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1.
Immigrant Parents’ Involvement in American Schools: Perspectives from Korean Mothers 总被引:2,自引:0,他引:2
The purpose of this study is to investigate Korean immigrant mothers’ perspectives on their involvement in American schools. In-depth interviews were conducted with six mothers. The findings indicated that the Korean mothers confronted difficulties while contacting teachers and participating in school activities. These difficulties included linguistic and cultural barriers, feelings of discrimination, and limited school support. Suggestions for both teachers and parents are discussed. In order to build effective and trusting partnerships, teachers need to be sensitive to Korean parents’ needs and perspectives while Korean mothers need to participate in American schools more actively by voicing their concerns and helping teachers understand their unique cultural values. 相似文献
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Xitao Fan 《Journal of Experimental Education》2013,81(1):27-61
The major research objective of this study was to assess the effect of parental involvement on students' academic growth during the high school years. The National Education Longitudinal Study of 1988 (NELS:88) data were used, and latent growth curve analysis within the framework of structural equation modeling was the major analytic tool. The following are the major findings of the study: (a) Parental involvement appears to be multidimensional; (b) ethnic group samples reported comparable degrees of parental involvement; (c) parents' aspiration for their children's education attainment had a consistent and positive effect on students' academic growth; and (d) the effect, or lack thereof, of parental involvement was consistent across ethnic group samples and across data sources (student vs. parent data). Plausible reasons for the consistent effect of parents' aspirations on students' academic achievement are discussed. The author offers explanations for why some parental involvement dimensions showed negative, though generally small, effects on students' academic growth. 相似文献
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Parental Involvement and Students' Academic Achievement: A Meta-Analysis 总被引:11,自引:0,他引:11
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies. 相似文献
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家长参与学生家庭作业的类型及其价值 总被引:1,自引:0,他引:1
家庭作业是学校教师布置给学生,让他们在课外时间完成的任务。家庭作业作为学生学习的重要任务,其完成的质与量是检验学习效果、衡量教学质量的重要指标。家长参与学生的家庭作业具有不同的类型及表现形式,对学生的学习会产生不同的影响。通过探讨家长参与学生家庭作业的类型,以期为学校教育和家庭教育提供借鉴。 相似文献
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《The Journal of educational research》2012,105(5):417-431
ABSTRACTParental involvement research has greatly expanded over the past decade, but findings are mixed, reflecting in part the conceptual and methodological limitations of many studies. On the basis of longitudinal questionnaire data from 1,685 sixth-grade students, the authors studied parental help with homework because it is the most common and most controversial type of parental involvement. Distinguishing between the quantity and quality of parental homework involvement, the research shows that completely different conclusions about the effectiveness of parental homework involvement will be reached if its quantity is assessed instead of its quality: How often parents helped with homework was negatively associated with the development of achievement, whereas homework help that was perceived as supportive had positive predictive effects, and homework help perceived as intrusive had negative effects. Moreover, the results show that effect sizes would be overestimated if students' prior achievement and family background were not controlled. 相似文献
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Julio Antonio Gonzalez-pienda Jose Carlos Nunez Soledad Gonzalez-pumariega Luis Alvarez Cristina Roces Marta Garcia 《Journal of Experimental Education》2013,81(3):257-287
The authors used the structural equation model (SEM) approach to test a model hypothesizing the influence of parental involvement on students' academic aptitudes, self-concept, and causal attributions, as well as the influence of the 3 variables on academic achievement. The theoretical model was contrasted in a group of 12- to 18-year-old adolescents (N = 261) attending various educational centers. The results indicate that (a) parental involvement had a positive and significant influence on the participant's measured characteristics; (b) causal attribution was not causally related to self-concept or academic achievement when the task involved finding causes for success, but, self-concept and causal attributions were found to be significantly and reciprocally related when the task involved finding causes accounting for failure; (c) self-concept was statistically and predominantly causally related to academic achievement, but not vice versa; and (d) aptitude and self-concept accounted for academic achievement, although the effect of self-concept was predominant. These results suggest that in adolescence, cognitive-affective variables become crucial in accounting for academic behavior. 相似文献
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本研究采用自编问卷调查北京市孤独症儿童早期干预中家长的参与态度和行为,并初步探讨其可能的影响因素。研究调查了三所有代表性的孤独症康复中心和一所医院的47名家长,结果表明,在孤独症儿童的早期干预中,家长参与态度较积极(M=3.77),但行为频率较低(M=1.75),参与效能感也比较低(M=1.81)。很多因素影响着家长的孤独症知识水平,但影响家长参与的因素较少;只有家长学历、家庭收入和孩子是否参与过ABA(应用行为分析)这三个因素。 相似文献
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Latino immigrant parents’ financial stress,depression, and academic involvement predicting child academic success 下载免费PDF全文
Lauren R. Gilbert Christia Spears Brown Rashmita S. Mistry 《Psychology in the schools》2017,54(9):1202-1215
The current study examines Mexican‐ heritage immigrant parents’ financial stress, English language fluency, and depressive symptoms as risk factors for parental academic involvement and child academic outcomes. Participants were 68 Latino immigrant (from Mexico) third and fourth graders and their parents. Results from a structural equation model analysis indicated that Latino parents who reported greater financial stress also reported higher levels of depressive symptoms; this, in turn, was related to lower parent‐reported levels of engagement in the monitoring and transmission of implicit and explicit valuing of academics. Parental monitoring of academics was positively associated with children's success in mathematics and transmission of implicit and explicit valuing of academics was positively associated with children's success in language arts. The current study extends support for the Family Economic Stress Model by demonstrating connections between parental stress, emotional well‐being, and child academic outcomes, through parental involvement in children's academics in a Latino‐heritage sample. 相似文献
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《The Journal of educational research》2012,105(2):110-115
Abstract The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement. 相似文献
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特殊儿童家长参与子女早期教育具有重要意义.对上海市特殊儿童家长参与子女早期教育的态度、现状和方式进行问卷调查和个别访谈后发现,目前存在着对家长参与的认识不到位、参与现状的总体水平较低、极少参与学校行政、信息化手段使用较少等问题.因此,采取一系列措施使家长更有效地参与到特殊儿童的早期教育中尤为重要. 相似文献
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Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?
Max Antony-Newman 《British Journal of Sociology of Education》2020,41(1):111-126
AbstractThis study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school. 相似文献
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Yanghee Anna Kim Sohyun An Hyun Chu Leah Kim Jihye Kim 《The Journal of educational research》2018,111(2):127-138
The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities. 相似文献
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为系统考察父母教育期望与留守儿童学习投入的关系,以及父母教育卷入和自我教育期望在其中的双重中介作用,采用父母教育期望问卷、自我教育期望问卷、父母教育卷入问卷以及学习投入问卷,对我国河南、四川、贵州、山西等地1535名留守儿童进行了调查研究。结果发现:(1)单亲外出和双亲外出留守儿童知觉到的父母教育期望、自我教育期望、父母教育卷入和学习投入得分均显著低于非留守儿童,而单亲外出和双亲外出留守儿童之间差异未达显著性水平;(2)父母教育期望和留守儿童学习投入呈显著正相关关系;(3)父母教育卷入与自我教育期望在父母教育期望和留守儿童学习投入之间起到双重中介作用。因此,父母教育期望既直接影响留守儿童的学习投入,又通过父母教育卷入和自我教育期望的中介作用影响留守儿童的学习投入。 相似文献
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聋童家长参与学校教育的研究报告 总被引:6,自引:4,他引:2
本研究揭示,聋生家长与聋校教师对“家长参与”的看法普遍存在分歧,在一定程度上影响了家长与教师伙伴关系的形成,影响了家长的参与行为。本文讨论了分歧产生的原因,并提出通过协商解决分歧。此外,学校应举办家长学校,以帮助家长提高参与意识,增强参与能力 相似文献
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采用CiteSpace软件对1992-2019年收录在中国知网的324篇论文、Web of Science核心合集的2683篇论文进行可视化分析,探讨“家长参与”领域研究的现状和发展趋势。结果表明:“家长参与”领域的研究缺乏高影响力、高凝聚力的科研团体;国内外“家长参与”研究的热点集中在家长对学校教育的高参与度,探讨“家长参与”对学生的多方面影响,以及影响“家长参与”的因素;未来“家长参与”的相关研究会立足基本国情,拓展家长参与的广度和深度,更加注重个体发展的连续性和不同家庭成员的参与影响。 相似文献
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This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study. 相似文献
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Sita G. Patel Alinne Z. Barrera Michael J. Strambler Ricardo F. Muñoz Erynn Macciomei 《Journal of Latinos & Education》2016,15(2):121-133
This study compares life stressors and school outcomes among newcomer immigrant adolescents from Latin America, Asia, and the Caribbean. Participants attended a predominantly low-income, urban international public high school in the northeast. The Latina/o students were exposed to more life stressors and had lower attendance and achievement than non-Latina/o students. Life stressors mediated the relationship between ethnicity and academic outcomes. Results deepen experts’ understanding of the achievement gap, suggesting that newcomer immigrant adolescents from Latin America face unique risks and deserve intervention efforts focused on sociocontextual stressors that may prevent these students from achieving their full academic potential. 相似文献
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在文献分析基础上,结合开放式问卷调查及访谈结果,提出家长参与小学生家庭作业行为方式问卷的维度设想,并编制初测问卷。初测和正式施测被试均为南京市和芜湖市的小学生家长。结果表明:家长参与小学生家庭作业行为方式问卷具有良好的信度、效度指标,可作为小学生家长参与家庭作业行为方式的测量工具。 相似文献