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Author: Deborah Ann Minix-Fuller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
Parents share collective experiences of either involving themselves or not in their child's education. This transcendental phenomenological study's rationale was to explore the views, experiences, beliefs, and motivations of parents who are involved in their children's education. Eleven participants who engaged in this research are from a small-sized Christian school in Kentucky. The theory guiding this study is Urie Bronfenbrenner's theory (1979), the Ecological System (microsystem, mesosystem, exosystem, macrosystem, and chronosystem). The data collected from interviews, a focus group, and two surveys. NVivo12 plus Qualitative Data Analysis Software (Q-DAS) implemented to analyze the qualitative data collected. Moustakas' (1994) phenomenological seven steps guided the data analysis. The phenomenological analysis identified common themes in this research. The results of the study identified several themes from a central research question: What are the experiences of parents who are involved in their children's education? The three subsequent research questions are: (a) How are parents encouraged to move from merely monitoring to becoming more actively involved in their children's education? (b) What do parents perceive to be obstacles that hinder their active involvement with children's school activities? (c) What roles do the administration and teachers occupy in parental involvement? These questions drew attention to the gaps in parental involvement through literature by the investigation. More research regarding diverse parental involvement needs addressing outside of the teachers who were involved in this research. The administration needs to reach out to parents, which could significantly influence parents' experiences.
Author: Deborah Ann Minix-Fuller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
Get Book Here
Book Description
Parents share collective experiences of either involving themselves or not in their child's education. This transcendental phenomenological study's rationale was to explore the views, experiences, beliefs, and motivations of parents who are involved in their children's education. Eleven participants who engaged in this research are from a small-sized Christian school in Kentucky. The theory guiding this study is Urie Bronfenbrenner's theory (1979), the Ecological System (microsystem, mesosystem, exosystem, macrosystem, and chronosystem). The data collected from interviews, a focus group, and two surveys. NVivo12 plus Qualitative Data Analysis Software (Q-DAS) implemented to analyze the qualitative data collected. Moustakas' (1994) phenomenological seven steps guided the data analysis. The phenomenological analysis identified common themes in this research. The results of the study identified several themes from a central research question: What are the experiences of parents who are involved in their children's education? The three subsequent research questions are: (a) How are parents encouraged to move from merely monitoring to becoming more actively involved in their children's education? (b) What do parents perceive to be obstacles that hinder their active involvement with children's school activities? (c) What roles do the administration and teachers occupy in parental involvement? These questions drew attention to the gaps in parental involvement through literature by the investigation. More research regarding diverse parental involvement needs addressing outside of the teachers who were involved in this research. The administration needs to reach out to parents, which could significantly influence parents' experiences.
Author: Diana Hiatt-Michael
Publisher: IAP
ISBN: 1681239221
Category : Education
Languages : en
Pages : 192
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Book Description
An essential read for all school principals and persons engaged in educational policy. Parental interest in faith-based schooling for children has surged and the contents of this book reveal the reasons for this surge. This book provides insights to school choice, support for faith-based schooling, and opening doors for increased parent involvement in schools. Authors focus on promising practices that these schools utilize to engage parents in the daily life of school and the effects of such practices on the educational life of the school. Their work cover Catholic, Jewish, Christian and Muslim schools within the U. S. and internationally. In addition, chapters suggest ways to market schools and promote social justice in faith-based schools.
Author: Nicole Baker Fulgham
Publisher: Baker Books
ISBN: 144124137X
Category : Religion
Languages : en
Pages : 222
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Book Description
Children living in poverty have the same God-given potential as children in wealthier communities, but on average they achieve at significantly lower levels. Kids who both live in poverty and read below grade level by third grade are three times as likely not to graduate from high school as students who have never been poor. By the time children in low-income communities are in fourth grade, they're already three grade levels behind their peers in wealthier communities. More than half won't graduate from high school--and many that do graduate only perform at an eighth-grade level. Only one in ten will go on to graduate from college. These students have severely diminished opportunities for personal prosperity and professional success. It is clear that America's public schools do not provide a high quality public education for the sixteen million children growing up in poverty. Education expert Nicole Baker Fulgham explores what Christians can--and should--do to champion urgently needed reform and help improve our public schools. The book provides concrete action steps for working to ensure that all of God's children get the quality public education they deserve. It also features personal narratives from the author and other Christian public school teachers that demonstrate how the achievement gap in public education can be solved.
Author: David Kinnaman
Publisher: Baker Books
ISBN: 1441213082
Category : Religion
Languages : en
Pages : 256
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Book Description
Close to 60 percent of young people who went to church as teens drop out after high school. Now the bestselling author of unChristian trains his researcher's eye on these young believers. Where Kinnaman's first book unChristian showed the world what outsiders aged 16-29 think of Christianity, You Lost Me shows why younger Christians aged 16-29 are leaving the church and rethinking their faith. Based on new research, You Lost Me shows pastors, church leaders, and parents how we have failed to equip young people to live "in but not of" the world and how this has serious long-term consequences. More importantly, Kinnaman offers ideas on how to help young people develop and maintain a vibrant faith that they embrace over a lifetime.
Author: Larry Ferlazzo
Publisher: Linworth
ISBN:
Category : Education
Languages : en
Pages : 106
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Book Description
This work is a report on the positive impact of parental involvement on their child's academics and on the school at large. Building Parent Engagement in Schools is an introduction to educators, particularly in lower-income and urban schools, who want to promote increased parental engagement in both the classroom and at home—an effort required by provisions of the No Child Left Behind Act of 2001. It is both an authoritative review of research that confirms the positive impact of parental involvement on student achievement and a guide for implementing proven strategies for increasing that involvement. With Building Parent Engagement in Schools, educators can start to develop a hybrid culture between home and school, so that school can serve as a cultural bridge for the students. Filled with the voices of real educators, students, and parents, the book documents a number of parent-involved efforts to improve low-income communities, gain greater resources for schools, and improve academic achievement. Coverage includes details of real initiatives in action, including programs for home visits, innovative uses of technology, joint enterprises like school/community gardens, and community organization efforts.
Author: Peter Bunnell
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 236
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Book Description
The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. The purpose of this phenomenological study was to describe parents concepts and practices of involvement in their childrens religious education as evangelical Christian parents in Midwestern communities. This research addressed four research questions: (a) What are evangelical parents concepts and practices of involvement in their childrens religious education? (b) What informs evangelical parents concepts and practices of involvement in their childrens religious education? (c) What content do evangelical parents consider important to their childrens religious education? (d) Why do evangelical parents get involved in their childrens religious education? (e) What barriers do evangelical parents encounter when participating in the religious education of their children? The research involved 12 participants, parents who exhibited the phenomenon of parental involvement in their childrens religious education. Church leaders recommended the participants for involvement in the study. The data collection from these participants included interviews, site documents, and a focus group. The data were analyzed through immersion into the participants expressed experience, identification of essential qualities of the experience, and synthesis of individual experiences to describe the general essence of the experience. This process led to the identification of eight themes including foundations, forms, facilities, functions, foci, fruit, fights, and feelings of parental involvement in their childrens religious education. This analysis also incorporated the qualitative practices of bracketing and member-check.
Author: William Jeynes
Publisher: Routledge
ISBN: 113691286X
Category : Education
Languages : en
Pages : 344
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Book Description
Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight into how different types of students benefit from parental engagement and what types of parental involvement help the most. Unique among works on the topic, Parental Involvement and Academic Success: uses meta-analysis to enable readers to understand what the overall body of research on a given topic indicates examines research results in terms of their practical implications focuses significantly on the influence of parental involvement on minority students’ academic success Important reading for anyone involved in home-school relations/parental involvement in education, this book is highly relevant for courses devoted to or which include treatment of the topic.
Author: James S. Coleman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 38
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 68
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Book Description
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
