Engaging Parents, Family and the Community for Improving Educational Outcomes for 3rd-5th Grade English Learner Children: A First-Year Program Implementation

Autor/inn/en	Robles-Goodwin, Patsy J.; Salazar, Jessica C.; Garza, Tiberio; Torres, Bertha Y.; Martinez, Carlos
Titel	Engaging Parents, Family and the Community for Improving Educational Outcomes for 3rd-5th Grade English Learner Children: A First-Year Program Implementation
Quelle	In: Journal of Latinos and Education, 22 (2023) 2, S.785-792 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garza, Tiberio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2020.1825960
Schlagwörter	Hispanic Americans; Parents; Parent Participation; Family Involvement; Elementary School Students; Grade 3; Grade 4; Grade 5; Outcomes of Education; Educational Improvement; English Language Learners; Community Involvement; Program Implementation; Self Esteem; Advocacy; Intervention; Public Schools; Academic Achievement; Program Effectiveness; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Eltern; Elternmitwirkung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Self-esteem; Selbstaufmerksamkeit; Sozialanwaltschaft; Public school; Öffentliche Schule; Schulleistung; Benachteiligter Jugendlicher
Abstract	The purpose of this study was to assess the increase of Latino parents' confidence in advocating and supporting their child's schooling. The intervention was implemented in six public independent school districts in the Southwest United States. The data was examined through matched pre- and post-surveys (n = 45). Findings are consistent in describing a successful program and the pre- to post-gains in preparing Latino families to aid their children in becoming academically successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01