Search results for: Parent participation
Page 2/2 18 items
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
This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job.
Updated: Dec. 23, 2009
This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel.A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered.
Updated: Dec. 09, 2009
This article examines the implementation of a participatory action research study as a parent involvement strategy in one urban, Colorado middle school thought to have low parental involvement. Findings revealed that parent participants perceive themselves to be significantly involved in their children's lives at home in ways that are not recognized under traditional definitions of parent involvement.
Updated: Nov. 25, 2009
Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using A Systematic Professional Development Approach
This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This is a case study of a curriculum-based design built from feedback of preservice teachers over a three-semester period and the development of modules based on an analysis of curricular syllabi from teacher preparation courses. Third semester interns perceived a higher degree of preparation in using parent involvement strategies. This curriculum infusion was effective in increasing preservice teacher knowledge. It was also effective in raising course instructors’ level of awareness about the importance and necessity of parent involvement in student learning.
Updated: Oct. 26, 2009
The Effect of Family Literacy Interventions on Children's Acquisition of Reading From Kindergarten to Grade 3: A Meta-Analytic Review
The review focuses on intervention studies that tested whether parent-child reading activities would enhance children's acquisition of reading from kindergarten to Grade 3.The combined results for the 16 intervention studies, representing 1,340 families, showed that parent involvement has a positive effect on children's reading acquisition.
Updated: Mar. 05, 2009
In this article, the authors synthesize research on parent involvement in homework conducted since 1987. The results suggest that parent involvement in homework could affect student success by having a positive impact on homework completion and by reducing student problems with homework. Further, different types of parent involvement in homework have different relationships to achievement.
Updated: Mar. 05, 2009
School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes
Examining recent research on neighborhood influences on child development, this review focuses on social influences on school adjustment in the early elementary years. A model to guide community research and intervention is presented. The components of the model of integrated processes are neighborhoods and their effects on academic outcomes and neighborhoods as moderators of effects of parental behavior on school-related outcomes.
Updated: Apr. 07, 2008