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Listening to the voices of adult par...

Chavez, Angela.

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Listening to the voices of adult participants of family literacy programs: A qualitative study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Listening to the voices of adult participants of family literacy programs: A qualitative study./
作者:	Chavez, Angela.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2065.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180415
ISBN:	0542205114

Listening to the voices of adult participants of family literacy programs: A qualitative study.
Chavez, Angela.

Listening to the voices of adult participants of family literacy programs: A qualitative study. - 245 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2065.

Thesis (Ph.D.)--University of Southern California, 2005.

Following a social-contextual framework, the qualitative study describes (1) the literacy strengths, needs, and goals of adult participants of family literacy programs, (2) the ways in which the programs provide participants opportunities to voice their literacy strengths, needs, and goals, and (3) the ways in which the participants' voices are present in the design, curriculum, and evaluation of the programs.

ISBN: 0542205114Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Listening to the voices of adult participants of family literacy programs: A qualitative study.
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245 1 0 $a Listening to the voices of adult participants of family literacy programs: A qualitative study.
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500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2065.
500 $a Adviser: David B. Yaden, Jr.
502 $a Thesis (Ph.D.)--University of Southern California, 2005.
520 $a Following a social-contextual framework, the qualitative study describes (1) the literacy strengths, needs, and goals of adult participants of family literacy programs, (2) the ways in which the programs provide participants opportunities to voice their literacy strengths, needs, and goals, and (3) the ways in which the participants' voices are present in the design, curriculum, and evaluation of the programs.
520 $a Data was gathered from three, library literacy programs, similar in structure, which included family literacy and adult literacy/ESL components. A majority of the participants were Hispanic mothers. Research methods included individual interviews, focus group sessions, observations, surveys and document analysis. The perspectives of several parties within the program---directors, coordinators, tutors, and learners---were used to triangulate the data. A constructivist approach to grounded theory (Charmaz, 2000) and the use of data displays (Miles & Huberman, 1994) were used to analyze data.
520 $a The study found that the learners had immediate goals of learning to speak English and long term goals of wanting to help with their children's education. Many parents additionally discussed an interest in achieving personal goals such as greater self-confidence and employment. Participants expressed their literacy strengths in terms of their native language abilities. With respect to needs, participants noted that they needed more time to learn and more time to practice speaking English.
520 $a The study found that programs provide participants with structured (intake, reevaluation, & other survey tools) and unstructured opportunities (conversation, anecdotes, & learners' assertions) to voice their literacy strengths, needs, and goals.
520 $a There was a lack of learner participation in the areas of program design, curriculum, and evaluation. Rather, learner feedback supplemented decisions made by program administration. However, the programs provided participants with varying degrees of recreational, educational, and administrative opportunities to assist with the program, outside of program sessions.
520 $a The report includes messages to program administrators with suggestions for program practice and messages for researchers with issues for future research. Lessons learned about family literacy programs and research methods conclude the report.
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791 $a Ph.D.
792 $a 2005
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