Literaturnachweis - Detailanzeige
Autor/inn/en | Curry, Katherine A.; Holter, Alexandra |
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Titel | The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement |
Quelle | In: Urban Education, 54 (2019) 4, S.535-563 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085915623334 |
Schlagwörter | Social Networks; Parent Participation; Parent School Relationship; Parent Attitudes; Grounded Theory; Parent Role; Poverty; School Districts; Self Efficacy; Urban Schools Social network; Soziales Netzwerk; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternverhalten; Parental role; Elternrolle; Armut; School district; Schulbezirk; Self-efficacy; Selbstwirksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | Despite reform efforts to involve parents, parent--school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |