Search results for: Parent influence
Page 1/1 5 items
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.
Updated: Mar. 24, 2013
This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
Updated: May. 16, 2012
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
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