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Author: Ernest Kent Jones
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 151
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Book Description
Educational reform measures, past and current, to involve parents in their children's schooling is shown to be lacking in the low-achieving schools. This project study explored parents' perceptions of involvement in school for American Indian children attending a rural public school district in western United States. The research questions investigated the effect of understanding parent preferences for involvement at school that would improve parental involvement and enhance student success. The theoretical framework for this project study were found in the works of Bronfenbrenners' ecological systems theory, Epsteins' overlapping spheres of influence, and Darling and Steinberg's contextual parenting model. A qualitative research design and case study interviewing approach identified parent involvement specifics at home and at school. The sample consisted of 3 American Indian parents of middle school students, and an interpretative data analysis included coding and categorizing themes from interview transcriptions and review of tribal artifacts with all sources identifying common goals about education in the region: (a) high expectations for academic achievement, (b) parent and community involvement in school governance, (c) collaboration with the community, and (d) effective communications with teachers and administrators to enhance student success. A 3-year longitudinal program, Parenting Academy for Academic Success (PAAS) was created to encourage and develop parent advocates for academic excellence at the school. The program design fosters parenting skills building and education advocacy through parent-led workshops. This project study promotes positive social change by increasing parental involvement at the school that can help improve academic achievement.
Author: Ernest Kent Jones
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 151
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Book Description
Educational reform measures, past and current, to involve parents in their children's schooling is shown to be lacking in the low-achieving schools. This project study explored parents' perceptions of involvement in school for American Indian children attending a rural public school district in western United States. The research questions investigated the effect of understanding parent preferences for involvement at school that would improve parental involvement and enhance student success. The theoretical framework for this project study were found in the works of Bronfenbrenners' ecological systems theory, Epsteins' overlapping spheres of influence, and Darling and Steinberg's contextual parenting model. A qualitative research design and case study interviewing approach identified parent involvement specifics at home and at school. The sample consisted of 3 American Indian parents of middle school students, and an interpretative data analysis included coding and categorizing themes from interview transcriptions and review of tribal artifacts with all sources identifying common goals about education in the region: (a) high expectations for academic achievement, (b) parent and community involvement in school governance, (c) collaboration with the community, and (d) effective communications with teachers and administrators to enhance student success. A 3-year longitudinal program, Parenting Academy for Academic Success (PAAS) was created to encourage and develop parent advocates for academic excellence at the school. The program design fosters parenting skills building and education advocacy through parent-led workshops. This project study promotes positive social change by increasing parental involvement at the school that can help improve academic achievement.
Author: Jonnye Kaibah Begay
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 77
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Book Description
Most educators believe that parental involvement and parental satisfaction with their children's school are key ingredients as to how each student will learn and become academically successful. Children learn best when significant adults are involved in their learning--parents, teachers, and other family and community members. The purpose of this quantitative study was to identify the factors that influence the extent of parental involvement in their children's school, to identify parental attitudes, and to identify perceptions of barriers as to parental involvement. Eight questions with subquestions compiled in a survey were responded to by 196 parents of children in two Arizona elementary schools adjacent to the Navajo Reservation having a combined total of 586 students whose ethnicities were Native American, White non-Hispanic, and Hispanic. One school had a state letter grade of A; the other a C. The survey data inquired as to demographic characteristics, how the parents were involved in their child's school, the level of communication with their child's school, satisfaction as to the school's expectations of their child, parent participation in decision-making, parents' image of the school, parents feeling welcomed in their child's school, and barriers faced as to involvement in their child's school. Parents' reasons for non-participation in school activities were in the areas of child-care, transportation, or not receiving announcements in a timely manner. Less than half of the parents responded that their child's principal responded to their concerns. However, more than half of the parents thought they were provided with excellent communication; three-fifths of parents responded that their schools held high expectations from their children. More than half of the parents felt welcomed by the front office, felt that the principal made parents feel welcomed, that their child's teacher made them feel welcomed; that the teachers responded to parents' concerns. More than half indicated that parents were provided specific strategies and necessary material for helping their child's learning. More research needs to be conducted to obtain the perceptions of Native American parents in the surrounding school districts adjacent to the Navajo Nation.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 974
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Author: Susan Faircloth
Publisher:
ISBN:
Category : Alaska Native children with disabilities
Languages : en
Pages : 2
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Author: Dawn M. Mackety
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Book Description
Parent involvement is recognized as an important factor in encouraging student achievement. However, a survey by the National Center for Education Statistics found that in public schools with 25 percent or more American Indian students, teachers identified lack of parent involvement as one of their schools' three most serious problems. At an August 2007 meeting, state-level policymakers identified as a high priority the need for research-based assistance on American Indian education and ways to close the achievement gaps among ethnic groups. To begin to address the regional need to close the achievement gap for American Indian students and specifically to effectively engage American Indian parents in their children's education, parent perceptions about involvement are needed. The purposes of this study were to examine how Central Region American Indian parents perceive parent involvement and to understand what encourages or discourages their involvement. Two Central Region communities were selected for data collection, based on expressed interest of the state education administrator and the support of the state Office of Indian Affairs. Additional criteria for selection included high populations of American Indian students and permission from school district administrators. Forty-seven self-selected American Indian parents, reflecting seven tribes from nine reservations, participated in five focus groups. An interview protocol guided focus group discussions around four main research questions: (1) What do American Indian parents perceive as parent involvement in their children's education? (2) Why do American Indian parents get involved? (3) What do parents perceive as barriers to involvement? and (4) Which school strategies do parents perceive encourage involvement? Many aspects of American Indian parent involvement were largely consistent with the literature on parent involvement in the general population as well as in other minority cultures. This study found that parent involvement was additionally influenced by parent-school differences in values and communication styles, perceptions of cultural competency in the staff and curricula, and a history of American Indian education policy of coercive assimilation that continues to influence parents. The challenges of increasing American Indian parent involvement reside in the overlay, and sometimes clashing, of cultures in the public schools. The study provides an initial step toward understanding American Indian parent involvement: it is pointed out that findings reflect the perspectives of American Indian parents; not those of school personnel. The report is intended for researchers, educators, and parents of American Indian students, as a basis for further research and informed dialogue to increase American Indian parent involvement and student academic achievement. Four appendixes include: (1) Research Methods; (2) Literature on American Indian Parent Involvement; (3) Focus Group Protocol; and (4) Focus Group Summaries. (Contains 5 endnotes and 1 table.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Education Laboratory Central administered by Mid-continent Research for Education and Learning.].
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 952
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1576
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Author:
Publisher:
ISBN:
Category : Diseases
Languages : en
Pages : 226
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Author: Nancy Feyl Chavkin
Publisher: SUNY Press
ISBN: 9780791412275
Category : Education
Languages : en
Pages : 286
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Book Description
Recent research identifies increased parent involvement in education as a promising method to bolster student achievement. Statistics show that while many traditional white, middle class families have found ways to be involved with their children's schooling, our nation now needs to find ways to include more minority parents in their children's education. Most educators and parents would agree that minority parent involvement in education is essential; the mechanics of developing sensitive, realistic, and workable home-school relationships are more elusive. It requires a concerted effort by all involved to understand more about the complex parent-school relationship and to develop specific plans to help families. This comprehensive volume features substantial material from the nation's most renowned research projects on parent involvement--Stanford University's Center for the Study of Families, Children and Youth, the Johns Hopkins University's Center for Research on Elementary and Middle Schools, the Southwest Educational Development Laboratory, and the National Catholic Education Association. In addition to a section on research, the book includes a section on practice that presents research-tested strategies on working with minority parents (Asian, American Indian, Hispanic, African American, and other minority groups). The book concludes with a section on future challenges that educators must confront and appendices on promising national programs and helpful resource materials.
