Mothers' experiences with a mother–child education programme in five countries

Bekman, Sevda; Koçak, Aylin

doi:10.1080/09669760.2013.832942

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Pullinger and Whitley () argue for more emphasis on performance in school poetry teaching and less on the written analysis of poems; Bunpermkoon () finds that the ‘authentic’ experience of poetry – a meeting of meaning, emotion and expression – is necessarily oral/aural, whereas Trousdale et al () analyse choral reading of poetry as key to children's explorations of spirituality. Similarly, although the extensive literature on family literacy focuses on the contribution of reading aloud with children to children's language and literacy development, it also argues that the linguistic and wider cognitive gains from reading aloud are interwoven with social and emotional gains, suggesting that reading with children has a parenting as well as a language development role (Bekman and Koçak, ; Van Steensel et al, ; Vandermaas‐Peeler et al, ; Wu and Honig, ). Reading aloud with children, one of the more documented reading‐aloud practices, is therefore at least partly recognised as a social practice as well as an educational tool.…”

Section: Background and Rationalementioning

confidence: 99%

Reading aloud in Lewisham: an exploration of adult reading‐aloud practices

Duncan

2014

Literacy

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This paper analyses initial findings of a qualitative pilot study of the reading‐aloud practices of 17 adults in the London Borough of Lewisham. Although the dominant contemporary image of reading is that of a silent activity and within literacy provision it is frequently assumed that reading aloud is not a ‘natural’ ‘real life’ adult practice, anecdote suggests that adults do indeed read aloud, but these practices are overwhelmingly undocumented. This study is the first stage in developing a better understanding of contemporary adult reading‐aloud practices. Semi‐structured interviews were used to ask adults whether, what, where, how and why they read aloud. Initial findings reveal the ubiquitous nature of reading aloud in adult life, across a range of life domains (spiritual life, family life, work and learning) and for different self‐selected purposes (to memorise, to understand, to write and for fellowship). Initial findings reinforce the importance of expanding our definitions and conceptualisations of reading to recognise the diversity and changing nature of real life practices, and suggest implications for our understanding of the role of reading in adult life, for literacy education and for future research.

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Section: Background and Rationalementioning

confidence: 99%

Reading aloud in Lewisham: an exploration of adult reading‐aloud practices

Duncan

2014

Literacy

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“…For example, between ages 13-15, children whose mothers had been trained by TEEP showed significantly higher mean vocabulary scores and were far more likely to still be attending school. At ages 25-27, those whose mothers had been trained continued to show higher vocabulary test performance and were almost 60% more likely to have attended university.The Mother-Child Education Program has now run in Turkey for nearly two decades, serving more than 300,000 families; it has also been implemented for Turkish migrant populations in Belgium (French-speaking), France, Cyprus, Germany and Switzerland (Bekman & Koçak, 2010;Carpentieri et al, 2011).…”

Section: Improving Programme Evaluation By Measuring More Better Andmentioning

confidence: 99%

Evidence, Evaluation and the ‘Tyranny of Effect Size’: a proposal to more accurately measure programme impacts in adult and family literacy

Carpentieri¹

2013

Euro J of Education

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As literacy grows in importance, policymakers’ demands for programme quality grow, too. Evidence on the effectiveness of adult and family literacy programmes is limited at best: research gaps abound, and programme evaluations are more often than not based on flawed theories of programme impact. In the absence of robust evidence on the full range of short‐ and long‐term programme impacts, it is difficult to accurately measure intervention effectiveness. Too frequently, researchers and policymakers focus only on short‐term, easily measured outcomes, creating a ‘tyranny of effect size’ that may systematically underestimate impact while simultaneously distorting practice. However, the answer does not lie in turning away from quantitative research. Doing so will consign adult and family literacy to the margins of public policy, when they should be in the mainstream. Longitudinal research from Turkey and the US suggests a need for revised, more subtle theories of how adult literacy and family literacy programmes work, and the diverse ways they benefit participants. By working together more closely and intelligently, researchers, policymakers and practitioners can develop evaluation strategies that more accurately measure programme effects. The key is combining methodological rigour with fully fleshed out theories of literacy development and programme impact.

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“…Lebanon also continues to host more than 449,000 Palestinian refugees, around 53% of whom live in areas designated specifically for refugee families (UNRWA, ). Studies in Turkey targeting low‐income families have demonstrated that MOCEP improved parental knowledge and practice, and empowered mothers and their children (Bekman & Koçak, ; Kağıtçıbaşı et al., ; Kağıtçıbaşı, Sunar, Bekman, Baydar, & Cemalcılar, ). However, the impact and implementation of MOCEP in fragile contexts, such as refugee and other marginalized communities in Beirut, has been largely unexplored.…”

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confidence: 99%

Implementation Evaluation of the Mother‐Child Education Program Among Refugee and Other Vulnerable Communities in Lebanon

Ponguta¹,

Issa²,

Aoudeh

et al. 2019

New Directions for Child and Adolescent Development

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Despite the knowledge that quality early childhood development programs, including those that target parental knowledge and behaviors, are essential for ameliorating the negative effects of early-life adversity, robust analyses of their implementation and impact in highly vulnerable settings are scarce. To address this knowledge gap, we conducted a pilot wait-list randomized controlled trial (RCT) to assess the impact and the process of implementing and evaluating the Mother-Child Education Program (MOCEP) among refugee families and one low-income community in Beirut, Lebanon. This paper focuses on the analysis of MOCEP' s implementation (i.e., key enablers of and barriers to the application and evaluation of the program). Our analysis suggests that, despite multiple challenges, implementation and robust evaluations of early childhood parenting programs in fragile contexts are feasible and urgently needed. This study illustrates how implementation evaluations are a key component of RCTs and crucial

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Mothers' experiences with a mother–child education programme in five countries

Cited by 4 publications

References 22 publications

Reading aloud in Lewisham: an exploration of adult reading‐aloud practices

Reading aloud in Lewisham: an exploration of adult reading‐aloud practices

Evidence, Evaluation and the ‘Tyranny of Effect Size’: a proposal to more accurately measure programme impacts in adult and family literacy

Implementation Evaluation of the Mother‐Child Education Program Among Refugee and Other Vulnerable Communities in Lebanon

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