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1
Nelson, Monica Leigh. „Parents' Perceptions About Parent Involvement in an Elementary School“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.
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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.
2
McClure, Kelly Angela. „Parent involvement in a charter school: the persistence of traditional beliefs about parent participation“. Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01
3
Warren, Jennifer. „Whole language - reading and parents: A parent in-service“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.
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4
Matty-Cervantes, Carmen Maria. „Describing parent participation in a Mexican school“. Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.
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Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.
5
Law, Foon-kam. „Participation in parent support group as perceived by parents of children with cancer /“. View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36397003.
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6
Law, Foon-kam, und 羅歡琴. „Participation in parent support group as perceived by parents of children with cancer“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011849.
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7
Goodman, Matthew Reader. „If we build it will parents come? : parent participation in preventative parenting groups /“. view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055688.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available for download via the World Wide Web; free to University of Oregon users.
8
Prehoda, Joan Marie. „Bridging the gap between parents and schools: A parent education model“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.
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9
Gilbert, Reyna A. „The relationship of parental sport participation to the sport participation of children“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294244.
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The majority of research in this area was conducted more than 20 years ago, which indicated a need for more current research. There was a need to learn how a parent's previous or current sport participation could impact their child's sport experience. Parents and their children completed questionnaires to determine the role of parental influence upon child sport socialization. Participants included students in the 6th, 8th, 9th, and 10th grade physical education classes at a Mid-west school and their parents. Thirty-eight children, 24 fathers, and 31 mothers were included in the sample.No significant difference was found in the sport participation rates of children whose parents participated in sports previously and children whose parents were not active sport participants in the past. A positive relationship was found between parents who had a positive overall sport experience and their child's perception of their encouragement to pursue the same sport in which parents had previously participated.School of Physical Education
10
Duplissie, Kevin L. „Parent Perceptions on Kindergarten Entry“. Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.
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11
Edwards, Everett L. Angell Maureen E. „Factors that influence parent participation in the educational programs of their children“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
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Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
12
Brasier, Rebecca. „Developing participation with knowledge : a case study of parent participation in curriculum decision-making“. Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36497/1/36497_Brazier_1994.pdf.
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The Queensland Education Department is presently committed to
fostering genuine partnerships between schools, and the parents and
communities they serve. Part of this commitment has involved
inviting parents to participate in collaborative decision-making
regarding curriculum issues at the school level. This thesis is a case
study of a School Community Consultative Committee engaging in
collaborative decision-making about a school Human Relationships
Education program. The committee, involving parents and teachers,
was guided by the departmental document entitled Policy and
Guidelines Statement for Human Relationships Education in
Queensland Schools [Qld Education Dept 1988].
Using qualitative research methods, this study investigates the
participation and collaboration occurring on this committee, through
the recollections of serving members. The analysis of the interview
transcripts, aided by use of the NUD.IST. computer software program,
revealed that evidence of parent participation on such a committee
need not indicate that a truly collaborative decision-making process is
occurring.
Many issues were identified as able to 1mpmge upon the scope
and depth of collaboration. In this case, teachers and parents having
differing levels of knowledge, applicable to the committees' work, was
a salient issue. This knowledge was identified as pertaining to the
organisational culture of schools. The knowledge differential,
combined with the pressures of time, resulted in the scope of the
parents' participative role being limited, and therefore the
collaboration occurring also being limited. This study suggests that successful collaboration needs to include
an expectation for participation that correlates, to a degree, with the
parents' knowledge of the organisational culture of schools, and the
teachers' knowledge of implementing participative and collaborative
mechanisms. It is recommended that each of these elements be
developed, so that expectations for high levels of participation coincide
with high levels of knowledge in the other two areas. This constitutes
an attempt to avoid frustration and dissatisfaction disrupting present
and future efforts at collaborative decision-making in schools.
13
Beagley, David Edward, und d. beagley@latrobe edu au. „PARENT PARTICIPATION IN CURRICULUM DECISION MAKING: A CASE STUDY“. La Trobe University. School of Education, 1996. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20041216.160407.
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This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s.
Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas.
The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile.
While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.
14
Friedel, Tracy L. „Case study of Aboriginal parent participation in public education“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ47135.pdf.
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15
Jones, Errity. „Utilizing Probabilistic Reinforcement to Enhance Participation in Parent Training“. Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3173.
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Parental participation in parent training programs is necessary for success in behavioral parent training. Prior literature has demonstrated probabilistic reinforcement as an effective intervention for improving a wide variety of behaviors. In the present study, a probabilistic reinforcement program (i.e., lottery) was implemented in order to evaluate its efficacy as part of a behavioral parent training program. The behaviors targeted for increase included attendance, participation, homework completion, and performing role-plays or completing in-class assignments for two 10 week Tools for Positive Behavior Change courses. Participants earned lottery tickets for each of the dependent measures, and drawings took place at the end of each class. An alternating treatments design was employed to determine any differences in performance on the dependent measures between baseline and lottery sessions. Results showed that participants attended and participated more with parent training under the conditions of a lottery compared to baseline class sessions although the effect was minimal; furthermore, this effect was observed more clearly for one of the two classes. Further research is needed to explore the effect of a lottery intervention on parent participation in parent training programs.
16
González, Miranda Andrade. „Needs Assessment for Parent Literacy Program“. Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799506/.
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Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.
17
Johnson, Eloise Nobis. „Parent involvement in family literacy“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.
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18
Hardesty, Bridget Anderson. „Improving student achievement through parent involvement“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.
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This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.
19
Hlatshwayo, Boy Cyril. „Black parent's perceptions of their educational responsibility in a changing educational dispensation“. Thesis, University of Zululand, 1996. http://hdl.handle.net/10530/1141.
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Submitted in fulfillment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education Faculty of Education
University of Zululand, South Africa, 1996.The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.
20
Stiefer, Toni Kilpatrick. „The Role of Parental Involvement in a Chapter I Extended-Day Kindergarten“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277973/.
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This studied investigated parental involvement during the first year of a Chapter I extended-day kindergarten program which sought to promote parents taking an active role in their child's classroom and kindergarten educational experiences. A qualitative design was used to provide information about frequency and types of parental involvement as well as descriptive information about the interactions between parents and children within the classroom. This qualitative design also allowed investigation of the perceptions of the participants. Data analysis was ongoing and inductive; data were collected in the form of field notes, videotapes, audiotapes, interviews and classroom documents. Findings suggest that parental involvement provides benefits for the students, parents, teachers and the school as a whole. Findings also suggest that adult volunteers do not necessarily have to be parents; the adult volunteers could come from segments of the population that are not now fully utilized. Senior citizens and university teacher education students are two groups that could fill the volunteer positions. These findings have implications for the educational community in public schools and in teacher training programs of universities.
21
Hutchins, Marilyn K. „Formative development of a parent tutor program“. Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.
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The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases.
The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups.
All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation.Ed. D.
22
Barrhök, Johan, und Linda Huss. „Why does parents’ mental health improves by participation in parent training programs? -Testing two mediating pathways“. Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51852.
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Ingram, Booker T. „Citizen participation : an analysis of parent participation in district advisory councils in three Ohio school districts /“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769470278218.
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24
Chang, Kyung-Ho. „Parent perception of adapted physical education programs for the handicapped child as a factor of parent participation“. The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291293125.
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Brown, Linda Marie. „Handbook for parents of first grade children learning to read and write“. CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.
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26
Revington, Erika. „Parental involvement in their children's schooling following the transition from primary to high school“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96687.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Parental involvement in a child’s life forms a significant part of parenting, regardless of a parent and child’s background or context. The complexity of the concept is evident considering the diverse nature of existing definitions, models and theories. However, it appears that the approach to the term is greatly determined by the context in which it is used or referred to. Through a case study of a group of South African parents of Grade 9 children at a local high school, the study explores parents’ experiences of their parental involvement and adaption thereof following the transition from primary to high school. The study is qualitative and based on a social-constructivist theoretical framework which is concerned with how each person’s reality is shaped by social interaction with others, as well as historical and cultural influences. The Hoover-Dempsey and Sandler (2005) model of parental involvement takes a central stance in the study. Research findings confirmed the complex nature of parental involvement. Each parent’s experience of his or her parental involvement was uniquely expressed, while the adolescent and school’s invitations for involvement, or rather the lack thereof, were the main determinants of parental involvement at the beginning of high school. A general tendency to decrease involvement following the transition to high school was noted, although it appeared that parents prefer to be more involved, or at least as involved as possible. In this study, parents’ expectations and experiences of their involvement and the transition from primary to high school, concurs with existing literature in the field.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid in ‘n kind se lewe is ‘n belangrike aspek van ouerskap, ongeag die agtergrond of konteks van die ouer en kind. Die kompleksiteit van die term is duidelik wanneer die uiteenlopende definisies, modelle en teorieë wat daaroor bestaan in ag geneem word. Dit wil egter voorkom asof die konteks waarin die term gebruik of na verwys word, veral grootliks die benadering daartoe bepaal. Deur gebruik te maak van ‘n gevallestudie van ‘n groep Suid-Afrikaanse ouers van Graad 9 kinders by ‘n plaaslike hoërskool, ondersoek die studie ouers se ervaringe oor hul ouerbetrokkenheid en aanpassing daarvan na die oorgang van laerskool na hoërskool. Die studie is kwalitatief en gebaseer op ’n sosiaal-konstruksionistiese teoretiese raamwerk, wat bemoeid is met hoe elke persoon se realiteit beïnvloed word deur sosiale interaksie met ander, asook die historiese en kulturele invloede in daardie persoon se lewe. Die Hoover-Dempsey en Sandler (2005) model van ouerbetrokkenheid staan sentraal tot die studie. Die navorsingsbevindings het die kompleksiteit van ouerbetrokkenheid bevestig. Elke ouer se ervaring van sy/haar betrokkenheid is uniek uitgedruk, met die adolessent en skool se aanvraag na betrokkenheid, of eerder die afwesigheid daarvan, as die hoofdeterminant van betrokkenheid tydens die begin van hoërskool. ‘n Algemene geneigdheid om ouerbetrokkenheid te verlaag na die oorgang van laerskool na hoërskool is bevind, alhoewel dit voorkom asof ouers tog ‘n voorkeur het om meer betrokke te wees, of ten minste so betrokke as wat hul kind dit toelaat. Ouers se ervaringe ten opsigte van hul verwagtinge en belewenis van betrokkenheid, asook die oorgang van laerskool na hoërskool, hou verband met bestaande literatuur in die veld.
27
Harris, Apollos R. „Parental and professional participation in the IEP process: A comparison of discourses“. University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1273002727.
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Cimino, Teresa Ann. „Creating a school based family literacy institute“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.
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The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.
29
Mitchell, Dorothy J. „Parent and adolescent perceptions of adolescent participation in family decision making /“. The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487951907957138.
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Ruiz, Maria Isolina. „Factors that Influence the Participation of Immigrant Latino Parents in the Special Education Process of their Children with Disabilities“. ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1551.
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The Individuals with Disabilities Education Act emphasized the importance of parents’ participation in all educational decisions concerning their children with disabilities. However, parents’ ability to actively participate in, and contribute to, their children’s special education process is influenced by a variety of parent and school related factors. For immigrant Latino parents, these factors may include additional issues related to cultural and linguistic diversity not experienced by most parents. This study examined the experiences of immigrant Latino parents when navigating the special education system as well as the impact that such experiences had on parents’ participation in the special education process of their children with disabilities. A researcher-developed survey (Special Education Parent Participation Survey, SPED-PPS) was used to collect the data. Findings indicated that, although about half of the participants were unable to communicate in English with educators, parents still communicated and collaborated often with school personnel. In addition, most immigrant Latino parents trusted professionals working with their children and had a positive perception of school personnel. A minority of parents believed that teachers knew best about their children’s needs, believed that teachers thought that parents interfered too much in their work, and/or felt uncomfortable with having many professionals in the Individual Educational Plan meetings. Immigrant Latino parents’ participation in their children’s special education process appeared to be influenced by the child’s disability as well as parents’ knowledge of the American education system, perception of school personnel, English language communication skills, and ability to confront school personnel about the child’s needs.
31
Kalverboer, Kenda. „Parental involvement in private violin lessons : survey of teacher attitudes and practices“. Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116058.
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The primary research question of this paper examines teachers' philosophies concerning parental involvement and pedagogical practices. Specifically, what are violin teachers' attitudes and practices concerning parental involvement? Secondary research questions were formulated as a result of major topics arising from the review of literature and focused on how and why teachers formed their personal philosophies towards parental involvement. The following research is unique in that it defines the concept of parental involvement directly from the perspective of the teacher. Because anyone teacher oversees the development of many violin students, he/she is in an extraordinary position to comment on factors, conditions and behaviours across a large sample of students with differing types and degrees of parental involvement. Specifically, this study investigates factors of parental involvement that violin teachers believe to have a positive impact on student success.
32
Freelove, Patricia Pina. „Parent involvement for Hispanic families“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.
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To, Chan Bik-lai Julie, und 杜陳碧麗. „Parent education: a case of a secondary school in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.
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Henderson, Joyce Margaret. „Power relations within the homework process“. Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.
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This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.
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Formolo, Francesca Marie. „The effects of parent volunteers on a child's literacy growth“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/993.
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Research has shown that the more active parents are in their child's education the more likely their child is to achieve academic success. Based on these findings this research project focused on how parent volunteers influenced their child's literacy growth. It is hypothesized that as the parent spends time in the classroom they are given more opportunities to interact with other members of the classroom community. It is believed that this interaction will influence the way in which the parent works with their child and have a positive influence on their child's literacy growth.
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Mboweni, Khensani. „The causes of ineffective participation of parents in school governance“. Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/904.
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Cage, Cheryl E. Morreau Lanny E. Lian Ming-Gon John. „Effects of a parent involvement program on parental participation in school activities“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633387.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Gregory F. Aloia, Kenneth Strand, Robert Wazienski. Includes bibliographical references (leaves 96-108) and abstract. Also available in print.
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Muwanga, Nansozi K. „The politics of primary education in Uganda, parent participation and national reforms“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53852.pdf.
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Cayer, Krista Stinson. „Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School“. [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.
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Li, Ying-ha Daisy, und 李影霞. „Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Chen, Wen-Lin. „Nurses' and parents' attitudes toward pain management and parental participation in postoperative care of children“. Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16127/1/Wen-Lin_Chen_Thesis.pdf.
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Over the last 25 years, inadequate pain management for postoperative children continues to be reported in the literature. Inadequate postoperative pain management leads to detrimental physiological and psychological effects, and lengthens children's hospitalisation. Parental participation can improve the quality of care in hospital and after discharge. Both pain management and parental participation are influenced by the attitudes of nurses and parents. However, only little attention has been paid to this field particularly in Taiwan.
The purpose of the present study was: firstly, to understand nurses' and parents' attitudes toward pain management and parental participation in postoperative child care. Secondly, to explore the personal factors affecting their attitudes to pain management and parental participation. The third purpose was to compare nurses' and parents' attitudes toward pain management and parental participation in postoperative care of children in Taiwan. A descriptive, cross sectional design was used to survey paediatric nurses (n=63) and parents (n=133) of children from 0 to 17 years old who had undergone surgery in three Taiwan teaching hospitals.
The findings indicate that misconceptions about pain medications were found in both parents and nurses. Both parents and nurses held neutral to positive attitudes towards parental participation and postoperative pain management. Both parents and nurses who had higher education levels had more positive attitudes toward the use of pain medication. Parents who were younger, had a higher education level, had previous experience of caring for their child during hospitalisation, had previous experience with their child having surgery and who had younger children, had more positive attitudes toward parental participation. Nurses who had more working experience with children had more positive attitudes toward parental participation. Nurses and parents all had higher agreement in using non-pharmacological methods for children's postoperative pain relief. Nurses had more agreement than the parents in the subscale of "parent-professional collaboration" and another five items in the PPAS questionnaire which included parents being allowed to change simple dressings, restrain their child, and feed their baby; parents being informed; and enhanced professional-patient relationship with parental involvement. Parents had more positive attitudes than nurses to the subscale of "parent presence" and the parents were more in favour than nurses of the provision of facilities such as free meals or parking fees.
Improvement in the quality of children's pain management requires more education to enhance nurses' and parents' knowledge and attitudes toward children's pain management and parental participation. Additional programs are needed that target nurses with less paediatric experience as well as older parents to develop more positive attitudes to parental participation. Paediatric nurses need to be aware and satisfy parents' desire to be present during their child's hospitalisation, as well as help parents to clarify their misconceptions about side effects and tolerance of analgesics utilisation.
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Chen, Wen-Lin. „Nurses' and Parents' Attitudes toward Pain Management and Parental Participation in Postoperative Care of Children“. Queensland University of Technology, 2005. http://eprints.qut.edu.au/16127/.
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Over the last 25 years, inadequate pain management for postoperative children continues to be reported in the literature. Inadequate postoperative pain management leads to detrimental physiological and psychological effects, and lengthens children's hospitalisation. Parental participation can improve the quality of care in hospital and after discharge. Both pain management and parental participation are influenced by the attitudes of nurses and parents. However, only little attention has been paid to this field particularly in Taiwan. The purpose of the present study was: firstly, to understand nurses' and parents' attitudes toward pain management and parental participation in postoperative child care. Secondly, to explore the personal factors affecting their attitudes to pain management and parental participation. The third purpose was to compare nurses' and parents' attitudes toward pain management and parental participation in postoperative care of children in Taiwan. A descriptive, cross sectional design was used to survey paediatric nurses (n=63) and parents (n=133) of children from 0 to 17 years old who had undergone surgery in three Taiwan teaching hospitals. The findings indicate that misconceptions about pain medications were found in both parents and nurses. Both parents and nurses held neutral to positive attitudes towards parental participation and postoperative pain management. Both parents and nurses who had higher education levels had more positive attitudes toward the use of pain medication. Parents who were younger, had a higher education level, had previous experience of caring for their child during hospitalisation, had previous experience with their child having surgery and who had younger children, had more positive attitudes toward parental participation. Nurses who had more working experience with children had more positive attitudes toward parental participation. Nurses and parents all had higher agreement in using non-pharmacological methods for children's postoperative pain relief. Nurses had more agreement than the parents in the subscale of "parent-professional collaboration" and another five items in the PPAS questionnaire which included parents being allowed to change simple dressings, restrain their child, and feed their baby; parents being informed; and enhanced professional-patient relationship with parental involvement. Parents had more positive attitudes than nurses to the subscale of "parent presence" and the parents were more in favour than nurses of the provision of facilities such as free meals or parking fees. Improvement in the quality of children's pain management requires more education to enhance nurses' and parents' knowledge and attitudes toward children's pain management and parental participation. Additional programs are needed that target nurses with less paediatric experience as well as older parents to develop more positive attitudes to parental participation. Paediatric nurses need to be aware and satisfy parents' desire to be present during their child's hospitalisation, as well as help parents to clarify their misconceptions about side effects and tolerance of analgesics utilisation.
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Giffin, Ray. „Parental involvement in an experimental reading program, grades 2-7“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26819.
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The purpose of this study was to investigate the effects of parental involvement in the reading program at home, while controlling the effects of teacher instruction and curriculum content within the school reading program. A major difference between this study and others reviewed herein is that comparisons of reading gains were made within class groups for children who were involved in a home reading program and children who were not involved in a home reading program, thus controlIing teacher and school curriculum variables. The study addressed two questions: (1) Would children who regularly read to their parents at home and received coaching demonstrate better achievement on a standardized reading test than children who did not? (2) Can the relationship between intelligence and reading achievement be used to explain the gains in reading achievement which may be registered by children involved in a home reading program?
Eight class groups representing grades two to seven and
consisting of a total of 190 students were used in the research.
The students in each class group were arranged in order of
performance using pre-treatment scores from a Gates-MacGinitie
Reading Test (1965). Then students in each class group were assigned to either the experimental (home reading) group or the control (non home reading) group, using a method of controlled alternate assignment. The Otis-Lennon Mental Ability Test (1967) was also administered, with parental permission, to the students in the eight class groups so that the results could be used as a covariate measure with post-treatment reading scores obtained from another administration of the Gates-MacGinitie Reading Test (1965).
Pre-testing of reading ability was carried out in February of 1985. Students were assigned as described above to experimental or control groups and the Otis-Lennon Test of Mental Ability (1967) was administered in September of 1985. Experimental intervention began, with experimental group children reading to parents at home, in October of 1985 and continued until February of 1986. Control group children were involved in math and spelling tasks at home during this period. Post-testing of reading ability was carried out at the end of February 1986. Analyses of data followed.
The experimental treatment had made a difference. This was indicated by the following observations:
1. Question one was answered by the fact that the difference in mean T-scores of the Gates-MacGinitie Reading Tests (1965)
for the experimental and control groups was greater after the experimental treatment had been applied than before; 2.92 T-scale points difference after treatment compared to 1.27 T-scale points difference before treatment.
2. Question one was also addressed by the analysis of covariance which was conducted using Gates MacGinitie and Otis-Lennon test scores to answer question two of this research. An examination of tables 4 and 5 wl11 show that a significant difference existed between Gates-MacGinitie scores for the experimental and control groups on the post-test measure which had not existed between the groups on the pre-test measure . (P <0.05) 3. An analysis of covariance was conducted using Gates-MacGinitie and Otis-Lennon test scores. As expected there was a highly significant relationship between reading pre-test/post-test scores and Otis-Lennon scores. (Pearson's r = .6145) Question two was answered in the affirmative by the fact that when the effects of I.Q. were statistically controlled a significant difference existed between post-test experimental and control group reading scores (p < 0.05) which had not existed at the beginning of the study.
The results of this study led to the conclusions that involving
parents at home in listening to their children read and giving them
support and encouragement does make a difference in the student's
reading ability. This study supports the conclusion of similar
earlier studies that I.Q. differences amongst subjects cannot
explain differences in reading achievement gains that result from
such a home reading program. Another important conclusion to be
drawn from this study is that teacher and curriculum variables
within the school cannot be used to explain differences in reading
performance gains for experimental group subjects.
The results of this study also generated some recommendations for parental involvement in reading programs and some suggestions for further research. Educators who are interested in the teaching of reading may wish to pursue these recommendations and suggestions further.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Gerstein, Stephanie Hannah. „Benefits and influences of parent involvement for children with learning disabilities“. Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84996.
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The benefits and influences of parent involvement were examined among a group of children with learning disabilities (LD). One aim of this study was to determine whether different types of parent involvement are associated with educational benefits in special education. A second aim was to apply an existing model of parent involvement to assess its influences in this population. One hundred and twenty-three children with and without LD from grades 1 to 8 and their parents participated in the study. Children's grades and their attitudes to school were used as educational outcomes to evaluate the impact of their parents' involvement. Mothers and fathers completed questionnaires regarding their school, cognitive-intellectual and personal involvement, as well as measures of stress, social support, and perception of their child's academic ability. Mothers were consistently more involved than fathers in all types of activities. Higher grades were significantly correlated with mothers' involvement in school-related activities and fathers' involvement in personal activities. Fathers who felt they received a greater amount of social support tended to be more involved in their children's cognitive and personal activities. Mothers who perceived a greater amount of social support were more personally involved with their children, and mothers who perceived their children as having more severe LDs were less personally involved. Overall results extend the literature on the benefits and the factors associated with parent involvement for children with LD and highlight the need for parents, educators and school psychologists to combine resources in order to increase awareness and levels of parent involvement.
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Marquez, Celia. „Latino Parent School Involvement: Do Parents Read and Respond to Teacher Invitations?“ CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/821.
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Latinos are the second largest ethnic group after Whites in the education system, yet there is still a large gap between Whites’ and Latino’s graduation rates. Research indicates that parental involvement in children’s education plays a significant role in children’s academic success. For this reason, this study aims to understand Latino parents’ perspectives on their participation in their child’s school. More specifically, how often Latino parents receive invitations from the school and whether or not they respond to these invitations. The research design for this study is exploratory and qualitative and uses one-on-one interviews with Latino parents. The central themes the emerged from this study were effective communication from the school to parents, a lack of structure for reciprocal communication, parents’ welcoming attitudes of school invitations and “being present/involved” as the major responsibility parents identified for themselves for ensuring a successful school experience for their children. The results of this study have major implications for social work practice in that it allows schools to better understand how to involve Latino parents in the school setting. This study also proposes that school social workers educate school staff and Latino parents about the importance of Latino parental school involvement.
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Chen, Kuan-Chen, und 陳冠蓁. „The Relationship between Kindergarten Parent-teacher Interaction and Parents\' Participation“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/d33s3f.
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碩士國立屏東科技大學
幼兒保育系所
106
This research aims to explore the relationshipbetween kindergarten parent-teacher interaction on parental involvement and analyze the difference in involvement of parents with different backgrounds. Its content mainly includes parent-teacher interaction status, parental involvement status as well as the influence of parent-teacher interaction upon parental involvement. In addition, this research adopts the methods like literature review and questionnaire survey, and takes Questionnaire on Parental Involvement in School Education compiled by Research Institute of Ministry of Science and Technology (Project No. NSC104-2410-H-020-008-) leaded by Lin Chunwen (2015) as research tool according to research purpose and literature review results, so as to collect research data. Stratified random sampling method is used to select samples, with a total of 249 questionnaires issued and a total of 167 valid questionnaires collected. Through independent sample T test, one-way ANOVA and Pearson Product-moment correlation analysis, the following research results are obtained. Firstly, kindergarten parents held that parent-teacher interaction included trust, intimacy and confrontation, and their interaction varied with the gender, place of residence, level of education, and annual household income of parents. Secondly, kindergarten parents held that parents should involve in their children's education, with the involvement types including parenting education, information communication, parent learning and participation in school affairs, and their views on parental involvement varied according to the parents' place of residence. Thirdly, the views of kindergarten parents on parental interaction could affect the degree of parental involvement. Lastly, suggestions are offered based on the findings of this research, with a view of providing references for other researchers.
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Yaroni, Julie Morgan. „Play 4 parents: a training guide to enhance parent participation in play“. Thesis, 2020. https://hdl.handle.net/2144/41420.
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Children with autism spectrum disorder (ASD) often experience significant challenges with play, thereby affecting their development of language skills, emotional development, cognitive development, and social connections with others (Freeman & Kasari, 2013). Parent-child relationships influence many aspects of a child’s life including participation in joint play, which is when two or more individuals are playing together (Waldman-Levi, Finzi-Dottan, & Cope, 2019). There are several factors hindering parent participation in play including knowledge of play, understanding of sensory processing and its impact on play, communication during play, and mindful parenting.
The following chapters discuss the evidence and theories supporting the development of the proposed program, Play 4 Parents. Play 4 Parents is an in-person group training program designed to enhance play skills of parents of children with ASD. The program uses a variety of teaching strategies, such as direct teaching, strategy practice, and at home hands-on practice. Through program participation it is anticipated that parents will gain an increase in parental sense of competence, a decrease in perceived stress, and improvements with parent-child play interactions.
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„Hispanic Parent Participation: Practices in Charter Schools“. Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9219.
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abstract: This Qualitative Grounded Theory study is based upon interviews with charter school administrators, teachers and Hispanic parents to gather their perspectives on what practices encourage and elevate the participation of Hispanic parents in schools. There were three Guiding Questions utilized: 1) What culturally compatible methods are utilized in order to attract Hispanic parents to choose the particular charter school? 2) What culturally compatible methods does the charter school administration utilize to encourage Hispanic parental involvement in their child's education? 3) What are the benefits of greater Hispanic parent participation for children at these charter schools. Hypotheses were generated from the interviews base upon literature review. For Guiding Queston #1 there were five hypotheses based on a. Personal Interactions/Relationships, b. Environment, c. Language accommodations, d. Communication, e. Family Services. For Guiding Question #2, there were two hypotheses based on: a. Staff experience with Hispanic community and b. Leadership building. For Guiding Question #3, there were three hypotheses based on a. Home/School Partnerships, b. Academics, and c. Physical Presence.Dissertation/Thesis
Ed.D. Educational Administration and Supervision 2011
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Georgas, Krista Byrd Theresa McPherson Rena Sue Hixson James. „Mexican American parent atttitudes towards research participation“. 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1444587.
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Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007.Source: Masters Abstracts International, Volume: 45-06, page: 2779. Adviser: Theresa Byrd. Includes bibliographical references.
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Edstrom, Lisa Naomi. „Taking Action: African American Mother Activists Working for Change in City Schools“. Thesis, 2018. https://doi.org/10.7916/D8DJ6Z3G.
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African American parents have engaged in education activism throughout United States history, in attempts to gain better access to education for their children. Activism is taking direct actions to achieve a social or political goal. For some parents, the goal is positive change in schooling, at the local, community or state or national level, making their actions educational activism. In New York City, the nation’s largest public school system, parent activism has been documented describing actions of African American parents in cases such as the Harlem school boycott of 1958 and the struggle for control over the Ocean Hill-Brownsville schools in1967. The purpose of this dissertation is to add to a growing body of literature on education activism, moving beyond describing the actions by focusing on the experiences of the activists.
Using Black feminist thought as a theoretical framework, this study employs a storytelling methodology to understand the lived experiences of seven African American mothers who engage in educational activism in New York City today. Black feminist thought provides a framework to understand the situated experiences of the mothers as they navigate oppression while seeking structural change in education. It also provides a means for understanding how the activities of these mothers are in fact activism, as their roles as “othermothers” are explored. The methodology, which employed conversational interviews and a focus group, was designed to center the mothers’ stories in the research, using their own words to make sense of what it means to be a Black woman, mother, education activist.
The findings of this research present a picture of what activism is for these mothers and where it happens – at the local, state and national levels: highlighting how it happens both within and outside of existing structures for parent involvement. Another finding highlights the importance of having allies for activism. This research has implications for how teachers and others work with parents, suggesting strong collaborations with parent activists as a way to create positive change in schools.