The Impact of Family Math/Family Science upon the Attitudes and Behaviors of Participants in the Valley of Phoenix from Fall of 1991 to Spring of 1993.

Autor/in	Jaramillo, James A.
Titel	The Impact of Family Math/Family Science upon the Attitudes and Behaviors of Participants in the Valley of Phoenix from Fall of 1991 to Spring of 1993.
Quelle	(1993), (115 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Behavior; Elementary Education; Elementary School Students; Grade 1; Grade 4; Grade 6; Interviews; Mathematics Instruction; Minority Groups; Parent Child Relationship; Parent Participation; Parent School Relationship; School Community Relationship; Science Instruction; Socioeconomic Status; Student Attitudes; Surveys; Arizona (Phoenix) + Suchen Sie Ihr Suchwort? Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Ethnische Minderheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Survey; Umfrage; Befragung
Abstract	The Education Resources Center (ERC) is a community-based organization that serves students from various elementary schools united by the Phoenix Coalition for Youth and Families (PCYF). The PCYF Project was authorized to organize agencies and schools in the lower socio-economic areas of inner-city Phoenix into one collaborative arrangement. This study was undertaken to determine if a relationship exists between those cohorts who participated in the Family Math and Family Science programs offered by the ERC and their behaviors and attitudes towards these programs. Surveyed participants consisted of: first-, fourth-, and sixth-graders (n=164), parents (n=54), program instructors (n=8), and program instructor trainees (n=155). Participant observations, collection of school and program documents, and adult and child survey responses disclosed results that indicate a positive relationship between each participant and their behaviors and attitudes toward these programs. The positive adult evaluations of the program indicate their acceptance of the program and their desire to implement after-school classes in their communities. The paper includes copies of the Parent Survey (in English and Spanish), Child Survey (in English and Spanish), Family Math Evaluation, and Family Science Evaluation. (MKR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC