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1
Matty-Cervantes, Carmen Maria. "Describing parent participation in a Mexican school." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.
Повний текст джерелаАнотація:
Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.
2
Duplissie, Kevin L. "Parent Perceptions on Kindergarten Entry." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.
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3
Friedel, Tracy L. "Case study of Aboriginal parent participation in public education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0021/MQ47135.pdf.
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4
Chang, Kyung-Ho. "Parent perception of adapted physical education programs for the handicapped child as a factor of parent participation." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291293125.
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5
Ingram, Booker T. "Citizen participation : an analysis of parent participation in district advisory councils in three Ohio school districts /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769470278218.
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6
Hlatshwayo, Boy Cyril. "Black parent's perceptions of their educational responsibility in a changing educational dispensation." Thesis, University of Zululand, 1996. http://hdl.handle.net/10530/1141.
Повний текст джерелаАнотація:
Submitted in fulfillment of the requirements for the degree Doctor of Education in the Department of Educational Psychology and Special Education Faculty of Education
University of Zululand, South Africa, 1996.The aim of this investigation was to establish black parents' perceptions regarding their educational responsibility in a changing educational dispensation. From the literature study it became clear that rapid change represents one of the most dynamic features of modern society and the traditional black family is not left untouched by this. The influence of permissiveness, materialism and the mass-media forces parents to educate their children under circumstances quite different to those under which they themselves were reared. Industrialization, urbanization, politicization and the norm crisis are the most dominant characteristics of modern society which gave rise to numerous problems regarding the adequate functioning of the family. In the historical overview of black education in South Africa it was revealed that during the nineteenth century the education of black children in South Africa was funded and controlled by different churches. Between 1904 and 1953 the administration of Black Education was jointly performed by the churches and provinces and during these years the policy of segregation and inequalities in education are well-known and well-documented. After the National Party's accession in 1948 and the passing of the Bantu Education Act in 1953, separation in black education became formalised through legislation and was vigorously implemented. Since the early 1950s apartheid education was vociferously opposed by black students and teachers. The sporadic protests and boycotts of the 1950s and 1960s culminated in the student riots of 1976 which signalled an end to apartheid education. Changes in society had remarkable and adverse effects on the educational responsibility of black parents. The traditional practice, where children learned from their parents and eiders, changed to a Western system where professionals teach children with the aid of textbooks. Parents should, however, have no uncertainties as to their educational responsibility as parents. As the child's primary educators, parents are responsible for the child's adequate education at home, which serves as a basis for school education. They should be fully aware of their role, purpose and task, as well as the possibilities and limitations of their activities as regard the education of their children. The purpose of the child's education is not only adequate support and guidance towards adulthood, but also optima! realization of the child's unique potential. Responsible education can only be adequately realised if the educational relationship between parent and child is based on trust, understanding and authority. For the purpose of the empirical investigation a self-structured questionnaire was utilised. An analysis was done of 150 questionnaires completed by the parents of standard 8 pupils in Umlazi schools. The data thus obtained was processed and interpreted by means of descriptive and inferential statistics. The hypothesis, namely that the relationship of trust, understanding and authority between parent and child has no relation with the gender or age of the parents or the number of school-going children in the family, has to be accepted. In conclusion, a summary and certain finding emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made: Cultural leaders must re-establish and meaningfully foster the efficient functioning of the nuclear family. Parent guidance and parent involvement programmes must be established at schools.
7
Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.
Повний текст джерелаАнотація:
This project consisted of four parent workshops designed to examine and strengthen home-school communication for Banks Elementary School students, teachers, and parents. The goals of the workshops were to improve parent-teacher relations, increase parent usage of school resources, and increase parent student interaction in the home. Workshop topics included providing parents with information on state-mandated testing, literacy issues, reading strategies, and homework.
8
Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.
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9
Hutchins, Marilyn K. "Formative development of a parent tutor program." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54200.
Повний текст джерелаАнотація:
The procedural problem of this action research study was to develop a parent tutor program to teach parents how to work more effectively with the homework process. The review of literature examined (a) parent involvement, (b) parent education, (c) homework, and (d) curriculum development. A formative evaluation methodology involved four phases: (a) development, (b) implementation, (c) assessment, and (d) revision. The researcher used two curriculum software packages, Peaks CourseBuilding Software and PEAKSolutions LessonBuilding Software™. developed by PEAKSolutions and Vogler in 1989, to prepare a curriculum resource guide containing leader (counselor) guidelines, syllabus, and nine lesson plans. A foundation was provided by a selfhelp book on minimizing the homework hassle entitled Parents as Tutors, written by Vogler and Hutchins in 1988. Six elementary counselors formed an advisory panel to provide formative evaluation/validation of the program during the development and revision phases.
The subjects were groups of parents who volunteered to participate in parent tutor groups at three elementary schools in southwest Virginia. Four instruments were designed and used in the formative evaluation process. One was a questionnaire completed by the advisory panel. The others were completed by the participants at the beginning, during, and at the end of the parent education groups.
All parents who completed the parent tutor program indicated they experienced positive involvement in the homework process for themselves as well as benefits for their children. Conclusions related to parent participant goals for and problems with the homework process, reasons for parent group attrition, leader role and parent group strategies, and the importance of evaluative data. Recommendations were provided for parent tutor groups and future research. A counselor oriented parent tutor curriculum resource guide including a syllabus and nine comprehensive lesson plans with fieldtested revisions are included in the dissertation.Ed. D.
10
Robinson, Jill M. "Special education teachers' perceptions of parent participation at the IEP conference within inclusive education." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/40209.
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11
Freelove, Patricia Pina. "Parent involvement for Hispanic families." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.
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12
Mbokodi, Sindiswa Madgie. "Black parental involvement in education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1013.
Повний текст джерелаАнотація:
The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
13
To, Chan Bik-lai Julie, and 杜陳碧麗. "Parent education: a case of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.
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14
Formolo, Francesca Marie. "The effects of parent volunteers on a child's literacy growth." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/993.
Повний текст джерелаАнотація:
Research has shown that the more active parents are in their child's education the more likely their child is to achieve academic success. Based on these findings this research project focused on how parent volunteers influenced their child's literacy growth. It is hypothesized that as the parent spends time in the classroom they are given more opportunities to interact with other members of the classroom community. It is believed that this interaction will influence the way in which the parent works with their child and have a positive influence on their child's literacy growth.
15
Muwanga, Nansozi K. "The politics of primary education in Uganda, parent participation and national reforms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ53852.pdf.
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16
Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.
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17
Torrez-Graham, Marlene R. "Best Practices: Promoting Parent-School Relationship To Increase Hispanic Parental Participation in Schools." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn159431079080737.
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18
Revington, Erika. "Parental involvement in their children's schooling following the transition from primary to high school." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96687.
Повний текст джерелаАнотація:
Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Parental involvement in a child’s life forms a significant part of parenting, regardless of a parent and child’s background or context. The complexity of the concept is evident considering the diverse nature of existing definitions, models and theories. However, it appears that the approach to the term is greatly determined by the context in which it is used or referred to. Through a case study of a group of South African parents of Grade 9 children at a local high school, the study explores parents’ experiences of their parental involvement and adaption thereof following the transition from primary to high school. The study is qualitative and based on a social-constructivist theoretical framework which is concerned with how each person’s reality is shaped by social interaction with others, as well as historical and cultural influences. The Hoover-Dempsey and Sandler (2005) model of parental involvement takes a central stance in the study. Research findings confirmed the complex nature of parental involvement. Each parent’s experience of his or her parental involvement was uniquely expressed, while the adolescent and school’s invitations for involvement, or rather the lack thereof, were the main determinants of parental involvement at the beginning of high school. A general tendency to decrease involvement following the transition to high school was noted, although it appeared that parents prefer to be more involved, or at least as involved as possible. In this study, parents’ expectations and experiences of their involvement and the transition from primary to high school, concurs with existing literature in the field.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid in ‘n kind se lewe is ‘n belangrike aspek van ouerskap, ongeag die agtergrond of konteks van die ouer en kind. Die kompleksiteit van die term is duidelik wanneer die uiteenlopende definisies, modelle en teorieë wat daaroor bestaan in ag geneem word. Dit wil egter voorkom asof die konteks waarin die term gebruik of na verwys word, veral grootliks die benadering daartoe bepaal. Deur gebruik te maak van ‘n gevallestudie van ‘n groep Suid-Afrikaanse ouers van Graad 9 kinders by ‘n plaaslike hoërskool, ondersoek die studie ouers se ervaringe oor hul ouerbetrokkenheid en aanpassing daarvan na die oorgang van laerskool na hoërskool. Die studie is kwalitatief en gebaseer op ’n sosiaal-konstruksionistiese teoretiese raamwerk, wat bemoeid is met hoe elke persoon se realiteit beïnvloed word deur sosiale interaksie met ander, asook die historiese en kulturele invloede in daardie persoon se lewe. Die Hoover-Dempsey en Sandler (2005) model van ouerbetrokkenheid staan sentraal tot die studie. Die navorsingsbevindings het die kompleksiteit van ouerbetrokkenheid bevestig. Elke ouer se ervaring van sy/haar betrokkenheid is uniek uitgedruk, met die adolessent en skool se aanvraag na betrokkenheid, of eerder die afwesigheid daarvan, as die hoofdeterminant van betrokkenheid tydens die begin van hoërskool. ‘n Algemene geneigdheid om ouerbetrokkenheid te verlaag na die oorgang van laerskool na hoërskool is bevind, alhoewel dit voorkom asof ouers tog ‘n voorkeur het om meer betrokke te wees, of ten minste so betrokke as wat hul kind dit toelaat. Ouers se ervaringe ten opsigte van hul verwagtinge en belewenis van betrokkenheid, asook die oorgang van laerskool na hoërskool, hou verband met bestaande literatuur in die veld.
19
Beagley, David Edward, and d. beagley@latrobe edu au. "PARENT PARTICIPATION IN CURRICULUM DECISION MAKING: A CASE STUDY." La Trobe University. School of Education, 1996. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20041216.160407.
Повний текст джерелаАнотація:
This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s.
Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas.
The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile.
While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.
20
Cage, Cheryl E. Morreau Lanny E. Lian Ming-Gon John. "Effects of a parent involvement program on parental participation in school activities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633387.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 9, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Gregory F. Aloia, Kenneth Strand, Robert Wazienski. Includes bibliographical references (leaves 96-108) and abstract. Also available in print.
21
Krupa, Lynn. "The effect of a parent training program on language delayed children." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4095.
Повний текст джерелаАнотація:
The purpose of this research project was to determine whether a child-centered parent training program requiring minimal training would increase the language skills of LD pre-school children who have normal receptive language. Seven experimental subjects and 6 control subjects were randomly selected from a pool of middle-class families who answered a newspaper advertisement. The parents of the experimental group received 3 individual training sessions over a 3-month period. They were instructed to spend 15 minutes a day, 5 days a week, for 3 months, in a free play situation with their children using the language stimulation techniques they had learned, i.e., parallel talk, description, self-talk, and expansion. To eliminate a possible "halo effect" from the attention given the children in the experimental group, the parents in the control group were instructed to spend 15 minutes a day, 5 days a week, for 3 months, playing individually with their children.
22
González, Miranda Andrade. "Needs Assessment for Parent Literacy Program." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799506/.
Повний текст джерелаАнотація:
Latina/o students do not perform at the same level of achievement as their peers, and often lack of parent presence is mistaken for apathy towards their children’s educational success. This research examines the strategies Latina/o parents take in navigating the school system and advocating for their students. A local nonprofit organization with the goal of achieving educational equity for Latina/o parents will utilize these findings and recommendations to develop curricula for a parent literacy program.
23
Brown, Linda Marie. "Handbook for parents of first grade children learning to read and write." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1662.
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24
Pierson, Brian Michael. "The facilitation of career development of adolescents with parental involvement in a structured program." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28266.
Повний текст джерелаАнотація:
This study was concerned with developing and exploring a reasonably comprehensive scheme of categories which describes, from the perspective of adolescents, what facilitates their career development during the process of participating in the Partners Program.
The critical incidents Technique was used to elicit 302 Incidents from nine dyads. Each dyad consisted of a parent and their high school adolescent. This study took place over a four-month period, and after completion of the program, the participants were interviewed individually to determine the events that facilitated the career development of the adolescent. Sixteen categories emerged from the incidents reported. Reliability was suggested by two independent raters who showed 100% agreement in categorization. Participation rate varying from 44% - 61% indicated the soundness of these categories.
From an examination of the findings, theories surfaced from the categories that reflected the threefold aim of the Partners Program. Firstly it fosters career development by increasing self-awareness, career awareness and decision and planning capabilities. Secondly, it strengthens the family support network. Thirdly, it enables the adolescent to make better use of career resources and programs. It is suggested that there is a potency in family relationships in career counselling which could be a powerful ally for the professional counsellor.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
25
Watson, Alma Louise. "A descriptive analysis of parent and teacher perceptions regarding parent involvement in a program for the preschool handicapped." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171508/.
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26
Goodman, Matthew Reader. "If we build it will parents come? : parent participation in preventative parenting groups /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055688.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available for download via the World Wide Web; free to University of Oregon users.
27
Taylor, Sonja. "Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2324.
Повний текст джерелаАнотація:
Studies have increasingly shown that more parent involvement leads to higher academic achievement for kids. However, studies have also shown a difference in the ability of parents to effectively further their children's interest based on social class. Middle-class parents are described as being able to activate their cultural and social capital in order to further their interests, while working-class and low-income parents have been described as frustrated and marginalized- lacking the ability to activate their capital in a way that benefits themselves and their children.
The intent of this study is to explore how parents understand their role in the parent teacher relationship to look for evidence that social class might not be as much of a factor as previous literature suggests when it comes to activation of cultural capital. Building on a study that found some working-class parents were able to activate cultural capital through their conversations with teachers, I wanted to find out if how parents understand and perform their role would offer more insight into how cultural capital is activated. Based on the premise that how parents understand their role in conversation with teachers might be able to affect their ability to activate their cultural capital, I conducted a qualitative interview study to explore how parents of 5th grade elementary students view their role in the parent-teacher relationship.
Results of the study show that parents gained confidence in their role through conversations with teachers and that they also gained an increased ability to collaborate and engage in partnership with their childrens' teachers. Confidence in role and collaboration with teachers were seen as indications of activation of cultural capital. In this study, parents were able to activate their cultural capital by having collaborative relationships with teachers 9 out of 10 times, regardless of class background.
I draw conclusions that parents in my study developed the ability to activate cultural capital regardless of social class background. Because of this, parents' experience of their relationships with teachers might not be as dichotomous as previous research suggests. My findings suggest that frequency of communication is an important mechanism that contributes to successful parent-teacher relationships. Communication that was particularly helpful included informal conversations and email. The use of email in parent-teacher conversations in particular is an area that deserves further study.
28
Gerstein, Stephanie Hannah. "Benefits and influences of parent involvement for children with learning disabilities." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84996.
Повний текст джерелаАнотація:
The benefits and influences of parent involvement were examined among a group of children with learning disabilities (LD). One aim of this study was to determine whether different types of parent involvement are associated with educational benefits in special education. A second aim was to apply an existing model of parent involvement to assess its influences in this population. One hundred and twenty-three children with and without LD from grades 1 to 8 and their parents participated in the study. Children's grades and their attitudes to school were used as educational outcomes to evaluate the impact of their parents' involvement. Mothers and fathers completed questionnaires regarding their school, cognitive-intellectual and personal involvement, as well as measures of stress, social support, and perception of their child's academic ability. Mothers were consistently more involved than fathers in all types of activities. Higher grades were significantly correlated with mothers' involvement in school-related activities and fathers' involvement in personal activities. Fathers who felt they received a greater amount of social support tended to be more involved in their children's cognitive and personal activities. Mothers who perceived a greater amount of social support were more personally involved with their children, and mothers who perceived their children as having more severe LDs were less personally involved. Overall results extend the literature on the benefits and the factors associated with parent involvement for children with LD and highlight the need for parents, educators and school psychologists to combine resources in order to increase awareness and levels of parent involvement.
29
Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.
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30
Grohowsky, Laura Jean. "Handbook on emergent literacy for the preschool parent." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/635.
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31
Cayer, Krista Stinson. "Creating Positive Experiences: Increasing Parent Participation In A Low Income Elementary School." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000116.
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32
Perry-Indermaur, Astrid. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050921.134833/index.html.
Повний текст джерелаАнотація:
Thesis (Ph.D.) -- University of Western Sydney, 2004."A thesis submitted to the University of Western Sydney, in the total fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : p. 251-268.
33
Cimino, Teresa Ann. "Creating a school based family literacy institute." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3283.
Повний текст джерелаАнотація:
The purpose of this project is to assist parents, through the development of a school-based Family Literacy Institute, to learn to actively help their children when they read at home. The study will teach parents how to pick appropriate books for and with their children and use them as a read aloud. It is, also, to get parents involved with their children's literacy development and to support their educational experiences from elementary school through high school.
34
Perry-Indermaur, Astrid, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools." THESIS_CSHS_ASH_Perry-Indermaur_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/707.
Повний текст джерелаАнотація:
The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys.Doctor of Philosophy (PhD)
35
Goss, Emilie Alice, Julie Diane Orr, and Barbara Anne Osburn. "IMPACTT: Involving more parents and community members together with teachers in support of education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1369.
Повний текст джерелаАнотація:
Involving parents and community in education is vital to the success of academic excellence. It is essential that adults be involved in the education and socialization of their children for the next generation.
36
Lopezrevoredo, Analucia. "Learning From Culturally Specific Programs and Their Impact on Latino Parent Engagement." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4997.
Повний текст джерелаАнотація:
Latinos are the largest and fastest growing ethnic minority group in the United States. Academically, they are significantly trailing their non-Latino peers in graduation and overall educational attainment. Among many socioeconomic factors, parent engagement has been identified as being a defining indicator of student success. Reflective of racial and class disparities, this study explored with the use of critical race and intersectionality theory, that low Latino parent engagement is a result of the historical devaluing and omission of Latino culture, history and language from formal academic settings, and compounding social factors that make engagement complex for Latino immigrants in America today.
In search of programmatic designs that better engage Latino families, this study explored a culturally specific program in San Francisco and its impact on engaging Latino immigrant parents. Using ethnographic methodologies, this study found via direct observation, a parent focus group, nine parent interviews and seven school personnel interviews that culturally specific programs can successful build relationships, create inclusive spaces, counter ideas of deficit thinking, interrupt systems of oppression, and strengthen community engagement. Implications of this study on social work education, practice, and policy will be discussed.
37
McKibbin, Charmaine Zoe, and n/a. "Parent Participation, Action Research and Government Through Community: Lessons from a 1990s Queensland Case Study." Griffith University. School of Arts, Media and Culture, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050210.154526.
Повний текст джерелаАнотація:
This thesis examines the historical relationship between government and self-government, and the contemporary role that Action Research (AR) occupies as a liberal technology of government. It draws upon the Teaching for Effective Learning in Senior Schooling (TELSS) project as the example. This project, which was based on a 'collaborative' AR methodology, was just one of the many national post-compulsory schooling reform initiatives that emerged during the late 1980s and 1990s. At that time, AR and Participatory Action Research (PAR) were preferred methodologies by education faculty personnel, and some teachers, as practical alternatives to 'positivist' social science approaches. This is still the case, both locally and internationally. The initial focus of the thesis is to trace the role of the school and the family in the government of populations, and show how AR is currently positioned as a mechanism for establishing and installing new forms of self-management within these historical institutional arrangements. This includes enticements and inducements to participate in one's own self-management. The AR perspective seeks to make a practical intervention in the re-organization and management of schools, as well as other workplaces and organizations, as a means to promote and develop ongoing professional learning within these organizations. The thesis highlights some confusing issues surrounding contemporary attempts by schools to open themselves to the community, however. AR has achieved considerable success to the extent that expert AR consultants have been commonly employed by Education Departments in many countries to foster new ways of attaining educational goals. Drawing upon other examples, as well as this case study, the contrast between the high expectations of project participants, and their limited outcomes, suggests the need to query AR's representations of participation. This includes some contemporary conceptions of how 'the school community' operates. Is there another way that we can understand this particular territory, and parent involvement in schools more generally, other than in political terms such as the need to 'democratize the community'? The AR commentary focuses on the 'egalitarian' ideal of emancipation and empowerment via participation. AR's preference for participation through human self-determination over that of statist instrumental rationality is questioned, however, by drawing upon empirical evidence generated by the case study, as well as other theoretically informed material. The thesis moves to an account of the role of different forms of government which enable self-management, particularly the role of the school community within the field of education and its administration. By situating the TELSS case study and its limits in what Michel Foucault (1991) terms the history of 'governmentality', AR is described as part of government and an aid to social reform programmes. Inside this discussion, some of AR's self promotions and understandings will re re-defined. These include an anti-bureaucratic rhetoric, concerns about hierarchical power relations, and aspirations of self-autonomy, emancipation and social justice. How is it that educational bureaucracies are so amenable to taking on board goals for educational reform expressed in the form of frequently anti-bureaucratic radical critique? The thesis undertakes the task of investigating this peculiarity, as well as some of the negative outcomes of such liberal governmental undertakings.
38
Kalverboer, Kenda. "Parental involvement in private violin lessons : survey of teacher attitudes and practices." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116058.
Повний текст джерелаАнотація:
The primary research question of this paper examines teachers' philosophies concerning parental involvement and pedagogical practices. Specifically, what are violin teachers' attitudes and practices concerning parental involvement? Secondary research questions were formulated as a result of major topics arising from the review of literature and focused on how and why teachers formed their personal philosophies towards parental involvement. The following research is unique in that it defines the concept of parental involvement directly from the perspective of the teacher. Because anyone teacher oversees the development of many violin students, he/she is in an extraordinary position to comment on factors, conditions and behaviours across a large sample of students with differing types and degrees of parental involvement. Specifically, this study investigates factors of parental involvement that violin teachers believe to have a positive impact on student success.
39
Pak, Vicheth. "Understanding rural parent-school-community partnerships in Cambodia: practices, communications andrerceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178726.
Повний текст джерелаАнотація:
Child-Friendly School has been adopted as a national policy for basic education in many developing countries and UNICEF has also adopted the policy as an international framework for basic education. In Cambodia, the practice has now gone up to lower-secondary schools. Dimension 5 of this policy encompasses school openness to community participations which include those of parents and other important members of the community such as elderly, clergymen, village chiefs, and NGO representatives. What is not often heard of in many schools is the extent to which and through what means the stakeholders communicate about their children‘s education. Recognizing this gap, this research was devised to explore current practices and channels of communication that the stakeholders have advocated in Cambodia.
This research employed a mixed research design in which both qualitative and quantitative data were collected. Five teachers, eight key informants and two student representatives were purposefully selected for semi-structured interview, while 33 parents and 33 students were also purposefully recruited for self-administered (face-to-face) questionnaires. In addition, field observation, document analysis, and focus group discussion were also employed in this study.
The study found that the current practices of parent-school-community partnerships have not met the desired outcomes of CFS‘s dimension 5 yet. More attention should be placed on attracting parental and community involvements. For example, reconstructing the existing mechanisms such as SSC and SC for better involvement, more school‘s effort to reach out to parents and more attention from national level on policy and law on parent-teacher relation are needed.published_or_final_version
Education
Master
Master of Education
40
Layman, Eric Woodbury. "A qualitative analysis of the east/west dialectic in education through the perspectives of east/west mixed educational background families in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209645.
Повний текст джерела
41
Edwards, Everett L. Angell Maureen E. "Factors that influence parent participation in the educational programs of their children." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064531.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 2002.Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.
42
Swire, Margo C. "Are we playing the same tune? : a comparison of parent-teacher values and priorities for the development of a child with disabilities." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/94.
Повний текст джерелаАнотація:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Education
43
Glassman, David Scott. "Parent training programmes : identifying predictors of attendance and engagement." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669842.
Повний текст джерела
44
Mboweni, Khensani. "The causes of ineffective participation of parents in school governance." Thesis, University of Limpopo (Turfloop Campus), 2010. http://hdl.handle.net/10386/904.
Повний текст джерела
45
Davids, Lizl Nanazilee Shareen. "Parental involvement in the education of learners on farm schools in the Citrusdal area." Thesis, University of the Western Cape, 2010. http://hdl.handle.net/11394/2615.
Повний текст джерелаАнотація:
Magister Educationis - MEdThis research focused on parental involvement in the rural farm area in Citrusdal to examine the nature and characteristics of farm worker parents' involvement in their children' education. This study followed a mixed method approach (qualitative and quantitive approach) to determine if parents are involved in their children's education. Questionnaires and interviews were used for data gathering. Participants that were involved were a sample of the parents, and the learners of the four schools in Citrusdal area. From the data gathered the findings of the study indicated that farm-worker parents in rural farms of Citrusdal area are involved in their children's education and that mothers are more involved than fathers in their children's education. I hope this research will make a contribution towards understanding the involvement of the farm-worker parents in their children's education. I have also proposed possible recommendations to assist the school-based personnel and the parents in developing and sustaining a stronger and more positive role in their children's education.
South Africa
46
Le, Roux Anne-Mari Reynette. "Nie-formele leerondersteuning in die grondslagfase." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50037.
Повний текст джерелаАнотація:
On t.p.: Magister in Opvoedkunde (Spesialiseringsonderwys)Thesis (MEd)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The role of primary educators ("parents") in the support of their children within school context, has in the past often been neglected. The responsibility for the support of their children within school context was left to teachers, or it was accepted that primary educators did not have specialized knowledge and that learning support should occur only at school. Within South African context primary educators are often semi-literate, illiterate or socio-economically disadvantaged and see themselves as incompetent to support their children within school context. The important role and influence that primary educators have on learners' learning support is nevertheless emerging prominently. Research indicates that pnmary educators play a key role in the cognitive development, language acquisition, literacy, affective and normative development of a learner. From birth the environment and external stimuli are mediated to the child. The primary educator supports his or her complete development. The learner will, for example, develop a sense of self worth through the security that the primary educator provides within the family system, and social behavior is learned through modelling. The question remains however as to how primary educators can be empowered to support learners within the family system in order to prevent potential barriers to learning and how to actualize learners' learning potential. Currently there is a need for literature regarding non-formal learning support and learning support strategies which are also directed towards the demands of Outcomes Based Education and also provide information regarding the profile of learners in the Foundation Phase. The aim of this study is to conduct a purposeful investigation into non-formal learning support in order that primary educators may be empowered to support their children's learning in such purposeful manner. The study has implications regarding the manner in which pnmary educators deal with their children's learning development, the actualization of the learner's learning potential in both the school and the family system, as well as the quality of the communication between primary educators, learners and teachers. The research was conducted from an eco-systemic and constructivist perspective. Learning support will remain reductionistic and ineffective without the dynamic and reciprocal interaction between the systems in which the individual functions being acknowledged, whether it is in the family or school system or not. The establishment of a triarchic partnership between the learner, primary educator and teacher contributes to the establishment of an unobstructed system of communication which promotes good systemic interaction. Each individual has a unique framework of experience (schemata) that influences the way in which he or she interacts with the social context or learning situation. This unique schemata must be acknowledged and incorporated into the teaching and learning situation in order to make the learning experience meaningful for the learner. The research methodology was planned within a qualitative framework and performed by means of an inductive investigation. Data was collected by means of an open questionnaire directed to four teachers, short biographical questionnaires directed to primary educators and two focus group interviews with ten primary educators. The data was continuously interpreted having regard to the participants' own perspectives, as well as the eco-systemic and constructivist foundation of the study. Such data was presented through a rich and detailed description of the participants' contributions. The completeness of these descriptions were verified through transcriptions and field notes. Such description of data, together with the literature review, formed the foundation according to which categories, themes and sub-themes were identified. The categories and themes subsequently formed the basis according to which data was interpreted and conclusions and recommendations were made. Conclusions confirm the importance of the empowerment of primary educators to support their children within school context. This empowerment embraces the intention of the South African Schools Act, 1996 (Act 84 of 1996). Primary educators already have the ability and skills to support learners within the school context. These skills should however be developed and supported. Primary educators should be made aware of these existing skills and be motivated to use it on a continuous basis. The social and interactive nature of learning is furthermore emphasized by the intentional and incidental interaction between the context, primary educator and learner. Knowledge of their children's development and learning will contribute to the effectiveness of primary educators' support and will ensure that this support is effected within the leamer's zone of proximal development.
AFRIKAANSE OPSOMMING: Die rol wat primêre opvoeders in die ondersteuning van hulle kinders binne skoolverband speel, is dikwels in die verlede nagelaat. Die verantwoordelikheid vir die ondersteuning van hulle kinders binne skoolverband is aan onderwysers oorgelaat, of daar is aangeneem dat die primêre opvoeder nie spesialiskennis het rue en dat die leerondersteuning dus eerder geïsoleerd by die skool moet plaasvind. Binne Suid-Afrikaanse konteks is primêre opvoeders dikwels semigeletterd, ongeletterd of sosio-ekonomies benadeel en beskou hulself as onbekwaam om 'n rol te vervul in leerders se ondersteuning binne skoolverband Ten spyte hiervan kom die belangrike rol en invloed wat die primêre opvoeder op die leerder se leerondersteuning het al hoe sterker na vore. Navorsing wys daarop dat primêre opvoeders 'n sleutelrol III die kognitiewe ontwikkeling, taalverwerwing, geletterheid, affektiewe en normatiewe ontwikkeling van die leerder vervul. Van geboorte af word die omgewing en eksterne stimuli aan die leerder gemedieer en word hy of sy deur die primêre opvoeder ondersteun in sy ofhaar totale ontwikkeling. Deur die sekuriteit wat die primêre opvoeder en die gesinsisteem verskaf, ontwikkel die leerder byvoorbeeld 'n sin van selfwaarde en word sosiale gedrag deur modellering aangeleer Die vraag blyegter hoe primêre opvoeders bemagtig kan word om leerders binne die gesinsisteem te ondersteun om potensiële leerhindernisse te vermy en hul leerpotensiaal te aktualiseer. Daar is tans 'n leemte in die literatuur wat betref 'n studie na nie-formele leerondersteuning en leerondersteuning-strategieë, wat gerig is op die eise wat Uitkomsgebaseerde Onderwys stel, en wat ook inligting verskaf aangaande die profiel van leerders in die Grondslagfase. Die doel van die studie is om 'n doelgerigte ondersoek na rue-formele leerondersteuning in te stel sodat primêre opvoeders bemagtig kan word om hul kinders se leer doelgerig te kan ondersteun. Die studie hou implikasies in vir die wyses waarop primêre opvoeders met leerders se leerontwikkeling omgaan, die aktualisering van die leerder se leerpotensiaal in beide die skool- en gesinsisteem, asook vir die kwaliteit van kommunikasie tussen primêre opvoeders, leerders en onderwysers. Die navorsing is gedoen vanuit 'n ekosistemiese en konstruktivistiese perspektief. Sonder die erkenning van die dinamiese en wedersydse interaksie van die sisteme waarbinne die leerder beweeg sal enige leerondersteuning, hetsy binne die skoolof gesinsisteem, reduksionisties en oneffektief bly. Die stigting van 'n triargiese vennootskap tussen die leerder, primêre opvoeder en onderwyser dra by tot die vestiging van 'n onbelemmerde kommunikasiesisteem wat goeie sistemiese interaksie sal bevorder. Elke individu beskik verder oor 'n unieke ervaringsraamwerk wat die wyse waarmee hy of sy met die sosiale konteks en leersituasie omgaan, beïnvloed. Hierdie eiesoortige verwysingsraamwerk moet erken word en by die onderrig-en leersituasie betrek word ten einde die leerervaring vir die leerder sinvol te maak. Die navorsingsmetodologie is binne 'n kwalitatiewe raamwerk beplan en uitgevoer deur middel van 'n induktiewe werkswyse. Data-inwinning is gedoen deur 'n oop vraelys wat gerig is aan vier onderwysers, kort biografiese vraelyste gerig aan primêre opvoeders en twee fokusgroeponderhoude met tien primêre opvoeders. Die data is deurlopend geïnterpreteer met inagneming van die deelnemers se eie perspektiewe, asook die konstruktivistiese en ekosistemiese grondslag van die studie. Die data is weergee deur 'n ryk en gedetailleerde beskrywing van die deelnemers se insette. Die volledigheid van hierdie beskrywing is gekontroleer deur transkripsies en veldnotas. Hierdie beskrywing van die data, asook die literatuuroorsig, het die basis gevorm waarvolgens kategorieë, temas en subtemas geïdentifiseer is. Die kategorieë en temas het daaropvolgend die grondslag gevorm waarvolgens die data geïnterpreteer en gevolgtrekkings en aanbevelings gemaak is. Die gevolgtrekkings het die belangrikheid van die bemagtiging van primêre opvoeders om leerders binne skoolverband te ondersteun bevestig. Hierdie bemagtiging sluit aan by die bedoeling van die Suid-Afrikaanse Skolewet, 1996 (Wet 84 van 1996). Primêre opvoeders beskik reeds oor die vaardighede om leerders binne skoolverband te ondersteun, hierdie vaardighede moet egter verder ontwikkel en ondersteun word. Hulle behoort bewus gemaak te word van hierdie bestaande vaardighede, asook gemotiveer te word om dit op deurlopende basis te benut. Die sosiale en interaktiewe aard van leer word beklemtoon deur die intensionele en insidentele interaksie tussen die konteks, primêre opvoeder en leerder. Kennis van hul kinders se ontwikkeling en leer sal bydra tot die effektiwiteit van primêre opvoeders se ondersteuning en die aansluiting van die ondersteuning by leerders se sone van proksimale ontwikkeling, bevorder.
47
Spiesman, John M. "The role of the school when a family dissolves: perceptions of parents, educators, and social service professionals." Youngstown State University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ysu996755318.
Повний текст джерела
48
DeLaney, Rebecca. "Parent participation in district-level curriculum decision making : a year in the life of a school district /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7740.
Повний текст джерела
49
Paniagua, Rodríguez Alejandro. "Parent participation in schools: limits, logics and possibilities third sector organizations, immigrant families and special education." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/297702.
Повний текст джерелаАнотація:
La
importancia
de
la
participación
de
las
familias
en
la
escuela
ha
sido
históricamente
un
argumento
clave
a
la
hora
de
analizar
los
problemas
educativos
y
proponer
reformas
e
iniciativas.
Durante
los
últimos
años,
esta
noción
ha
cobrado
nueva
fuerza
como
consecuencia
de
la
crisis
económica,
el
incremento
de
la
diversidad
de
los
estudiantes
en
las
aulas
y
la
creciente
presión
que
reciben
las
escuelas
para
mejorar
sus
resultados.
Esta
investigación
discute
el
alcance
y
la
forma
de
esta
ideología
de
la
participación
en
varios
contextos
donde
se
busca
o
se
espera
que
las
familias
inmigradas
participen
más
y
mejor.
En
primer
lugar,
analizando
el
contexto
de
las
AMPAs
en
Catalunya,a
través
de
un
proyecto
de
investigación-‐acción
impulsado
por
FaPaC.
En
segundo
lugar,
evaluando
la
mejora
de
las
relaciones
entre
familias
y
profesores
en
Londres,
a
partir
de
dos
iniciativas
lideradas
por
Day-‐Mer,
una
organización
comunitaria
Kurda.
Y
en
tercer
lugar,
reconstruyendo
las
experiencias
de
familias
inmigradas
con
hijos
e
hijas
identificados
con
necesidades
educativas
especiales.
De
manera
paralela,
la
investigación
también
discute
de
manera
general
sobre
el
rol
de
las
Organizaciones
del
Tercer
Sector
a
la
hora
de
ofrecer
apoyo
educativo
y
sobre
la
intersección
entre
el
sistema
de
Educación
Especial
y
la
diversidad
sociocultural
de
los
alumnos.
Los
resultados
de
la
investigación
ponen
el
acento
en
el
poco
espacio
existente
en
las
escuelas
para
una
verdadera
participación
de
las
familias,
incluso
cuando
dicha
participación
está
apoyada
por
organizaciones
externas
o
por
los
mismos
profesionales.
La
existencia
de
fuertes
barreras
institucionales
y
burocráticas
en
las
escuelas,
la
persistencia
de
prejuicios
hacia
las
familias
inmigradas
y
la
falta
de
coherencia
entre
los
discursos
públicos,
las
iniciativas
socioeducativas
concretas
y
las
dinámicas
de
los
centros
dibujan
más
bien
una
“retórica”
de
la
participación
que
traspasa
la
culpa
de
los
fallos
de
la
escuela
a
las
mismas
familias,
marginando
el
análisis
del
poder,
la
desigualdad
de
clase
y
la
raza.
Finalmente,
la
investigación
también
pone
el
acento
en
las
posibilidades
de
ir
más
allá
de
esta
retórica
y
usar
la
idea
de
la
participación
para
mejorar
las
escuelas.
En
particular,
la
participación
colectiva
de
las
familias,
apoyadas
por
las
organizaciones
del
tercer
sector,
aparece
como
prometedora
manera
para
promover
la
creación
de
intereses
comunes
entre
familias
y
profesionales,
dirigidas
a
mejorar
la
práctica
y
política
educativa.The importance of the participation of families in schools has long been a key idea to discuss educational problems and to advance new reforms and initiatives. During the last years, this notion has received a renewed attention due to the financial crisis, the increase of diversity in classrooms and the growing pressure directed towards schools to improve their effectiveness. This research discusses the scope and logics of the ideology of participation in diverse contexts where immigrant families are requested or expected to participate more and better. First, analyzing the role of PAs in Catalonia, through the action-‐research project launched by FaPaC. Second, evaluating the improvement of family-‐school relationships in London, through two initiatives leaded by Day-‐Mer, a Kurdish community organization. And third, exploring the experiences of immigrant families with children labeled has having special education needs. At the same time, the research discusses more broadly the role of Third Sector Organizations in supporting education and the intersection of special education and cultural diversity. The findings highlight the scarcity of opportunities available for parents to truly participate in schools, even when this participation is supported by external organizations or teachers. The existence of strong institutional and bureaucratic barriers, the persistence of prejudices towards immigrant families and the lack of coherence between public concerns, specific initiatives and school dynamics, render a ‘rhetoric’ of participation that transfers the blame for school failure to families and marginalizes the analysis of power, class inequality and race. Finally, the research also stresses the possibilities to go beyond this rhetoric and use the idea of participation to improve schools. In particular, the collective participation of parents, supported by third sector organizations, emerges as a promising way to raise common interests between families and teachers, seeking to improve educational practice and policy.
50
Bell, Marion L. "A study to determine why parents do or do not participate in the education of their middle school children." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37410.
Повний текст джерелаАнотація:
This study was conducted to obtain information from parents regarding why they do or do not participate in the education of their middle school children. The results of the study should serve as a resource to teachers and administrators who wish to increase parental participation.
A total of 209 parents returned a completed questionnaire. The survey requested information regarding how many times they attended functions/activities during the first semester of the 1990-91 school year, and what their reasons were for attending; what functions/activities they did not
attend and their reasons for not attending. Parents also were asked what kind of resources/activities they provided for their children at home and elsewhere. In addition, the instrument requested information that would be helpful in determining if there were observable differences when selected
demographic variables (race, education and occupation) were considered; and, using a Likert scale, this instrument gathered information regarding parental expectations.Ed. D.