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:
Later evaluations confirmed these findings, summarising that:
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.