Evidence-based Practices for Involvement of Limited-English Or Non-English Migrant Parents PDF Download
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Author: Norma Nunez-Cortes
Publisher:
ISBN:
Category :
Languages : en
Pages : 103
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Book Description
Parent-school partnerships impact student achievement in K-12 schools across the nation. Researchers suggest that increased parent engagement in schools has the potential to positively affect student achievement, increase attendance, and promote positive student attitudes and behaviors. Increased parent engagement first requires the building of parental capacity for involvement in schools. Building capacity for involvement is particularly challenging for schools and teachers working with limited-English and non-English speaking Latino migrant families. Through analysis of data from an English and Spanish Parent Questionnaire, this study examined the perceptions of parents in three main areas—communication barriers during school events and meetings, training provided to parents to help their children with homework and academic activities, and home-school partnerships via outreach to parents from school personnel. Parents included in this study were limited-English and non-English speaking Latino migrant parents with children enrolled in a migrant pre-kindergarten program site that was part of the 2015-2016 Academic Parent-Teacher Teams cohort.
Author: Norma Nunez-Cortes
Publisher:
ISBN:
Category :
Languages : en
Pages : 103
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Book Description
Parent-school partnerships impact student achievement in K-12 schools across the nation. Researchers suggest that increased parent engagement in schools has the potential to positively affect student achievement, increase attendance, and promote positive student attitudes and behaviors. Increased parent engagement first requires the building of parental capacity for involvement in schools. Building capacity for involvement is particularly challenging for schools and teachers working with limited-English and non-English speaking Latino migrant families. Through analysis of data from an English and Spanish Parent Questionnaire, this study examined the perceptions of parents in three main areas—communication barriers during school events and meetings, training provided to parents to help their children with homework and academic activities, and home-school partnerships via outreach to parents from school personnel. Parents included in this study were limited-English and non-English speaking Latino migrant parents with children enrolled in a migrant pre-kindergarten program site that was part of the 2015-2016 Academic Parent-Teacher Teams cohort.
Author: Katherine van Wormer
Publisher: SAGE
ISBN: 1412975778
Category : Psychology
Languages : en
Pages : 313
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Book Description
Evidence Based Practice in Substance Abuse Treatment is a reader on evidence based practices in substance abuse treatment. The book is built around a core of treatment interventions that were published in several well-known journals on substance abuse treatment and research in social work practice. The purpose of the reader is to collect and comment on various forms of treatment that have proven effectiveness and to demonstrate how they have been applied in practice. In addition, the editors will provide a bridge analysis across chapters and sections connecting key themes across chapters, and they will provide a discussion in each chapter that describes why the intervention was chosen, it's significance and why it is believed to be noteworthy. In addition, each chapter will contain critical thinking questions and the book will contain a glossary of key terms.
Author: Qilong Zhang
Publisher:
ISBN:
Category : Chinese
Languages : en
Pages : 344
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Book Description
This study compared 120 Chinese immigrant parents and 127 English speaking non-Chinese parents on their parental involvement in early childhood education (ECE), and investigated the role of parenting beliefs, parenting practices, and demographic variables on the level of parental involvement. Parental involvement was measured with the Parental Family Involvement Questionnaire, which was administered to all parents, and interview data collected from 50 parents about reasons for early childhood education involvement. Parenting beliefs and practices were assessed with the Parental Role Construction for Involvement in the Child's Education Scale: Role Activity Beliefs, the Parental Sense of Competence Scale, and the Parenting Styles and Dimension Questionnaire (PSDQ). ECE practices to encourage parental involvement were also examined from interviews conducted with 30 kindergarten head teachers. Results showed that Chinese immigrant parents were less likely than non-Chinese parents to communicate with teachers, volunteer to help at the kindergarten, and participate in kindergarten decision making. Hierarchical multiple regression analyses revealed that, for the whole sample, role construction and self-efficacy were important predictors of communicating with teachers, volunteering to help at the kindergarten, and participating in kindergarten decision making. For the Chinese sample only, perceived opportunity for involvement, parent education and English language proficiency predicted communication with teachers, and opportunity for involvement was the only significant predictor of participating in kindergarten decision making. Parent interviews corroborated and supplemented these findings. Teacher interviews highlighted a range of communication strategies, policies and systems used by kindergartens to encourage parental involvement. Based on findings from parents and teachers this thesis makes some tentative recommendations for early childhood services, particularly about ways to increase Chinese immigrant parents' level of ECE involvement, such as helping Chinese immigrant parents to understand the importance of parental involvement, suggestions for enhancing the parenting confidence of Chinese immigrant parents, and their perceptions of opportunity for involvement, employing bilingual staff, and developing relationships with Chinese immigrant parents.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author: Blair A. Rudes
Publisher:
ISBN:
Category : Children of migrant laborers
Languages : en
Pages : 220
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Book Description
Author: Eugene E. Garcia
Publisher: Teachers College Press
ISBN: 0807778109
Category : Education
Languages : en
Pages : 357
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Book Description
It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Contributors: Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, José E. Náñez Sr., and Flora V. Rodríguez-Brown “This is a must-have for those who are working directly or indirectly with young English language learners.” —Olivia Saracho, University of Maryland, College Park, Maryland
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309065453
Category : Social Science
Languages : en
Pages : 673
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Book Description
Immigrant children and youth are the fastest-growing segment of the U.S. population, and so their prospects bear heavily on the well-being of the country. Children of Immigrants represents some of the very best and most extensive research efforts to date on the circumstances, health, and development of children in immigrant families and the delivery of health and social services to these children and their families. This book presents new, detailed analyses of more than a dozen existing datasets that constitute a large share of the national system for monitoring the health and well-being of the U.S. population. Prior to these new analyses, few of these datasets had been used to assess the circumstances of children in immigrant families. The analyses enormously expand the available knowledge about the physical and mental health status and risk behaviors, educational experiences and outcomes, and socioeconomic and demographic circumstances of first- and second-generation immigrant children, compared with children with U.S.-born parents.
Author: United States. Congress. House
Publisher:
ISBN:
Category : CD-ROMs
Languages : en
Pages : 2112
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Book Description
Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House".
Author: Minnesota. Office of the Governor
Publisher:
ISBN:
Category : Budget
Languages : en
Pages : 918
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Book Description
Author: Sheila T. Gregory
Publisher: Upa
ISBN:
Category : Education
Languages : en
Pages : 560
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Book Description
Throughout the world, students of color experience failure in school for a variety of very complex reasons. They often do not receive the proper encouragement from teachers, they may lack the motivation necessary to excel in an academic environment, they usually face a number of demographic, socioeconomic and cultural factors that work against them, or their academic performance may not be measured properly. With contributions from scholars living in the U.S. and abroad, The Academic Achievement of Minority Students is a comprehensive work that provides fresh insights and practical strategies for addressing these problems in order to enhance minority student performance in school. The papers in this volume collectively cover the many issues affecting minority students from kindergarten through post-secondary education including the instructional and nonacademic factors that promote achievement or lead to attrition. Most importantly, the authors offer valuable prescriptions for advancing the learning opportunities of all students in the future.
