Participation Patterns and Perceived Benefits of At-Risk Parents Involved in a Teacher-Parent Partnership Effort.

Autor/inn/en	Swick, Kevin J.; Parker, Margaret S.
Titel	Participation Patterns and Perceived Benefits of At-Risk Parents Involved in a Teacher-Parent Partnership Effort.
Quelle	(1989), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	At Risk Persons; Classroom Research; Grade 1; Home Visits; Inservice Teacher Education; Kindergarten; Low Income; Parent Attitudes; Parent Participation; Parent Teacher Cooperation; Primary Education; Program Descriptions; Rural Schools; School Districts; South Carolina + Suchen Sie Ihr Suchwort? Risikogruppe; School year 01; 1. Schuljahr; Schuljahr 01; Hausbesuch; Lehrerfortbildung; Niedriglohn; Elternverhalten; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Primarbereich; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk
Abstract	The involvement of 61 at-risk parents in a teacher-parent partnership project which was implemented among families of kindergarteners and first graders in three poor, rural school districts in South Carolina was assessed. Core questions were: (1) What are the parents' participation levels and patterns of home and school learning? (2) What is the relationship between parents' involvement and their perceptions of how they benefited from involvement? Also explored were influences related to parental participation. Data was gathered by means of the Parent Participation Record, the Parent's Perception of Parent Involvement questionnaire, and anecdotal records. Findings concerning the first question indicated which school had the highest parent participation. Findings also showed that the fewest recorded parent participations occurred in October, the most in March. The average number of parent participations for the year was seven. Home visits and informal parent involvement were the activities in which the largest number of parents participated. There were significant differences between schools in levels of parent participation in conferences, participation in the classroom, home learning activities, and informal involvement. Data on the second question revealed five significant correlations between participation variables and parents' perceptions of the benefits of their involvement. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC