Teacher Perceptions of Preschool Parent Engagement: Causal Effects of a Connection-Focused Intervention

Autor/inn/en	Purtell, Kelly M.; Jiang, Hui; Justice, Laura M.; Sayers, Robin; Dore, Rebecca; Pelfrey, Logan
Titel	Teacher Perceptions of Preschool Parent Engagement: Causal Effects of a Connection-Focused Intervention
Quelle	51 (2022), S.937-966 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Purtell, Kelly M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intervention; Program Effectiveness; Parent Participation; Parent School Relationship; Preschool Teachers; Teacher Attitudes; Parent Teacher Cooperation; Racial Differences; Ethnicity; Parent Background; Educational Attainment; Child Behavior; Behavior Problems; Transitional Programs; Preschool Education; Home Visits; Kindergarten; Ohio + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rassenunterschied; Ethnizität; Elternhaus; Bildungsabschluss; Bildungsgut; Hausbesuch
Abstract	Background: Strong connections between children's teachers and their parents fosters their learning and development in early childhood and throughout their schooling. Developing strong connections in preschool may ease the transition to elementary school for children. Objective: The goal of this study is to examine the initial implementation of the Kindergarten Transition Practices intervention, its impacts on parental engagement, and how these impacts varied by family race/ethnicity, maternal education, and children's behavior problems. Method: Children (N=391) were randomly assigned to one of three groups: KTP-Classroom, where they received a classroom-level intervention; KTP-Plus, where they received both the classroom intervention and an additional home visiting component; or the business-as-usual control group. Transition Coordinators worked with both teachers and parents throughout the intervention to build connections between parents and their children's teachers and schools. Results: Results showed that the classroom intervention (KTP-Classroom) led to significantly higher levels of teacher-reported parent involvement and that, for Hispanic families, the classroom plus home visiting intervention (KTP-Plus) led to more positive teacher perceptions of parent involvement, parent-teacher relationships, and parent values. Conclusions: These findings suggest that connection-focused models may be one way to enhance parental engagement during preschool. [This article was published in "Child & Youth Care Forum" (EJ1347893).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01