This dissertation examines perceptions of family involvement among Hispanic middle school families and teachers. The study investigated how Hispanic parents and teachers viewed formal education and family involvement. It also looked at how newcomer and established Hispanic parents compared in their perceptions.
The dissertation presents findings related to four research questions. For the first question, it found that Hispanic parents viewed education as providing opportunities and valued instilling virtues in their children. They saw their role as providing moral support rather than academic instruction. For the second question, it found that families connected with schools and shared information, though some reported lack of cultural understanding from teachers. Families also stayed involved through non-academic activities and saw their role as supportive. For the third question, some teachers
The document discusses culturally relevant teaching and its importance for students and teachers. It argues that teachers need to connect culturally with their increasingly diverse students to help them succeed academically. While some advocate focusing on economic differences between students, experts like Dr. Gay and Dr. Nieto believe teachers should learn about and incorporate students' individual cultures into their lessons to create stronger connections and understanding between students and teachers. When teachers take on the role of learners about their students' cultures, it can help all students achieve at higher levels regardless of cultural or economic background.
Korean American Parents: Perceptions of School-Readiness and Preparing Childr...crealcsuf
Korean American parents have high expectations for their children's academic success and perceive school readiness as involving good behavior. The study explored how Korean American parents in Cypress, California prepare their children for kindergarten. Mothers are typically the primary caregivers and decision makers. Parents engage children in various academic, social-emotional, and language activities like preschool, reading, and cultural programs. They emphasize social-emotional skills like behaving well over academics alone due to their cultural values. The study provides insights into Korean American parenting practices and their perceptions of school readiness.
This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
This document summarizes a case study about a student named Tika, a 5-year old girl from Nepal attending kindergarten in Doraville, Georgia. Tika is an ESOL and EIP student performing below grade level in basic skills like letters, sounds, and numbers. The case study focuses on using Tier II RTI intervention strategies with Tika, who has no parental involvement due to a language barrier. It provides cultural context about Nepal, where cows are sacred and the society follows Hinduism and has a patriarchal and structured education system. The conclusion recommends continuing tutoring to help Tika with language and social skills, and notes she is more interested in learning than before.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Student one is a 6-year-old female in kindergarten for the second time. She comes from a low socioeconomic background and speaks both English and Spanish at home. She excels in math but struggles with reading, especially blending sounds to read words. She has traveled to Texas and Mexico. While she knows letters and sounds, putting them together to read is difficult without practice at home.
This document discusses the high dropout rate among Hispanic males in the United States. It provides statistics showing that Hispanic students enter high school at high rates but many do not receive a diploma, especially males. The author then outlines their study which examines perspectives from Hispanic male dropouts, their mothers, teachers, and administrators on the reasons for dropping out. A literature review covers topics like school reform, achievement gaps, parent involvement, and characteristics of dropouts. The research design uses focus groups and interviews to collect data from these groups to identify common themes in their perspectives.
- The document discusses the history and development of early childhood education from the 1800s to today. It covers the contributions of key figures like Friedrich Froebel, Maria Montessori, John Dewey, Patty Smith Hill, and others. It also outlines the establishment and growth of kindergarten programs in both Germany and the United States. Major developments like the establishment of Head Start programs to support early education for children from low-income families are also summarized.
The document discusses culturally relevant teaching and its importance for students and teachers. It argues that teachers need to connect culturally with their increasingly diverse students to help them succeed academically. While some advocate focusing on economic differences between students, experts like Dr. Gay and Dr. Nieto believe teachers should learn about and incorporate students' individual cultures into their lessons to create stronger connections and understanding between students and teachers. When teachers take on the role of learners about their students' cultures, it can help all students achieve at higher levels regardless of cultural or economic background.
Korean American Parents: Perceptions of School-Readiness and Preparing Childr...crealcsuf
Korean American parents have high expectations for their children's academic success and perceive school readiness as involving good behavior. The study explored how Korean American parents in Cypress, California prepare their children for kindergarten. Mothers are typically the primary caregivers and decision makers. Parents engage children in various academic, social-emotional, and language activities like preschool, reading, and cultural programs. They emphasize social-emotional skills like behaving well over academics alone due to their cultural values. The study provides insights into Korean American parenting practices and their perceptions of school readiness.
This document discusses barriers to communication between teachers and parents of English Language Learner (ELL) students. It summarizes several studies that found cultural and linguistic barriers can prevent ELL parents from being involved in their child's education. Teachers are sometimes at fault for poor communication as they may view ELL parents negatively and fail to make themselves available. The document recommends that teachers take simple steps to make ELL parents feel welcome, such as translating materials and maintaining open communication.
This document summarizes a case study about a student named Tika, a 5-year old girl from Nepal attending kindergarten in Doraville, Georgia. Tika is an ESOL and EIP student performing below grade level in basic skills like letters, sounds, and numbers. The case study focuses on using Tier II RTI intervention strategies with Tika, who has no parental involvement due to a language barrier. It provides cultural context about Nepal, where cows are sacred and the society follows Hinduism and has a patriarchal and structured education system. The conclusion recommends continuing tutoring to help Tika with language and social skills, and notes she is more interested in learning than before.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Student one is a 6-year-old female in kindergarten for the second time. She comes from a low socioeconomic background and speaks both English and Spanish at home. She excels in math but struggles with reading, especially blending sounds to read words. She has traveled to Texas and Mexico. While she knows letters and sounds, putting them together to read is difficult without practice at home.
This document discusses the high dropout rate among Hispanic males in the United States. It provides statistics showing that Hispanic students enter high school at high rates but many do not receive a diploma, especially males. The author then outlines their study which examines perspectives from Hispanic male dropouts, their mothers, teachers, and administrators on the reasons for dropping out. A literature review covers topics like school reform, achievement gaps, parent involvement, and characteristics of dropouts. The research design uses focus groups and interviews to collect data from these groups to identify common themes in their perspectives.
- The document discusses the history and development of early childhood education from the 1800s to today. It covers the contributions of key figures like Friedrich Froebel, Maria Montessori, John Dewey, Patty Smith Hill, and others. It also outlines the establishment and growth of kindergarten programs in both Germany and the United States. Major developments like the establishment of Head Start programs to support early education for children from low-income families are also summarized.
Lindsay J. Lewis has over 10 years of experience as a special education teacher and case manager in Chicago. She holds an Illinois teaching certificate and a Master's degree in special education from DePaul University. Her experience includes teaching self-contained special education classes, co-teaching inclusive classes, developing IEPs, administering assessments, and providing case management support. She has participated in ongoing professional development related to special education law, transition planning, and effective co-teaching strategies.
This document is a resume for Julie M. Clark, an experienced teacher seeking a position. She has over 15 years of teaching experience in both traditional and non-traditional settings, including public and private schools as well as homeschooling. Her experience ranges from kindergarten through 8th grade and includes working with both general education students and those with special needs. She has multiple teaching certifications and a master's degree in sociology.
The document discusses the debate around single-sex versus co-educational schooling. It presents summaries of four articles that explore different aspects of this issue, such as how single-sex schooling can reinforce false notions of gender, the impact on standardized test scores and college attendance, teacher perceptions of student participation and performance in physical education classes, and empowering students to make choices based on social and emotional development. The collection of articles examines arguments on both sides of the debate from various perspectives.
Black teachers provided perspectives on their experiences through focus groups conducted by researchers. Key points:
- Black teachers felt they could easily connect with Black students due to shared cultural and life experiences, helping students feel supported and trusted. However, they felt burdened by always being expected to relate to every Black student.
- While Black teachers' ability to manage classrooms was an asset, it often led to them being seen solely as disciplinarians rather than educators. They were given extra discipline duties which took time from teaching and professional development.
- Black teachers wanted opportunities to teach higher level courses to enhance their skills, but felt pigeonholed into only teaching lower performing students due to the perception that their only strength was classroom
This document provides an extensive resume for Tara M. Kfoury. It details her education including a Ph.D from Lesley University, masters degrees from Framingham State University and certifications from other institutions. It also outlines over 15 years of teaching experience in Spanish and Humanities for middle and high schools. Additional experiences include administrative roles, professional development activities, publications and presentations given. The resume demonstrates strong qualifications for education-related roles.
Camille T. Haycraft has over 30 years of experience in education, including as a teacher of pre-kindergarten through third grade and as an educational diagnostician. She holds a Bachelor of Science in Education, a Master of Education, and certification as an educational diagnostician from the University of Houston. Her resume demonstrates strong academic performance, with GPAs of 3.0, 3.59, and 3.5 from her undergraduate and graduate degrees.
Maple School Fifth Grade Orientation - 2014Andrew Kohl
The document provides information for a sixth grade parent orientation at Maple School. It includes an agenda for the evening which covers topics like Maple's programs, student support services, activities and important dates. The document then goes into further detail about Maple's middle school philosophy, core classes, electives, extracurricular activities, athletics, student recognition programs and ways for parents to get involved. It concludes by outlining expectations and logistics for the first day of school in August.
This document discusses internal and external factors that influence gender differences in educational achievement. Externally, changes in family structure, women's employment opportunities, and girls' changing ambitions have encouraged girls to pursue higher education and see their future as more independent. Internally, equal opportunity policies, more female teachers and role models, changes to assessment like coursework, and efforts to challenge stereotypes in curricula have helped narrow the gender gap or favor girls in some cases. However, radical feminists argue that schools remain patriarchal and limit girls' full potential.
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
This document discusses bilingualism and home language use. It covers sociocultural aspects like language transfer and generational status. It also discusses acculturation, additive bilingualism, and cultural pluralism as they relate to bilingualism and home language use. Additionally, it provides recommendations for cultivating partnerships between home and school, such as effectively communicating with parents, embracing students' cultures, and building trust. It also discusses evaluating the effectiveness of these partnerships and the role of school leadership in cultivating them.
The document discusses parental involvement in schools. It begins by defining parental involvement as a commitment by parents to actively participate in their child's education and in the school. It then discusses the importance of parental involvement, citing research that shows children perform better academically when parents are more involved. The document also discusses ways to involve and motivate parents, such as keeping them informed about their child's progress and the school, and inviting them to participate in school activities and committees. It concludes by noting some potential gaps in parental involvement like lack of communication between parents and schools.
Assessing Spanish-speaking Immigrant Parents Perceptions of Climate at a New...Carrie Romero
This document summarizes a research study that assessed Spanish-speaking immigrant parents' perceptions of climate at a Spanish language immersion elementary school. The study was framed by Ecologies of Parental Engagement and Foucault's concepts of power. Surveys of 19 Spanish-speaking mothers found that while parents trusted the school and teachers, many felt discouraged by the school climate. Some blamed their lack of involvement on their own language abilities. The analysis also explored how, despite good intentions, the language immersion school and research design did not bridge the gap between the dominant English society and Spanish-speaking families. The implications for school climate, parent engagement policies, and research at diverse schools are considered.
Homeschooling has increased 41% in the UK over the past 4 years. Parents choose homeschooling for reasons like adapting the curriculum to each child's needs, allowing for better academic and family relationships, and providing a safer learning environment. Interesting facts about homeschooling include that homeschool students score above average on achievement and college admission tests, and universities increasingly recruit them. Homeschooling has become more popular and accepted since the 1960s-70s, though laws regulating it still vary by location.
This resource provides information and discussion prompts for using the picture book "The Seven Chinese Sisters" to talk about different family types in 3rd and 4th class. The story shows how seven sisters with different talents work together to care for their younger sister. It can help students understand that families come in different forms, all members contribute in different ways, and the most important thing is that children are cared for. Suggested follow-up activities include having students draw and write about talents in their own families. The resource also notes the importance of addressing potentially tricky questions or terms in a factual way to promote respect and tolerance.
This document discusses strategies for getting families engaged in early childhood classrooms. It outlines that strong school-family connections can help students achieve higher academic performance regardless of their background. Partnerships encourage positive classroom experiences by allowing children to observe positive teacher-parent interactions. Partnerships also help parents and teachers. When parents feel supported by teachers, they are able to provide more home learning experiences for their children. The document then presents Dr. Joyce Epstein's six types of parental involvement, which include practices like parenting workshops, effective communication, volunteering opportunities, and learning at home resources. Overall, the key is to foster an open and welcoming classroom that keeps parents informed and values their perspectives.
This study examined whether early childhood teachers could teach parents of preschool children with speech impairments to have more elaborative conversations about past events. Three teacher-parent dyads participated. The teachers received training in elaborative reminiscing and then provided two one-hour training sessions to the parents over two weeks. Videos showed the parents increased their use of elaborative statements, questions, and details when discussing past events with their children after receiving the teacher-led training. The results indicate that early childhood teachers can effectively train parents in elaborative reminiscing when given proper instruction and support.
Engagement, not Outreach: Using Equity to Empower All FamiliesLesley Williams
This document discusses strategies for improving equity and engagement in schools. It defines equity as ensuring everyone has access to resources and a voice. Challenges to equity include some groups feeling unheard or disadvantaged. The document recommends focusing on community aspirations, avoiding "edu-babble", and improving student engagement through practices like shadowing and giving students choices. Barriers to family involvement like inflexible schedules are discussed. The document advocates for more teacher and parent representation, home visits, and teacher advocacy and involvement in the community to improve engagement.
The document discusses the importance of parental engagement in a child's education. It defines parental involvement and the major factors that influence engagement. Additionally, it provides strategies for when and how parents should get involved, including establishing home environments conducive to learning and communicating regularly with the school.
This document discusses several topics related to family engagement and cultural competence. It emphasizes the importance of seeing cultural differences as just that rather than as deficits. It encourages educators to allow parents to share their stories, understand parents' cultural beliefs, and consider parents' own contexts. The document also stresses the importance of welcoming diverse family types and gathering information respectfully about students' previous schooling experiences and how they may impact academic achievement. Overall, the document provides guidance to educators on developing cultural competence and strengthening engagement with students' families and cultures.
This document discusses the importance of teacher-family partnerships and provides strategies for organizing family support. It notes that involving families enhances children's learning and well-being, improves how teachers are viewed professionally, and allows teachers to support learning at home. The document outlines traditional, normed, and vulnerable family structures and discusses understanding different parenting styles, reactions to learning difficulties, and the goals and challenges of family involvement. It provides principles for empowering families and strategies for organizing support, such as developing a family resource center, holding family workshops and festivals, and acknowledging family contributions.
The document discusses the benefits of parent and family involvement in education. It states that research shows parent involvement significantly improves student outcomes, such as higher achievement, better attendance, and higher graduation rates. Benefits are seen for students, parents, teachers, and communities. Effective involvement includes creating a supportive home learning environment and communication between families and schools. However, schools must work to overcome barriers like cultural differences, time constraints, and lack of understanding around the parent role to fully engage families as partners in education.
Lindsay J. Lewis has over 10 years of experience as a special education teacher and case manager in Chicago. She holds an Illinois teaching certificate and a Master's degree in special education from DePaul University. Her experience includes teaching self-contained special education classes, co-teaching inclusive classes, developing IEPs, administering assessments, and providing case management support. She has participated in ongoing professional development related to special education law, transition planning, and effective co-teaching strategies.
This document is a resume for Julie M. Clark, an experienced teacher seeking a position. She has over 15 years of teaching experience in both traditional and non-traditional settings, including public and private schools as well as homeschooling. Her experience ranges from kindergarten through 8th grade and includes working with both general education students and those with special needs. She has multiple teaching certifications and a master's degree in sociology.
The document discusses the debate around single-sex versus co-educational schooling. It presents summaries of four articles that explore different aspects of this issue, such as how single-sex schooling can reinforce false notions of gender, the impact on standardized test scores and college attendance, teacher perceptions of student participation and performance in physical education classes, and empowering students to make choices based on social and emotional development. The collection of articles examines arguments on both sides of the debate from various perspectives.
Black teachers provided perspectives on their experiences through focus groups conducted by researchers. Key points:
- Black teachers felt they could easily connect with Black students due to shared cultural and life experiences, helping students feel supported and trusted. However, they felt burdened by always being expected to relate to every Black student.
- While Black teachers' ability to manage classrooms was an asset, it often led to them being seen solely as disciplinarians rather than educators. They were given extra discipline duties which took time from teaching and professional development.
- Black teachers wanted opportunities to teach higher level courses to enhance their skills, but felt pigeonholed into only teaching lower performing students due to the perception that their only strength was classroom
This document provides an extensive resume for Tara M. Kfoury. It details her education including a Ph.D from Lesley University, masters degrees from Framingham State University and certifications from other institutions. It also outlines over 15 years of teaching experience in Spanish and Humanities for middle and high schools. Additional experiences include administrative roles, professional development activities, publications and presentations given. The resume demonstrates strong qualifications for education-related roles.
Camille T. Haycraft has over 30 years of experience in education, including as a teacher of pre-kindergarten through third grade and as an educational diagnostician. She holds a Bachelor of Science in Education, a Master of Education, and certification as an educational diagnostician from the University of Houston. Her resume demonstrates strong academic performance, with GPAs of 3.0, 3.59, and 3.5 from her undergraduate and graduate degrees.
Maple School Fifth Grade Orientation - 2014Andrew Kohl
The document provides information for a sixth grade parent orientation at Maple School. It includes an agenda for the evening which covers topics like Maple's programs, student support services, activities and important dates. The document then goes into further detail about Maple's middle school philosophy, core classes, electives, extracurricular activities, athletics, student recognition programs and ways for parents to get involved. It concludes by outlining expectations and logistics for the first day of school in August.
This document discusses internal and external factors that influence gender differences in educational achievement. Externally, changes in family structure, women's employment opportunities, and girls' changing ambitions have encouraged girls to pursue higher education and see their future as more independent. Internally, equal opportunity policies, more female teachers and role models, changes to assessment like coursework, and efforts to challenge stereotypes in curricula have helped narrow the gender gap or favor girls in some cases. However, radical feminists argue that schools remain patriarchal and limit girls' full potential.
This document discusses the debate around single-sex education versus coeducational schools. It provides background on the history of gender separation in education and notes that while most schools are now coeducational, some remain single-sex. Pros of single-sex education discussed include that boys and girls learn differently and are less distracted without the opposite sex present, though critics argue this does not reflect diversity or prepare students for real life. The document also explores gender biases and inequities that can occur in coeducational classrooms.
This document discusses bilingualism and home language use. It covers sociocultural aspects like language transfer and generational status. It also discusses acculturation, additive bilingualism, and cultural pluralism as they relate to bilingualism and home language use. Additionally, it provides recommendations for cultivating partnerships between home and school, such as effectively communicating with parents, embracing students' cultures, and building trust. It also discusses evaluating the effectiveness of these partnerships and the role of school leadership in cultivating them.
The document discusses parental involvement in schools. It begins by defining parental involvement as a commitment by parents to actively participate in their child's education and in the school. It then discusses the importance of parental involvement, citing research that shows children perform better academically when parents are more involved. The document also discusses ways to involve and motivate parents, such as keeping them informed about their child's progress and the school, and inviting them to participate in school activities and committees. It concludes by noting some potential gaps in parental involvement like lack of communication between parents and schools.
Assessing Spanish-speaking Immigrant Parents Perceptions of Climate at a New...Carrie Romero
This document summarizes a research study that assessed Spanish-speaking immigrant parents' perceptions of climate at a Spanish language immersion elementary school. The study was framed by Ecologies of Parental Engagement and Foucault's concepts of power. Surveys of 19 Spanish-speaking mothers found that while parents trusted the school and teachers, many felt discouraged by the school climate. Some blamed their lack of involvement on their own language abilities. The analysis also explored how, despite good intentions, the language immersion school and research design did not bridge the gap between the dominant English society and Spanish-speaking families. The implications for school climate, parent engagement policies, and research at diverse schools are considered.
Homeschooling has increased 41% in the UK over the past 4 years. Parents choose homeschooling for reasons like adapting the curriculum to each child's needs, allowing for better academic and family relationships, and providing a safer learning environment. Interesting facts about homeschooling include that homeschool students score above average on achievement and college admission tests, and universities increasingly recruit them. Homeschooling has become more popular and accepted since the 1960s-70s, though laws regulating it still vary by location.
This resource provides information and discussion prompts for using the picture book "The Seven Chinese Sisters" to talk about different family types in 3rd and 4th class. The story shows how seven sisters with different talents work together to care for their younger sister. It can help students understand that families come in different forms, all members contribute in different ways, and the most important thing is that children are cared for. Suggested follow-up activities include having students draw and write about talents in their own families. The resource also notes the importance of addressing potentially tricky questions or terms in a factual way to promote respect and tolerance.
This document discusses strategies for getting families engaged in early childhood classrooms. It outlines that strong school-family connections can help students achieve higher academic performance regardless of their background. Partnerships encourage positive classroom experiences by allowing children to observe positive teacher-parent interactions. Partnerships also help parents and teachers. When parents feel supported by teachers, they are able to provide more home learning experiences for their children. The document then presents Dr. Joyce Epstein's six types of parental involvement, which include practices like parenting workshops, effective communication, volunteering opportunities, and learning at home resources. Overall, the key is to foster an open and welcoming classroom that keeps parents informed and values their perspectives.
This study examined whether early childhood teachers could teach parents of preschool children with speech impairments to have more elaborative conversations about past events. Three teacher-parent dyads participated. The teachers received training in elaborative reminiscing and then provided two one-hour training sessions to the parents over two weeks. Videos showed the parents increased their use of elaborative statements, questions, and details when discussing past events with their children after receiving the teacher-led training. The results indicate that early childhood teachers can effectively train parents in elaborative reminiscing when given proper instruction and support.
Engagement, not Outreach: Using Equity to Empower All FamiliesLesley Williams
This document discusses strategies for improving equity and engagement in schools. It defines equity as ensuring everyone has access to resources and a voice. Challenges to equity include some groups feeling unheard or disadvantaged. The document recommends focusing on community aspirations, avoiding "edu-babble", and improving student engagement through practices like shadowing and giving students choices. Barriers to family involvement like inflexible schedules are discussed. The document advocates for more teacher and parent representation, home visits, and teacher advocacy and involvement in the community to improve engagement.
The document discusses the importance of parental engagement in a child's education. It defines parental involvement and the major factors that influence engagement. Additionally, it provides strategies for when and how parents should get involved, including establishing home environments conducive to learning and communicating regularly with the school.
This document discusses several topics related to family engagement and cultural competence. It emphasizes the importance of seeing cultural differences as just that rather than as deficits. It encourages educators to allow parents to share their stories, understand parents' cultural beliefs, and consider parents' own contexts. The document also stresses the importance of welcoming diverse family types and gathering information respectfully about students' previous schooling experiences and how they may impact academic achievement. Overall, the document provides guidance to educators on developing cultural competence and strengthening engagement with students' families and cultures.
This document discusses the importance of teacher-family partnerships and provides strategies for organizing family support. It notes that involving families enhances children's learning and well-being, improves how teachers are viewed professionally, and allows teachers to support learning at home. The document outlines traditional, normed, and vulnerable family structures and discusses understanding different parenting styles, reactions to learning difficulties, and the goals and challenges of family involvement. It provides principles for empowering families and strategies for organizing support, such as developing a family resource center, holding family workshops and festivals, and acknowledging family contributions.
The document discusses the benefits of parent and family involvement in education. It states that research shows parent involvement significantly improves student outcomes, such as higher achievement, better attendance, and higher graduation rates. Benefits are seen for students, parents, teachers, and communities. Effective involvement includes creating a supportive home learning environment and communication between families and schools. However, schools must work to overcome barriers like cultural differences, time constraints, and lack of understanding around the parent role to fully engage families as partners in education.
This document discusses a study on teaching reading strategies to Hispanic parents to help improve their children's reading achievement. The study had two research questions: 1) whether teaching parents reading strategies has a positive effect on children's reading achievement, and 2) whether it helps improve parents' attitudes about reading. Several reading strategies were taught to parents through study sessions, including using read-along books, writing books together, modeling reading daily, and visiting the library as a family. Data was collected through parent interviews, surveys, and children's reading tests. The results showed some children's reading improved significantly while others did not, and some parents' attitudes changed positively regarding the importance of reading with their children. The study was limited in scope but provides insights
The Learning Process of Reaching Out and Programming to Hispanic Audiencessondramilkie
This document summarizes a CYFAR (Children, Youth and Families At Risk) grant project aimed at providing educational programs for low-income Hispanic families in Waushara County, Wisconsin. It describes the demographics showing an increasing Hispanic population in the target communities. Family interviews revealed needs like English classes, academic support for children, and reliable employment. The project addresses these needs through family programs, adult ESL classes, youth after-school programs, and community celebrations of Mexican culture. Staff found that building trust and addressing basic needs were important first steps.
Families, Schools, and Communities: Historical and Philosophical Perspectives...Mr. Ronald Quileste, PhD
This document provides an overview of philosophical viewpoints on education and child development over time. It discusses perspectives from preformationism to modern theories like ecological systems theory. Key thinkers mentioned include Plato, Rousseau, Dewey, Piaget, Vygotsky, Bronfenbrenner and Gardner. Trends in families and society that influence child rearing are also examined, such as changing gender roles, mobility, and stress in modern life.
This document discusses Joyce Epstein's model for school, family, and community partnerships. It outlines Epstein's six types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. For each type, it provides examples of sample practices and challenges schools may face in implementing them. It concludes by recommending schools complete an inventory of current partnership practices, outline a 3-year vision for improvement, and create a detailed 1-year implementation plan, evaluating the program annually.
The document discusses various demographic trends in language minority students in US public schools, including that over 9.7 million students speak a language other than English at home. It also covers psychological and social factors that can impact English language learning, such as a student's first language, culture, age, self-esteem, and cognitive style. Additionally, the document addresses issues like code-switching, the role of the first language in the classroom, and differences between home and school cultural values.
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON STUDENT PERFORMANCEMuhammad Riaz
The findings of this study may promote interactive learning, connecting physical phenomena with practical training, enhance student learning, change of classroom environment, provide opportunities to review conceptual understanding of high school physics. Specifically, this research study may contribute to knowledge about computer simulations and to changes in science instruction in general.
Simulations in physics class, classroom management, laboratory practice, student engagement, critical thinking, cooperative learning, teacher self-efficacy, and uses of simulations were examined to determine their ability to predict student performance and the percentage of students earning a B or higher according to high school physics teachers. A survey was administered to 84 physics teachers who were members of a teaching organization and had experience using simulations. Results from the survey were analyzed to address the research questions regarding the relationship between these variables and student outcomes.
This document discusses different perspectives on leadership. It provides quotes from school superintendents Cile Chavez and Maud Hall about their roles in making sense of things and bringing out the best in others. It also outlines four stages of leadership development: starting, building, bonding, and binding. The document further discusses four kinds of leadership authority and perspectives on leadership from Plato, Machiavelli, and principles of stewardship obligations and how principals lead by serving, inviting others to share burdens, knowing, and being. It defines the relationship between leaders and followers as based on influence intended to create real change through developing mutual purposes.
Writing research thesis literature reviewMuhammad Riaz
The document provides an overview of conducting a literature review. It defines what a literature review is and discusses the main purposes, which include defining and limiting the research problem, placing the study in historical context, avoiding unnecessary replication, selecting research methods, and relating findings to previous knowledge. The document also covers searching for literature, evaluating sources for relevance and reliability, reading critically, analyzing and synthesizing findings, and writing and presenting the literature review. Key topics include using Boolean operators and other search techniques, assessing sources based on attributes like authority and currency, and employing active reading strategies such as previewing, writing notes, and summarizing.
Impact of educational software on teachers' thinking skills and performance ...Muhammad Riaz
The document discusses the various ways professors are using educational technology resources in their classes. It lists 14 ways professors are utilizing electronic tools, software, and online platforms like blackboard to create a paperless classroom, provide feedback and grades, send teaching materials, divide students into online groups, and allow students to complete assignments remotely. It then asks the reader to indicate which of these educational technology resources are adequately available at their college.
This document presents a dissertation proposal that aims to examine how simulations in high school physics classes, along with classroom management strategies, laboratory practices, student engagement techniques, critical thinking approaches, cooperative learning strategies, and teacher self-efficacy, predict student achievement. The researcher intends to survey 300 high school physics teachers who are members of the American Modeling Teachers Association and use simulations in their teaching. The survey will assess these variables and their relationship to student performance as reported by teachers. The proposal provides background research to support each variable and describes the research questions, participants, instrumentation, and data analysis plan.
Ideas for research on school, family, and community partnerships Muhammad Riaz
This document discusses research on school, family, and community partnerships. It outlines seven principles for conceptualizing partnerships: (1) shared responsibility for student learning and development, (2) multidimensional concept, (3) essential component of school organization, (4) requiring multilevel leadership, (5) focus on increasing student learning, (6) about equity, and (7) continuous improvement. Effective partnerships require collaboration between schools, families, and communities to support students' academic and social development. Research methods must continue advancing to better understand partnership impacts on diverse groups of students.
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...Muhammad Riaz
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGEMENT, CRITICAL THINKING, COOPERATIVE LEARNING AND USE OF SIMULATIONS EFFECTS ON STUDENT PERFORMANCE
SCHOOL PHYSICS TEACHERS CLASS MANAGEMENT, LABORATORY PRACTICE, STUDENT ENGAGE...
Ppt 2
1. A Dissertation Defense Submitted by
Rosa Niave-Miliano
Shirley, New York
2011
MIDDLE SCHOOL HISPANIC FAMILIES AND
TEACHER ATTITUDES OF FAMILY INVOLVEMENT
AND FUNDS OF KNOWLEDGE
2. Purpose of the Study
The study investigated :
• how middle school Hispanic parents described their views of formal education and how
they defined parental and family involvement
• how Hispanic families and Hispanic and non-Hispanic teachers perceived family
involvement
• how Hispanic and non-Hispanic teachers compared in their perceptions of Hispanic
family involvement
• how newcomer Hispanic parents with English Language Learner (ELL) children and
established Hispanic parents with first generation non-ELL children compared in their
perceptions of Hispanic family involvement
• relationships among Hispanic families, Hispanic and non-Hispanic teachers’ perceptions
of family involvement
• household funds of knowledge
3. Conceptual Rationale
FAMILY INVOLVEMENT AND FUNDS OF KNOWLEDGE
Uncaring Parents
Schools and teachers misread parent
behavior as uncaring
Nicolau & Ramos, 1990; Inger, 1993
Non-traditional Involvement
Instilling cultural values; sending the
child to school well fed, clean and
rested
De Gaetano, 2007;Delgado-Gaitán, 1994;
Levinson, et al., 2007; López, 2001;
Scribner,Young & Pedroza, 1999; Valdés,
1996
Deficit Model
Some educational institutions
believe that parents, who speak only
Spanish, are deficient; unable to
support their children in school
Delgado-Gaitán, 2004
Funds of Knowledge
“Funds” coined Wolf, 1996
Every household is an educational
setting
Vélez-Ibáñez & Greenberg, 1992
Extended Family
Changing demographics; children are
cared for by extended family
members and caregivers.
Bermúdez, 1994
Concepts: Parental Involvement
• Connecting
• Sharing information
• Staying involved
Delgado-Gaitán, 2004
4. Significance of the Study
The data gained from this study will inform administrators, teachers, and parents to better
understand parents’ perceptions of Hispanic family involvement in school.
This study will inform administrators, teachers, and parents to better understand teachers’
perceptions of Hispanic family involvement in school.
This study will also identify strategies for creating a productive partnership between parents,
school personnel, and the community.
5. Selection of Participants:
Families
• The participants in this study were from a purposeful sample of families from students in the
seventh and eight grade in one building in a district in the northeast region of the United
States.
• One hundred ninety-three families of seventh and eighth grade students fit the study criteria:
• Having four or more persons in the household, including the child
• Both parents were Hispanic
• Letters were mailed to 193 Hispanic families
• Ten families returned the Family Survey accepting to participate in the study
• The 10 families were called; four families accepted
• Random calls were made; three more families accepted
• The snowball sample technique was used to identify the last family
• The participants in this study were eight Hispanic families.
• Four families were newcomers to the United States; one to three years residence
• Four established families with more than three years residence in the United States; first
generation born children
6. Selection of Participants:
Teachers
• Forty-five seventh-and-eighth grade teachers were invited to participate in the study
• Letters were placed in teachers’ school mailboxes inviting them to participate
• The first four Hispanic and four non-Hispanic teachers accepting to participate in the study were
selected
• The teachers had taught between three to 22 years
• The participants in this study were eight seventh-and-eighth grade teachers
• This was a purposeful sample of seventh and eighth grade teachers in one building in a district in the
northeast region of the United States.
• Four teachers were Hispanic
• Four were non-Hispanic
7. Data Gathering Procedures
Families:
• Family Protocol consisted of 14 items
• Study used semi-structured focus group interviews with the eight families
• After receiving the Family Survey, a call was made to the families consenting to participate
• Interviews were scheduled at a convenient time and location for the families
• Before the interview, the family was informed in writing that the data collected would be kept confidential
and anonymous
• Participants were informed that they could choose not to answer any questions
• Participants could stop being interviewed at any time during the session for any reason and without penalty
Teachers:
• Teacher protocol consisted of 12 items
• This study used a semi-structured one-on-one interview with each teacher
• Teachers verbally responded to accepting to be interviewed
• Interviews were scheduled to a convenient time and location for each teacher
• Before the interview, the teacher was informed in writing that the data collected would be kept
confidential and anonymous
• The teachers were informed that they could choose not to answer any questions
• The teachers could stop being interviewed at any time during the session for any reason and without penalty
8. RESEARCH QUESTION ONE
How did Hispanic parents describe their views
on formal education and how they defined
parental and family involvement?
Results FromThis Study: Literature Conclusions:
• Hispanic Parents’Views on Formal Education
• Knowledge (education) – Six of the eight families
• Life opportunities (work obstacles) – Five of the eight families
•Family 3NC mother: “I tell my daughters that to have an education…is
the best inheritance that a parent can give to their children”
• Hispanic Parents’ Views on
Formal Education
• Parents indicated they do care about
and value their children’s education
(Bermúdez, 1994; Delgado-Gaitán, 1992;
Garcia & Smith, 1993)
• Hispanic Parents’ Definition of Parent Involvement
• Instilling virtues (responsibility; behavior) -- Four of the eight families
• Parental support (guidance; advice) – Eight of the eight families
•Family 4NC father: “as for the school, well, they should know that they
[the children] are within a family…that protects them…the school…is like
a second home for them”
• Hispanic Parents’ Definition of
Parent Involvement
• Hispanic parents see their role
primarily as moral educators, not
academic instructors
(Levinson et al., 2007)
•Hispanic Parents’ Definition of Family Involvement
• Family support (guidance; advice) -- Six of the eight families
• Family 2NC father:“the chores of the house, is also part of the
children’s education”
• Family unity (everyone participates) – Four of the eight families
• Hispanic Parents’ Definition of
Family Involvement
• Non-traditional involvement consejos
[advice]; outside conventional
understanding of involvement
(Levinson et al., 2007; Lopez, 2001)
9. RESEARCH QUESTION TWO
How did Hispanic parents perceive family involvement
based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Connecting
• School Connection
• All eight families had contact
• Five of the eight families - positive school communication
• Spanish Language Connection
• All eight families were spoken to or contacted in Spanish
• Discrepancy: Family 3E: the “majority of the times it is also in English,”
• Cultural Connection
• Six of the eight families: positive responses
• Family 3E: teacher tried communicating with the family, “speaking the way we kind of
speak in English”
• Discrepancy: Family 3NC: “some children…lose their customs, their culture and they
absorb this one”
• Family 2E: stated, “No, I do not believe that they are interested”
• Connecting
• School Connection
• Collaborative relationships (Bermúdez,
1994)
• Families interested in their children’s
education (Bermúdez, 1994; Delgado-
Gaitán, 2004; Finders & Lewis, 1994)
• Spanish Language Connection
• Reach out in a language families
understand (Delgado-Gaitán, 2004)
• Cultural Connection
• Carrasquillo & London, 1993; Delgado-
Gaitán, 2004; Sleeter & Grant, 2007)
• Sharing Information
• All eight families shared information
• Sharing Information
• Parents and educators (Delgado-Gaitán,
2004)
• Staying Involved
• Non-Formal Activities
• Six families involved in non-formal activities
• Families perception of their role in their children’s school
• All eight families perceive a role
• Parents’ perceptions about being involved in their children’s school
• Six of eight families were involved
• Discrepancy: Two families had no involvement; lack of transportation, work.
• Staying Involved
• Ongoing process (Delgado-Gaitán, 2004)
• Families interested in their children’s
education (Bermúdez, 1994; Delgado-
Gaitán, 2004; Finders & Lewis, 1994)
10. RESEARCH QUESTION TWO Continued
How did Hispanic parents perceive family involvement
based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Funds of Knowledge
• Parents’ Role at Home
• All eight parents are supportive
• Roles: emotional, moral, economical support; consejos [advice]; lead by
example
• Parents Sharing Knowledge
• Four of the eight parents responded positively
• Knowledge shared: teaching children to cook; manage a household; teaching
the sons domestic duties; moral values; and “correct behavior”; customs
• Parents Sharing Life Experiences
• Six of the eight families shared life experiences
• Funds of Knowledge
• Non-traditional involvement outside
conventional understanding of
involvement
(Levinson et al., 2007; Lopez, 2001)
11. RESEARCH QUESTION THREE
How did teachers perceive Hispanic family involvement
based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Connecting
• Family to Teacher Initiated Connection
• Six of the eight teachers “minimal communication, teacher initiates call”
• Teacher 2H: during parent-teacher conference “they were involved in the
importance of school” and Teacher 3H: felt parents communicated “not as
much as they would like to”
• Teacher to Family Initiated Connection
• All teachers communicated with the families
• Teacher 4H: more than “95%” of the time, teacher initiates first contact”
• Barriers to Family Initiated Connection
• Seven of the eight teachers perceived barriers
• Unfamiliar with how the school system works; language barrier, legal
status; lack of technology; parenting skills; work and time
• Discrepancy: parents only cited language barrier; work and time
• Spanish Language Connection
• All eight teachers were reaching out to parents
• Discrepancy: Teacher 2C: families are “expected to speak English”
• Cultural Connection
• Six of the eight teachers had positive responses
• Discrepancy: Teacher 1C: offer workshops
Teacher 1H: offer Spanish classes
Teacher 4H: teacher prejudices
• Connecting
• Teacher Initiated Connection
• Deficit – “hard to reach” – burden
of communication on parents
rather than examining the
educational system
(Delgado-Gaitán, 2004)
• Give parents adequate tools (Daniel-
White, 2002)
• Barriers to Family Connection
• Diverse families are alienated from
the school systems due to a variety
of barriers (Bermúdez, 1994)
• Spanish Language Connection
• Non-English speaking parents find teachers
more approachable if they speak Spanish
(Scribner, Young & Pedroza, 1999)
• Make information understandable for
parents (Carrasquillo & London, 1993)
• Cultural Connection
• Teachers recognize the need for training
to effectively dialogue with minority
parents (Bermúdez, 1994)
12. RESEARCH QUESTION THREE Continued
How did teachers perceive Hispanic family involvement
based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Sharing Information
• Teachers’ Perceptions of Sharing Information
• All eight teachers shared information
• Sharing Information
• Sharing information with Hispanic
families “is central to all parent involve -
ment activities” (Delgado-Gaitán, 2004)
• Staying Involved
•Teachers’ Perceptions of Families Staying Involved
• Family’s role in school
• Teacher 1C: cited barriers and a fear of the school system; families feel
uncomfortable due to language; parents feel threatened by lack of education
and defer to the teacher; Teacher 1H: parents need to feel important and valued;
cultural acceptance
• More family involvement
• All eight agreed
• Active parent role
• More active in the PTA; volunteer to speak in the child’s class about their
education, their life experiences; participate in parent training workshops;
more involvement in their children’s sports events
• Staying Involved
• Middle class values (Daniel-White,
2002; Valdés, 1996)
• Hispanic families-traditional school
activities-need prior knowledge
(López, 2001)
• Funds of Knowledge
• Teachers’ Perceptions of Families’ Funds of Knowledge
•Parents’ Role at Home
• Teacher 2C: sees “discipline a lot”; Teacher 3C: parents’ role is to reinforce;
Teacher 1H: more appreciation for America; Teacher 3H: keep children organized
• Parents Sharing Knowledge
• Hispanic parents share limited knowledge.
• Teacher 2C: knowledge of Spanish; Teacher 2H does not “see skills being
transferred over…just the importance of education; Teacher 4H: sees life
skills like household chores and caretaking being shared
• Funds of Knowledge
• Non-traditional involvement outside
conventional understanding of
involvement
(Levinson et al., 2007; López, 2001)
• Funds of knowledge seem limited
because “Too often, teachers disregard
the inherent knowledge that students
bring with them to the classroom”
(Street, 2005)
13. RESEARCH QUESTION FOUR
How did Hispanic and non-Hispanic teachers compare in their
perceptions of Hispanic family involvement based on the concepts
of connection, sharing information, staying involved, and funds of
knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Connecting
• Comparison of Hispanic and non-HispanicTeachers’ Perceptions of
Family toTeacher Connection
• Hispanic/non-Hispanic teacher similarities: split 50/50 first contact; minimal
communication
• Discrepancy: none
• Comparison of Barriers to Family Initiated Connection
• Hispanic/non-Hispanic teacher similarities: all perceived barriers
• Discrepancy: one teacher cited legal status and lack of technology in the
home
• Comparison of Spanish Language Connection
• Hispanic/non-Hispanic teacher similarities:All communicate in Spanish
• Discrepancy: none
• Comparison of Cultural Connection
• Hispanic/non-Hispanic teacher similarities: six of eight teachers positive;
Teacher 1C: offer “workshops specific to our population”
Teacher 1H: offer Spanish classes
• Discrepancy: Teacher 4H: teacher prejudice may hinder a willingness to
understand/learn the families’ culture; teachers and staff should have
“cultural awareness, sensitivity training”
• Connecting
• Burden of communication on parents
rather than examining the
educational system
(Delgado-Gaitán, 2004)
• Barriers to Family Connection
• Diverse families are alienated from
the school system due to a variety
of barriers (Bermúdez, 1994)
• Spanish Language Connection
• Reach out in a language families
understand (Delgado-Gaitán, 2004)
• Cultural Connection
• Home culture is important (Lopez, 1999)
14. RESEARCH QUESTION FOUR Continued
How did Hispanic and non-Hispanic teachers compare in their
perceptions of Hispanic family involvement based on the concepts
of connection, sharing information, staying involved, and funds of
knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Sharing Information
• Comparison of Hispanic and non-Hispanic Teachers’ Perceptions of Sharing
Information
• Hispanic/non-Hispanic teacher similarities: all shared and exchanged information
• Discrepancy: none
• Sharing Information
• Parents and educators (Delgado-Gaitán,
2004)
• Staying Involved
• Comparison of Families Staying Involved
• Hispanic/non-Hispanic teacher similarities: all want more family involvement
• Discrepancy: none
• Comparison of Families’ Role in School
• Hispanic/non-Hispanic teacher similarities: cited reasons for lack of role; Teacher 4C:
“majority of parents are not educated enough”
• Discrepancy: Teacher 1H: parents want cultural acceptance and respect
• Comparison of Parents’ role
• Hispanic/non-Hispanic teacher similarities: all want more parent roles
• Discrepancy: Non-Hispanic teachers - outside roles
Hispanic teachers - classroom roles
• Staying Involved
• Ongoing process (Delgado-Gaitán, 2004)
• Barrier “insensitivity and hostility on
the part of school personnel”
(Bermudez, 1994)
• Negative feelings that some school
personnel harbor (Nicolau & Ramos,
1990)
• Funds of Knowledge
• Comparison of Funds of Knowledge
• Comparison of Role at Home
• Hispanic/non-Hispanic teacher similarities: none
• Discrepancy: Teacher 2C: a lot of discipline; language and traditions; Teachers want
more parent cooperation
• Comparison of Sharing Knowledge
• Hispanic/non-Hispanic teacher similarities: none
• Discrepancy: Teacher 1H and 2H: did not see skills or knowledge being transferred;
Teacher 4H families teach their children household chores
• Funds of Knowledge
• Non-traditional involvement outside
conventional understanding of
involvement
(Levinson et al., 2007; Lopez, 2001)
15. RESEARCH QUESTION FIVE
How did newcomer Hispanic parents with ELL children and
established Hispanic parents with first generation non-ELL
children compare, based on the concepts of connecting, sharing
information, and staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Connecting
• Comparison of Newcomer Parents and Established Parents Perceptions of
School Connection
• Newcomer/Establish Parents’ similarities: all responded positively; Family 3NC: felt
“valued and important with the time they dedicated to me”; Family 4E: “they pay attention
to your needs”
• Difference: none
• Discrepancy: Family 3E: parent does not speak English – assistance in Spanish not always
available
• Comparison of Spanish Language Connection
• Newcomer/Establish Parents’ similarities: all responded positively; Family 4NC:
“Excellent…Yes, up to this moment”
• Difference: none
• Discrepancy: Family 3E: mother speaks no English – phone call message left in English
- child arrived late
• Comparison of Cultural Connection
• Newcomer/Establish Parents’ similarities: six of eight parents had positive responses
• Difference: Family 3E, teacher tried communicating with the family, “speaking the way
we kind of speak in English”
• Discrepancy: Family 3NC “some children…lose their customs, their culture and they
absorb this one”; Family 2E “No, I do not believe that they are interested”
• Connecting
• Families interested in their children’s
education (Bermúdez, 1994; Delgado-
Gaitán, 2004; Finders & Lewis, 1994)
• Communication is central to all parent
involvement activities (Delgado-Gaitán,
2004)
• Lack of bilingual staff (Chavkin &
Gonzalez, 1995)
• Spanish Language Connection
• Reach out in a language families
understand (Delgado-Gaitán, 2004)
• Cultural Connection
• Home culture is important (Lopez,
1999)
16. RESEARCH QUESTION FIVE Continued
How did newcomer Hispanic parents with ELL children and
established Hispanic parents with first generation non-ELL
children compare, based on the concepts of connecting, sharing
information, and staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Sharing Information
• Comparison of Sharing Information
• Newcomer/Establish Parents’ similarities: all responded positively
• Difference: none
• Sharing Information
• Parents and educators (Delgado-Gaitán,
2004)
• Staying Involved
• Comparison of Families Staying Involved
• Types of Non-Formal Activities
• Newcomer/Establish Parents’ similarities: six families were involved in: overseeing
the child; go to the mall; park, supermarket, sports
• Difference: Two families did not participate
• Parents’ Role in their Children’s School
• Newcomer/Establish Parents’ similarities: all responded positively
• Roles: being a guardian; talking to their children; adviser; being supportive and
protector; instilling the value of an education
• Difference: none
• Parents’ Perceptions of Involvement
• Newcomer/Establish Parents’ similarities: three newcomer and three established
parents were positive
• Difference: Two parents had no involvement; lack of transportation; work.
• Staying Involved
• Ongoing process (Delgado-Gaitán, 2004)
17. RESEARCH QUESTION FIVE Continued
How did newcomer Hispanic parents with ELL children and
established Hispanic parents with first generation non-ELL
children compare, based on the concepts of connecting, sharing
information, and staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Funds of Knowledge
• Comparison of Newcomer Parents and Established Parents’
Perceptions of Funds of Knowledge
• Parents’ Role at Home
• Newcomer/Establish Parents’ similarities: all responded positively
• Roles
• Difference: none
• Parents’ Sharing Knowledge
• Newcomer/Establish Parents’ similarities:
• Newcomers shared: cooking skills; household management
• Established shared: domestic duties taught to the sons; correct
behavior; being a moral person
• Difference: none
• Parents’ Sharing Life Experiences
• Newcomer/Establish Parents’ similarities: six parents shared life stories
• Difference: Family 1E teach the value of reading books “they should nourish
themselves not only with our experiences but also from persons that have also had
success”; Family 3E wants here children to study so as “not to remain as we
are working in a factory”
• Funds of Knowledge
• Non-traditional involvement outside
conventional understanding of
involvement
(Levinson et al., 2007; Lopez, 2001)
18. RESEARCH QUESTION SIX
What relationships were there among Hispanic families, Hispanic
and non-Hispanic teacher perceptions of actual family involvement
in the home, based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Connecting
• Relationships among Hispanic Families andTeachers’ Perceptions of
School Connection
• Family/Teacher relationships: behavioral problems; speeking at gatherings
• Difference: Teachers initiate calls; minimal communication
• Barriers to Involvement
• Family/Teacher relationships: language; work; time
• Difference: Teachers: school system, legal status; technology; parent skills
• Spanish Language Connection
• Family/Teacher relationships: all in agreement
• Cultural Connection
• Family/Teacher relationships: not all are interested
• Difference: Families: learn customs and culture
Teachers: school events; offer teachers workshops
• Connecting
• Families interested in their children’s
education (Bermúdez, 1994;Delgado-
Gaitán, 2004;Finders & Lewis, 1994)
• Spanish Language Connection
• Reach out in a language families
understand (Delgado-Gaitán, 2004)
• Cultural Connection
• Home culture is important (Lopez,
1999)
• Sharing Information
• Relationships among Hispanic Families andTeachers’ Perceptions of
Sharing Information
• Family/Teacher relationships: all shared information
• Difference: Families: family routines
Teachers: school and academics
• Sharing Information
• Parents and educators (Delgado-
Gaitán, 2004)
19. RESEARCH QUESTION SIX Continued
What relationships were there among Hispanic families, Hispanic
and non-Hispanic teacher perceptions of actual family involvement
in the home, based on the concepts of connecting, sharing information,
staying involved, and funds of knowledge in the middle school?
Results FromThis Study: Literature Conclusions:
• Staying Involved
• Relationships among Hispanic Families andTeachers’ Perceptions of
Families Staying Involved
• Families’ Role in School
• Family/Teacher relationships: none
• Difference: Families: all parents positive role
Teachers: limited role; reasons for limited role
• Parents’ Perceptions of Involvement
• Family/Teacher relationships: none
• Difference: Families: six of eight positive; two of eight no involvement
Teachers: want more involvement
• Staying Involved
• Ongoing process (Delgado-Gaitán,
2004)
• Families interested in their
children’s education
(Bermúdez, 1994; Delgado-Gaitán,
2004; Finders & Lewis, 1994)
• Funds of Knowledge
• Relationships among Hispanic Families andTeachers’ Perceptions of
Funds of Knowledge
• Parents’ Role at Home
• Family/Teacher relationships: none
• Difference: Families: non-traditional support
Teachers: discipline; suggested roles for home
• Sharing Knowledge
• Family/Teacher relationships: none
• Difference: Families: customs, chores, moral values
Teachers: limited; Spanish language; domestic skills
• Sharing Life Experiences
• Family/Teacher relationships: value education
• Difference: Families: six of eight share life experiences
Teachers: very limited sharing
• Funds of Knowledge
• Non-traditional involvement outside
conventional understanding of
involvement
(Levinson et al., 2007; Lopez, 2001)
20. RECOMMENDATIONS
FROM FINDINGS
Board of Education and Superintendents:
• More Spanish speaking personnel, representing the school population
• Offer Spanish classes for teachers
• Offer cultural awareness and sensitivity workshops for teachers
• Create and offer parent workshops
Middle School Administrators and Staff:
• Provide transportation for parents
• Provide parents with more than one form of school and teacher contact
Hispanic Parents:
• Students should be immersed in both English and Spanish in their homes
• School volunteering
RECOMMENDATIONS FOR FUTURE RESEARCH
• Initiate home visits to learn from the Hispanic households
• Visit three or four families’ homes per year to learn from household funds of knowledge
• Develop relationships with the families to form a home-school partnership
• Replicate this study and use a larger sample of families in urban, suburban, and rural areas to
learn about the household funds of knowledge
21. ACKNOWLEDGEMENTS TO
MY COMMITTEE MEMBERS
• Dr. Elsa-Sofia Morote, Chairperson
• Dr. Stephanie Tatum, Design Specialist
• Dr. Blanca Dobbins, External Reader
• Dr. Albert Inserra, Reader
• Dr. Thomas F. Kelly, Reader