Parent Involvement Training with Hispanic Parents: A Report from Tomas Rivera Elementary School. A Case Study.

Autor/inn/en	Jacobson, Arminta L.; Huffman, Jane B.; Rositas, Maria C.; de Corredor, Yamile Quintero
Titel	Parent Involvement Training with Hispanic Parents: A Report from Tomas Rivera Elementary School. A Case Study.
Quelle	(1997), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; High Risk Students; Hispanic Americans; Leadership Training; Limited English Speaking; Parent Education; Parent School Relationship; Parent Student Relationship + Suchen Sie Ihr Suchwort? Elementarunterricht; Problemschüler; Hispanic; Hispanoamerikaner; Führungslehre; Parents education; Elternbildung; Elternschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
Abstract	The Center for Parent Education at the University of North Texas conducted a case study based on parent involvement training sessions offered in the spring of 1997 at Tomas Rivera Elementary School, Denton, Texas. The study involved low income English- and Spanish-speaking Hispanic parents whose children were considered high-risk students. The primary goal of the program was to enhance the educational achievement of children and youth through encouragement of parental involvement in the education of high-risk student populations. A target group of seven parents participated in either an English-speaking or Spanish-speaking group, both of which met for six sessions. The theoretical foundation for the sessions' content was based on Joyce L. Epstein's model of six types of involvement necessary to construct a bridge between school and the family. Conducting parent-involvement training in Spanish was a key element to the success of the program. Parents were able to gain empowerment, communication, and advocacy skills by being allowed to speak about their childrens' education in their native language and in a peer-group environment. Lack of Spanish-language translation in PTA meetings and other examples of interaction between family and school were identified as hindrances to parental involvement. A follow-up project was also implemented to enhance the previous training. (An appendix lists the program agendas for each of the six sessions. Contains 11 references.) (JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC