Teacher Perceptions about the Importance of Parental Involvement for Included Students with Learning Disabilities in New York Metropolitan Area Orthodox Yeshivas and Day Schools PDF Download
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Author: Goldie Eichorn Grossman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Author: Goldie Eichorn Grossman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Author: Kristen Waters Guetschow
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Book Description
Author: Pamela Lynn Woodland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
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Book Description
Over the past several decades, issues including standardized student testing, teacher certifications, charter schools, and the inequality of funding sources within the traditional public education system have vexed education policy-makers. But in a potentially constructive development, researchers have found that parental involvement is linked to positive attitudes toward education, behavioral performance, and better academic achievement to support the success of a child’s learning in the classroom. Although the research on parental involvement is abundant in the literature, there may be too little attention paid to the perception of teachers toward parental involvement. The purpose of this quantitative study is to analyze the perceptions of teachers based on parental involvement activities guided by Epstein’s Six Typologies of Parental Involvement: (a) teacher perceptions of parents and barriers to parental involvement, (b) communication, (c) teacher expectations for parental involvement programs; (d) building parent/teacher partnerships; and (e) resolutions and resources to improve parental involvement in schools. A 20 item close-ended questionnaire revealed how teachers' perceptions influence parental involvement in middle and high schools. The results of the study add to the validity of Epstein’s’ Six Typologies of parental involvement indicating that parental involvement initiatives and programs need to be more purposeful when it comes to communication and parent/teacher partnerships. By creating awareness in schools and school programs, parents and teachers can further build upon strong relationships that lead to a declared cohesive partnership to further increase student participation at home and in school; ultimately enhancing parental involvement as a significant component in a child’s education.
Author: Ailia S. Gilbert
Publisher:
ISBN:
Category :
Languages : en
Pages : 143
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Book Description
The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four whose children were in high school). The researcher interviewed the participants, transcribed their responses, and used grounded theory to analyze the text and develop themes and hypotheses. The researcher found (a) teachers’ perceptions toward parental involvement impacted parents’ willingness to be actively involved in their children’s school-related activities; (b) professional development could mitigate parents’ reluctance by improving teachers’ sense of self-efficacy regarding appropriate interactions with parents; and (c) regularly scheduled workshops could improve parents’ level of involvement if preceded by intentional and personal invitations to parents who were not actively involved or less likely to remain involved.
Author: George R. Taylor
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Author: Rajeshwari Vijay Pandharipande
Publisher: Multilingual Matters
ISBN: 1788926684
Category : Language Arts & Disciplines
Languages : en
Pages : 272
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Book Description
This volume addresses the question ‘What role does religion play in the maintenance, revival and/or shift, of languages?’ The chapters in this volume explore the complex and dynamic relationship between religion and the maintenance, revival and/or shift of languages in different multilingual multicultural contexts, under diverse sociopolitical conditions, at different points in time. The 12 chapters cover data from Algeria, India, Israel, Malaysia, Nigeria, Singapore, UK, USA and Uganda and discuss the impact of context, ideology, identity and education on the following religions: Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism, and some religions closely associated with China such as Confucianism and Taoism, and their respective languages and varieties of language in these regions. The languages discussed by the writers in this volume include Arabic, English, Hebrew, Malay, Mandarin, Portuguese, Punjabi, Pali, Sanskrit, Tamazight and Yoruba.
Author: Diana Sayavedra-Sustaita
Publisher:
ISBN:
Category : Master's Thesis
Languages : en
Pages : 168
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Book Description
Author: Holly J. Nichols-Rice
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Author: Melanie R. Scott Stein
Publisher: Phi Delta Kappa Educational Foundation
ISBN: 9780873677370
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
This comprehensive review of parent involvement examines more than 200 studies to identify what research says about attitudes toward parent involvement, how parent involvement is practiced, and how parent involvement affects student achievement. The review also identifies research-based applications educators can use to implement effective parent involvement practices, discusses how schools can involve special populations of parents, and describes common barriers to involving parents and what schools can do to remove those barriers. Chapter 1 gives a brief history of parent involvement and contends that educators need to know if research provides evidence that parent involvement is an effective educational practice. Chapter 2 presents research indicating that educators, parents, and children agree that parent involvement is important, but do not agree on specific aspects of parent involvement. Chapter 3 notes that there is a moderate, positive relationship between parent involvement and student achievement and that parents' expectations of their children's academic achievement have the strongest positive relationship with children's actual achievement level, a robust finding with implications for school-parent relationships. Chapter 4 describes characteristics of strong parent involvement programs, identifies major obstacles to such programs, and discusses the administrator's role in making changes in parent involvement practices. Chapter 5 discusses several ways teachers can provide mechanisms for parent involvement both at school and at home. Chapter 6 examines parent involvement in the context of special populations, barriers to effective parent involvement, cautions about practicing parent involvement, promises for parent involvement, and guidelines for practicing parent involvement. (Contains 207 references.) (KB)
Author: Victoria W. Carr
Publisher:
ISBN:
Category :
Languages : en
Pages : 162
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Book Description
The purpose of this study was to compare perceptions of parental involvement of families who have children with special needs and families who have children without special needs from preschool through grade three. A survey of families with regard to parent involvement was conducted in Ohio. Responses from a sub-sample of 781 families who did not have children with special needs and 145 families who had children with special needs was analyzed. In general, few significant differences were found between the perceptions of parents of children with and without special needs. The differences found were related to the importance of family support and learning at home. In addition, differences in how well schools initiated and implemented parent involvement were found in volunteering and decision making dimensions. Specifically, parents of children with special needs placed more importance on receiving information about community services and discussing hopes and future plans for their children than did parents of children without special needs felt the schools did a significantly better job of inviting parents into the classroom to help. In addition, although both groups of parents rated serving on decision making committees low, parents whose children did not have special needs rated this dimension more satisfactory. No other areas within the six dimensions for both the importance of parent involvement and how well schools initiated and implemented parent involvement were found significantly different between the two groups of parents. Overall, parents perceived the schools as being moderately receptive to parental involvement.
