Search results for: Parent participation
Page 1/2 18 items
Hong Kong pre-service early childhood teachers’ attitudes towards parental involvement and the role of their family relationship quality
This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected by the authors from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families.
Updated: Jan. 21, 2020
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
This paper provides a description of service learning implemented in a course entitled 'Working With Socioculturally Diverse Families' for teacher education candidates. Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events at participating schools. Students reported learning about the dynamics of family diversity, how family resources and backgrounds influence children's school success, and how family involvement should be viewed as a continuum given the diverse priorities and resources of families.
Updated: Oct. 05, 2016
Teaching for Diversity: A Literature Overview and an Analysis of the Curriculum of a Teacher Training College
This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise needed by teachers who are to teach classes of pupils from diverse backgrounds: (1) language development, (2) pedagogy, (3) social interaction and identity, (4) parental involvement, and (5) schools and community. The second part of the article describes the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The authors conclude with recommendations regarding the curriculum.
Updated: May. 02, 2016
This article explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform.
Updated: Mar. 12, 2015
The purpose of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. The participants were teacher educators participated in an assessment class. The participants were assigned to experimental group and control group. Results indicated that participants in the experimental group gained more knowledge about parental engagement and communicating with parents than the control group.
Updated: Dec. 22, 2013
An Analysis of Cultural Diversity and Recurring Themes in Preservice Teachers’ Online Discussions of Epstein’s Six Types of Parent Involvement
The present study examined integration of Joyce Epstein’s six typologies of family involvement in responses to discussion questions for an online parent involvement course. The findings reveal that the participant responses demonstrated varying degrees of effective integration of each of Epstein’s six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement. However, they failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes.
Updated: Dec. 22, 2013
The current study examines how two teachers in an inner-city elementary school have interacted successfully with African American parents to encourage their involvement in the academic efforts of their children. The article identifies five effective parental involvement practices emerged in each teacher’s story: reaching out to the parents, developing positive teacher–child–parent relationships, creating a positive classroom climate, teaching to involve the parents, and establishing community–school connections. The study found that these two teachers developed positive relationships with parents.
Updated: Nov. 28, 2011
Recasting the Role of Family Involvement in Early Literacy Development: A Response to the NELP Report
In this article, the authors argue that the findings from the National Early Literacy Panel report related to parent involvement and family literacy programs require further clarification. Based on an ideological view of literacy, the authors offer three recommendations that would provide a more accurate representation of parent involvement and family literacy programs and the families they serve. These recommendations would also enhance the findings of the NELP report.
Updated: Jul. 05, 2011
The current study examined parental interest and attitudes in science. Furthermore, the study explored the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Results suggest that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.
Updated: May. 19, 2011
The Salience of the Subtle Aspects of Parental Involvement and Encouraging That Involvement: Implications for School-Based Programs
The purpose of the article is to examine what the body of research literature indicates about the role and utility of the subtle aspects of parental involvement. The article reaches conclusions based on investigations into family and school practices.
Updated: May. 25, 2010