Rozprawy doktorskie na temat „Parent-Teacher Action Research Project”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Parent-Teacher Action Research Project.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 34 najlepszych rozpraw doktorskich naukowych na temat „Parent-Teacher Action Research Project”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
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.
Pełny tekst źródłaStreszczenie:
Various reports from the European Union and UNESCO consider teacher professional development (TPD) as the first priority in educational reform plans. The same reports emphasise the inadequacies of current teacher professional development programmes to meet the immediate demands of the lifelong learning policies and educational reforms. The case of Cyprus reflects the European and global situation in that matter. This study explores an alternative way for ongoing teacher professional development through the power and flexibility of the Internet. It situates teacher professional development within a constructivist framework underpinned by adult learning theories and aided by the literature on teacher professional development. It applies this framework to the development and delivery of an online learning environment to primary school teachers in Cyprus. The general aim of this study is to delineate the factors that contribute to effective professional development and develop a more democratic teacher professional development programme by giving greater control to the teachers. Thirteen of my colleagues - in-service primary school teachers from Cyprus - voluntarily participated in an online learning environment for a period of two months. Results show that teachers are more responsive to voluntary participation in professional development programmes than compulsory participation. Teachers may assume an intrinsic motivational orientation to learning and their professional development when they have control and ownership of the process and context of learning as well as time and place flexibility. Problem solVing enhances teachers' participation, interaction and collaboration and helps to promote a sense of community. Socialisation between learners nourishes the learning process and enhances intimacy and social presence and strengthens the sense of community. Subsequently, learners are more responsive to cognitive engagement. Asynchronous CMC seems to be an effective medium in supporting both the cognitive and the social aspects of learning. Scaffolding, at least during the initial stages of the learning process, is essential for learners in order to assume self-direction in learning. Control over the content and the learning environment increases learners' engagement with the content. This study suggests that the power and fleXibility of the Internet, under certain conditions, can afford teachers an alternative learning experience in which they can assume control of their professional development in collaboration with their peers in online learning communities.
2
Healy, 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.
Pełny tekst źródłaStreszczenie:
This dissertation describes an action research project undertaken in an urban primary school. This action research project aimed to improve partnership with parents in the school, including parents whose children may be at risk of educational disadvantage. Amongst the main findings of this dissertation are the following: Parental understandings of partnership fell under a number of broad headings of which the most important are: communication, co-operation, parental school involvement and home and school listening to each other with respect. The cyclical nature of the action research facilitated the development of parental action in this project. The action research process highlighted the fact that some parents need greater support than others and that parental involvement needs to be differentiated to include all parents.
3
Davis, 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.
Pełny tekst źródłaStreszczenie:
This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.
4
Moreno, 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.
Pełny tekst źródłaStreszczenie:
The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom.
This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The study was guided by critical pedagogy, a mentoring framework, the critical mentoring strategy in addition to social capital theory.
This dissertation documented the voices of the participants as they developed their mentoring relationship in the early intervention teacher pipeline. The challenges and experiences were documented through observations, researcher’s reflection, semistructured interviews, and a focus group.
The study revealed that, with appropriate preparation, students of color are more likely to choose a teaching career and return to their community to become homegrown teachers. The emerging themes of the study were that (a) culture and language shaped the mentoring relationship, (b) homegrown teachers were essential to mentoring students of color, (c) for Latinos, education was a family journey, (d) socializing students of color into career aspirations, (e) acculturation into the teaching profession—learning to become a teacher, and (f) time and gender were the major constraints; redefining future mentoring relationships.
This action research revealed the many benefits for teachers and students to develop critical mentoring relationships.
5
Thomas, 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.
Pełny tekst źródłaStreszczenie:
This 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.
6
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.
Pełny tekst źródła
7
Santamaria, 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.
Pełny tekst źródłaStreszczenie:
The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their learning and parents moved toward full participation as they developed confidence, skills, and awareness about themselves as agents of change.A Critically Compassionate Intellectualism (CCI) model, derived from Sociocultural Theory and Critical Race Theory (CRT), was applied to analyze the ways parents demonstrated their understanding of participation through cooperation, caring, and critical consciousness. A Participatory Action Research (PAR) approach was implemented as a method through which parents' roles in the investigation and their definitions of participation were explored.Primary data sources included individual and focus group interviews, discussion/planning sessions, and a debriefing session. Secondary sources consisted of weekly journals, an open-ended survey, and audio memos. Most data sources were transcribed and coded using an "open-coding" procedure. Then primary sources were coded a second time for a more detailed analysis of parents' evolving views of participation.Novice parents reported that within a cooperative environment they could share their thoughts and feelings about their children. They acknowledged that their voices were heard and, therefore, felt validated and supported. Parents' critical consciousness was raised as they felt more confident in generating positive changes for their children. Both veteran and novice parents' roles changed over time. Veteran parents' leadership grew and novice parents became more active and vocal in the research process.This study presented alternative ways to understand parent participation. Being listened to and respected by teachers and school administrators were important reasons for parents' active participation. Feeling supported at IEP meetings and having open communication with teachers also were important factors contributing to parents' participation. Definitions of participation should continue to expand to allow a space for parents' diverse experiences.
8
Paujik, 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.
Pełny tekst źródłaStreszczenie:
This study examined children's understandings of poverty in a Kindergarten classroom. Along with meaning-making around poverty, the study examined pedagogical conditions that support investigations of socio-political aspects of sustainability with young children. Data included observations of children's play, artefacts, conversation transcripts, and teacher reflective journal entries. Findings showed that the children's understandings of poverty shifted and reverted throughout the project and were influenced by broader social events. Further, that young children's engagement with socio-political aspects of sustainability can be supported via purposeful, play-based and arts-based pedagogies. This study addresses a gap in early childhood education for sustainability research by moving beyond a prevalent focus on environmental aspects of sustainability.
9
Scholtz, 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.
Pełny tekst źródłaStreszczenie:
Bibliography: pages 53-58.Following 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.
10
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.
Pełny tekst źródła
11
Hunt, 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.
Pełny tekst źródłaStreszczenie:
In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective practice, action research has developed as an approach within which teachers can systematically question, challenge and improve their teaching and recently been introduced into teacher education programmes with the rationale of encouraging student teachers to critically engage with curriculum and practice (Mills, 2003). Recent years have additionally seen interest in how teachers’ knowledge is sociodiscursively constructed with a concomitant focus on the link between teacher identity and practice (e.g. Danielewicz, 2001; Miller Marsh, 2003; Norton 2000). However, few studies have attempted to explore the influence action research may have on the construction of student teacher practice and identity (Trent, 2010). This study explores the role of an undergraduate action research project in terms of the extent of its influence on the development of student practice in English Language classes and the trajectory of their emergent teacher identities. Informed by new theoretical directions in ethnography (Denzin, 1997), data was collected using naturally occurring texts integral to the student teachers’ studies, including weekly lesson observations, post-observation feedback discussions and three focus group discussions over the course of the research project. Analysis indicates that the undergraduate action research project differentially affects students’ practice and emergent identities, but that this relationship may be tangential and students’ agency may be overshadowed by methodological preoccupations and constraints of institutions. Both global and local discursive formations combine and interact to influence this process which occurs in a theoretical ‘interzone’ a third space, sociodiscursively constructed between institutions.
12
Petrovick, Marian Brow. "Team research on intrinsic motivation in student populations: A continuing project". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1667.
Pełny tekst źródła
13
Bernal, 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/.
Pełny tekst źródłaStreszczenie:
A presente pesquisa verifica as possibilidades e limites da formação de professores em Educação Ambiental (EA) na perspectiva crítica, por meio da Educação a Distância (EAD) semipresencial. As análises estão baseadas na aplicação do curso Educação Ambiental: Rede Ambiência, promovido pelo Instituto Nacional de Análise do Risco Ambiental (INAIRA). As contribuições de autores do pensamento crítico em EA foram consideradas em torno da formação continuada dos educadores. Os princípios metodológicos da pesquisa-ação subsidiam este estudo. No processo, as interpretações da realidade observada e as possíveis ações transformadoras são objetos de discussão. A pesquisa prática ocorreu durante o ano de 2010, com um grupo de 42 educadores do município de Mirassol DOeste, no Mato Grosso. O percurso da formação pautou-se no conhecimento e na discussão das questões ambientais locais e na sensibilização dos educadores, para um efetivo trabalho de EA com os alunos. A metodologia de projetos foi a estratégia sugerida para o desenvolvimento da EA crítica com os estudantes, pois possibilita estudos do meio que estimulam as investigações das problemáticas locais. Como resultado, verificou-se que a EAD semipresencial pode ser utilizada na formação em EA crítica, desde que conte com as ferramentas interativas de comunicação - os fóruns virtuais, e com metodologias participativas que agucem o pensamento reflexivo. Quanto aos limites apresentados, a presença do formador para um melhor acompanhamento no momento da realização dos projetos revelou-se positiva, também um maior estímulo à participação dos educadores nos fóruns pode ser considerado fundamental para a melhoria da qualidade do processo.This 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.
14
Mudd, Heather E. "A teacher action research project on digital fluency via blogging". 2008. http://etd.lib.fsu.edu/theses/available/etd-07142008-235720.
Pełny tekst źródłaStreszczenie:
Thesis (M.S.)--Florida State University, 2008.Advisor: 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.
15
YANG, YU TING, i 楊毓婷. "Towards the Project Approach ：An action research of a kindergarten teacher". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15039542200367377137.
Pełny tekst źródłaStreszczenie:
碩士臺北市立師範學院
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.
16
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.
Pełny tekst źródłaStreszczenie:
碩士國立臺灣師範大學
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.
17
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.
Pełny tekst źródłaStreszczenie:
Visual pedagogy plays a crucial role in foreign language teaching and the majority of students are mainly visual learners, especially public-school students. As a result, the teacher-researcher adopted various visual materials in this research for students from an Australian Public school in the Year Five and Six class. Based on those visual materials, the teacher-researcher developed visual teaching strategies aimed to fully explore visual pedagogy that can bring substantial benefits to young learners. This thesis is composed of 6 chapters. In Chapter 1, the thesis introduces a general background of the study, and in Chapter 2, it examines the research literature on which this study is based. The Chapter 3 explains the method and describes who the participants are. The Chapter 4 provides the data from the use of chosen visual materials. Chapter 5 extends the data by examining a range of visual strategies. In the final chapter, the thesis discusses the implications of this research for the teaching of Mandarin language in Australian schools. In the course of the research, the teacher-researcher found that a significant amount of content can be presented through visual materials. Considering students’ interest and curiosity, the teacher-researcher believes that the choice of visual materials should be student-centered. Additionally, a variety of visual materials based on strategies the teacher-researcher used can resulted in higher levels of students’ engagement in classroom than what would have been achieved with visual materials that only presente words. For an example, students can be more easily distracted by watching a lenthy video, but are better engaged with short videos. Basically, students are interested in visualizing and guessing, however, the teacher-researcher found that the same strategy may not work equally well for both boys and girls. Cultural issues also have impacts on the implementation of visual teaching strategies. Therefore, students’ age, interest, gender and cultural background should be considered when choosing visual materials and developing visual strategies.
18
Hwang, Jyh-Perng, i 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.
Pełny tekst źródłaStreszczenie:
碩士國立東華大學
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.
19
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.
Pełny tekst źródłaStreszczenie:
This research focuses on the exploration of integrating songs in the Task-based Language Teaching (TBLT) approach to enhance the learnability of Chinese. The aim of this study is to develop a series of effective curriculum resources, including songs and tasks and a novel framework combining songs and tasks in language teaching. This research is also designed as an action research to improve the teacher-researcher proficiency of the researcher with his teaching experience in Pianpi High School. In this study, different types of songs were experimented with and different tasks were utilized to allow the language to be used in life-like contexts. Finally, an adjusted framework of TBLT, including the Pre-task phase, Song phase, Core task phase and Post-task phase, is developed to combine songs and tasks, and to move the learning of songs to a higher plane of practice and application.
20
Dai, 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.
Pełny tekst źródłaStreszczenie:
This research focuses on the exploration of a suitable task-based language teaching (TBLT) approach to make Mandarin learnable. A qualitative action research is designed to improve the research consistent with the teacher researcher’s teaching practice in Gaoxing high school. The aim of this study is to develop a framework of TBLT that adapt to the real scenario of Mandarin learning, with the consideration of continuity between lessons and tasks. Through this action research, different types of tasks are examined and developed with the major considerations of real-world connection and continuity. Moreover, teaching strategies of different learning stages are explored according to students’ learning condition over time. Last but not least, a framework of TBLT that includes three phases – pre-task phase, task cycle and language focus – is developed to suit the real situation of Mandarin teaching.
21
Mu, 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.
Pełny tekst źródłaStreszczenie:
As Chinese teaching is increasingly popular in Australia, there is a growing demand for Chinese language teachers. However, increasing numbers of students from diverse backgrounds in Australia with different learning needs and habits are learning Chinese and they need to be catered for with their distinctive learning needs. This thesis is designed as action research. In Chinese class at High School A in the Western Sydney Region, students have been observed having different learning strategies, interests, and motivations. The focus of this study is that they could benefit from Project-Based Learning (PBL). The study involved surveying 49 Y7 students at High School A; interviewing the Chinese teacher; and conducting a focus group in order to identify appropriate methods to make Chinese learnable for Y7 students. The study identified students’ different learning interests and strategies, while showing that gender-based differences were not significant to their different learning interests and strategies. The study also illustrated how PBL could be utilized as an effective activity involving students’ different learning interests and strategies. As the new 2017 Chinese Syllabus has been put forward and will be implemented officially at High School A in 2019, activities and tasks such as PBL will be encouraged to increase students’ engagement in Chinese learning.
22
Wu, Ming-Yen, i 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.
Pełny tekst źródłaStreszczenie:
碩士國立臺南大學
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.
23
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.
Pełny tekst źródłaStreszczenie:
This study is an action research project conducted by a teacher-researcher who is teaching Chinese as a foreign language to students in NSW public schools. It involves two action research cycles in order to investigate how a beginning teacher can improve Communicative Language Teaching (CLT) practice through continuous reflective teaching. The first action research cycle employs the NSW Quality Teaching (QT) pedagogical model as a tool to support reflective teaching. The second action research cycle aims at testing out and further improving the findings of the first action research cycle by drawing on principles of intercultural language teaching (ILT). This study seeks to contribute to current language education research in several areas. Firstly, it generates data about Teaching Chinese as a Foreign Language (TCFL) which is an emerging field. Secondly, it includes theoretical and practical understanding about CLT and ILT as foreign language pedagogies. Thirdly, while using action research as the methodology, the reflexivity of action research was further developed in this study through the integration of reflective teaching cycles into action research cycles. Fourthly, an approach to reflective teaching, namely, ‘tension-focused reflective teaching’ has been developed. Fifthly, tension-focused reflection has also given rise to a method for enhancing foreign language teaching via a communicative approach, which I termed Quality Intercultural Communicative Activities (QICA)—in which QT elements are incorporated into the design of classroom activities for intercultural communicative competence development. Sixthly, QICA also constitutes a mode of implementation of QT in the context of CLT and ILT to improve the quality of foreign language pedagogy. Seventhly, this study evaluates and tries to develop QT as a self-reflection tool for teachers.
24
Li, 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.
Pełny tekst źródłaStreszczenie:
This thesis reports an exploration into student-centred approaches to making Chinese learnable for beginning learners in Australian schools, specifically in the Western Sydney Region (WSR). The teacher-researcher was a bilingual volunteer teacher from mainland China who was a participant in the Research Oriented School Engaged Teacher Education (ROSETE) program whereby the students study their own teaching practice as the basis for their thesis.
The research question devised to study the teaching assignment was:
How can a bilingual volunteer teacher-researcher use action research to develop a student-centred teaching framework to make Chinese learnable to beginning learners in western Sydney schools?
The three contributory questions were:
1. How can a bilingual volunteer teacher/ teacher-researcher develop a series of student-centred content, learning materials and resources to support the design of the lessons?
2. How can a bilingual volunteer teacher/ teacher-researcher develop a series of student-centred teaching strategies?
3. How can a bilingual volunteer teacher/ teacher-researcher develop a series of student-centred classroom management practices?
The methodology chosen for this research was mixed methods, although the majority of the data collected was qualitative.
The findings drawn from the data collected have provided a database of successful student-centred methods related to choosing lesson content, materials and resources, teaching pedagogies and behaviour management for implementation in a student-centred Chinese language classroom.
25
Chueh, Su Hui, i 蘇慧雀. "Action Research Of Parent-teacher Communicationin Kindergarten". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/30441936632304531417.
Pełny tekst źródłaStreszczenie:
碩士台灣首府大學
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.
26
Lin, Chi-Chiu, i 林綺秋. "An Action Research on Parent-teacher-student’s Nature Experiences". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/21445930730018041281.
Pełny tekst źródłaStreszczenie:
碩士國立東華大學
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.
27
SUNG, MIN-CHI, i 宋敏琪. "An Action Research of Parent-Teacher Communication in Infant Care Centers". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2q2t9q.
Pełny tekst źródłaStreszczenie:
碩士南臺科技大學
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
28
Chiu, Chu-Yin, i 邱菊英. "Action Research of Parent-Teacher Cooperation in Pre-school Special Education". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31839810270085082062.
Pełny tekst źródłaStreszczenie:
碩士國立臺東大學
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
29
Hsu, Ni-wei, i 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.
Pełny tekst źródłaStreszczenie:
碩士南華大學
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.
30
CHUNG, SU-LING, i 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.
Pełny tekst źródłaStreszczenie:
碩士國立臺東大學
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.
31
HSIEH, I. WEN, i 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.
Pełny tekst źródłaStreszczenie:
碩士輔仁大學
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.
32
"Parent-Teacher Partnership: Workshops to Support Family Engagement in Student Reading Comprehension". Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53469.
Pełny tekst źródłaStreszczenie:
abstract: During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment).
The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level.
This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models.
Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews.
A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles.Dissertation/Thesis
Doctoral Dissertation Educational Leadership and Policy Studies 2019
33
Yu, Yi-Ju, i 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.
Pełny tekst źródłaStreszczenie:
碩士朝陽科技大學
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.
34
Yen, Hou-Hsien, i 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.
Pełny tekst źródłaStreszczenie:
碩士國立臺北教育大學
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.