Current Search: Education--Parent participation. (x)
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(1 - 7 of 7)
- Title
- Parent involvement training and the achievement, attendance, and attitudes of at-risk students.
- Creator
- McDaniel, Linda L., Florida Atlantic University, Gray, Mary B.
- Abstract/Description
-
The purpose of this project was to examine the relationship between parent training and the achievement, attendance, and attitudes of at-risk students. Achievement was measured by GPA as reported on the students' report cards and attendance was recorded as the number of days absent as indicated on the report cards. Students' attitudes were measured on two subscales of a survey designed for this investigation. The subscores reflected students' attitudes toward school and students' perceptions...
Show moreThe purpose of this project was to examine the relationship between parent training and the achievement, attendance, and attitudes of at-risk students. Achievement was measured by GPA as reported on the students' report cards and attendance was recorded as the number of days absent as indicated on the report cards. Students' attitudes were measured on two subscales of a survey designed for this investigation. The subscores reflected students' attitudes toward school and students' perceptions of parent involvement. The format for the research was a pre/post design consisting of one treatment group and one control group. A difference score was calculated and used in the analysis. The sample was comprised of minority, at-risk students, residing in a government housing community in an urban area.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/12327
- Subject Headings
- Education--Parent participation, Dropouts--Florida, Parental influences--Florida
- Format
- Document (PDF)
- Title
- Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
- Creator
- Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
- Subject Headings
- Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
- Format
- Document (PDF)
- Title
- A resource guide for parents and classroom teachers educating special education students to increase appropriate communication with all individual education program (IEP) team members.
- Creator
- Nast, Amy Thomasson., Florida Atlantic University, Burks, Valerie C., O'Rourke, Kathleen
- Abstract/Description
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Historically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for...
Show moreHistorically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for educating special needs individuals and to improve the communication among parents, classroom teachers and special educators. Each group should have an understanding of some history of persons with disabilities, the legislative timeline implemented to aid these individuals, the process in which special education services are provided within a public school setting, and alternatives to resolving disputes. A survey to establish baseline data concerning communication and knowledge was designed and gathered within one Colorado school district.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12821
- Subject Headings
- Children with disabilities--Education, Parent-teacher relationships, Special education--Parent participation, Special education--Law and legislation
- Format
- Document (PDF)
- Title
- The Relationship of Parent Involvement on Student Achievement.
- Creator
- Jerome, Bonnie Peyton, Pisapia, John, Florida Atlantic University
- Abstract/Description
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This study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables...
Show moreThis study investigated the relationship of the use of parent involvement strategies and school performance and how contextual factors affected this relationship. The study employed a non-experimental quantitative design with the school as the unit to frame its data collection and analysis. The Parent Involvement Inventory ( PII) was field-tested with the Broward County Schools to check reliability and validity. Results revealed a .72 Cronbach alpha score for the instrument. The variables studied were (a) parental involvement strategies, (b) school performance, and (c) contextual factors. Six parent involvement categories were investigated and divided into sub-categories to answer the research questions. Seventy-eight K-12 schools in Palm Beach County, Florida formed the sample for the study with a response rate of 71 percent. Data were first collected on the parental involvement strategies used by the schools then related to school performance. The major data collection instrument- Parent Involve Inventory (Pll) was designed to correspond with the following purposes of the study: (a) To determine the difference in type and frequency of parent involvement strategies and (b) to develop a model based on these actions that can be used by principals to increase their school's parent involvement. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 11.0 through descriptive statistics, multiple regression, and correlations to determine if significant relationships existed. The analyses identified the parent involvement strategies that improve student achievement: (a) Communicating, (b) learning at home, (c) regular homework, (d) participation in PTA, and (e) information about community arts and school performance. In addition, the analyses identified contextual factors that increased the relationship of parent involvement and school performance, such as (a) students with disabilities; (b) multiple parent involvement staff moderated learning at home strategies; and (c) school level moderated parenting and decision making strategies. Conclusions, implications for practice, and future research are discussed.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000671
- Subject Headings
- Parent and child--Education--United States, Parental influences--United States, Academic achievement, Education--Parent participation
- Format
- Document (PDF)
- Title
- A school, family, community partnership predictor model: Based on principals' communication and action strategies.
- Creator
- Bernstein, Susan Beth, Florida Atlantic University, Decker, Larry E.
- Abstract/Description
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Family and community involvement literature reveals that principals play a key role in the success of family and community involvement initiatives. However, there is a paucity of information on specific strategies that principals use to increase involvement. This lack of information applies to schools in general and for schools with diverse populations with low socio-economic status. To help fill these gaps in information this researcher examines differences in communication and action...
Show moreFamily and community involvement literature reveals that principals play a key role in the success of family and community involvement initiatives. However, there is a paucity of information on specific strategies that principals use to increase involvement. This lack of information applies to schools in general and for schools with diverse populations with low socio-economic status. To help fill these gaps in information this researcher examines differences in communication and action strategies used by principals in, both Title I and non Title I schools, with exemplary family and community involvement programs (as evidenced by their school receiving the FL DOE Five Star School Award) compared to strategies used by principals whose schools did not receive such a distinction. Sixty-one potentially significant communication and action variables are extracted from the literature and grouped into three categories (one-way communication, two-way communication, and action-based communication strategies). Seven null hypotheses addressing the significance of these categories and the potential to develop a predictor model are tested using a specially designed Family and Community Involvement Principal Survey whose content, construct, and validity was subjected to the scrutiny of experts in the field and pilot tested for its reliability. Data was collected in January 2003 from a final sample of fifty-nine Palm Beach County. Florida elementary school principals (an 80% response rate). This data is subjected to a series of factorial Analysis of Variance and Discriminant Analysis, testing the null hypotheses at a .05 level of significance. The analyses identify statistically significant differences in action-based communication variables for Five Star, Title I, and an interaction among Five Star/Title I principals including: (a) planning teacher in-service on involvement, (b) funding involvement programs, (c) creating a Family Resource Center, and (d) encouraging family and community members to participate in shared decision-making. No significant differences were found in one-way or two-way communication variables for Five Star, Title I, or an interaction between Five Star/Title I. Further, the null hypothesis for a predictor model was rejected allowing for identification of key variables in a partnership classification model. Conclusions, recommendations, and implementations are discussed for further research and practical application.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fau/fd/FADT12033
- Subject Headings
- School principals
- Format
- Document (PDF)
- Title
- School choice and Florida’s McKay scholarship program for students with disabilities: an analysis of parental satisfaction.
- Creator
- Black, David B., Sapat, Alka K., Florida Atlantic University, College of Design and Social Inquiry, School of Public Administration
- Abstract/Description
-
The purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements...
Show moreThe purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements that have shaped the administrative and political arguments for and against these programs. A comprehensive review of the literature on school choice comprised a substantial part of this study due to the need for citizens to better comprehend the origins and evolution of school choice planning and programming.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004428, http://purl.flvc.org/fau/fd/FA00004428
- Subject Headings
- Educational equalization -- Florida, Educational vouchers -- Florida, John M. McKay Scholarship Program for Students with Disabilities, Parents of students with disabilities, School choice -- Florida, Special education -- Parent participation -- Florida, Students with disabilities -- Education -- Florida
- Format
- Document (PDF)
- Title
- Bilingual education and biliteracy in the Brazilian community: An attitudinal study.
- Creator
- Martins, Minouche C., Florida Atlantic University, Augustyn, Prisca
- Abstract/Description
-
This study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly...
Show moreThis study investigated parents' attitudes and expectations regarding Portuguese-English bilingual education, biliteracy, and language use at home in the Brazilian community in South Florida, specifically in the tri-county area of Dade, Broward and Palm Beach. Sixty-seven Brazilian parents participated in an online/print questionnaire study. The results show that parents strongly support bilingual education and the development of bilingualism. An overwhelming majority of parents strongly encourage the use of Portuguese in the Brazilian homes. However, a discrepancy was found between parents' expectations and actual practices for their children's biliterate development. The majority of parents encourage the development of their children's speaking skills in Portuguese, but only few parents have strategies to develop their children's literacy in Portuguese. The lack of print-media in the heritage language in the home shows that parents look to formal education to fulfill their expectations in their children's biliteracy.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/13313
- Subject Headings
- Bilingual education--United States--Florida, Bilingualism--United States--Florida, Multiculturalism--United States--Florida, Literacy--Study and teaching, Language arts (Early childhood), Education--Parent participation--United States--Florida
- Format
- Document (PDF)
