rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Assistors to continuous enrollment for women in Texas Even Start Family Literacy programs
  name:
    name part: Perry, Yvette Teresa Dunn
    name part: 1969-
    role:
      role term: creator
  name:
    name part: Seaman, Don F.
    role:
      role term: thesis advisor.
  name:
    name part: Stanley, Christine
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2003
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
  abstract: A quantitative and qualitative research study was conducted to discover what assistors promoted continuous enrollment of women in Texas Even Start Family Literacy programs. 270 women who were enrolled for a second program year or longer anonymously completed a questionnaire that was available in both Spanish and English. Statements regarding which assistors promoted their continuous participation along with demographic statements were included in the questionnaire; free response comments were requested as well. Statistical measurements of factor analysis, frequency response, Chi-Square, and Analysis of Variance were used. Compared to previous research (Quigley, 1997) that identified three categories of barriers, this research identified five categories of assistors: situational, institutional, dispositional, parental, and program specific. Parental assistors, as a group, were statistically significant more than any of the other assistors when measured according to the independent variables of participants' age, children's age, and enrollment level. Institutional and dispositional assistors were found statistically significant when measured according to the variable of participants' age. Post-hoc measures did not reveal statistical significance for any of the levels of the variables. However, free responses from the participants did provide insight as to why parental, institutional, and dispositional assistors were significant in both their lives and the lives of their children.
  note: by Yvette Teresa Dunn Perry.
  note: "Major Subject: Educational Human Resource Development"
  note: Title from author supplied metadata (automated record created on Oct. 15, 2004.)
  note: Vita.
  note: Abstract.
  note: Electronic resource.
  note: Mode of access: World Wide Web.
  note: System requirements: World Wide Web access and Adobe Acrobat Reader.
  note: Ph. D. Texas A&M University 2003.
  note: Includes bibliographical references.
  note: Text (Dissertation).
  subject:
    topic: Major educational human resource development
  subject:
    topic: Assistors to continuous enrollment
  subject:
    topic: Texas Even Start Family Literacy Programs
  subject:
    topic: Even Start
  subject:
    topic: Women in Even Start
  identifier: http://hdl.handle.net/1969.1/1179
  record info:
    record content source: TXA
    record creation date: 050302
    record change date: 20151101052756.0
    record identifier: in00002036633