No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
From the Lens of a Light-Skinned "Jamerican" Woman
Abstract
This commentary speaks to the racial injustice as a light-skinned "Jamerican" woman within America and how it manifests from the school to the boardroom. It speaks from past events of "driving while Black" to George Floyd's "I can't breathe".
ResearchGate has not been able to resolve any citations for this publication.
The Parents as Teachers (PAT) program is a parent-education program that includes home visiting and is designed to begin prenatally or at birth. Through home visits, visitors called parent educators help parents to strengthen their parenting skills and knowledge of child development and to prepare young children for school. This article describes the PAT program and reports the results of evaluations of two randomized trials of PAT: (1) the Northern California (Salinas Valley) Parents as Teachers Demonstration, which served primarily Latino parents in the Salinas Valley of California's Monterey County; and (2) the Teen Parents as Teachers Demonstration, which served adolescent parents in four counties in Southern California. The two evaluations revealed small and inconsistent positive effects on parent knowledge, attitudes, and behavior, and no gains in child development or health, when analyses compared the experimental and control groups overall. However, subgroup analyses in the Salinas Valley program indicated that children in primarily Spanish-speaking Latino families benefitted more than either non-Latino or English-speaking Latino families, with significant gains in cognitive, communication, social, and self-help development. Subgroup analyses in the Teen PAT Demonstration indicated that families that received both PAT services and comprehensive case management services designed to help mothers improve their life course benefitted most. Subgroup analyses in the Salinas Valley study suggested that children in families that received more intensive services benefitted more than children whose families received less intensive services. Results from that study suggested that home visits produced about a one-month developmental advantage per 10 visits for participating children.
The purpose of this study was to investigate the influence of parental factors on the environmental science performance of Black Caribbean and Black American students in a Mid-Atlantic U.S. state. The study employed two instruments: (a) a student background questionnaire and (b) an environmental science teacher designed test. The instruments were administered to grade 12 students, of which 79% were African Americans and 21% Afro-Caribbeans. A correlational design was used and results compared for the groups. Results revealed that Black Caribbean students outperformed Black American students and parents' discussion of school progress and assistance with homework were some of the factors that significantly correlated with students' achievement. Moreover, findings suggest the positive impact of the migration of first-generation Black Caribbean immigrants to the U.S. may be influencing their children's academic success.
In this article, Douglas Powell illustrates the wide variation that exists among home visiting programs in their content, theory, and operation. He presents a framework for discussing these key variables. Several specific programs are highlighted as examples of various program designs. In most instances, Powell cites well-established programs that have national headquarters and have been replicated at many sites. Some of these are described more fully in the Appendix (page 205). Although some of these well-established programs have been evaluated for effective- ness using quasi-experimental methods, only one (the Mother-Child Home Pro- gram) has been evaluated employing the more rigorous technique of random assignment. Therefore, most of the programs cited in this article and in the Appendix are not included in David Olds's and Harriet Kitzman's review of the research literature in this journal issue, which is limited to randomized trials. Nevertheless, Powell makes the point that many of the key elements of program design which he identifies are useful in conceptualizing potential or analyzing existing evaluations, and the Olds and Kitzman review does indeed mention some of the same key dimensions (for example, staffing pattern and intensity of services). The programs discussed in this article are only a small sample of the thousands of such programs in existence in the United States today. The frequency of each type of program is not known. Box 1 summarizes a survey conducted in 1988 which attempted to document the distribution of a large sample of home visiting programs along many of the dimensions discussed by Powell. Finally, this article describes the range of options in designing home visiting pro- grams. It does not recommend a particular approach but concludes with a discussion of the need for research that will disentangle the conditions under which diverse approaches to home visiting are beneficial.
provide information on the history and program features of the CCDP [Comprehensive Child Development Program] as well as an overview of early intervention studies and other programs that attempt to enhance the strengths of low-income families and their children and diminish the problems that they face / the CCDP is an innovative effort put forth by the US Administration on Children, Youth and Families and was established by the US Congress in 1988 / CCDP is based on an extensive history of research and programmatic efforts in early intervention programs for young children and their families who are part of the low-income population in the US / [CCDP is an] effective community-based family support and education [program] in the US that [includes] the components of case management and home visiting and that [employs] developmentally appropriate practices in [its] services for children
overview of early intervention studies and programs [community-based family support and education programs, home visitation and case management, developmentally appropriate practice, the Head Start home-based program option] / CCDP [case management; parent education, early childhood education, and early intervention; health; child care; adult education; vocational education and training; administration of the program; evaluation of the CCDP] (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Talking about COVID-19: A call for racial, economic, and health equity. The Opportunity Agenda
- E Johnsen
Johnsen, E. (2020). Talking about COVID-19: A call for racial, economic, and health equity. The Opportunity Agenda.
https://www.opportunityagenda.org/explore/insights/talking-about-covid-19-call-racial-economic-and-health-equity
African American Images
- J Kunjufu
Kunjufu, J. (1985). Countering the conspiracy to destroy Black boys (Vol. 1). African American Images.
A descriptive assessment of Project Focus' Home Visit Program
- K Swick
Swick, K. (1992). A descriptive assessment of Project Focus' Home Visit Program. (ERIC Document
Reproduction Service No. ED346962)