Search results for: Parent school relationship
Page 2/2 18 items
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
Making Learning Visible in Kindergarten Classrooms: Pedagogical Documentation as a Formative Assessment Technique
The current study investigated interactions between pedagogical documentation and kindergarten children, families and teachers in the UAE. The study sample comprised six teachers in six kindergarten classrooms, 141 kindergarten children and 67 parents. The findings showed that pedagogical documentation has the potential to improve children’s learning.
Updated: Apr. 04, 2011
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
'Out of Complacency and into Action”: An Exploration of Professional Development Experiences in School/Home Literacy Engagement
Parents can provide interaction that is crucial to student learning. A one-year funded project focused on: (1) helping teachers involve parents in the literacy achievement of their children; (2) developing responsible, effective, technologically enhanced partnerships between teachers and parents; and (3) providing a model for professional development in home/school literacy connections. This article explains the guidelines for teacher educators to promote successful professional development in home/school engagement.
Updated: Jan. 31, 2010
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