Parent Involvement and Parenting Styles Influence on the Academic Achievement of Migrant Hispanic Middle School Students PDF Download
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Author: Stephanie L. Sic
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
Author: Stephanie L. Sic
Publisher:
ISBN:
Category :
Languages : en
Pages : 98
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Book Description
Author: Concha Delgado Gaitan
Publisher: Corwin Press
ISBN: 148336030X
Category : Education
Languages : en
Pages : 161
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Book Description
"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.
Author: Dr. Marcia Griffiths-Prince
Publisher: Lulu.com
ISBN: 0557154146
Category : Education
Languages : en
Pages : 216
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Book Description
This book is about the perceptions of middle school teachers, parents and administrators regarding parental Involvement. The research garnered can be used to improve the relationship between home and school, ultimately increasing academic performance and partnership among the two entities. Teachers, School Administrators, and Students in Teacher Preparation Programs will find this book to be a tremendous resource for academic success and partnership building.
Author: Amanda Hernandez-Piloto
Publisher: GRIN Verlag
ISBN: 3389072683
Category : Social Science
Languages : de
Pages : 46
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Book Description
Akademische Arbeit aus dem Fachbereich Soziologie - Beziehungen und Familie, , Sprache: Deutsch, Abstract: This paper deals with different kinds of parenting styles. Parenting styles have been a key predictor of a student’s success and academic achievement. The different parenting styles consist of various factors such as parental attitudes and behaviors towards their children and the emotional climate in which such attitudes and behaviors are expressed. Parents are arguably one of the most influential people in a child’s life; therefore, parenting styles influence numerous factors of a child’s life, including the academic performance of adolescents. The objective of this study is to analyze how the parenting tendencies of Latino parents affect their children’s academic performance answering the question: How do parenting styles affect the academic performance of Latino adolescents? The study of development, especially that of adolescents and their education is vital in aiding students in their educational endeavors. Having educated students provides the world with literate, competent members of society.
Author: Elva Hernandez Mora
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 250
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Book Description
The middle school level years demand critical attention in educational reform. Culturally diverse students in the United States show levels of academic achievement which are lower then those of other students. Children from oppressed minority groups often show high rates of dropping out as well as poor academic achievement. They are often profiled as students who are unmotivated and who have parents that are unresponsive to their growth and development in terms of educational attainment. However, this conception of poor academic achievement and lack of parental involvement is unfounded since research indicates that culturally diverse parents value education and have high standards for academic excellence in student performance. The purpose of this study was to examine factors that promote Hispanic parent involvement at the middle school level. A triangulation analysis was used as a guiding methodology for the development of a conceptual framework for a Hispanic parent involvement model at the middle school level. The triangulation analysis was accomplished through a methodological mix by using strategies that identified the factors that promoted Latino parent involvement at the middle school level. Three goals were achieved in the triangulation analysis: (1) the current review of the literature was studied in order to analyze successful parent involvement models for Latino parents; (2) interviews were conducted with expert panel members in the content area and analyzed to yield themes that emerged from the study; and (3) Mexican and Mexican American parents participated in focus group interviews. Mexican and Mexican American parents were interviewed concerning their needs in the development of a Hispanic parent involvement. A collaborative Hispanic parent involvement model was developed. The results of the study showed that in order to implement a Hispanic parent model at the middle level, there were critical themes which emerged including parent development, communication development, cognitive development, decision making, and social and cultural processes. These critical components used can be applied to culturally diverse parent typologies. The development of a collaborative model for Latino parents engages students, parents, and staff members to become active constituents and become empowered in a democratic participatory process. Mexican and Mexican American parents become change agents in socio-political and cultural contexts for systemic change in order to improve educational reform. Epstein's typology of "overlapping spheres of influence of family, school, community on children's learning" has major impact in school improvement and in the effectiveness of reaching out to parents in home-school collaboration. The results of the qualitative study indicated that in order to work effectively with culturally diverse parents, educators need to understand and be aware of the socio-political and cultural aspects of culture sensitivity, family values, language, belief system, and traditions. Culturally diverse parents are unique constituents that are powerful stakeholders in their children's education. The basic implications for this study are that the collaborative model may be used as a practical application model at the K-12 grade level, to understand adolescent development, to improve and increase parent participation, and to empower parents to be partners in education. This Hispanic model can be used as a formative evaluation to improve the instructional services to all constituents since the model will have a profound impact on parental participation and a direct influence on student achievement.
Author: Marlene Villasenor
Publisher:
ISBN:
Category :
Languages : en
Pages : 324
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Book Description
Family-school relations and parental involvement in education have been identified as ways to close the gaps in achievement (Hill & Tyson, 2009), and there is considerable evidence that they positively impact academic success for most students (Henderson & Berla, 1994). Improvements in student achievement occur regardless of racial or cultural background (Flaxman & Inger, 1991). Given that the language barrier, cultural differences, and lack of knowledge about the education system (Valdes, 1996) are some of the factors that prevent Latino Spanish speaking parents in participating in the education of their children, the purpose of this graduate project is to reduce such barriers by promoting a collaborative family-school relationship. In order to achieve this, literature regarding this topic was examined and taken into consideration to create a series of four workshops for Spanish-speaking parents with information regarding how parental involvement can be impacted through communication technology, family environment, parenting styles, and early college planning. The workshops will focus on providing Spanish-speaking parents with significant information about secondary education that supports both student and family.
Author: Roberto Baeza
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 125
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Book Description
The questions associated with the potential influence of parental involvement on students' achievement at school have long been a focus of educational research. In particular, the involvement of immigrant Latino parents on the success of their children at school has been a matter of debate. This question is especially important with regard to students from Latino backgrounds who have the highest dropout rate across California and the United States. While the popular views are that Latino parents' involvement brings little benefit and that Latino parents are unwilling to be involved in the educational matters of their children, this study sought to determine whether these views could be validated empirically with regard to 5th graders. Specifically, the purpose of the study was to examine the level and nature of the involvement of immigrant Latino parents in their high-achieving children's school activities with the aim of establishing ways and means through which all parents can be empowered to help their children achieve academic success. The objectives of the research were to explore immigrant Latino parents' participation in their high-achieving children's schooling; to determine how limited English-speaking Latino parents supported their children in becoming high achievers; to describe what Latino parents do in and out of school to support their children's academic performance; and to examine the home and school environment to which Latino high-achieving students are exposed for maximum opportunities for academic skills. To achieve the objectives, the author employed a qualitative research design. Specifically, qualitative data was collected from individual interviews with a random sample of ten immigrant Latino parents and their 5th grade students who have shown a pattern of high academic achievement as defined by the California Standards Tests (CSTs) over the course of three years data. Interview data revealed that Latino parents are interested and are involved in their children's education. The involvement of these particular immigrant parents in their high-achieving children's education occurs primarily at home and secondarily at school. The study found that low educational background and specific cultural practices did not prevent these parents from being highly involved in their children's education both at home and at school. Parents mentioned their role in enhancing children's motivation, developing love for schooling, providing outside help by, for example, hiring experts to help. At the same time, the teacher-parent connection was found to be quite limited with the major obstacle being the language barrier. Students were found to positively assess their parents' involvement in their education. The findings illustrate the experience of immigrant Latino parents in promoting the education of their high achieving children. Specifically, the findings validate the importance of parental involvement in education of their primary school children and provide the background for recommendations as to making this involvement more effective.
Author: Kenneth R. Armacost
Publisher:
ISBN:
Category : Children of migrant laborers
Languages : en
Pages : 145
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Book Description
By the year 2014, all public school students, regardless of stumbling blocks such as learning disabilities, language barriers, socioeconomic concerns or other conditions, must score at the proficient level on state standardized tests in mathematics and reading under the mandates of No Child Left Behind (NCLB). Moving students toward these benchmarks is the responsibility of schools, teachers, and parents with their collaborative efforts to increase student achievement. This study explored the impact of parental involvement on Latino students in migrant or former migrant families in one rural county in south central Pennsylvania. The research also examined perceptions of parents and teachers regarding factors that influenced ways parents participated in their children's educational process. Survey responses from 39 parents and 114 teachers, along with oral interview perceptions were compared to existing student achievement scores on standardized measures, such as: PSSA and 4Sight assessments. Attendance rates were also examined. Outcomes revealed that consistent parental involvement with academic assistance in such activities as: helping with homework, discussing school work, and monitoring work completion increased their children's performance. Furthermore, the greater the engagement of parents, the more their children met the assessment benchmark scores for proficiency. Students scoring at the lower levels had minimal, if any, parental involvement at home. On the other hand, attendance rates were not affected by the level of parental participation. In fact, students with parents reporting no involvement with academics within the home, had the fewest number of absences overall. Parents and teachers concurred that the strongest factor inhibiting student interaction was the language barrier. Generally, this study shed light on important ways that parents and schools can collaborate for the academic benefit of their children.
Author: Kahee Han
Publisher:
ISBN:
Category :
Languages : en
Pages : 43
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Book Description
Parental involvement takes an important role in child's education and parental involvement in a child's education generally benefits child's learning and school success. Parents' motivation and knowledge affect parent's decision to become involved in their child's education. In addition, cultural background is one of important factor that influences parental involvement. The number of immigrant students in the United States is increasing however, only a few studies have examined the immigrant parents' involvement in their child' education. The present study examined the effects of parental home-based and school-based involvement on child's grades, especially for Asian parents and Hispanic parents by examining whether parents' behaviors of checking for child's homework completion, helping with child's homework, and participating in school activities affect students' academic achievement. The results showed that checking for homework completion had a positive association with parental school-based involvement for Asian parents, and helping with homework had a positive association with parental school-based involvement for Hispanic parents. Parental school-based involvement had a positive effect on child's grade for Hispanic parents. However, there was no mediation effect of school-based involvement between parental home-based involvement and child's grade.
Author: Barry Rutherford
Publisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
This study focused on parent, family, and community involvement in middle-grade education. It addressed three reform themes in the area of middle-grade school/family and community partnerships: (1) What are the larger and local environments within which parent, family, and community involvement operate? How do these contextual factors influence those programs? (2) What are the roles that parents, families, and community and business members assume in the education of their children? How are those roles facilitated? What key elements are specific to these areas? and (3) What are the effects of promising programs on parents, students, schools, and the community? How are these effects assessed or determined? Findings show that challenges can create opportunities for family involvement; strong relationships form the core of family and community involvement; responsibilities and decision making need to be shared among all participants; sustained family and community involvement depends on active advocacy by leaders; and active partnerships require a system of support to sustain them. Implications for policymakers include a focus on success for all students as the core of policy for education reform, whereby school, family, and community partnerships are supported. Appendix A contains references, and Appendix B contains a bibliography of current products. (RT)
