No description available.

No description available.

No description available.

Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research by expanding the work on how Hispanic parents support mathematics learning.

Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 7, 2006. Dissertation Committee: Maureen E. Angell (chair), Jeffrey P. Bakken, Barbara M. Fulk, James R. Thompson, W. Paul Vogt. Includes bibliographical references (leaves 94-103) and abstract. Also available in print.

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed May 29, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 53-65).

Language brokering is known as the translating transaction between two individuals. This study seeks to investigate the language brokering which occurs between Latino parents and their children. In particular, it seeks to examine Latino parents' comfort level in different brokering settings/places and with different individuals.

The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.

According to recent studies, there is an interethnic research gap that exists regarding Portuguese-American parents' knowledge of Attention Deficit Hyperactive Disorder (ADHD). The purpose of this study was to explore Portuguese-American parents' knowledge of the symptoms and diagnosis of ADHD, how they think it impacts their children's education, learning, behaviors, and what interventions they use to address the behavioral issues and learning disabilities that result from ADHD. Guided by family systems theory, with the premise that children are an integral part of the family and cannot be understood in isolation from the family, this qualitative, phenomenological study used semi-structured interviews to gather visual and verbal data to understand Portuguese-American parents' knowledge, perception, attitude, and awareness of ADHD. Inductive analysis allowed for identification of themes and categories of transcribed data and field notes until saturation was reached. Multiple recurring themes found in this study indicated (a) lack of knowledge of ADHD, (b) lack of information provided by professionals, (c) opportunity to be educated about this neurodevelopmental mental health disorder, and (d) lack of the appropriate resources for these parents to get the necessary help needed to cope with their children's symptoms and diagnosis of ADHD. The results could bring about positive social change for this underserved ethnic minority group of people on how to deal and understand their children's learning and behaviors related to ADHD.

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2008. / Source: Masters Abstracts International, Volume: 46-05, page: 2669. Adviser: Theresa L. Byrd. Includes bibliographical references.