5(3), 76-93

A description of two-generation programs, using information from a study of six local and government-sponsored two-generation programs from across the United States

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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