Dissertations / Theses on the topic 'Parent-Teacher Action Research Project'
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Andreou, Andreas M. "Teacher Professional Development in an online Learning Environment : An Action Research Project." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504767.
Full textHealy, Mary Anne. "Working towards parent-school partnership : an action research project in an urban primary school." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:2183.
Full textDavis, Julie M. "Innovation through action research in environmental education : from project to praxis." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.
Full textMoreno, Yadira. "Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/541.
Full textThomas, L'lia E. "Youth Art Ambassadors| A Youth Participatory Action Research Project Using Social Justice to Incite Change in Classrooms where Teachers Teach Young People of Color." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638632.
Full textThis is a qualitative case study using youth-based participatory action research as a model. The author views the youth-based participatory action research through both a social justice and multicultural lens. The prevalence of Eurocentric ideals in society and in the classroom are addressed and solutions on how to remedy these ideals to foster a greater sense of awareness to discrimination, encourage positive ethnic identity, and increase self-esteem are some of the issues addressed in this research. Instead of approaching the research individually, the researcher joined ranks with middle school students to help research these issues as she felt they were important in improving her practice as an educator as well as empowering the students who participated in conducting the research. Both researcher and participants worked together to inform each other and broaden awareness of issues. Some outcomes of this study included empowerment of female adolescents, awareness of when to speak up for oneself, adolescents collaborating with teachers and administration, and teachers implementing instructional strategies based on student feedback.
Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
Full textSantamaria, Cristina Corrine. "Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194619.
Full textPaujik, Yvonne Marjorie. "Young children's understanding of poverty within a framework of sustainability: Action research in a kindergarten." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/124681/1/Yvonne%20Marjorie_Paujik_Thesis.pdf.
Full textScholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.
Full textFollowing the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.
Fritz, Marlene. "A descriptive study of teachers' perceptions of skills currently utilized for effective parent-teacher conferences and those skills teachers feel are needed for effective parent-teacher conferencing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/149.
Full textHunt, Neil David. "The development of student teacher identities through undergraduate action research projects : an Emirati case study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3061.
Full textPetrovick, Marian Brow. "Team research on intrinsic motivation in student populations: A continuing project." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1667.
Full textBernal, Vania Borges. "A formação de professores em educação ambiental por meio da educação a distância (EAD): registro crítico-analítico viabilizado pela pesquisa-ação em Mirassol D\'Oeste (MT)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26112012-102045/.
Full textThis study assesses the opportunities and limits of the training of teachers in Environmental Education (EA) in critical perspective, conducted by Distance Education. The analyzes are based on the application of the course \"Environmental Education: Rede Ambiência\", sponsored by Instituto Nacional de Análise do Risco Ambiental (INAIRA). The contributions of authors of critical thinking in area, were considered around the training of educators. The methodological principles of action research are subsidizing this study. In the process, the interpretations of observed reality and the possible transformative actions are objects of discussion. The research practice occurred during the year of 2010, with a group of 42 educators in the town of Mirassol DOeste, Mato Grosso. The formation was prompted in knowledge and in the discussion of local problem affairs, for an effective work area with the students. The projects methodology has been the strategy suggested for the development of critical Environmental Education with the students, because it allows studies of the environment that stimulate the investigations of local problems. As a result, it was found that the EAD can be used in training in critical environmental education, with the interactive tools of communication - the forums, and participatory methodologies to develop the reflective thought. As to the limits shown, the presence of the advisor for a better follow-up at the moment of realisation of projects can be considered important, also a greater motivation of the educators in the forums it is fundamental to the improvement of the quality of the process.
Mudd, Heather E. "A teacher action research project on digital fluency via blogging." 2008. http://etd.lib.fsu.edu/theses/available/etd-07142008-235720.
Full textAdvisor: Susan Nelson Wood, Florida State University, College of Education, School of Teacher Education. Title and description from dissertation home page (viewed Oct. 1, 2008). Document formatted into pages; contains viii,100 pages. Includes bibliographical references.
YANG, YU TING, and 楊毓婷. "Towards the Project Approach :An action research of a kindergarten teacher." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15039542200367377137.
Full text臺北市立師範學院
國民教育研究所
93
Towards the Project Approach:An action research of a kindergarten teacher This research aims at seeking for the possibilities of breakthroughs in the researcher’s teaching through the process of the researcher’s action research. The researcher hopes to modify the teaching method from the unit/corner teaching and traditional textbook teaching to the project approach which stresses on children’s interests or experiences.There are three objects in this research: to examine the researcher’s transforming process from unit teaching to project approach; to improve the teaching skills through the action research; to provide the researcher’s experience for teachers who are interested in project approach. This research lasted three academic years from academic year 2000 to 2002. The research period started in February 2001 and ended in June 2003. The research involved collaborative teachers and children from three different classes. The researcher learned through the following experiences while transforming into the project approach. 1.The understanding of “situation” in the project approach: the researcher gradually understood the meaning of “situation” in the project approach when the researcher guided children into the construction process. 2.The realization of implementing the project approach: in the process of project approach, the researcher found a new meaning for the role as a “teacher”. Meanwhile, during this process, the researcher improved teaching skills and changed teacher’s perspective. The researcher also re-examined the strengths and weaknesses of each child. 3.The limitations in the project approach during the implementation: project approach was just a part of the whole people education in kindergarten. The teaching process mainly focused on the children’s knowledge construction process, but neglected the sentimental aspects such as personality and artistic sense building during the learning process of children. 4.The inspiration of the action research process: apart from the above findings, the researcher also experienced the process of self-exploration, learned to communicate with herself as well as understanding her own meta thinking. 5.To gain from the writing process: the researcher was able to understand how to organize her own thoughts and think logically while writing the dissertation.
趙惠美. "An Action Research on Parent-Child English Co-learning Project Using Picture Books." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50062648718679835050.
Full text國立臺灣師範大學
人類發展與家庭研究所
92
The purpose of this study is to investigate the process and effects of the Parent-Child English Co-learning Project (PCECP). The researcher conducted the experiment and discussed the changes of children, the factors of influence on the learning results, and the close interaction between parents and children. PCECP was designed to help parents and children to learn English together by means of reading picture books, The English picture book series planned by the Family Education R&D Center of National Taiwan Normal University that promote the “Parent-Child Co-learning” movement. The materials were published by Happy Rainbow Publishing Company. Data were collected through feedbacks, observations and parent-child reading notes. The findings are as follows: 1. The child’s learning attitude changed from passive to active. The child became more enthusiastic to learn English and even enjoyed it. 2. PCECP changed the interaction between the parent and the child. The reading activities went smoothly and naturally. It improved the quality and contents of parent-child conversation. 3. The parent’s attitudes, teacher’s supports and classroom observations, parent’s devotion, selection of good materials, teaching aids and co-learning methods were the factors to successful PCECP. 4. PCECP was an effective way for young children to learn English. It provided a warm learning environment. Children experienced the supports, care, encouragement, and compliments from the parents. It gave children a positive learning experience, and children learned a second language in a loving environment. 5. PCECP offered parents an opportunity to explore and assure themselves, motivated them to learn English and to improve themselves. Parents learned to appreciate picture books and to build their story-telling skills. 6. Learning English could be a core learning activity for the family. Besides, Home Reading was an efficient and economical way of learning English that allowed parents to spend quality time with children. Based on the findings, the researcher suggested that PCECP was an efficient way to help children learn English. Parents not only saw that their children could learn English through playing at an early age, and it was a release from financial burden of learning English in the future. By this way, parents would not feel guilty of spending less time with their child, had more confidence in English, and pleased to see the growth in each other.
Jin, Yaoyao. "Exploration of visual pedagogy to make Mandarin learnable : a teacher action research project." Thesis, 2018. http://hdl.handle.net/1959.7/uws:51621.
Full textHwang, Jyh-Perng, and 黃志鵬. "The Action Research of Affective Educational Project by Guidance Teacher in Vocational High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/38310136484012790772.
Full text國立東華大學
教育研究所
91
Abstract The major purposes of this study were :(1) to develop an Affective Educational Project according to Personal Intelligence and to investigate the effects of the project on the second grade students in vocational high school.(2) to realize the reflection of the students during the implementation of the project. The Affective Educational Project was designed and implemented by guidance teacher and 27 students in Hualien Vocational High School of Agriculture Department of Civil Engineering. There were 13 sessions in this courses and it took 2-3 hours for a session per week in four months. The major instruments were Personal Intelligence Scales of children’s intelligence, chiedren’s School Behavior Inventory, and children’s Pressure Scales of School life . The main findings of this research were concluded as follows: (1)The experimental group was better than the control one in the test of Personal Intelligence Scales, and significant effects existed between the two groups. (2)The experimental group was better than the control one in the test of chiedren’s School Behavior Inventory, and significant effects existed between the two groups. (3)The experimental group felt lower pressure than the control one in the test of children’s Pressure Scales of School life. (4)All the students in class liked and enjoyed the implementation of the project. Finally, based on the results, the implications of the Affective Educational Project in vocational high school education were discussed and the suggestions for guidance teachers, educators ,and further researches were proposed.
Xie, Zhongshi. "Teaching Chinese through integrating songs in Task-based learning : a teacher action research project." Thesis, 2017. http://hdl.handle.net/1959.7/uws:45350.
Full textDai, Siyu. "An exploration of task-based approach to making Chinese learnable : a teacher-research action project." Thesis, 2015. http://handle.uws.edu.au:8081/1959.7/uws:32078.
Full textMu, Nan. "An exploration of project-based learning, gender, strategy and student interests for making Chinese learnable : a teacher action research project." Thesis, 2020. http://hdl.handle.net/1959.7/uws:56919.
Full textWu, Ming-Yen, and 吳明燕. "An Action Research of the “Parent-Teacher Collaboration Project” on Enhancing the Career Transition for A Senior High Student with Autism Spectrum Disorder from the Special Education School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14654014546072595891.
Full text國立臺南大學
特殊教育學系碩士在職專班
103
Researcher employed action research through qualitative data collection methods to promote a autism student(Douglas) ,who study at senior high school department of special education school, in career transition ability by collaborating with parent .Based on parent-teacher groups collaboration, teacher invited parents to evaluate Douglas’s need , the family’s need and demanding voluntarily. The goal of study participant’s adult career transition is made through communicating and discussing constantly. And it has been fulfilled by teacher and parent with the advantages of the family. This study concludes that: 1.Teacher collaborated with parents on proposing transition services plan ,with the advantages of the family , such as parents’ trust, approval of the teacher , positive attitude , and positive participations , which enabled the family to look for resources spontaneously. The family needs contained information and services of adult career transition , which would satisfy Douglas’s traits and provide a safe community sheltered workshop , to improve the ability of living independently . The difficulties of proposing transition services plan were the limited public transportation and community sheltered workshop. 2.The goal of parent-teacher groups collaboration was to improve life skills and live independently. To transit to community sheltered workshop , those strategies has been used : (1)transition visit to community sheltered workshop, (2)social internship to contact with the environment, (3)invite parents to engage in during the internship curriculum. 3.The family advantages of implementing parent-teacher groups collaboration on enhancing career services transition program were that : financially stable , positive attitudes and willing to engage in the program ,and Douglas’s traits . The family needs indicated limited safe community sheltered workshop and the needs of Douglas’s psychological development during the transition. The difficulties of implementing among the incorrect contact between school and sheltered workshop, Douglas’s distractions from work, lack of preliminary announcement to adjust to work environment, the population stereotypes to autism, few sheltered workshops and nurseries . 4.The results of parent-teacher groups collaboration on enhancing career services transition program were that: Douglas’s progress in employ, living skill ,social accommodation , the faith of parent to support Douglas in his adult life. 5.The following of the result were that: due to the quota of sheltered workshop been fulfilled , Douglas didn’t translate to community sheltered workshop until October. According to the result, the suggestions to educator and government are: (1) schools should provide a diverse student information, transferred to transfer title of the unit, to strengthen communication and cooperation with the transfer of title units , and enhance parent to engage in the program; (2)government should urge on setting up sheltered workshop;(3)labor and social affairs might set up single interface of the communication network.
Chen, Zhu. "How does a beginning Chinese foreign language teacher improve teaching Chinese through a communicative approach via reflection? : an action research project." Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/543595.
Full textLi, Keren. "An exploration of student-centred approaches to making Chinese learnable for beginner learners in Australian schools : a bilingual teacher action research project." Thesis, 2016. http://hdl.handle.net/1959.7/uws:40444.
Full textChueh, Su Hui, and 蘇慧雀. "Action Research Of Parent-teacher Communicationin Kindergarten." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30441936632304531417.
Full text台灣首府大學
幼兒教育學系碩士班
101
This research was to investigate the communication between parents and teachers in kindergarten. Based on the current problems found in parent-teacher communication, the use of recommended strategies proposed in the literature through action research studying in kindergarten. The practical strategies of communication between parents and teachers expect to put forward and evaluate their effectiveness. The study was based Le-ren Kindergarten in Madou Township, Tainan City as the research object, using participant observation, interviews, and document analysis to collect field data. Interviews with eight parents in the senior class were supplemented by on-site field observations, parent-teacher communication and other relevant documents to collect and build, compile and analyze data. The research has found the following four effective parent-teacher communication strategies aimed to solve problems in communication. First, face-to-face communication during pick-up hours is considered by parents as the best way of communication. Second, the use of communication book is crucial and indispensable. Third, parent-teacher meetings or activities are helpful for parent-teacher communication and interaction. Finally, the use of the kindergarten website and class blogs is beneficial in parent-teacher communication and interaction.
Lin, Chi-Chiu, and 林綺秋. "An Action Research on Parent-teacher-student’s Nature Experiences." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/21445930730018041281.
Full text國立東華大學
幼兒教育學系
101
The purposes of this study were to explore a preschool teacher on how to promote parent-teacher-student’s nature experience activities, and to present the curriculum developing process and implementing effects. To attain the goal, this research utilized action research by selecting 23 five- to six-year-old children and their parents as the research participants. Data collections included observations, interviews, teaching discussion records, teaching diaries, reflective journals, Facebook records, in addition to the related documents such as learning worksheets, class weekly news, and parents’ feedback. Trustworthiness was established by triangulation, member checking, and peer debriefing. Conclusions of this research were as followings: 1. The teacher utilized the abundant campus environments to design parent-teacher-student’s nature curriculum, to guide children accumulating knowledge from experiences and learning from practices, as well as combine parent’s participation and feedback. In addition, there were five themes in the curriculum: campus natural experience, garden diary, my zoo school, community source operating, and integrated activities. Each theme was conducted under the cyclic mode of “execution-review-modification-re-execution.” 2. Children’s learning effects in the implementation of parent-teacher-student’s nature experience activities included raising highly interests, enhancing sensitivities of observation, promoting active probing behaviors, increasing ecology knowledge, and cultivating their attitudes of nature’s caring. 3. The positive feedback for parents proved increasing the family members’ fellowship, promoting the parent-child collective learning opportunities, and raising parents’ identification of teaching activities. 4. The teacher’s growth revealed enhancing professional knowledge of nature science, learning the teaching capability of nature experiences, and receiving the ability of self- challenge. According to the conclusions above, the study offered suggestions for preschool teachers, parents, and future researchers.
SUNG, MIN-CHI, and 宋敏琪. "An Action Research of Parent-Teacher Communication in Infant Care Centers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2q2t9q.
Full text南臺科技大學
教育領導與評鑑研究所
105
Abstract The main purpose of this study is to provide insights into how teachers (childcare educators) at infant nurseries can increase and enrich communication content through action research and with the use of communication media while doing parent-teacher communications and help parents learn about infant development and health through such content. This researcher selected the self-owned infant nursery as the scope of study and invited 7 teachers from and 29 parents of infants associated with the nursery to be the study subjects. The steps for action research taken by this researcher included problem discovery, proposal and implementation of a solution and its steps, data collection, rethinking, reflection, correction of the implementation program and execution of the process in the next research cycle. Finally, the following conclusions were drawn on how to improve the content of parent-teacher communications for teachers at infant nurseries and enhance parents’ knowledge of infant health and development: 1. Before using parent-teacher communication media, it was important to understand the features of various media and convey correct messages. The top scoring requirement was a sense of presence during face-to-face communication. 2. The process of action research encouraged the teachers to implement adaptive development activities for infants, enrich the content of parent-teacher communication and improve childcare quality. The communication content was a coherent and viable strategy that became a plus feature in childcare performance indicators. 3. Feedback from the parents on their infants’ learning and development helped improve their recognition with the operations of the nursery and thus led to their greater approval of the teachers' approach to teaching and childcare. This enhanced the teachers' professionalism and was in line with the concrete results and operating characteristics. Suggestions are provided based on the abovementioned conclusions for infant nursery operators and teachers as well as parents. Keywords: infant nursery, action research, parent-teacher communication, communication medium
Chiu, Chu-Yin, and 邱菊英. "Action Research of Parent-Teacher Cooperation in Pre-school Special Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31839810270085082062.
Full text國立臺東大學
幼兒教育學系碩士班
102
This research aims to explore parent-teacher cooperation experience in pre-school special education class and the reflection of the parent-teacher relationship during the implementation process with the changes of parents and teachers. This research adopts action research as its method, and the subjects of the research are the author herself and three parents of students from a pre-school special education class in the affiliated kindergarten of an elementary school in New Taipei City. According to the author’s literature review and the results of the course of action, the following is the conclusions corresponding to the research aims: 1. Problem discovery through parent-teacher cooperation and problem correction model The action course of the cooperation went through three phases of corrections: (1) Transmission mode of the overweening period: it emphasizes on teacher orientation for which the teacher is the only bearer of the role of problem solution seeker whereas the parents play the role of executor; (2) Mutual respect mode of sudden enlightenment: correction model of the teacher-oriented phase one where teachers and parents conjointly discuss the activities and the implementation; professional therapists are also involved in the activities; (3) Partnership mode of fruition: during this phase, the teacher compiles the recommendations of the professional therapists and share them with the parents as to increase their competency; through dynamic activities, the teachers led the children of special needs to integrate into general classes or in the communities or to dine in the dinners. 2. Positive changes of the teachers and parents resulted from parent-teacher cooperation There are respective positive changes resulted from the three phases of parent-teacher cooperation: (1) Positive changes of the teachers: 1. after the implementation of parent-teacher cooperation, the teachers had gone through a professional growth; 2. the implementation of parent-teacher cooperation was beneficial for class management. (2) Positive changes of the parents: through the implementation of parent-teacher cooperation, the parents were able to understand the teachers’ course of action on children’s behaviors; 2. Conjoint reading and the design of reading learning sheeting increase the interactive opportunities between parents and children; 3. Parent-teacher cooperation has broaden parents’ vision as they have gained emotional support
Hsu, Ni-wei, and 許倪瑋. "An action research on Parent-Teacher cooperation for elementary school teachers and Foreign Spouses." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18852120619609994906.
Full text南華大學
教育社會學研究所
94
The researcher is a school teacher and knows the importance of the parent-teacher cooperation. However, most teachers tend not to be bothered with contacting mothers of foreign nationalities or find it difficult to have in-depth conversations with them. Therefore, the abilities of foreign mothers to educate their children are often overlooked. In fact, the participation of foreign mothers can assist in the education issues associated with children of intermarriages. Meanwhile, through the activities initiated by school or class, foreign mothers can integrate into the Taiwanese life at a quicker pace. Therefore, this research paper attempts to devise some multi-culture curriculum that involves the parent-teacher cooperation in order to shorten the distance between foreign mothers, local fathers, students and teachers with on-site activities. The purpose of this research paper is as follows. Firstly, to understand how foreign mothers adapt to local life and the difficulties they encounter in dealing with the education of their children. Such an understanding is necessary to the strategic planning in education. Secondly, to broaden the life experience of foreign mothers with the parent-teacher cooperation so that they can participate in the education progress of their children. Thirdly, to assist the growth of children of intermarriages via more frequent interactions between parents and teachers. Most importantly, to enable students and parents to learn and respect different cultures through the interactions between local families and foreign parents with the efforts from teachers. The case study is on a second-year class in one elementary school. The mother of one student in this class is Indonesian. The scope of this research study covers local students, the student of this intermarriage, the Indonesian mother and her local husband, local parents and the teacher of the class. The multi-culture curriculum was conducted during the first semester of the second year and in concurrent with other subjects with ten sessions, i.e. summer vacation experience sharing, the celebration of Mid Autumn Festival, family tree, customs and folklore of different countries, story telling, food platters, singing & teaching, multi-culture games, role plays and steam boat meals. Five out of these ten sessions invited the parents to take part so that teachers could work together with the parents. In order to understand the changes acquired by the participants during the research process, this research paper conducted after-the-event interviews and found that local parents tend to pay more attention to the issues related to foreign spouses, as well as the physical and mental developments of the children of intermarriages. The atmosphere of the class was transformed. The child of the foreign mother enjoyed the class activities. Other children learned how to respect others. The class teacher found it much easier to facilitate the teaching over the course of the research activities and further confirmed the importance of the parent-teacher cooperation. Meanwhile, this exercise enhanced the mutual understanding and trust between parents and teachers. The research concludes the following: (1) A three-win situation among students, parents and teachers can be created with the parent-teacher cooperation. However, teachers have to take more initiatives. (2) Foreign parents learn to resolve misunderstandings through frequent contacts and interactions. However, this research activity did not influence much to the Indonesia mother. (3) Multi-culture curriculum has a positive impact to children. It is a necessity given the population structure of Taiwan. Therefore, this research suggests the following: (1) Teachers may gradually step up the parent-teacher cooperation by inviting more parents to get involved. (2) With the participation of intermarriage families, the school and the class can further help foreign parents to integrate into the Taiwanese life via the parent-teacher cooperation. (3) Schools may beef up their multi-culture education content with flexible curriculum and by adopting multi-culture teaching materials. The next steps will be to enhance the content and depth of the teaching materials year by year so that the education does not only reach out to the children of intermarriages, but also to the foreign mothers so that they can be part of the education process of their children.
CHUNG, SU-LING, and 鐘素翎. "An Action research on enhancing kindergarten parent involvement in teacher’s teaching activities: Taking parent-teacher interaction as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/z546c3.
Full text國立臺東大學
幼兒教育學系碩士班
97
The purpose of this study was to promote the efficacy of teacher-parent interaction through the action process of parent involvement in class with the strategy of enhancement of parent-teacher interactive relationship from awareness and faith of the teachers. The subjects attending in the study included the researcher and the parents of 28 families from one elementary school attached kindergarten in Taipei County. Based on references and discussion, the researcher concluded 3 ideological involvement patterns for the parents, which were “involvement pattern of individual parent”, “involvement pattern of small-group parents” and “involvement pattern of whole group parents”, from applying collection of documents, observation, interviewing and questionnaires for collecting data. The researcher analyzed, interpreted and organized with the approaches of information coding and written research letters with the corresponding research purpose, the study hereby discovered the followings: 1. The practice of “Involvement pattern of individual parent” was one of the best to effectively wethod to the parent-teacher interactive relationship in the 3 ideological patterns for parent involvement: “Involvement pattern of individual parent” of the study was implemented from the action strategies of “School day for daddy and mommy”, “Love pamphlet”, and “Family chatting book for We are all good neighbors” to furthermore enhance the parent-teacher interactive relationship. 2. In the course of action for implementing parent’s participation, parents were more easily aware of the 5 keys from teacher’s faith and they were “teaching objective”, “role of the teacher”, “classroom management” and “parent-teacher relationship”. However, they were least likely to observe the planning for teaching situation in the “teaching objective” and faith for “parent-teacher interaction” 3. There was a difference between the expectation of parents toward the cognitive learning for phonetic symbols of young children and the view of focusing behavior for young children of the faith from “teaching objective” for the teacher.
HSIEH, I. WEN, and 謝宜紋. "An Action Research on Parent-Teacher Partnership for Enhancing Learning Motivation of Elementary School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/75621433630991500629.
Full text輔仁大學
兒童與家庭學系碩士在職專班
103
The study was derived from the discovery of researcher in field that the parent-teacher partnership has positive effect on improving the learning motivation of students. The study thus adopted action research approach to discuss the process of developing parent-teacher group and methods to improve the learning motivation of students through the operation of parent-teacher cooperation group. The interaction platforms of parent-teacher partnership group were usually face-to-face meetings, Facebook Clubs, and mobile app Line. The relative data such as observation and reflection notes of researcher, records and scripts of meetings, posts on Facebook, messages on Line, etc., were collected and analyzed to discuss the methods to establish a fascinating parent-teacher partnership group, the energy offered by parents and teachers in group, and ways to enhance the learning motivation of students. The results showed that: 1. The actions of parent-teacher partnership group activate the intrinsic motivation, improve the initiativity and increase the positive emotions of students in schoolwork. 2. The key points of teacher operating parent-teacher partnership group are creating friendly atmosphere in group, solving problems of parents, supporting parents to customize the proper education strategy, applying multiple communication channels flexibly to vitalize the interaction. 3. Researcher has encountered problems in process of developing the group. After the reflection, researcher amended and adjusted the channels, directions of Facebook posts, attitude toward response requirement and methods of literature shares. 4. The results of group development indicated the positive change of parents on educational concept and teaching strategy, and the action and endurance on attitude have also improved. Teachers gained the enthusiasm and profession in teaching and also valued more on the parent education. The conclusion and suggestions were proposed based on the results for future references.
"Parent-Teacher Partnership: Workshops to Support Family Engagement in Student Reading Comprehension." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53469.
Full textDissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
Yu, Yi-Ju, and 尤薏茹. "Participatory action research on the use of blogs for parent-teacher communication -The case of a public kindergarten." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94656125199406603310.
Full text朝陽科技大學
幼兒保育系碩士班
98
The purpose of this study is to investigate how the kindergarten teachers use a class blog to communicate with parents, parents’ perspectives on blog use for parent-teacher communication, and the challenges the teachers face when using blog for parent-teacher communication. The researcher cooperated with the kindergarten teachers to construct a blog. In addition, questionnaires and interviews were used to understand what teachers and parents think about the blog use for parent-teacher communication. The findings are stated as follows: 1. The construction of the class blog was simple and easy. The use of class blog was not time-consuming, and message board of the blog can facilitate the communications between the teachers and parents. 2. Parents who had been used the class blog think that videos and photos of children posted on the class blog can help they know more about their children’s performance in the school. But they are still used to communicate with the teachers face to face. 3. Parents who did not use the class blog think they are not familiar with the computers, and do not know to use the blog. Therefore, they do not to use the class blog.
Yen, Hou-Hsien, and 嚴厚嫺. "An Action Research of Using Family-centered Parent-teacher Cooperation with a Severe Intellectual Disability Child in Self-care Skills." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03214919553734896914.
Full text國立臺北教育大學
特殊教育學系碩士班
101
This research is based on the method of action research. It is a process of the “family-centered” cooperation between parents and teachers to educate the child with severe intellectual disability about self-care skills. At the same time, this research intended to explore the process and the affection of parent-teacher cooperation. It also shows the difficulties and the adjustment in teaching child self-care skills. This research is concluded as follows: 1.The “family-centered” parent-teacher cooperation process includes four stages. The first stage is to create mutual trust between parents and teachers. The second stage is to discuss the implementation of cooperation throughout the process. The third stage is to adjust the conflicts within the family and to respect the family traits also. The last stage is to maintain the cooperation of teachers and parents. 2.The “family-centered” parent-teacher cooperation can enhance the abilities of parents to teach their children. It can also promote the interaction between parents and children. 3.The “family-centered” parent-teacher cooperation can promote teacher to respect the family, design a better curriculum, and enhance the quality of professional team cooperation. 4.The “family-centered” parent-teacher cooperation can improve the performance of self-care skills of children with severe intellectual disability. According to these research results in conclusion, it provides recommendations for teachers, parents and future research activities for reference.