When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-28T12:24:26Z No. of bitstreams: 1 Gabriela Novaes.pdf: 2181591 bytes, checksum: 16d947c6a272aa84595807b157d1a3ea (MD5) / Made available in DSpace on 2018-09-28T12:24:26Z (GMT). No. of bitstreams: 1 Gabriela Novaes.pdf: 2181591 bytes, checksum: 16d947c6a272aa84595807b157d1a3ea (MD5) Previous issue date: 2018-08-31 / Working with families from babies and children assisted by the child education school units have proven confrontational in many aspects, due to the presence of many beliefs and judgements that emerged from this relationship from both sides. After fifteen years after the transition from the Child Education Centers – CEC of São Paulo from the Secretariat of Social Assistance – SSA to the Municipal Secretariat of Education – MSE, we can identify units that are showing a quality result regarding the early childhood attendance. This research has the purpose of investigate one Child Education Center opened exactly during this transition period between the two secretariats, whose work with families is recognized in its region and among educators. Therefore, the issue from this study emerge from the questioning: how the relationship among school and family is conceived by parents, relatives and legal representatives from babies and children from a Child Education Center and what is written in the official documents of the Municipal Secretariat of Education from São Paulo. The theoretical reference sought to identify researches carried out with the themes of the family and school relationship in educational institutions that care for infants and young children and the diversity of possibilities for the construction of a participatory and responsible work between the two instances. The qualitative research used as methodological procedures: observation, interviews, analysis of questionnaires formulated by nursery teachers during the training hours in context, consultation of the records of the educational unit, analysis of official documents and publications of the Municipal Education Department related to children education and the school's relationship with families. Given the analysis of the data collected in light of the theoretical references used, it can be concluded that the quality work with the families and caregivers of children attending the educational institution results from a set of practices built gradually from a reflexive evaluation work, resumption of significant actions and constant dialogue between managers, teachers, education and family support staff, and observation of their needs and interests of infants and children / O trabalho com as famílias de bebês e crianças atendidos em unidades escolares de educação infantil tem se mostrado conflituoso em alguns aspectos, devido à presença de crenças e julgamentos que emergem dessa relação por ambos os lados. Após quinze anos da transição dos Centros de Educação Infantil – CEIs da prefeitura do município de São Paulo da Secretaria de Assistência Social – SAS para a Secretaria Municipal de Educação – SME, podemos identificar unidades da rede que apresentam um trabalho considerado de qualidade no atendimento à primeiríssima infância em instituições de educação infantil. A presente pesquisa teve como objetivo, investigar um Centro de Educação Infantil municipal inaugurado em pleno processo de transição entre as Secretarias, cujo trabalho com as famílias apresenta uma trajetória reconhecida em sua região e entre os educadores que acompanham seu percurso. Dessa forma, a problemática deste estudo emerge do questionamento: como a relação escola e família é concebida pelos pais, responsáveis e familiares de bebês e crianças de um Centro de Educação Infantil e nos documentos oficiais da Secretaria Municipal de Educação do Município de São Paulo. O referencial teórico buscou identificar pesquisas realizadas com os temas da relação família e escola em instituições educativas que atendem bebês e crianças pequenas e a diversidade de possibilidades para a construção de um trabalho participativo e responsável entre as duas instâncias. A pesquisa de cunho qualitativo utilizou como procedimentos metodológicos: observação, entrevistas, análise de questionários formulados por professores de educação infantil durante os horários de formação em contexto, consulta aos registros da unidade educativa, análise de documentos e publicações oficiais da Secretaria Municipal de Educação relacionadas à educação infantil e a relação da escola com as famílias. Diante da análise dos dados coletados à luz dos referenciais teóricos utilizados, pode-se concluir que o trabalho de qualidade com as famílias e responsáveis de crianças que frequentam a instituição educativa resulta de um conjunto de práticas construídas gradativamente a partir de um trabalho reflexivo de avaliação, retomada de ações significativas e diálogo constante entre gestores, docentes, equipe de apoio à educação e familiares, e da observação das necessidades e interesses de bebês e crianças

In Study 2, I further refined these scales and created an additional measure of commentary mediation, reflecting, in part, socio-emotional-regulation aspects of the writing interaction process. Across both Hong Kong and Beijing, these three measures of literate mediation, print mediation, and commentary mediation, were examined in relation to cognitive/metalinguistic awareness skills and Chinese reading and writing skills in three groups of children and their mothers. These groups included 63 Hong Kong third year kindergartners, 43 Beijing third year kindergartners, and 49 Beijing first graders. Results of Study 2 showed that mothers of kindergarten children tended to use lower level mediation strategies, such as stroke and component segmentation, and allowed less autonomy during the joint writing process. In contrast, mothers of first graders tended to use higher level mediation strategies, such as character level mediation, and allowed more autonomy, during this process. Results of the commentary mediation analyses demonstrated that Hong Kong mothers offered more negative than positive responses compared to Beijing mothers, particularly for kindergartners. In addition, the literate mediation and print mediation scale scores were significantly correlated with Chinese reading and writing in both Hong Kong and Beijing K3 children, but not in Beijing first graders. Scores on the literate mediation scale explained 11% to 25% unique variance in literacy skills in Beijing K3 children and reading skills in Hong Kong K3 children, even with maternal education, nonverbal reasoning, visual skills and metalinguistic awareness statistically controlled. In Hong Kong K3 children, children's orthographic awareness partially mediated the relation between literate mediation and Chinese word reading. Of all commentary mediation measures included, only the process mediation measure, focused on specific comments toward children's effort or strategies, was found to be uniquely associated with Chinese word reading and writing in Hong Kong K3 children and significantly related to Chinese word reading in Beijing K3 children with children's age, nonverbal reasoning and maternal education statistically controlled. Study 3 extended and tested the maternal mediation measure to Pinyin writing in Beijing K3 children. Maternal Pinyin mediation was uniquely associated with Chinese word reading even apart from children's general cognitive skills, maternal education, and phonological awareness. / The present research was among the first attempts to analyze the nature of maternal mediation of writing in Chinese and its association with literacy skills. The findings highlight the importance of maternal mediation of writing in preschool children's independent literacy development in Chinese across Hong Kong and Beijing. / This dissertation consisted of three studies investigating the nature of maternal mediation of writing among kindergarten and first grade children and their mothers across the two prominent Chinese societies of Hong Kong and Beijing and further examined the associations of maternal mediation of writing with cognitive /metalinguistic abilities and literacy skills in Chinese cross-culturally. In Study 1, two scales of literate mediation and print mediation based on mother-child writing interactions were created and refined. These scales, developed following work on Hebrew by Aram and Levin (2001; 2004), were modified and tested among 67 Hong Kong mother-child dyads from three grade levels---second year kindergarten, third year kindergarten, and first grade. The results showed that mothers' use of lower-level memorization strategies tended to be negatively associated with their children's reading skills, whereas mothers' higher level analytic scaffolding strategies were positively correlated with reading skills, even with age, grade level, nonverbal reasoning, and maternal education statistically controlled. / Lin, Dan. / Adviser: Catherine McBride-Chang. / Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 148-163). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendices include Chinese characters.

The closing decades of the 20th century have witnessed a large increase in the numbers of young people remaining in education post-16 rather than entering the labour market. Concurrently, overall educational attainment in General Certificate of Secondary Education (GCSE) qualifications in England and Wales has steadily increased since their introduction in 1988. The 1990s represent a key period of change in these trends. Some sociologists argue that processes of detraditionalisation have occurred whereby previous indicators of social inequality, such as social class, are less relevant to the transitions of young people from school to work. Sociologists from other traditions argue that inequalities persist in the stratification of educational attainment by the family backgrounds of young people but that these factors have changed during this period. This thesis is an investigation of the influence of family background factors upon GCSE attainment during the 1990s. This includes extensive statistical analysis of measures of parental occupation, parental education and family structure with gender, ethnicity, school type and housing tenure type within the Youth Cohort Study of England and Wales. These analyses include over 100,000 respondents in 6 cohorts of school leavers with the harmonisation of data from cohort 6 (1992) to the Youth Cohort Time Series for England, Wales and Scotland 1984-2002 (Croxford, Ianelli and Shapira 2007). By adding the 1992 data to existing 1990s cohorts, the statistical models fitted apply to the complete set of 1990s cohorts and are therefore able to provide insight for the whole of this period. Strong differentials by parental occupation persist throughout the 1990s and do not diminish despite the overall context of rising attainment. This relationship remains net of the other factors listed, irrespective of the measure of parental occupation or the GCSE attainment outcome measure used. This builds upon and supports previous work conducted using the Youth Cohort Study and suggests that stratification in educational attainment remains a significant factor. Gender and ethnicity remain further sources of persistent stratification in GCSE attainment. Following a discussion of the weighting system and features of the Youth Cohort Study as a dataset, a thorough investigation of missing data is included, with the results of multiply imputed datasets used to examine the potential for missing data to bias estimates. This includes a critique of these approaches in the context of survey data analysis. The findings from this investigation suggest the importance of survey data collection methods, the limitations of post-survey bias correction methods and provide a thorough investigation of the data. The analysis then develops and expands previous work by investigating variation in GCSE attainment by subjects studied, through Latent Class Analysis of YCS cohort 6 (1992). Of the four groups identified in the model, a clear division is noted between those middle-attaining groups with respect to attainment in Science and Mathematics. GCSE attainment in combinations of subjects studied is stratified particularly with respect to gender and ethnicity. This research offers new insight into the role of family background factors in GCSE attainment by subject combination.

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education