Examining the Effects of a Two-Generation Education Intervention on Children's Developmental Outcomes and Family Processes Using Diverse Methodological Approaches

使用多种方法研究两代教育干预对儿童发展成果和家庭过程的影响

• 批准号: 10579820
• 负责人: Lauren A Tighe
• 金额: $ 7.18万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10579820
• 关键词: Academic achievement; Achievement; Address; Certification; Child; Child Behavior; Child Development; Child Rearing; Classification; Cognitive; Complex; Data; Data Science; Detection; Development; Devices; Dimensions; Disparity; Economics; Education; Educational Intervention; Effectiveness; Enrollment; Environment; Equilibrium; Evaluation; Family; Family Process; Family member; Fellowship; Focus Groups; Generations; Goals; Group Interviews; Health Care Sector; Home; Home environment; Hour; Income; Interdisciplinary Study; Intervention; Intervention Studies; Language; Linguistics; Link; Low income; Machine Learning; Measurement; Mediating; Mediator; Methodology; Methods; Modeling; Motivation; Occupations; Outcome; Outcome Study; Parenting Education; Parents; Pathway Analysis; Pathway interactions; Performance; Policies; Policy Research; Process; Program Evaluation; Public Health; Public Policy; Randomized; Research; Resources; Sampling; Schools; Science; Science Policy; Services; Social Policies; Source; Stress; Surveys; Techniques; Testing; Text; Time; Training; Training and Education; Transcript; United States; Universities; Voice; Work; behavioral outcome; career; computer science; design; education research; educational atmosphere; experience; experimental study; improved; innovation; insight; lower income families; machine learning method; novel; primary outcome; programs; resilience; socioeconomics; success; teacher; text searching; theories; therapy design; treatment group; verbal

Project Summary/Abstract In the United States, the academic achievement gap between children from high- and low-income families is already apparent when children begin formal schooling, and gaps continue to persist over time1-4. Many programs designed to address the achievement gap focus on school-based interventions7, but children spend most of their waking hours at home. What is missing from the current programming and research is a holistic focus on the family, particularly on parents' education – a significant source of influence on children's development5,8-12,24. A new model, called two-generation education programming, explicitly offers high-quality and equally intense interventions simultaneously to low-income parents and children from the same family6. Guided by a multi-theoretical framework, the goal of the two-year proposed fellowship is to investigate (a) the effects of an experimental two-generation education program on children's academic and behavioral outcomes and (b) if any impacts are mediated by family processes. Potential family processes include parents' efforts to promote the educational advancement of their children in addition to navigating the resources and demands of parenthood. Data come from the NU2Gen Study, an evaluation of a novel two-generation education program for low-income families called CareerAdvance. The NU2Gen Study not only offers an unprecedented opportunity to test the causal impacts of parents' education on children and families; it also provides diverse and innovative measurement of possible underlying mechanisms that might explain positive or negative outcomes. Aim 1 tests the direct and indirect effects of increased parental education on family and child outcomes by conducting causal and pathway analyses on parent survey and child school administrative data (N=478). Aim 2 will examine whether the two-generation program strengthens parents' promotion of educational success in the home (e.g., verbal environment) by utilizing data science and machine learning methodology to convert parents' audio recordings (n=40) of utterances (~1,000 words per hour) over 16 hours to transcripts for text analysis. Aim 3 will further investigate changes in families' resources and demands (e.g., work-school-family balance) due to increased parental education through qualitative analysis of 39 focus group with parents (n=141). Collectively, these studies provide insight into the complex lives of low-income families as well as the effectiveness of policies designed to improve parents and children's education simultaneously. These aims will be accomplished with a rigorous training plan at the Institute for Policy Research at Northwestern University, an interdisciplinarysocial science and public policy research center,emphasizing program evaluation and social policy (sponsor Chase-Lansdale), data science and text mining techniques (co- sponsor Miratrix), and qualitative analytic approaches (co-sponsor Burton). Completing the proposed research and training will be the first step in the PI's career plan to conduct policy-relevant, interdisciplinary research on the impact of socioeconomic contexts on children, parents, and families using a variety of advanced methods.

项目总结/摘要 在美国，来自高收入家庭和低收入家庭的孩子之间的学业成绩差距是 这种差距在儿童开始接受正规教育时就已经很明显，而且随着时间的推移，这种差距继续存在1 -4。许多 旨在解决成绩差距的计划侧重于学校干预，但儿童花费 大部分醒着的时间都呆在家里目前的规划和研究所缺少的是一个整体的 关注家庭，特别是父母的教育--这是影响儿童成长的重要来源 development发展5，8- 12，24.一种新的模式，称为两代教育规划，明确提供高质量的 同时对低收入父母和来自同一家庭的儿童进行同样密集的干预6。 在多理论框架的指导下，拟议的两年期研究金的目标是： 实验性两代教育计划对儿童学业和行为结果的影响 以及（B）是否有任何影响是由家庭过程介导的。潜在的家庭过程包括父母努力 促进他们的孩子的教育进步，除了导航的资源和需求， 为人父母数据来自NU 2Gen研究，这是对一项新颖的两代教育计划的评估 为低收入家庭设立的职业发展基金NU 2Gen研究不仅提供了前所未有的 有机会测试父母的教育对儿童和家庭的因果影响;它还提供了各种 和创新的衡量可能的基本机制，可能解释积极或消极的 结果。目标1测试增加父母教育对家庭和孩子的直接和间接影响 透过对家长调查及学童学校行政数据进行因果及途径分析， （N=478）。目标2将研究两代计划是否加强了父母对 家庭教育的成功（例如，语言环境）通过利用数据科学和机器学习 在16个小时内转换父母（n=40）话语录音（约1，000字/小时）的方法 进行文本分析目标3将进一步调查家庭资源和需求的变化（例如， 通过对39个重点小组的定性分析， 父母（n=141）。总的来说，这些研究提供了对低收入家庭复杂生活的深入了解 以及旨在同时改善父母和子女教育的政策的有效性。 为了实现这些目标，将在政策研究所执行严格的培训计划， 西北大学是一个跨学科的社会科学和公共政策研究中心， 项目评估和社会政策（赞助商Chase-Lansdale），数据科学和文本挖掘技术（合作伙伴）， 赞助商Miratrix）和定性分析方法（共同赞助商Burton）。完成拟议的研究 和培训将是PI职业计划的第一步，进行政策相关的跨学科研究， 社会经济背景对儿童，父母和家庭的影响，使用各种先进的方法。

项目成果

Improving the education and wellbeing of student parents.

改善学生家长的教育和福祉。

• DOI: 10.1111/nyas.15094
• 发表时间: 2024
• 期刊: Annals of the New York Academy of Sciences
• 影响因子: 5.2
• 作者: Tighe,LaurenA;Sommer,TeresaEckrich;Sabol,TerriJ;Chase-Lansdale,PLindsay
• 通讯作者: Chase-Lansdale,PLindsay