Search results for: Parents
Page 2/2 19 items
Learning to See Students: Opportunities to Develop Relational Practices of Teaching through Community-Based Placements in Teacher Education
The authors investigated preservice field placements in community-based organizations (CBOs) as potentially strategic contexts for learning about relational aspects of teaching. Authors followed two cohorts of 12 candidates from their first quarter of preparation into their first year of teaching. Findings from this study highlight the types of learning outcomes that preservice community-based placements potentially afford, as well as factors that make some placements more educative than others.
Updated: Feb. 27, 2013
In this article, the author describes his work with Goddess, a sixteen-month-old child who has never laughed. The author was assigned to work in her classroom as part of his clinical internship during his graduate studies in mental health counseling and human development. The author explores the ways in which Goddess 's relationships with her mother and teachers help her learn to laugh. The author concludes that the mutual transformation that occurred between Goddess and the important relationships in her life has inspired and sustained a support network for her, thereby greatly improving her future prospects.
Updated: Jul. 03, 2012
This paper describes the logistics and process to conduct a play-based assessment (PBA) within the context of an early childhood special education (ECSE) assessment course required for early childhood education (ECE) and ECSE students. The paper describes the characteristics of the participating students and PBA children and families. The article also elaborates the three components of the PBA process: assessing, teaming and reflecting. Furthermore, the article addresses the difficulties along with possible solutions for each of these three components.
Updated: Jan. 05, 2012
The article seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. A mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. The article describes the practices that were oriented toward producing competitive academic success, including: 1) the class cultural community achievement ideology; (2) the school’s institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies.
Updated: Nov. 28, 2010
This article explores the educational decision-making process of one Mexican American family. The author takes a phenomenological approach to examine human agency in specific familial decisions about this child’s schooling that supports the parents’ own vision of education. This is a narrative inquiry based on interviews and observations that took place with one family and one focal child through the course of a calendar year. The author concludes that immigrant and other urban parents may be actively engaged in their children’s education, asking important and valid curriculum questions in ways that remain invisible to educators. The author suggests alternatives to deficit theories that render parents’ perspectives invisible.
Updated: Nov. 28, 2010
After a description of home education, Lave and Wenger's (1991) theory of legitimate peripheral participation (LPP) is applied to the situation of home educators who join a neighbourhood home education group, a community of practice. This paper is based on an empirical study undertaken in aid of understanding the learning process of parents as they strive to become ‘home educators’. Data comes from thirty-four in-depth interviews of home educating parents who had been home educating for more than three years.
Updated: Jan. 12, 2010
How African American Parents Understand Their and Teachers' Roles in Children's Schooling and What this Means for Preparing Preservice Teachers
Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. The existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. The article involved a study of 25 African American parent and caregivers, who participated in qualitative interviews. Interviews thematic analyses showed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.”
Updated: Sep. 04, 2008
The Perceived Significance of the Supervisor, the Assistant, and Parents for Career Development of Beginning Kindergarten Teachers
The study conducted in Israel, explores the beginner kindergarten teachers and their experiences and career issues. Based on semi-structures interviews, with 15 Israeli kindergarten teachers, the teachers' determinants factors were much similar to their counterparts in the school system, except for three parts: the assistant, the supervisor and the parents. Those where to have much influence, either positive or negative, on beginning kindergarten teachers’ task accomplishment, success and well-being.
Updated: Jun. 17, 2008
Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents
Despite the available literature stressing the importance of involving parents in their children's early education, beginning teachers have often expressed that their professional training has not prepared them to work with families. The article describes a project designed to assist preservice teachers to work with the families of the young children they teach. The project gave the preservice teachers a hands-on opportunity to become a resource for the families, while giving the students confidence, competence and communication skills.
Updated: Jan. 23, 2008