Dissertationen: „Parental education level“

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Pruitt, Melinda Douthat. „Relationships between Reading Level of Parents, Readability of Special Education Documents/Forms, Knowledge of IEP Contents, and Parental Involvement“. [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0723103-021910/unrestricted/PruittM072303a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0723103-021910. Includes bibliographical references. Also available via Internet at the UMI web site.

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Secord, Deborah Kay. „Quantity of parental involvement the influence of the level of education attainment of elementary private school parents /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Redetzke, Christine. „Level of parental involvement in a nationally accredited childcare center“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006redetzkec.pdf.

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Zaragoza, Nancy Rae. „Exploring the relationship between parental involvement levels and the level of children's academic achievement“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1985.

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Smith, Georgia N. „An investigation into the relationship of parental involvement, parents' income, and parents' level of education in students' achievement in academic work“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1982.

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The purpose of this study was to investigate the relationship of parental involvement, parents income, and parents level of education in students achievement in academic work. The basic thesis was to what degree parent a 1 involvement affect students academic achievement in reading, mathematics achievement concept scores, mathematics problem scores, and mathematics computation scores. The sample consisted of 73 elementary and 104 middle school students who were randomly selected from three elementary and three low middle to high predominantly white suburban public schools in Douglas and Henry County, 174 of their parents 7 of their homeroom teachers and their 4 principals. Data were collected with questionnaires. Parents' questionnaires measured parent involvement variables. Parental involvement measured the number of times parents helped with homework, the number of minutes spent each time the student was helped, the number of times parents attended PTSA, conferences, and parental involvement in school development. The parental involvement questionnaire a 1 so investigated other home variables such as level of income, martial status, sex of parent and the level of income of the family. Data was statistically analyzed using Pearson correlation coefficient. Findings 1. Academic achievement of second grade students showed the most significant academic gains as a result of parental involvement in reading, mathematics concepts, and mathematics problems. 2. Academic achievement of students is enhanced by the level of education of the parents. 3. Academic achievement of students is enhanced by the level of parents income. 4. Higher academic achievement of second, fourth, and seventh grade students is often observed with parental involvement in school development. 5. The level of parents' education and parents' income is a positive factor in students academic achievement.

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Ram, Rosalind Reyes Meno. „Examining Parental Involvement at the Elementary-Level| The Chamoru Perspective“. Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745297.

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In Guam, the Chamoru have weathered centuries of change in the political and educational arenas. This study explored ways parents assisted their children at home and in school to understand the perspectives and approaches of parents in Guam. The sample consisted of 10 Chamoru parents. The purpose of this study was to address the question of how these parents define and enact involvement in their elementary-aged children’s academic lives. This qualitative multi-case study included interviews, and a majority of the sample was from rural rather than urban settings. Findings revealed parents being involved with both outside and inside of school activities.

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Cerni, Angela J. „Fifth grade students' perceived and desired level of parental involvement in their education“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999cerni.pdf.

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Narh, Cephas R. „Defining parental involvement in education at the high school level : investigating parents' and their adolescent children's perceptions as criteria /“. Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1581954101&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Sanon-Jules, Lisa. „The effects of parental level of education social capital among African-American college students“. Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/988938065/04.

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Roberts, Katie Ann. „Investigating Differences of Parental Involvement in Secondary Education across Child Gender, Ethnicity, and Year Level“. Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/10369.

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Parental involvement is widely considered to be an important part of the educational process throughout the years of schooling. However, few studies have discussed parental involvement at the secondary level, which is the focus of this thesis. The Parental Involvement in Secondary Education Questionnaire (PISEQ) was created to measure the type and level of parental involvement in children’s secondary education, and the degree of differences in parental involvement across gender, age, or ethnicity. The PISEQ includes both quantitative measures based on Likert scales and qualitative items to allow for more personalized and idiosyncratic responses. Individual subscales include Parent Communication, Parent Event Participation, Parent Facilitation of Study Environment, and Parental Involvement with School Work, School Facilitation of Parental Involvement, and School Communication with Parents. The PISEQ was administered to 163 parents (83.4% female) of a co-educational Decile 7 high school (years 9-13) in Christchurch, New Zealand. Parent participants were primarily of Pakeha/New Zealand European ethnicity (83%; 6% Asian; 5.4% Other Ethnic Group; 3% Pacific Islander; and 2% Maori) with mean age of parents 46.5 years (S.D. = 6.3). Results showed no differences between child gender groups for all parental involvement measures. As a group, ethnic minority parents were more involved with their child’s homework than Pakeha/European New Zealand parents. In addition, across the entire sample, parents of older children were less likely to facilitate a home study environment and assist with homework. Qualitative data showed that parents felt that the school communicated well, yet specific types and content of communication required development. Suggestions for improvement of parental involvement at secondary school level were discussed.

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Yeung, Kwong. „Perception of teacher emotional support and parental education level : the impacts on students’ math performance“. Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8607.

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There is a paucity of research juxtaposing parental education level and teacher emotional support in a single study which examines their relative impacts on students’ academic achievements. Therefore, the first objective of this dissertation is to study the influence of parental education level, in comparison to the influence of teacher emotional support, on students’ math performance, by using more representative data and a rigorous statistical method. The second objective is to identify and examine how some important psychological traits (both affective and cognitive) mediate the effects of social factors on students’ math performance. The third objective is to examine whether those relationships are moderated by gender. Hong Kong’s survey data is extracted from the Program of International Students Assessment (2003) as organized by Organization for Economic Co-operation and Development (OECD), on the math performances of 4,478 students at the age of fifteen. Measurement invariance was first tested, and then followed by Confirmatory Factor Analysis. Two structural models were tested by Structural Equation Modeling using Linear Structural Relations (LISREL) 8.5 which is computer software for SEM. Results indicated that first, parental education level affects children’s math scores by providing home education resources and enhancing children’s math self-efficacy, and second the Self Determination Theory is applicable in supporting the hypothesis that teachers affects their students’ math scores by providing a cooperative learning environment, which in turn, enhances students’ affective and cognitive factors. Three important mediators, namely cooperative learning environment, math self-efficacy, and home education resources are concluded as significant mediating factors upon the effects of parents and teachers on students’ math performance. The perceived support from parents and teachers are not significantly different across gender in Hong Kong. This is consistent with recent studies that differences favoring males in mathematics achievement are disappearing. Theoretical contributions and practical implications are discussed in the final part of the dissertation.

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Criddle, Monte N. „The Relationship Between Mandatory Divorce Education in Utah and the Level of Postdivorce Parental Conflict“. DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/2721.

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The purpose of this study was to determine if there was an association between current level of conflict between divorced parents and their attendance or nonattendance at the divorce education pilot program. A telephone interview was used to examine current level of postdivorce conflict. The first portion of the telephone interview used questions that were taken from the Family of Origin Scale (FOS). Questions were selected as they related to various stages of divorce. The second portion of the questionnaire obtained sociodemographic data. as well as information regarding relitigation. The telephone interview was administered to 160 individuals who participated in the divorce education pilot program and to 59 individuals who did not participate. Hypothesis one stated that attendance at the divorce education program will not be associated with the current level of postdivorce conflict. This hypothesis was rejected as a statistically significant association between postdivorce conflict and class attendance was demonstrated. Both males and females in the nonattendance group had higher mean conflict scores than the attendance group. Also, females in both groups had higher mean conflict scores than their male counterparts. Hypothesis two stated that attendance at the divorce education program will not be associated with the number of custody and visitation legal issues since the initial custody arrangement. Hypothesis two was also rejected as attendance at the divorce education class was found to be weakly associated with whether a subject will return to court or not. A demographic summary for subjects returning to court was also created. The need for continued research on postdivorce conflict was addressed. The theoretical implications of the study were highlighted. as well as other recommendations concerning the role of marriage and family therapists who work with families experiencing divorce.

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Ackermann, Cecile. „The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65433.

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The study aims to determine the effect of parental involvement on the reading literacy abilities of Grade 4 learners. Literacy is a fundamental skill needed to successfully function in a country’s economy, as well as broader society. The acquisition of literacy is a complex and difficult process, where several factors can have an effect. One of the most important factors in the acquisition of literacy, is parental involvement. Many initiatives have been launched in South Africa to get parents involved in their child’s acquisition of literacy, such as the Family Literacy Project and Nal’ibali. Both of these initiatives aim to improve learners’ literacy through parental involvement. In order to determine the effect of parental involvement on the reading literacy abilities learners, this study focused on selected variables from the PreProgress in International Reading Literacy Study (prePIRLS) 2011, notably from the parental responses and Grade 4 learners reading literacy achievement results. This study took the form of a secondary data analysis while specifically using descriptive and multiple regression techniques to measure the effect of parental involvement and the parental level of education on learner reading achievement. The conceptual framework of the study consists of parental involvement and the parental level of education which might have an effect on the reading literacy ability of Grade 4 learners. The study adapted Epstein’s six types of parental involvement (1992, 1994), as well as Myrberg and Rosén’s (2008) path model of direct and indirect influences of parental education on learners’ reading achievement. This study found that higher levels of parental education, as well as higher levels of parental involvement can be associated with higher reading literacy achievement results. Therefore parental involvement is of great importance in children’s development of reading literacy skills.
Dissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
Centre for Evaluation & Assessment (CEA)
MEd
Unrestricted

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Ealy, Barbara Smith. „Parental Level of Satisfaction Regarding Early intervention Services for Children Who Are Deaf or Hard of Hearing“. Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600986.

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This qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses.

The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.

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Saunders, Demetria. „Fostering parental engagement at the elementary school level for urban students of poverty and color| A grant proposal“. Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523192.

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The purpose ofthis project was to establish a system of structured parental involvement utilizing parent liaisons in Verde Elementary and Peres Elementary Schools within the West Contra Costa Unified School District in Northern California. This system would facilitate parental engagement in the educational process of the students.

The target population, urban students of poverty and color, has been shown to have lower levels of academic achievement and high school graduation rates than other students. Parental involvement has been shown to enhance academic achievement and to benefit families, schools, and communities. The primary goal of the program is to increase the level of engagement of all parents within the school by actively reaching out to them, with the assumption that increased parental involvement will increase student performance, attendance, retention, and graduation rates. The concept of cultural humility will serve as the central theoretical framework which guides the establishment and operation of all aspects of this project. The actual submission and/or funding of this grant were not required for successful completion of this project.

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Muellenberg, Martha. „The effectiveness of parental involvement on achievement and multicultural awareness at the middle school level in a visual arts program“. Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629803.

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In the past few decades, parental involvement has increasingly become more noted in a child's educational journey. More administrators and teachers are recognizing the value of parental involvement. Parental involvement benefits include increased student achievement and stronger school-family partnerships. Implementing parental involvement practices is often required for schools to receive federal support such as Title I funds. Although there is supporting research that shows the positive effects of parental involvement in elementary school settings, there is limited research as to how it can affect students at the middle school level. In addition, other effects of parental involvement that stretch beyond student learning, such as multicultural awareness, have received much less attention.

The purpose of this study was to determine whether or not parental involvement at the middle school level has an impact on students' multicultural awareness and learning. Quantitative and qualitative analyses were performed to identify statistical significance and emerging themes to be used to enhance classroom practices at the middle school level. An instrument adapted from the Civil Rights Project (CRP) was used to collect data from middle school students to measure multicultural awareness. Four and five-point Likert scales were used to measure respondents' levels of awareness. A researcher-created summative assessment was used as an instrument to evaluate student learning. Additionally, qualitative questions were used to elicit students' perceptions regarding culture and family involvement.

Quantitative findings from this study did not reveal statistical significance between the control and parental involvement groups regarding student learning and multicultural awareness. Practical significance was shown in two of the survey questions, which indicated small to medium effects between group and time and small to medium effects of interactions. Practical significance was also evident in the interactions between groups based on grade level in three of the survey questions. Qualitatively, the majority of middle school students felt they were open to learning about cultures different from their own. Most students believed their parents would enjoy hearing about what they learn in visual arts classes. Other themes emerged including the misconception that culture is exclusively related to peoples of the past and the notion that cultural topics are only discussed in terms of the oppression of others. The majority of fifth and sixth grade respondents believed that art class was a venue for learning about different cultures and could recognize the benefits of learning about people from different parts of the world.

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Adetunji, Sando. „The Impact of Parental Education Level, Wealth Status, and Location on Female Genital Mutilation Prevalence in Northwestern Liberia“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4828.

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Walden University College of Health Sciences This is to certify that the doctoral dissertation by Sando Adetunji has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Chinaro Kennedy, Committee Chairperson, Public Health Faculty Dr. Adebowale Awosika-Olumo, Committee Member, Public Health Faculty Dr. James Rohrer, University Reviewer, Public Health Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Female genital mutilation has been a public health issue in many countries. As a result, researchers across the globe have conducted numerous studies showing that the practice is very harmful toward women's health and safety. Unfortunately, in the northwestern region of Liberia, there have been no recent empirical studies conducted regarding the danger of female genital mutilation on women's reproductive health and safety. The socio-ecological model can guide this study which outlines how environmental variables can impact the experiences of FGM. In this study, a quantitative approach was used to explore whether there were environmental factors such as parental educational attainment, parental wealth (socioeconomic), and location that affect the prevalence of female genital mutilation among girls and women in the northwestern region of Liberia. Secondary data from the 2013 Liberia Demographic Health Survey was used to analyze the multiple determinants that influenced parents and families to join the Sande Bush Society which facilitated female genital mutilation practices in the northwestern region of Liberia. The methods of analysis included chi-square for association and multiple logistic regression. The findings showed that parental wealth and parental education predicted whether females were initiated into the Sande Bush Society, resulting in female genital mutilation practices. There were no significant differences in whether parental region (suburban or rural) predicts the likelihood of initiation into the Sande Bush Society. This study provides additional information to stakeholders, policy makers, and social advocacy groups for developing and implementing laws relevant to female genital mutilation.

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Hoover, Evelyn Louise. „The effect of functional health literacy and education level on parental asthma knowledge and the health outcomes of their child with asthma“. Diss., Online access via UMI:, 2009.

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King, Tara. „RACE, SOCIO-ECONOMIC STATUS, SCHOOL LEVEL-RESOURCES, AND PARENTAL INFLUENCES ON FCAT SCORES IN FLORIDA: A QUANITATIVE STUDY“. Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4276.

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There is an abundance of literature that focuses on the standardized test score difference between minority and non-minority students. Within this literature, socio-economic factors, parental influences, and school-level resources have been used to explain the difference in test scores. The purpose of this study is to identify the variables that are thought to significantly influence test score achievement. The data come from the Florida Department of Education and the US Census. Linear regression analyses results are used to examine the relationship between the independent and the dependent variables. The results showed that overall economic factors are more closely related to FCAT scores than race. More specifically, the percent of students receiving free lunch was negatively correlated with FCAT scores.
M.A.
Department of Sociology and Anthropology
Arts and Sciences

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Temple, Meredith E. „The influence of age, parental education level, and parenting style on children's understanding of their nurturance and self-determination rights“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ40677.pdf.

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Hutchison, Micol. „First-Generation College Students: A Qualitative Exploration of the Relationship Between Parental Education Level and Perceptions of Faculty-Student Interaction“. VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/4013.

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While quantitative research has determined that first-generation college students (FGS) are less likely to interact with faculty than are their non-FGS peers, this qualitative study examines how incoming first-year college students, both FGS and non-FGS, perceive faculty-student interaction and whether they consider it important. Addressing different types of interaction with college instructors, both in-class and out-of-class, participants across a range of FGS status shared their views through surveys, individual interviews, and focus groups. Focusing specifically on incoming first year students, this study also explores the motives for, impediments to, and encouragements to faculty-student interaction that students identify. Finally, the study examines the origins of students’ perceptions of such interactions. It finds that FGS and non-FGS come to college with different cultural and social capital pertaining to this, and that non-FGS have a greater familiarity with the field and expected habitus of college. However, FGS demonstrate an ability to access their social capital in order to obtain valuable knowledge that informs their perceptions of college and of faculty-student interaction. Further, in the focus groups, FGS described emerging comfort with faculty over the course of their first months of college. The origins of students’ perceptions often differed, as non-FGS were more likely to describe being influenced by family, while FGS more often explained how they accessed their social capital in order to obtain cultural capital and practical knowledge regarding college and faculty-student interaction. Meanwhile, FGS’ and non-FGS’ motives for interacting with faculty, and the impediments and encouragements they identified, were frequently similar. The motives included their desire to learn and share opinions, as well as their interest in obtaining letters of recommendation in the future, while comfort with classmates and faculty and interest in class were commonly named as encouragements to interact with faculty.

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Nalukenge, Kakande Khadeejah, und Nimo Mohammed. „Barnfetma och övervikt kopplat till låg socioekonomisk status“. Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20032.

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Introduktion: Barnfetma och övervikt är växande folkhälsoproblem där var femte barn iSverige lider av det. Barn som tillhör svaga socioekonomiska grupper drabbas i störreutsträckning än andra barn. Detta förklaras av föräldrarnas låga utbildningsnivå, lågayrkesstatus och låga inkomstnivåer. Enligt WHO led 340 miljoner barn i åldrarna 5–19 år avövervikt eller fetma globalt år 2016. Obehandlad övervikt och fetma hos barn kan leda tillkroniska följdsjukdomar i vuxenlivet. Syfte: Syftet med denna studie var att undersöka vilkafaktorer inom områdena inkomst, utbildningsnivå och yrke som har störst bidragande orsak tillövervikt och fetma hos barn i familjer med låg socioekonomisk status. Metod: En kvalitativsystematisk litteraturöversikt. Analys av fynd gjordes med tematisk analys. Totalt inkluderades20 artiklar och tre databaser användes till studien; PubMed, CINAHL och Academic SearchPremier. Resultat: Föräldrars utbildningsnivå skapar de hälsoförutsättningar som barnet får.Låg utbildningsnivå var förknippat med sämre förutsättningar, sämre arbetsmöjligheter och eninkomst som inte täcker mer utöver de basala behoven. Låg utbildningsnivå resulterar även ibristande kunskaper om hälsosamma matvanor hos föräldrar. Detta påverkar hur de och derasbarn konsumerar mat som är mer energirik och näringsfattig. Flera studier visar att främstmoderns övervikt, lågutbildning och låga yrkesstatus är en riskfaktor för barnfetma. Slutsats:Högre utbildning är en skyddsfaktor som innebär bättre arbetsmöjligheter samt bättrekunskapsunderlag om hälsan och positiva hälsobeteenden. Insatser för att angripa den ojämlikahälsan i samhället bör prioriteras. Satsningar på att öka utbildningsnivån hos utsatta grupper,förbättra arbetsmöjligheter framförallt för mödrar.
Introduction: Childhood overweight and obesity are growing public health problems whereevery fifth child in Sweden suffers from it. Children belonging to weak socio-economic groupsare affected to a greater extent than other children. This is explained by the parents' low levelof education, low occupational status and low-income levels. According to the WHO, 340million children aged 5–19 years suffered from overweight or obesity globally in 2016.Untreated overweight and obesity in children can lead to chronic diseases in adulthood. Aim:The aim of this study was to investigate which factors in the areas of income, level of educationand occupation have the greatest contributing factor to overweight and obesity in children infamilies with low socio-economic status. Method: A qualitative systematic literature review.Analysis of findings was done with thematic analysis. A total of 20 articles were included andthree databases were used for the study: PubMed, CINAHL and Academic Search Premier. Result: Parents' level of education creates the health state that the child develops. Low level ofeducation was associated with poorer conditions, poorer job opportunities and an income thatdoes not cover more than the basic needs. Low levels of education also result in a lack ofknowledge about healthy eating habits in parents which affect how they consume foods that aremore energy-rich and nutrient-poor. Several studies show that mainly the mother's overweight,low education and low occupational status are a risk factor for childhood obesity. Conclusion:Higher education acts as a protective factor and means better job opportunities as well as abetter knowledgebase about health and positive health behaviors. Health interventions to tackleunequal health in society should be a priority. Efforts to increase the level of education ofvulnerable groups, improve job opportunities, especially for mothers are needed.

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Sköld, Ronja, Anna Sundberg und Simon Weidenberg. „Sådan förälder sådant barn? : En kvantitativ studie om hur föräldrars utbildningsnivå påverkar akademisk self-efficacy bland universitetsstudenter på avancerad nivå“. Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-70370.

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The aim of the present study was to examine how the academic confidence among first year and second year master students were affected by the students’ parents educational level. 47 students on advanced level completed a questionnaire examining self-efficacy (SE), a concept that Albert Bandura (1997) defined as the level of confidence individuals have in their ability to execute courses of action or attain specific performance results. The questionnaire also included questions regarding the students’ parents educational level, the students gender, age and campus. The results indicated that the students SE in no significant matter were affected by the parents’ educational level. Neither did the students gender or campus significantly affect their SE. There was a significant negative correlation between the age of students and SE, which showed that as the age of the students increased, their SE decreased.
Målsättningen med den aktuella studien var att undersöka hur magister- och masterstudenters tilltro till sin studieförmåga påverkades av deras respektive föräldrars utbildningsnivå. 47 studenter på avancerad nivå fick svara på en enkät som undersökte graden av self-efficacy (SE), vilket Albert Bandura (1997) definierade som förmågan att ta sig an en uppgift och slutföra den, samt nå ett på förhand uppsatt mål. Enkäten omfattade även information om studenternas föräldrars utbildningsnivå, studenternas kön, ålder och studieort. Resultaten visade att studenternas SE inte påverkades signifikant av föräldrarnas utbildningsnivå. Inte heller studenternas kön, eller studieort hade någon signifikant påverkan på SE. Däremot fanns en signifikant negativ korrelation mellan studenternas ålder och SE, vilken visade på att i takt med att åldern på studenterna ökade, så minskade deras SE.

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Adam, Ndileka Primrose. „An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape“. Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/229.

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The main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the corneThe main purpose of this research was to investigate the factors that influence parental involvement in the development of their children's literacy in the senior phase. The concept of parental involvement has been perceived as one of the cornerstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.rstones that contribute positively to the effectiveness of the education that children receive. In the South African case, it is embodied in the legislation and is expected to permeate the education process at all levels. Many scholars perceive parental involvement as enhancing the development of children's literacy. As an interpretive orientated study, this research had an interest in understanding the subjective experiences and general factors that influence parental involvement in the development of their children's literacy in the secondary school level. In line with the protocols of the case study, this study used a combination of methods namely structured interviews, semi-structured interviews, focus groups and document analysis in collecting data. The findings of the study revealed different opinions on parental involvement. While some parents appreciate the importance of their involvement, there were, however, some parents who perceive it as a responsibility of educators. Despite these views, there were positive contributions that have been brought about by parental involvement in the development of their children's literacy. The study has also revealed that there are factors that influence parental involvement in the development of their children's literacy in the senior phase such as parents' lack of understanding of their roles, absence of guiding documents, lack of unity among stakeholders, age and qualifications. The intent of this research was to investigate factors that influence parental involvement in the development of their children's literacy in the secondary school level and to give some recommendations on how these can best be addressed.

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Braun, Theresa Popp. „Demographic Predictors of Accrued Undergraduate Federal Student Loan Debt“. Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1466007445.

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Lilly-Warner, Regina Madeline. „Opinions of parents, students, and other educational stakeholders in one urban setting toward middle level education /“. Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027492.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).

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Krach, Shelley Kathleen. „Parental perception of participation in special education examining differences across child educational levels and Hispanic and white families /“. Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/576.

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Hicks, Brenna Michele. „The Efficacy of Child Parent Relationship Therapy when Conducted in an Online Format on Levels of Parental Acceptance“. Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5962.

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Children’s mental health is a topic of concern, not only in the escalating number of children who meet diagnostic criteria for disorders, but also for the practitioners desiring to treat them effectively. Parental involvement in treatment results in more favorable outcomes with longer treatment gains observed, thus reducing mental health issues. An additional factor in children’s mental health is the effect of levels of parental acceptance toward the child. Parental acceptance is a positive outcome that has been observed in previous studies conducted with Child-Parent Relationship Therapy (CPRT). There are many reported barriers to seeking treatment for mental health issues, including time, cost, distance, and access. Online therapies have been found to reduce or eliminate most barriers to treatment, and is a preferred format for certain populations. To date, however, there have been no studies conducted on whether CPRT is effective in increasing levels of parental acceptance in an online format. Eight participants from around the world completed the ten-week CPRT training in an online format. Levels of parental acceptance were measured by the Porter Parental Acceptance Scale (Porter, 1954; PPAS) in self-reported pre- and post-treatment assessments. A perception survey was also conducted to assess participants’ perception of the process of an online parent training format, including benefits and challenges. This mixed-methods study found that an online version of CPRT does significantly increase parental acceptance levels. Participants also reported positive perceptions of the online training format. Positive themes reported in the survey responses related to convenience, community, access, and user experience.

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Rawls, Meagan. „The Relationship Between Mother's Level of Education and Parent Involvement“. VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3152.

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Despite an extensive body of literature on the relationship between parents’ education and a child’s academic outcomes, there is considerably less research into the factors that influence parent involvement. The purpose of this study is to examine the correlates associated with parent involvement with their child inside and outside of school. I use Pierre Bourdieu's theory of the Forms of Capital and Habitus, specifically focusing on cultural capital, to frame my analysis. I use data from the 2007 National Household Education Survey of Parent and Family Involvement (n=10,628), a nationally representative sample, to examine if mother’s level of education is associated with different dimensions of parent involvement. I examined six dimensions of parent involvement: parent involvement at school, parent volunteering, cultural activities, cultural outings, group activities, and homework help. Mother’s level of education was significantly associated with all types of involvement except homework help.

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White, Jennifer N. „Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School“. [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.

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Frazier, Michelle Reneé. „Parental Involvement and its Relationship to Suspension Levels in an Urban Middle School“. The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391585339.

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Christiansen, Jon Fredric. „Parental education levels and their effect on first year retention and grade point ratio“. Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202499092/.

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Wehrmann, Lorrance Ann. „Stress Levels of Parents of Homeschooled Versus Public-Schooled Special Needs Children“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1831.

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Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was to investigate the degree to which parental stress reported by parents of a school-aged child with special needs could be predicted by school approach and severity of learning disability. Seventy parents of children participating in either public special education or homeschooling completed self-administered questionnaires, including the Family Impact of Childhood Disability Scale, the Educational Stress Survey, the Cognitive Processing Inventory, and demographic questions. Results from the descriptive analysis and multiple regression analyses indicated that the severity of the learning disability significantly predicted both overall parental stress as well as stress contributed by schooling. However, the type of special education setting did not significantly predict parental stress. The results from this study can promote positive social change by increasing parental awareness so that parents can make informed decisions about schooling for their children with special needs. It can also provide valuable information about additional stress related to special education programming services based on the severity of the child's learning disability.

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Thomas, Rebecca E. „Pathways to the baccalaureate a longitudinal study of sequence differences by parents' education Level /“. College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7654.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Duffney, Kristen. „Effects of Online ABA Training on Stress Levels of Parents with a Child with Autism“. UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/887.

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This quantitative study investigated the effects of an online training program in applied behavior analysis (ABA) on stress levels of parents that have a child with autism spectrum disorder (ASD). The online ABA training program is comprised of 22 videos which take a total of 4½ hours to complete. Parenting stress levels were assessed using the Parenting Stress Inventory Short Form (PSI-SF, Abidin, 1995) and general stress levels were self-reported scores immediately before and after the training. The assessment and questionnaire were completed online immediately before the ABA training was made available and immediately after the ABA training was completed. The final PSI-SF was distributed one week after the ABA training was completed. This study confirmed that the ABA training decreased stress from the pretest to posttest but slightly increased after the delayed posttest, although delayed posttest scores remained below baseline levels. Results of the data analysis also found that general stress reduced significantly from baseline to posttests. In conclusion, the online ABA training program was an effective tool in decreasing parenting stress and general stress levels.

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Neely, Helen Meek. „Special Education Conflict Management at the School Building Level: A Multi-vocal Synthesis“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26530.

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Research studies and commentaries have analyzed the formal mechanisms associated with special education conflict such as the use of mediation and impartial hearings to resolve disputes. However, specific information regarding the management of special education conflict at the school level is in shorter supply. This study addresses special education conflicts between school personnel and parents of children with disabilities to understand better how these conflicts might be managed more successfully. The purpose of this study was to develop recommendations and implications for managing special education conflicts at the school building level. Multi-vocal synthesis methods were used to collect and to analyze data in an iterative process incorporating results from a content analysis of previous research with analysis of interviews with stakeholders having a vested interest in managing special education conflict at the school level (Gersten & Baker, 2000; Ogawa & Malen, 1992). Findings suggest that providing parents with evidence that their child’s needs are being met would pave the way for successful school-based special education conflict management. In conclusion, the participants indicated that conflicts could be avoided or managed successfully if school personnel could provide parents with clear evidence (a) that their child’s IEP was being followed in the classroom; (b) that accommodations were provided; (c) that staff were knowledgeable about providing services in an inclusive environment; (d) that administrators were knowledgeable about special education compliance issues; and (e) that staff would be held accountable for providing an appropriate education and for demonstrating trustworthy behavior.
Ed. D.

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Clark, John R. „Parent Perceptions of Actual and Ideal Levels of Involvement in Decision-making in Tennessee Elementary Schools“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2657.

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The problem of this study was to determine differences between parent perceptions of the actual and ideal amounts of involvement of parents, teachers and principals in decision-making at the elementary school level. This study was conducted in conjunction with two parallel studies that considered principal and teacher perceptions with the same hypotheses. The last chapter (six) presents a summary with conclusions and recommendations of all three studies. A questionnaire, designed to examine parent perceptions of the actual and the ideal levels of involvement of teachers, parents, and principal in decision making in elementary schools in the areas of budget, personnel, and curriculum, was distributed to 1325 parents of elementary school children in East Tennessee. Five hundred three parents (38%) responded. Based on the significant differences found, the conclusion was derived that parents desire more active involvement in decision making at the elementary school level for themselves and for the other stakeholders. Recommendations were made for improvement in the decision-making structure at the elementary school level and for further study.

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Lattimore, Royna Faye. „The relationship between student achievement and level of parent satisfaction in a summer enrichment program“. Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=360.

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Siegel, Scott M. „An analysis of the impact of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/101.

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The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a statistically significant gap in achievement between Hispanic and white students. After correcting for socioeconomic status and students of limited English proficiency, a residual achievement gap of roughly 0.1 of a standard deviation remained between white and Hispanic students. Further analysis showed no gap at low socioeconomic levels and a widening discrepancy in scores with increasing family income and parental education levels. These results may be indicative of differential expectations for white and Hispanic students. Additional testing for the effects of school-wide variables found a small negative impact on student achievement for schools with high average parental education levels, possibly caused by stronger interventions at schools with low average parental education.

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Beltz, Jeffrey R. „Transitioning Middle Level Students Through a Tuition Model in Pennsylvania's Public School System“. Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1541160306624089.

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DeLaney, Rebecca. „Parent participation in district-level curriculum decision making : a year in the life of a school district /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7740.

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Orchard, Linda. „Encouraging effective parenting : parents as co-educators at secondary school level : an evaluation of an educational model“. Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404778.

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LaFountain, Rebecca Marie. „The efficacy of parent counseling and support groups on stress levels, self-esteem and degree of coping of parents of developmentally delayed or handicapped infants involved in an infant intervention program“. W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539618789.

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The purpose of this study was to assess the impact of parental intervention on the self-esteem, degree of coping, and stress levels of parents of developmentally delayed or handicapped infants involved in an infant intervention program.;The research design for this study was a posttest-only control group design. The samples consisted of 48 parents who had infants enrolled in an infant intervention program. Sixteen subjects were assigned to each of the following treatment groups: Support, Counseling, and Control. The Support groups were structured as self-help groups. The Counseling groups were primarily affective, but also included a didactic component based on the Systematic Training for Effective Parenting (STEP) model. Three self-report instruments: The Coopersmith Self-Esteem Inventory, The Parenting Stress Index, and the Coping with Loss Scale were used to assess changes in the dependent variables (self-esteem, stress, and coping.).;The results of the research revealed that there were significant differences noted between the self-esteem scores of the support group parents and the counseling group parents, with self-esteem scores higher in the support group. Similarly, a significant difference was found between the stress indexes of support group parents and counseling group parents with the support group parents experiencing less stress. No significant difference was noted between any of the groups in respect to the degree of coping, nor were any significant differences noted between treatment groups and the control group on any of the variables. The subscales on the Coping with Loss Scale proved to significantly discriminate between each other.;In conclusion, support groups may be more effective than counseling groups for this population due to the lack of cohesiveness in groups as a result of absenteeism. Measures to eliminate absenteeism were offered. Replication of this study with a larger sample was recommended along with some possible design changes. Further research on the Coping with Loss Scale was suggested.

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Borucki, Suzanne Janette. „Parent involvement at the secondary level? It can be done!“ CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1665.

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Ozdemir, Nesli. „The Study Of School - Family Cooperation Activities In Elementary School Level On The Base Of Parents“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12611135/index.pdf.

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ABSTRACT THE STUDY OF SCHOOL - FAMILY COOPERATION ACTIVITIES IN ELEMENTARY SCHOOL LEVEL ON THE BASE OF PARENTS&rsquo
PERCEPTIONS Ö
zdemir, Nesli M.S., Department of Early Childhood Education Supervisor: Assist. Prof. Dr. Zeynep B. Erdiller September 2009, 117 pages Home and school are two important living and learning environment for children. In this regard, parents and teachers share mutual responsibilities in children&rsquo
s life. The relationship between home and school is a significant point in improving quality and sustainability of children&rsquo
s education and development. Thus involvement of parents in their children&rsquo
s learning has significant value for education. Parents are important stakeholders in parent involvement process. Their ideas, and attitudes toward parent involvement determined their participation and parent involvement process. This study was designed to describe the current situation in public elementary schools in terms of parent involvement activities by bases on parents&rsquo
perceptions. First of all the types of parent involvement activities that are conducted by schools and their frequencies were defined. Then parents&rsquo
perceptions about family-school collaboration activities were analyzed. Participants were required to fill out the questionnaire, &ldquo
School- Parent Cooperation Activities&rdquo
. The questionnaire consists of 25 questions. Nine questions are related with demographic information about participants. Fifteen questions are measured parents&rsquo
perceptions about parent involvement activities. The sample of study included in parents with children who attend to public elementary schools in Ankara in 2008- 2009 academic year. The study consisted of first, second, third, fourth, and fifth grades. Five hundred and one parents from different public elementary schools in Ankara were constituted the sample of the study. The results of the study showed that most frequently used activities, conducted outside of school, is homework assignments that parents and child work together. Inside of the school, face to face meetings with teachers and prepared school boards are most frequently applied parent involvement activities. Parents emphasized that they participate parent involvement activities when they find time to do this. Parent- teacher meetings and teachers&rsquo
invitations were powerful factor for parents to come to school and involve in activities. Parents did not participate in activities when they do not have to do it. Also not getting permission from work was another barrier for parents. Parents want to be organized more often conferences and parent education activities, and more often parent- teacher meetings. Education of parent about the needed topics related with children development and education was most frequently marked by parents as the most important function of parent involvement activities. Also raising funds for school was seen as the purpose of practicing parent involvement activities. Parents thought that teachers allow enough time for them and welcomes them with smiling face. According to participants, effect of school- parent cooperation activities was to potentiate their child&rsquo
s education and contribute to their child&rsquo
s development. Parents ordered five factors for effective parent involvement activities from the most important to least important ones
teachers&rsquo
attitudes, availability of time of parent involvement activities for parents, administration&rsquo
s relationship with parents, personal experiences and opinion of parents related with parent involvement, and content and availability of school&rsquo
s parent involvement program. Parents believed that school- parent cooperation activities conducting in their child&rsquo
s school were partial enough. Also good communication between teacher- parents and child is mostly chosen by parents. Keywords: Parent Involvement, and Elementary Schools

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Sanchez-Horn, Roxana M. „School Experiences Then and Now: Are Parents' Perceptions of Their Own School Experiences Related to Their Perceptions of Their Child's Middle School?“ [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001254.

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PADGETT, JULIA FAY. „ADLERIAN BIRTH ORDER CHARACTERISTICS AND PARENT EDUCATIONAL LEVELS AS PREDICTORS OF SELF-PERCEPTIONS IN FEMALE COMMUNITY COLLEGE ADMINISTRATORS“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188037.

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This research tested the predictability of the self-perceptions of female community college administrators from their Adlerian birth order designations and parents' educational levels. The population consisted of women chosen as the Leaders for the 80's Professional Development Project sponsored by the American Association of Women in Community and Junior Colleges and the League for Innovation in the Community College. Of 309 women, 228 responded to the Women in Community College Administrative Positions Questionnaire. A portion of the WCCAPQ, the Self-Perceptions Questionnaire (SPQ) was used for this study. Only middle children of three and five sibling families were included reducing the number of subjects to 172. To regress the interrelationship of birth order, parents' educational levels, and the reported self-perceptions of female community college administrators a step-wise multiple regression analysis was performed. A factor analysis was performed to test validity and reliability of the SPQ. Female community college administrators' self-perceptions can be predicted from their Adlerian birth order designations and parents' educational levels in some instances. Parents' educational levels had little predictable impact on the self-perceptions of the population. The results of three separate regression analyses regressing birth order and parents' educational levels on each self-perception factor produced specific predictive combinations of the independent variable which were most predictive of self-assuredness, achievement orientation, and general affect.

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McBride, Martha Massey. „The current parent involvement practices in Georgia Title I schools as reported by Title I district-level school administrators“. Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/martha%5Fj%5Fmcbride/mcbride%5Fmartha%5Fm%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 161-174)

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Knutson, Nichole Marie. „APPLYING THE RASCH MODEL TO MEASURE AND COMPARE FIRST- GENERATION AND CONTINUING-GENERATION COLLEGE STUDENTS’ ACADEMIC SELF-EFFICACY“. UKnowledge, 2011. http://uknowledge.uky.edu/epe_etds/1.

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Students who are the first in their families to attend college are less likely to earn a college degree as compared to their continuing-generation peers. In efforts to increase college graduation rates for first-generation college students, support programs designed to assist first-generation college students are increasing in numbers. These first- generation programs are relying on existing research to build effective curriculums. Even though an extensive body of literature exists in the fields of self-efficacy and first- generation college students, research investigating the self-efficacy of first-generation college students are extremely limited. The research is further limited when examining academic self-efficacy and generational status. The purpose of this study is to investigate if parental levels of education affect college students’ self-reported levels of academic self-efficacy. The following research questions guided this study: 1) Do survey response hierarchies differ between first-generation college students and their continuing- generation counterparts on a scale that measures academic self-efficacy?, 2) Do levels of item endorsability vary based upon parental levels of education? and 3) Do the results produced from the college student survey support the existing literature on first- generation college students and academic-self-efficacy? Quality control indicators were utilized to assess the soundness of the instrument and to ensure that the rating scale functioned appropriately. Variable maps were used to compare and contrast student responses and item hierarchies. Pairwise differential item functioning (DIF) was used to examine item endorsability based upon levels of parental education. Results encourage practitioners to be mindful of the importance of data-informed decision making.

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Heaston, Amy R. „The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum in an early childhood center“. Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833011.

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The purpose of this study was to identify parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) in selected early childhood centers. The relationship between income level and educational background and parent perceptions of a developmentally appropriate curriculum was also studied. Additionally, the relationship between parent perceptions of a developmentally appropriate curriculum and the selection of early childhood centers was examined.The Parent Perception Questionnaire, developed by the researcher, was mailed to 16 licensed early childhood centers in central Indiana. Respondents included 215 parents of 4- and 5-year-old children. Income level for the total group of parents ranged from less than $16,000 to more than $48,000. The largest group of parents (26.5%) reported an educational background of 1 to 3 years of college followed by parents (26.0%) with an educational level of a high school diploma.Through the use of a Likert scale, parents rated items on goals, teaching strategies, learning activities, and assessment methods as very important, important, somewhat important, or not important. A section for additional comments was also provided for parents. Each participating center was observed one time by the researcher. The Early Childhood Environment Rating Scale was used to assess the developmental appropriateness of the participating centers' environment. A two-way multivariate analysis of variance at the .05 level of significance was used to test hypotheses I, II, and III. The Pearson Product-Moment Correlation was applied to test hypothesis IV.Results1. An interaction effect of income level and educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis I was not rejected.2. The effect of income level on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be not significant. Hypothesis II was not rejected.3. The effect of educational background on parent perceptions of a developmentally appropriate curriculum (goals, teaching strategies, learning activities, and assessment methods) was found to be significant. Hypothesis III was rejected.4. The relationship of parent perceptions of a developmentally appropriate curriculum to the curriculum of selected early childhood centers was correlated (r = .25).
Department of Elementary Education

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