English and Swedish Teachers' Perspectives on the Role of Parents in Year One Children's Learning of Number: Manifestations of Culturally-Conditioned Norms

Autor/inn/en	Sayers, Judy; Marschall, Gosia; Petersson, Jöran; Andrews, Paul
Titel	English and Swedish Teachers' Perspectives on the Role of Parents in Year One Children's Learning of Number: Manifestations of Culturally-Conditioned Norms
Quelle	In: Early Child Development and Care, 191 (2021) 5, S.760-772 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sayers, Judy) ORCID (Petersson, Jöran) ORCID (Andrews, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1646741
Schlagwörter	Teacher Attitudes; Parent Participation; Parent Responsibility; Positive Attitudes; Numeracy; Mathematics Skills; Family Environment; Family School Relationship; Homework; Young Children; Elementary School Students; Grade 1; Cultural Context; Foreign Countries; United Kingdom (England); Sweden + Suchen Sie Ihr Suchwort? Lehrerverhalten; Elternmitwirkung; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Familienmilieu; Hausaufgabe; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Schweden
Abstract	This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of parents in year one children's learning of number. Drawing on the results of semi-structured interviews, data from each cohort were analysed independently to ensure the cultural integrity of any response categories and the results of this process compared. Two broad themes were identified concerning implicit and explicit forms of parental involvement. The former, manifested similarly across the two cohorts, concerned the importance of parents presenting children with positive attitudes towards mathematics. The latter, incorporating three comparable subthemes, focused on the creation of number-rich home environments, home-school communication and parents' role in the completion of homework. All three subthemes differentiated the cohorts in ways that highlighted teachers' culturally situated perspective on teaching and learning. Some implications are discussed, particularly with respect to the challenge this study poses for developers of cross-cultural survey instruments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01