Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students

McIntosh, Kent; Craft, Calli B.; MacKay, Leslie D.

doi:10.1515/mlt-2012-0008

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…We hope this information will be useful when planning ways for researchers and educators to support whānau, and potentially other families from cultures with rich oral traditions, in supporting their young children’s learning (Champion et al, 2003; Leyva & Skorb, 2017; Mackay & McIntosh, 2012; McIntosh, Craft, & MacKay, 2013; McIntosh et al, 2011; Rau & Ritchie, 2011). At the level of the setting (Yelverton & Mashburn, 2018), whānau involvement is vital for the academic success of Māori children (Gillon & Macfarlane, 2017).…”

Section: Discussionmentioning

confidence: 99%

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Neha¹,

Reese²,

Schaughency³

et al. 2020

Developmental Psychology

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The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 wha nau (New Zealand Ma ori families and community) in relation to their young children's (M ϭ 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reported on their cultural affiliation, literacy, and numeracy practices. Children completed vocabulary, narrative, early literacy, early numeracy, and self-regulation tasks. Principal components analyses revealed an early academic skills factor (story comprehension, story memory, phonological awareness, letter recognition, number recognition, counting, and self-regulation) and an oral language skills factor (receptive and expressive vocabulary and story comprehension). Parents' observed book reading and reminiscing correlated with children's early academic skills, and their observed book reading correlated with children's oral language skills. Parent-child reminiscing was a unique, positive predictor of children's early academic skills. Oral narratives such as reminiscing may be a less visible cultural practice that supports children's early learning. Yet reminiscing is a recognized skill within indigenous communities that have a strong emphasis of intergenerational oral transmission of culturally relevant information. Reminiscing is a source of resilience for wha nau, and perhaps for other communities around the world, that needs to be highlighted and taken into account for theory and policy about children's early learning.

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Section: Discussionmentioning

confidence: 99%

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Neha¹,

Reese²,

Schaughency³

et al. 2020

Developmental Psychology

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show abstract

“…Even before MADI-style research has accumulated, a considerable body of empirical and conceptual work has focused on the relative merits of fidelity and adaptation (e.g., Bopp et al, 2013), especially in relation to contextual and cultural responsiveness (e.g., McIntosh et al, 2013). Contemporary discussions of the fidelity–adaptation trade-off often boil down to the suggestion that it is vital to understand which aspects of the program are “core components” that should not be changed and which are aspects of the “adaptable periphery” that can be modified to enhance cultural and contextual fit (e.g., Damschroder et al, 2009; Movsisyan et al, 2019).…”

Section: Existing Options For Engaging With Program Adaptations In Ev...mentioning

confidence: 99%

Engaging With Program Adaptations in Evaluation: A Range of Existing Options and a New Opportunity

Mark

2021

American Journal of Evaluation

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Premised on the idea that evaluators should be familiar with a range of approaches to program modifications, I review several existing approaches and then describe another, less well-recognized option. In this newer option, evaluators work with others to identify potentially needed adaptations for select program aspects in advance. In describing this approach, I note the general steps involved and present alternative techniques for identifying, a priori, adaptations that may come to be needed. In the final section, I discuss implications of the a priori adaptation planning approach for the fidelity–adaptation trade-off, past criticism of logic models as overly fixed and linear, potential research and evaluation questions, the development of more detailed views of programs in evaluation theory and training, and possible resistance to adaptation planning. Discussion also considers the potential future of program adaptations in the wake of the COVID-19 pandemic.

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“…The concept of responsiveness depends on the purpose, place, and time [4], is a complex debate [5] and has multiple facets [6]. For this reason, a myriad of definitions of responsiveness in education abounds [7][8][9][10][11][12][13][14][15][16][17][18]. Thus, if there is no single discourse nor grand narrative of the concept of responsiveness [9], then curriculum evaluation requires an exhaustive approach that works from the ground.…”

Section:  Issn: 2252-8822mentioning

confidence: 99%

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

Cahapay

2020

IJERE

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As higher education institutions are pressured to evaluate the responsiveness of their curriculum programs, there is a challenge of first order to define responsiveness. This challenge, however, is compounded by the paucity of a tested evaluation model that addresses it. Thus, this paper aimed to evaluate the responsiveness of the Bachelor of Elementary Education curriculum by attempting the applicability of the model called “illuminative evaluation.” Following the stages and components within the social anthropological framework of the model, multiple methods such as interviews, document reviews, and surveys were employed. The main data analysis technique used was the thematic analysis. The results revealed that illuminative evaluation contextually defined the concept of responsiveness and it effectively uncovered concealed aspects that indicate discrepancies within the curriculum. Thus, given these research outcomes, this work contributes new knowledge to the tradition of evaluation theory and provides practical evidence for the improvement of the curriculum under evaluation. The recommendations are offered at the end of the study.

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Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students

Cited by 3 publications

References 10 publications

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

Engaging With Program Adaptations in Evaluation: A Range of Existing Options and a New Opportunity

The responsiveness of Bachelor of Elementary Education curriculum: An illuminative evaluation

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