Literaturnachweis - Detailanzeige
Autor/in | Auerbach, Elsa Roberts |
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Titel | Toward a Social-Contextual Approach to Family Literacy. |
Quelle | In: Harvard Educational Review, 59 (1989) 2, S.165-81Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Adult Education; Family Characteristics; Family Environment; Family Literacy; Immigrants; Intergenerational Programs; Parent Participation; Refugees |
Abstract | Argues that programs teaching parents to assist children with homework practice the "deficit hypothesis" and are not based on sound research. Proposes a broader definition of family literacy that acknowledges the family's social situation, focuses on the family's strengths, and uses a social-contextual approach to curriculum development. (SK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |