Research and Evaluation
Ongoing evaluation of PaL in communities is essential to the maintenance of integrity and continuous improvement of the program.
Data collection and analysis is an important component of all PaL Programs. Feedback is collected in the form of anecdotes and formal feedback documents (qualitative data) as well as utilising evaluation tools such as beginning and end of year surveys and literacy progress scales (quantitative data). This information enables us to track children’s progress, parent perceptions and take up rates as well as determine the effectiveness of each program.
In addition to ongoing data collection, the PaL team has worked with a range of independent evaluators over a number of years. A continuing relationship with Griffith University enables us ensure rigour and independent analyses in evaluations.
Evaluations of both the Parents and Learning Program and the Napranum PaL Group include:
2015: Dr Helen Klieve and Associate Professor Bev Flückiger, School of
Education and Professional Studies
Griffith University; Towards an evidence base: Exploring the impact of community-based literacy programs in remote Indigenous communities. Published: Australasian Journal of Early Childhood – Volume 40 Number 2 May 2015
2014: Dr Helen Klieve and Associate Professor Bev Flückiger, School of Education and Professional Studies Griffith University; PaL Telstra Project: Evaluation Report
2012: Bev Flückiger, Pat Diamond (Griffith University), Will Jones (C & K Association Queensland) – Yarning Space: Leading Literacy Learning Through Family–School Partnerships
2012: Dr Helen Klieve & A/Professor Bev Flückiger School of Education and Professional Studies Griffith University; Application of a mixed methods approach – the development of an evidence base to assess the effectiveness of parent school partnerships in literacy development in Indigenous children in remote Australian communities
2011: Associate Professor Bev Flückiger and Dr Helen Klieve; Towards an evidence base: Determining the impact of community-based literacy programs in remote Indigenous communities
2009: Desert Knowledge CRC, Evaluation of the Parents and Learning (PaL) program in the Napranum Community
2008: Australian Research Alliance for Children and Youth – Engaging Indigenous Families in Preparing Children for School – Case Study 1 – Napranum Parents and Learning (PaL) program
2006: Cooperative Change Consultants; An Evaluation of the Echuca PaL Program
2005: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum, A Follow up Evaluation
2003: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum; A Process and Outcomes Evaluation
Early evaluations indicated strong benefits for PaL participants, with parents reporting:
- Higher expectations of what they and their children can achieve
- Increased belief in their ability to contribute effectively to the early education of their children
- Increased self-confidence and self-esteem, especially for tutors
- Increased awareness of early literacy and numeracy learning
- Increased circulation of quality children’s literature in the community
- Strengthening of family bond through spending ‘quality’ time with their children
Later evaluations confirmed these findings, summarising that:
- Parents learnt that their children are clever and feel confident about them attending school
- Parents feel more confident in parenting and supporting their children
- Parents gained understanding of the language used in schools
- PaL raised parents’ awareness of how to be involved in their child’s education
- PaL tutors benefit from employment and grow increasingly competent in their roles
Preliminary findings from the most recent pilot study conducted by Associate Professor Bev Flückiger and Dr Helen Klieve (2011) indicated elevated progress in literacy by children in the PaL program when compared with those not in the program. Similarly parents involved in the program reported being more engaged in community leadership and in their children’s literacy learning than those who are not.
Download ‘Weekly Parent Feedback’ form here
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Research and Evaluation
Ongoing evaluation of PaL in communities is essential to the maintenance of integrity and continuous improvement of the program.
Data collection and analysis is an important component of all PaL Programs. Feedback is collected in the form of anecdotes and formal feedback documents (qualitative data) as well as utilising evaluation tools such as beginning and end of year surveys and literacy progress scales (quantitative data). This information enables us to track children’s progress, parent perceptions and take up rates as well as determine the effectiveness of each program.
In addition to ongoing data collection, the PaL team has worked with a range of independent evaluators over a number of years. A continuing relationship with Griffith University enables us ensure rigour and independent analyses in evaluations.
Evaluations of both the Parents and Learning Program and the Napranum PaL Group include:
2015: Dr Helen Klieve and Associate Professor Bev Flückiger, School of
Education and Professional Studies
Griffith University; Towards an evidence base: Exploring the impact of community-based literacy programs in remote Indigenous communities. Published: Australasian Journal of Early Childhood – Volume 40 Number 2 May 2015
2014: Dr Helen Klieve and Associate Professor Bev Flückiger, School of Education and Professional Studies Griffith University; PaL Telstra Project: Evaluation Report
2012: Bev Flückiger, Pat Diamond (Griffith University), Will Jones (C & K Association Queensland) – Yarning Space: Leading Literacy Learning Through Family–School Partnerships
2012: Dr Helen Klieve & A/Professor Bev Flückiger School of Education and Professional Studies Griffith University; Application of a mixed methods approach – the development of an evidence base to assess the effectiveness of parent school partnerships in literacy development in Indigenous children in remote Australian communities
2011: Associate Professor Bev Flückiger and Dr Helen Klieve; Towards an evidence base: Determining the impact of community-based literacy programs in remote Indigenous communities
2009: Desert Knowledge CRC, Evaluation of the Parents and Learning (PaL) program in the Napranum Community
2008: Australian Research Alliance for Children and Youth – Engaging Indigenous Families in Preparing Children for School – Case Study 1 – Napranum Parents and Learning (PaL) program
2006: Cooperative Change Consultants; An Evaluation of the Echuca PaL Program
2005: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum, A Follow up Evaluation
2003: Dr. Laurie Makin, External Early Childhood Education Advisor to Rio Tinto Aboriginal Foundation; Parents and Learning at Napranum; A Process and Outcomes Evaluation
Early evaluations indicated strong benefits for PaL participants, with parents reporting:
- Higher expectations of what they and their children can achieve
- Increased belief in their ability to contribute effectively to the early education of their children
- Increased self-confidence and self-esteem, especially for tutors
- Increased awareness of early literacy and numeracy learning
- Increased circulation of quality children’s literature in the community
- Strengthening of family bond through spending ‘quality’ time with their children
Later evaluations confirmed these findings, summarising that:
- Parents learnt that their children are clever and feel confident about them attending school
- Parents feel more confident in parenting and supporting their children
- Parents gained understanding of the language used in schools
- PaL raised parents’ awareness of how to be involved in their child’s education
- PaL tutors benefit from employment and grow increasingly competent in their roles
Preliminary findings from the most recent pilot study conducted by Associate Professor Bev Flückiger and Dr Helen Klieve (2011) indicated elevated progress in literacy by children in the PaL program when compared with those not in the program. Similarly parents involved in the program reported being more engaged in community leadership and in their children’s literacy learning than those who are not.
Download ‘Weekly Parent Feedback’ form here
