ERIC Number: ED574455
Record Type: Non-Journal
Publication Date: 2013-Apr
Reference Count: N/A
National Conference on Family Literacy. Research Strand Conference Proceedings (22nd, Louisville, Kentucky, April, 2013)
Toso, Blaire Willson, Ed.
Goodling Institute for Research in Family Literacy
The National Center for Family Literacy (NCFL) presents, alongside the Goodling Institute for Research in Family Literacy at Penn State University, these proceedings from the research strand at the 22nd National Conference on Family Literacy. Through these sessions, NCFL's conference continues to provide the latest research in family education efforts and the practical applications of that research. This annual dissemination of and focus on research findings is critically important to our nation's family engagement in education movement. These proceedings include papers that emphasize parents' engagement in their children's growth as learners and the essential role that culture plays in relationships between families and schools. Research papers in the proceedings include: (1) Measuring Parent Engagement in Early Childhood Intervention Programs (Kirsten Ellingsen and Lowell Myers); (2) Summary: School, Family, and Community Partnerships to Improve Students' Reading and Literacy Skills and Attitudes (Joyce Epstein); (3) Culturally Relevant Reading and Mathematics Instruction (Amber Joyce Godwin and Tarcia Hubert); (4) Parents and Children Learning Together: An Immigrant Family Perspective (Vikki Katz); (5) Hybrid Literacy Practices of English Language Learners (Brandy N. Kelly, Amber J. Godwin, and Melissa C. Alfred); (6) Latino Parent Perspectives on Parental Involvement in Elementary Schools (Christine Niven and Kathleen McCoy); (7) Effect of Asking Parents to Be Engaged in Learning Activities at Home: Will They Become Involved? (Vonda Jump Norman and Bev Schumacher); (8) The Power and Potential of Literacy Practices in Latino Households and Communities: Mapping and Teacher Critical Inquiry (Rosario Ordoñez-Jasis); (9) Got Coalition? A National Study of the Differences between Literacy and Non-Literacy Coalition Communities (Frank Ridzi and Monica R. Sylvia); (10) Parent Perceptions of Family Literacy: The Impact It Has on the Reading Process of Elementary-Age Children (Amber Rodriguez-Michel); (11) When Parents Go to School: Adult Education and Parent Involvement for School-Age Children (Catherine Dunn Shiffman); (12) The Relationship between the Home Literacy Environment, Parental Characteristics, and Children's Emergent Literacy Skills (Nicole Taylor, Daphne Greenberg, and Gary Bingham); and (13) Engaging Parents in Meaningful Roles: The Benefits of Parent Leadership Activities for Family, School, and Community (Blaire Willson Toso and Elisabeth L. Grinder). Spanish language research papers in the proceedings include: (14) Aprendizajes en Familia: La Importancia de la Participación Social en la Educación (Mercedes Calderón García); (15) Aprendizajes en Familia: Hacia una Educación Intersectorial e Integral en la Experiencia Mexicana (Emilio Coral García); and (16) Modelo Integral de Comunicación Pedagógica Para la Calidad Educativa en México: "Educación Integral e Integradora para Todas" (María del Socorro Tapia). Individual papers contain references.
Descriptors: Family Literacy, Parent Participation, Early Intervention, Early Childhood Education, Partnerships in Education, Literacy Education, Family School Relationship, School Community Relationship, Reading Instruction, Mathematics Instruction, Culturally Relevant Education, Immigrants, English Language Learners, Hispanic Americans, Parent Attitudes, Cultural Influences, Elementary School Students, Adult Education, Individual Characteristics, Parent Role, Leadership, Mexican Americans
Goodling Institute for Research in Family Literacy. 405 Keller Building, University Park, PA 16802. Tel: 814-865-5876; Fax: 814-863-6108; e-mail: firstname.lastname@example.org; Web site: http://www.ed.psu.edu/educ/goodling-institute
Publication Type: Collected Works - Proceedings; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Adult Education
Audience: Administrators; Practitioners; Researchers
Authoring Institution: Pennsylvania State University, Goodling Institute for Research in Family Literacy; National Center for Family Literacy