A Longitudinal Study of Patterns of Parent Involvement in School across the Elementary Years: Teacher and Parent Reports.

Autor/inn/en	Roeser, Robert W.; und weitere
Titel	A Longitudinal Study of Patterns of Parent Involvement in School across the Elementary Years: Teacher and Parent Reports.
Quelle	(1995), (76 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Communication Problems; Educational Attitudes; Elementary Education; Elementary School Teachers; Feedback; Longitudinal Studies; Mothers; Parent Attitudes; Parent Participation; Parent Teacher Cooperation; Parents as Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Kommunikationsbarriere; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mother; Mutter; Elternverhalten; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten
Abstract	Using three waves of a cross-sequential, longitudinal study of elementary school students, their families, and their teachers, this study documented patterns of use of parent involvement strategies across grades 1 through 6 using teacher and parent reports. The results indicated that, in general, teachers reported infrequent use of parent involvement strategies, with the exceptions of providing parents with basic information on classroom procedures, and providing feedback for negative student behaviors. In general, mothers corroborated these reports, indicating infrequent solicitations of direct involvement, but also reporting that they received fewer basic communications than teachers reported. Despite the lack of school-initiated efforts to involve parents, mothers reported quite frequent engagement with their children in reading activities in the early grades, and in other academic activities and educationally relevant discussions across the elementary years. Correlations between teacher and parent reports showed few significant relationships, suggesting either a communication gap between home and school, or a lack of parental acknowledgement of these practices due to their infrequency. An appendix contains teacher scales intended to measure parents' educational involvement. (Contains 21 references, 9 tables, and 4 figures.) (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01