Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0GFq1003022; Wed, 16 Jan 2002 10:52:01 -0500 (EST) Date: Wed, 16 Jan 2002 10:52:01 -0500 (EST) Message-Id: <3C45A1A1.C4AA6138@erinet.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: Marti Brueggeman <mbruegg@erinet.com> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:647] Re: Documenting and Measuring PACT Time X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Mozilla 4.51 [en] (Win98; I) Status: O Content-Length: 4278 Lines: 84 I agree with Patricia. I am familiar with the parent interaction scales and have produced some myself for infant/toddler literacy interactions for an Even Start program, BUT I do feel that culture is a vital understanding. Perhaps we need to explore more choices for parents? There isn't ONE way to do anything. Marti Brueggeman Ashland University Patricia Bowyer wrote: > Does anyone else share my concern about the direction that the family literacy > PACT component seems to be headed? Who gets to decide how much parental warmth or > sensitivity is being displayed by an individual parent? Is that really our role in > family literacy? How would any one of us feel about an outside entity measuring > these qualities about our own families' interactions? Or is PACT best used to > provide access to appropriate materials for parents and children and to model ways > to use these materials together? Families come in so many different shapes, sizes > and from many different cultural backgrounds. What may seem appropriate to us in > one culture may be totally inappropriate in another. I have worked with ESL > families in family literacy programs for over ten years and although I have not > tried to measure these qualities, I have not noticed a lack of parental support on > the part of these parents. What I have found are families who need access to > English language and literacy programs so that they are better equipped to meet > the everyday demands of their daily lives. > Pat Bowyer > > MWPotts2001@aol.com wrote: > > > Thanks to the panel of experts, Brenda, Laura and Shani, for an extremely > > interesting and informative week of discussion about family literacy in K-6. > > And thanks to Cyndy Colletti, for sharing the useful article. > > > > Now, I have a concern about how that PACT Time is documented and measured. > > Jon Lee mentioned that in Colorado the impact was measurable. What > > instruments were used? What outcomes were reported? > > > > What are others using to record the parents’ knowledge of child development, > > and their values and beliefs about literacy? Their engagement in > > language-rich interactions, their support for literacy-enhancing activities > > in the home? > > > > Are there other critical factors that are important to child wellness that we > > need to track? > > What might you use, for instance, to record growth over time in these areas: > > > > 1. Parents’ Expressiveness toward the child > > 2. Parental Enjoyment of parent-child interaction > > 3. Parents’ Warmth toward child > > 4. Parents’ Sensitivity to child's interest > > 5. Parents’ Responsiveness to the child > > 6. Parents’ Appropriate Achievement Orientation > > 7. Parental Stimulation and Inventiveness provided for child > > 8. Appropriate Verbal Praise > > 9. Effectiveness in keeping child engaged > > 10. Appropriate Pace in parent-child interactions > > 11. Acceptance of the child > > 12. Understanding of Directive Behaviors > > > > One of the groups that I am working with is not satisfied completely with > > surveys, self-reports and checklists. We are beginning to use an adapted > > version of the Family Portfolio, originated many years ago at NCFL by Dr. > > Robert Popp. This, of course, requires a commitment to a collection of > > products, conferencing, and evaluation, as well as skilled observation and > > recording. Yes, it sounds like a lot of work, but we think the rich > > descriptions and resulting data will be worth it. > > > > We are also using a rating scale, adapted from the study completed at the > > University of Michigan by Gerald Mahoney and Amy Powell (1988), which > > correlates with Child Wellness Indicators, published each year by the > > Governor’s Council on Education. > > > > And I can’t leave out the very important Equipped for the Future Family > > Member Role Map, which is our starting point for goal setting and our focus > > for curriculum development. The Performance Indicators that accompany this > > Map provide another point of reference for assessment. > > > > Who knew that staff participation in family literacy programs would be this > > complex? And who ever dreamed that it would be so rewarding? > > > > Meta Potts > > Glendale, Arizona > >
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