Relevant bibliographies by topics / Family literacy programs Literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Family literacy programs Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Family literacy programs Literacy"

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Nickse, Ruth S. "Family Literacy Programs: Ideas for Action." Adult Learning 1, no. 5 (February 1990): 9–28. http://dx.doi.org/10.1177/104515959000100506.

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van Steensel, Roel, Nele McElvany, Jeanne Kurvers, and Stephanie Herppich. "How Effective Are Family Literacy Programs?" Review of Educational Research 81, no. 1 (March 2011): 69–96. http://dx.doi.org/10.3102/0034654310388819.

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Timmons, Vianne. "Challenges in researching family literacy programs." Canadian Psychology/Psychologie canadienne 49, no. 2 (2008): 96–102. http://dx.doi.org/10.1037/0708-5591.49.2.96.

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Al-Maadadi, Fatima, Fathi Ihmeideh, Maryam Al-Falasi, Chris Coughlin, and Tamader Al-Thani. "Family Literacy Programs in Qatar: Teachers’ and Parents’ Perceptions and Practices." Journal of Educational and Developmental Psychology 7, no. 1 (April 12, 2017): 283. http://dx.doi.org/10.5539/jedp.v7n1p283.

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The importance of the role of the family in the development of children’s early literacy has been widely recognized. Therefore, schools have frequently attempted to establish programs that help families promote their children’s literacy learning. This study explored early childhood teachers’ and parents’ perceptions about family literacy programs in which they got involved. It also examined practices used by teachers and parents to promote children’s literacy learning as well as to support the role of the family in the development of literacy. The sample included all teachers and parents who participated in the family literacy programs in two independent preschool settings in Qatar. A total of 16 teachers and 156 parents completed the self-reported questionnaires. Moreover, interviews with 10 teachers and 20 parents were conducted. Results indicated that teachers’ and parents’ perceptions and practices of family involvement programs were ranged from high to fairly moderate. A strong positive correlation was found between parents’ perceptions of family literacy programs and their practices, while teachers’ perceptions were not correlated with their practices. In light of the study findings, implications for expanding family literacy programs are described.
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Furness, Jane. "Principles and Practices in Four New Zealand Family Focused Adult Literacy Programs: Towards wellbeing in diverse communities." Literacy and Numeracy Studies 21, no. 1 (June 24, 2013): 33–58. http://dx.doi.org/10.5130/lns.v21i1.3329.

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The field of family literacy, both theory and practice, has much to offer adult literacy education. However, family approaches in adult literacy are under-theorised and underdeveloped if the holistic wellbeing of the intended participants in programs based on these approaches is the primary concern. This article discusses one dimension of a larger study which explored the wellbeing-related effects of participation in four family focused adult literacy programs in New Zealand. This article discusses the principles and practices that were common across the programs. The study found that, despite differences in program content, foci and approaches, common principles and practices reflected shared values and beliefs about literacy and about people which shaped the program design and participants’ experiences of the program. I reaffirm the ideological nature of literacy, highlighting the necessity of paying attention to values and beliefs in literacy programs in order that the effects of involvement in them are in the best interests of individual participants, their families and their communities.
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Robinson, Petra Alaine, and Mary Alfred. "Family Literacy Programs: A Source of Transformative Learning." International Journal of Literacies 20, no. 2 (2014): 1–10. http://dx.doi.org/10.18848/2327-0136/cgp/v20i02/58976.

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Cuban, Sondra, and Elisabeth Hayes. "Women in family literacy programs: A gendered perspective." New Directions for Adult and Continuing Education 1996, no. 70 (1996): 5–16. http://dx.doi.org/10.1002/ace.36719967003.

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Wolter, Deborah L. "Becoming family literacy advocates in early childhood programs." Early Childhood Education Journal 23, no. 2 (December 1995): 89–91. http://dx.doi.org/10.1007/bf02353399.

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Auerbach, Elsa Roberts. "Toward a Social-Contextual Approach to Family Literacy." Harvard Educational Review 59, no. 2 (July 1, 1989): 165–82. http://dx.doi.org/10.17763/haer.59.2.h23731364l283156.

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The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.
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Purcell-Gates, Victoria, Jim Anderson, Monique Gagne, Kristy Jang, Kimberly A. Lenters, and Marianne McTavish. "Measuring Situated Literacy Activity." Journal of Literacy Research 44, no. 4 (August 16, 2012): 396–425. http://dx.doi.org/10.1177/1086296x12457167.

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This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs “work.” The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming.
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Dissertations / Theses on the topic "Family literacy programs Literacy"

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Crawford, Linda J. "Parental perspectives of family literacy programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64948.pdf.

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Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.

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Parenting education, combined with adult basic education and early childhood education, makes the Even Start program a unified family literacy program which helps to break the intergenerational cycle of poverty and low literacy. Research studies have shown that the Even Start program has positive effects on its participants. Even though some of the effects are not explicitly tied to parenting education, they are closely related to parenting education. This study investigated the effectiveness of parenting education as perceived by its participants. The purposes of this study were to identify Even Start program participants’ perceptions of parenting education, to explore issues related to parenting education, and to identify the impact of parenting education as perceived by the program participants. The interviewed parents considered parenting education an important component of the Even Start family literacy program. Findings in this study revealed how the participants used what they had learned in the parenting classes, incorporating their improved literacy skills to facilitate the growth of the whole family. According to the study participants, parenting classes provided a safe and comfortable environment for the parents to learn or validate their parenting practices, to identify themselves with each other, to build up a network of support system, and to practice their literacy skills in a context related to their everyday life. Since their participation in the parenting education, the study participants reported attainment of new insights about being a good parent, better communication with their children and other family members, improved education experience for their children, prolonged parenting values and practices, and improved family relationships. Using Bronfenbrenner’s ecology model to look at the family literacy program, parenting education appeared to be the linkage between all components.
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Ruth, Sarah. "A qualitative study of the Even Start Family Literacy Program." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruths.pdf.

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Cimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.

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The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.
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Vaughn, Colleen. "The importance of a good home literacy environment." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CVaughnPartI2007.pdf.

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Hassemer, Holly. "An analysis of the relationship between instructional time and academic achievement of adults and children in a family literacy program." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hassemerh.pdf.

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Farrer, Deborah A. "Even Start Family Literacy Program's effects for parents why do they participate? /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1490.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains viii, 148 p. Vita. Includes abstract. Includes bibliographical references (p. 98-105).
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Sumner, Ruth L. "The literacy experiences of Family Island participants in the Bahamian Adult Literacy Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34843.pdf.

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Nevins, Mary Ellen. "Families with hearing-impaired children reading and writing at home /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11301806.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Robert E. Kretschmer. Dissertation Committee: Kay Alicyn Ferrell. Includes bibliographical references (leaves 201-210).
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Hass, Gina M. "Comparison of parenting attitudes and behaviors before and after exposure to the family literacy program for parents with limited English in the St. Paul, Minnesota School District." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004hassg.pdf.

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Books on the topic "Family literacy programs Literacy"

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Wasik, Barbara Hanna. Handbook of family literacy. 2nd ed. New York: Routledge, 2012.

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Crash course in family literacy programs. Santa Barbara, Calif: Libraries Unlimited, 2012.

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Phillips, Linda. Family literacy matters: A longitudinal parent-child literacy intervention study. Calgary, AB: Detselig Enterprises, 2006.

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Nevada Even Start Statewide Family Literacy Initiative. Nevada family literacy programs-quality indicators of program delivery. S.l: The Initiative, 2001.

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Nevada Even Start Statewide Family Literacy Initiative. Nevada family literacy programs: Quality indicators of program outcomes. Reno, Nevada]: Even Start Statewide Family Literacy Initiative, 2001.

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Atkins, A. June. Literacy, a family affair ... parents, infants, toddlers: A literacy model handbook. Helena: Montana Office of Public Instruction, 1992.

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Johnson, Debra Wilcox. Family literacy library programs: Models of service. Des Moines: State Library of Iowa, 1990.

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Monsour, Margaret. Library-based family literacy projects. Chicago: American Library Association, 1993.

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Dwyer, M. Christine. Guide to quality Even Start family literacy programs. Portsmouth, N.H: RMC Research Corp., 1995.

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Dwyer, M. Christine. Guide to quality Even Start family literacy programs. Portsmouth, N.H: RMC Research Corp., 1995.

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Book chapters on the topic "Family literacy programs Literacy"

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Wiescholek, Sabrina. "Family Literacy-Programm „LIFE – Lesen in Familie erleben“." In Lesen in Familien mit Family Literacy, 165–92. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20858-5_9.

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Anderson, Jim, Ann Anderson, Nicola Friedrich, and Laura Teichert. "“You Guys Should Offer the Program more Often!”: Some Perspectives from Working Alongside Immigrant and Refugee Families in a Bilingual Family Literacy Program." In Literacy in the Early Years, 63–78. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2075-9_4.

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Auerbach, Elsa Roberts. "Family Literacy." In Encyclopedia of Language and Education, 153–61. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_17.

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Gadsden, Vivian L. "Family Literacy." In Literacies and Language Education, 1–15. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_15-1.

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Wiescholek, Sabrina. "Family Literacy." In Lesen in Familien mit Family Literacy, 65–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-20858-5_4.

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Elfert, Maren, and Gabriele Rabkin. "Family Literacy." In Migration und schulischer Wandel: Elternbeteiligung, 107–20. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91487-9_6.

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Bonanati, Sabrina, Christian Greiner, Nicole Gruchel, and Heike M. Buhl. "Family Literacy." In Lesekompetenz fördern, 1–5. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-28343-8_1.

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Gadsden, Vivian L. "Family Literacy." In Literacies and Language Education, 181–95. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_15.

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Stacy, Jen. "Performing Neoliberalism: A Synecdochic Case of Kurdish Mothers’ English Learning in a Nebraska Family Literacy Program." In Educational Linguistics, 197–214. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79470-5_11.

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Walsh, Vincent. "Computer Programs and Logical Sequences." In Computer Literacy, 20–26. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_4.

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Conference papers on the topic "Family literacy programs Literacy"

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Ihmeideh, Fathi, Maryam Al-Falasi, and Fatima Al-Maadadi. "The effectiveness of family literacy programs in Qatari preschool settings." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpd672.

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Gloza, Natalya. "«Ecology, Books and Us». The program of ecological education in Library of Family Reading of Lomonosov town." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-60-64.

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The program Family Reading Library in the town of Lomonosov: «Ecology, Books and Us» is discussed. The program is targeted at building ecological literacy and culture in the children, from preschoolers to senior schoolchildren of St. Petersburg Petrodvorets District.
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Husni, Hayuni, Lokot Daulay, and Salman Hasibuan. "The Effect of Family Literacy Program Towards the Improvement of Parental Involvement in Early Childhood Education." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.025.

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Kurniagung, Philipus Prihantiko, and Vitri Widyaningsih. "Fertility Determinants in Indonesia: Analysis of Indonesian Basic Health Survey Year 2017." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.120.

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ABSTRACT Background: The current fertility rate for Indonesia in 2020 is 2.28 births per woman. High fertility, particularly when it involves conception either too early or too late in the fertility cycle or when short birth intervals are involved, is known to pose higher risks for both mothers and infants. This study aimed to investigate fertility determinants in Indonesia. Subjects and Method: A cross-sectional study was carried out using Indonesian basic health survey year 2017. A sample of 34,199 women of reproductive age aged 15-49 years was selected for this study. The dependent variable was live birth children. The independent variables were education, knowledge toward contraception, employment status, literacy, family discussion, health insurance membership, child birth last year, contraceptive method, residence, province, and source of information. The data were analyzed by a multiple logistic regression. Results: The likelihood of women to have children >2 increased with low education (OR= 2.67; 95% CI= 2.53 to 2.81; p<0.001), low literacy (OR= 1.59; 95% CI= 1.44 to 1.75; p<0.001), and no family discussion (OR= 1.2; 95% CI= 1.13 to 1.24; p<0.001). The likelihood of women to have children >2 decreased with no health insurance membership (OR= 0.73; 95% CI= 0.69 to 0.76; p<0.001), use contraception (OR= 0.33; 95% CI= 0.31 to 0.34; p<0.001), child birth delivery last year (OR= 0.77; 95% CI= 0.71 to 0.83; p<0.001), lived in province in West Indonesia (OR= 0.69; 95% CI= 0.66 to 0.72; p<0.001), received information from private agency (OR= 0.83; 95% CI= 0.78 to 0.89; p<0.001), and worked (OR= 0.72; 95% CI= 0.69 to 0.75; p<0.001). Conclusion: The likelihood of women to have children >2 increases with low education, low literacy, and no family discussion. The likelihood of women to have children >2 decreases with no health insurance membership, use contraception, child birth delivery last year, lived in province in West Indonesia, received information from private agency, and worked. Keywords: fertility, women of reproductive age, demography Correspondence: Philipus Prihantiko Kurniagung. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: prihantiko@gmail.com. Mobile: 089688103450. DOI: https://doi.org/10.26911/the7thicph.03.120
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Osipenko, Tatiana. "Programs To Impove Doctor's Communication Literacy." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.80.

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Vibane, Kristine. "Stroke literacy among stroke survivors’ family caregivers." In 19th International Scientific Conference "Economic Science for Rural Development 2018". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2018. http://dx.doi.org/10.22616/esrd.2018.163.

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Nugraha, Tubagus Chaeru, Rosaria Mita Amalia, and Nani Darmayanti. "SUSTAINABILITY OF FAMILY HARMONY THROUGH LITERACY OF PROPHET MUHAMMAD FAMILY MODEL." In Proceedings of the Achieving and Sustaining SDGs 2018 Conference: Harnessing the Power of Frontier Technology to Achieve the Sustainable Development Goals (ASSDG 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assdg-18.2019.13.

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Kantamneni, Raj Gopal P., and Ramanjaneyaraju Chintalapati. "Computer Literacy Programs in Rural Communities: Understanding Social Motivators." In 2013 IEEE Fifth International Conference on Technology for Education (T4E). IEEE, 2013. http://dx.doi.org/10.1109/t4e.2013.21.

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Maryam Isnaini Damayanti, Maryam, Maryam Isnaini Damayanti, Wahyu Sukartiningsih, and Endang Darmawati. "Implementation of Literacy Programs in Basic High School Class." In Proceedings of the 5th International Conference on Education and Technology (ICET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icet-19.2019.24.

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Carvalho, Gisely, Moisés Aguirre, Maria Aguirre, Wagner Nascimento, Valério Lima, Wendella Silva, Bruno Silva, and Charlise Mendonça. "ANALYSIS OF PERSONAL NETWORKS: THE INFLUENCE OF FAMILY ON LITERACY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1900.

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Reports on the topic "Family literacy programs Literacy"

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Collins, Rita. People, Programs, and Politics: Two Case Studies of Adult Literacy Classes. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1393.

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Lusardi, Annamaria. Household Saving Behavior: The Role of Financial Literacy, Information, and Financial Education Programs. Cambridge, MA: National Bureau of Economic Research, February 2008. http://dx.doi.org/10.3386/w13824.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6588.

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Banerji, Rukmini, James Berry, and Marc Shotland. The impact of mother literacy and participation programs on child learning: Evidence from a randomized evaluation in India. International Initiative for Impact Evaluation, April 2015. http://dx.doi.org/10.23846/ow2153.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Zibani, Nadia. Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1003.

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Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, Jeetendra Khadan, and Diego A. Vera-Cossio. Suriname COVID-19 Survey. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003266.

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This dataset constitutes a panel follow-up to the 2016/2017 Suriname Survey of Living Conditions. It measures welfare related variables before and after the onset of the COVID-19 pandemic including labor market outcomes, financial literacy, and food security. The survey was executed in August 2020. The Suriname COVID-19 Survey is a project of the Inter-American Development Bank (IDB). It collected data on critical socioeconomic topics in the context of the COVID-19 pandemic to support policymaking and help mitigate the crisis impacts on the populations welfare. The survey recontacted households interviewed in 2016/2017 by the Suriname Survey of Living Conditions (SSLC) and was conducted by phone due to the mobility restrictions and social distancing measures in place. It interviewed 1,016 households during August 2020 and gathered information about disease transmission, household finances, labor, income, remittances, spending, and social protection programs. Data and documentation of the 2016/2017 Suriname Survey of Living Conditions can be found at: https://publications.iadb.org/en/suriname-survey-living-conditions-2016-2017 The survey was designed and implemented by Sistemas Integrales. This publication describes the main methodological aspects, such as sample design, estimation procedures, topics covered by the questionnaire, field organization and quality control. It also presents the structure and codebook for the two resulting publicly available datasets.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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