Martine van der Pluijm

22 Chapter 1 In collaboration with teachers, principals, and parents at five schools, we investigate what modifications to the prototype are needed to overcome the challenges experienced by participants in applying the design principles. Based on the results, we make adjustments to optimize the AHL program. Assessing the outcomes of the AHL program (Chapters 4 and 5) In Chapters 4 and 5 we present two summative evaluations (Study 3 and 4) of the optimized AHL program. In Chapter 4, we evaluate the impact of the AHL program on teachers’ perceptions and behavior. This program comprises seven theoretical steps to establish partnerships with lower-educated parents aimed at stimulating children’s language development. The main research question is: To what extent does the AHL program contribute to teachers’ sustained use of the seven steps to improve SFPs that support children’s oral language development? The AHL program was implemented in teachers’ classrooms. We investigate teachers’ adherence to the AHL program principles and the adaptation of these principles to the specific needs of parents in 14 classrooms in seven schools. In Chapter 5, we evaluate the impact of the AHL program on parents’ perceptions and behavior. Chapter 5 includes two studies that both control for the quality of delivery of the program by teachers. Study 1 investigates parents’ perceptions of their partnerships with teachers, their self-efficacy during language promotion at home, and the quantity of language and literacy activities conducted at home. The research questions are : 1) Does the AHL program improve SFPs with lower-educated parents focused on children’s oral language development, parental self-efficacy, and the frequency of language activities parents conducted at home ? And 2) Are there differences that can be attributed to delivery quality of teachers and to the education levels of parents? We examine the development of parents’ perceptions and their home language activities in a heterogeneous sample of parents (lower and higher educated) in 14 classrooms in seven schools. Study 2 investigates parent-child interactions during specifically designed parent-child activities that were provided at schools applying the AHL steps. The research questions are: 1) Does the AHL program lead to increases in parent-child interaction from pretest to posttest? And 2) Are there differences that can be attributed to delivery quality of teachers? In a homogeneous group of lower-educated parents, we examine the development of 19 parent-child interactions at four schools. Reflecting on At Home in Language (Chapter 6) In Chapter 6, we summarize the results and conclusions of the four studies to answer the central research question. We reflect on the design process to identify critical theoretical notions that contribute to our knowledge of involving lower-educated parents in their young children’s