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Parental involvement and student performance : the contributions of economic, cultural, and social capitalSui-Chu, Esther Ho 11 1900 (has links)
The purpose of this study is threefold. First, it is to clarify the construct, parental
involvement, by examining its different dimensions both theoretically and empirically. The
second purpose is to identify important family factors and institutional factors that affect
parental involvement. Finally, this study examines how students' learning outcomes are related
to different dimensions of parental involvement. A conceptual framework is proposed that
indicates the relationships between school factors, family factors, parental involvement and
students' learning outcomes. The construct of "capital" is used as an explanatory tool within
this framework.
The research was conducted in two phases. Data were collected as part of a larger
project which studied the effectiveness of elementary schools in British Columbia (Willms,
1992). Phase I of the study was conducted in 1994. Questionnaires were sent to a population
of fifteen hundred B.C. elementary school principals. A total of 831 school administrators
returned the questionnaires. Phase II of the study was conducted in 1995. Forty-nine schools
were sampled strategically according to the variability of parents' socioeconomic backgrounds.
A total of 404 teachers and 1042 fifth-grade students completed questionnaires. Hierarchical
Linear Modelling was then used to explore the nature and impact of parental involvement.
The extent of parental involvement in grade 5 was generally low in B.C. elementary
schools. Levels of parental involvement did not vary substantially among schools; therefore, it
was difficult to identify schools which could induce particularly high or low levels of
involvement. In exploring the barriers and facilitators of parental involvement, evidence from
this study suggests that substantial decentralization of instructional activities, and positive
teacher attitudes and practices enhance parental involvement. Another important school factor
is the nurturing of social capital within the school. The findings indicate that a positive social
climate is a major determinant of parental involvement. An important home factor is cultural
capital provided by parents. The results suggest that cultural capital rather than economic
capital determines the levels of parental involvement in education.
The effects of different types of parental involvement on students' learning outcomes
were relatively weak in this study. Home-based involvement was not generally effective for
improving children's learning, and school-based involvement had a small positive effect on
student's self-esteem but was negatively related to student academic achievement. It appears
that parental involvement tended to be reactive rather than proactive. Parents with children at
risk academically and socially were more likely to be involved. Yet the study has
demonstrated that investment of educational time and monitoring of peer activities were
possible intervening variables through which parents could indirectly affect students' learning
outcomes. In the conceptual framework of this study, learning outcomes was viewed as a
function of the availability of: economic capital, cultural capital and social capital. Among
these major forms of resources, social capital nurtured by the school was the most powerful
determinant of students' self-esteem. Cultural capital and economic capital had a moderate
effect on both students' self-esteem and academic achievement, but their contribution varied
from one cognitive characteristic to another. These results provide substantial evidence to
support the integration of Coleman's social capital thesis and Bourdieu's cultural capital
thesis. An inclusive model, which emphasizes the inclusion of resources from family, school,
and community, appears to be the most promising avenue for improving children's learning. / Education, Faculty of / Graduate
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The needs of parents of children with hearing impairments in a mainstream school.Ameen, Nausheen 23 June 2008 (has links)
This study focuses on the needs of parents of learners with hearing impairments in a mainstream school. Since 1994, South African society has undergone massive changes informed by the Constitution based on a human rights perspective. The ultimate aim is an inclusive society based on the principles of democracy. The educational system has been transformed from one which supported exclusivity and inequalities on the basis of language, colour and ability to one which embraces diversity and inclusivity. The release of Education White Paper 6: Building an Inclusive Education and Training System (Department of Education, 2001) was the culmination of a process of restructuring of the education system to cater for all learners. Engelbrecht & Green (2001:6) emphasise that inclusive education is not about how to assimilate individual learners with identified special needs into existing forms of schooling, but about restructuring schools and education systems so that they can accommodate the learning needs of every individual. The new dispensation has made it possible for parents to assume the role of partners in education. Although School Governing Bodies have been established, parents still need a lot of support in order to play a meaningful role. In the case of parents of learners with hearing impairments in mainstream schools, there is a lot of ground that must still be covered in terms of their needs. In carrying out this research, an exploratory, descriptive, contextual and qualitative design was undertaken to find out what type of support is needed by parents who have children with hearing impairments in a mainstream school. Interviews were conducted with parents who have children with hearing impairments. During the interviews, ethical measures were adhered to and steps to ensure trustworthiness were also followed. Data were analysed and distinctive patterns of concerns emerged from the data, relating to the type of support parents needed. The findings indicate that in terms of the needs of parents of learners with hearing impairments in mainstream schools, Parent-school Partnerships; Capacity Building; Support Processes, Support and Networking; and Shared Decision-making were aspects identified by parents that had to be addressed. Based on the findings, it is recommended that schools lead the process, and that education officials be involved at all levels. The establishment of parent support groups will enable parents to be active agents of change in addressing their needs. District officials, governmental sectors, as well as community organizations serving the interests of learners who have hearing impairments, need to provide expertise and support for parents in starting and maintaining these processes. / Prof. R.E. Swart
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The role of the governing body in macro planning on LSEN public hospital schools.Lowane, Velaphi Elizabeth 26 August 2008 (has links)
This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. / Prof. J.R. Debeila
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A Comparison Study of the Experiences of Educators and Non-Educators in Promoting Reading and Reading Related Skills of their Own Preschool ChildrenFitzpatrick, Tamecca S. 12 1900 (has links)
The rationale for this study was to evaluate the home literacy environments of educators and non-educators to investigate whether educators provide "richer" home environments than non-educator mothers. This research explores the mothers' perceptions of their children, views of reading, methods of promoting a positive reading environment, dealing with personal demands and emotions, and their expectations related to promoting reading. The participants in the study are 2 elementary school teachers with preschool children and 2 non-educator mothers with preschool children. Results indicated that being an educator is not an isolated characteristic of providing a rich home environment. The educational attainment of the mother was discovered to have greater influence on home literacy environment than the mother's profession. Higher educated mothers provided richer home environments than their less educated counterparts.
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Characteristics of Preservice Teachers Learning Parent Involvement Practices.Trotti, Judy 08 1900 (has links)
Numerous models of IS success and technology acceptance their extensions have been proposed and applied in empirical. This study continues this tradition and extends the body of knowledge on the topic of IS success by developing a more comprehensive model for measuring IS success and technology acceptance within a government organization. The proposed model builds upon three established IS success and technology acceptance frameworks namely the DeLone and McLean (2003), Venkatesh et al.'s (2003) unified theory of acceptance and use of technology (UTAUT), and Wixom and Todd (2005). The findings from this study provide not only a comprehensive IS success assessment model but also insights into whether and how IS success models are influenced by application variables as applied within a government organization. Exploratory factor analysis and confirmatory factor analysis were performed for instrument refinement and validity test of the existing and proposed models. Using data from employees of a local government municipal, the comprehensive model explained 32 percent variance. Four of the hypothesis were fully supported five were not supported, and four were partially supported. In addition, the results suggest that behavioral intention may not be the best predictor of technology acceptance in a mandatory environment.
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Children of Teenage Mothers: School Readiness Outcomes and Predictors of School Success.Brown, Amber L. 08 1900 (has links)
The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.
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Identifying learn units in a naturalistic training program for children with autism and their families.Besner, Amanda Charlotte 08 1900 (has links)
Behavior analysts have proposed a primary measure, the "learn unit," to evaluate educational effectiveness. Past research has indicated this is a useful approach. The benefits of "learn units" may also apply to family interventions in autism. The current analysis evaluated the rates of learn units in a naturalistic parent-training program to determine if (1) definitions of learn units previously described in the literature can be reliably applied to family interventions and (2) an increased number of learn units correlate with increased child responding and attainment of child and family goals. Results from the current analysis demonstrated that the rate of learn units increased from baseline to training for all parent-child dyads and the percent of correct child responses increased for all children. Teaching parents the components of effective education may increase the quantity and quality of interventions for children diagnosed with autism.
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Early intervention for parents of low birth weight premature babies : development of a programme from an educational psychological perspectiveGuldenpfennig, Dorothea 19 June 2008 (has links)
Please read the abstract in the section, 00front, of this document / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted
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A three part workshop to help teachers, aides, and parents create an environment for successful readingFehrenbach, Catherine S. 01 January 1988 (has links)
No description available.
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Handbook on emergent literacy for the preschool parentGrohowsky, Laura Jean 01 January 1993 (has links)
No description available.
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