Influences on Teachers' Use of Parent Involvement at Home. [Report No.: CSOS-324

Autor/inn/en	Becker, Henry Jay; Epstein, Joyce L.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Titel	Influences on Teachers' Use of Parent Involvement at Home. [Report No.: CSOS-324
Quelle	(1982), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Environment; Educational Policy; Elementary Education; Elementary School Teachers; Home Study; Individual Characteristics; Instructional Program Divisions; Learning Activities; Parent Background; Parent Participation; Parent Student Relationship; Parent Teacher Cooperation; Student Characteristics; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lernaktivität; Elternhaus; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Survey data from 3,698 teachers in 600 schools in Maryland are used to explore the determinants of teachers' use of parent involvement strategies. Two questions are addressed: (1) How much do elementary school teachers organize their teaching practice to facilitate parent involvement in home learning activities? and (2) Which factors in the teachers' backgrounds, teaching responsibilities, characteristics of their students, characteristics of the parents they work with, and characteristics of school environment are important determinants of their parent involvement teaching strategies? Results suggest that grade level, student racial composition, parental activity at school, teacher graduate training, and school district policies have strong independent effects on teachers' practices of parent involvement. In contrast, parent educational level, although an important influence on teachers' attitudes about parent involvement, is not a strong determinant of teachers' actual practices. Teachers who need parents' assistance or who choose to emphasize family-school cooperation have worked out ways to involve parents from all educational levels. (Authors)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01