共查询到20条相似文献，搜索用时 31 毫秒
1.
Teaching practices and strategies to involve inner-city parents at home and in the school 总被引：1，自引：0，他引：1
Leontye L. Lewis Yanghee A. Kim Juanita Ashby Bey 《Teaching and Teacher Education》2011,27(1):221-234
Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents. 相似文献
2.
Eleanor Gurney 《International Studies in Sociology of Education》2017,26(1):19-35
Drawing on qualitative interview data from a group of lower income parents in Delhi, India, this paper focuses on the dynamic relationship between parental choice of a particular school and parents’ own identity construction. The data indicate that choice of school is for some parents a symbolic expression of identity, influenced by family dynamics and parents’ educational biographies. The paper outlines the concept of ‘forging solidarities’ and proposes it as an alternative way of understanding school enrolment decisions that recognises the social significance of such choices for the wider family unit. More generally, as school choice mechanisms in various forms become an increasingly important part of the educational landscape in many countries, the findings draw attention to the sociocultural nature of choice in real-world market settings and the contribution of schooling choices to processes of social and educational segregation. 相似文献
3.
The study examined determinants of primary school choice among parents in Malaysia, and the decision maker and social influences in the school choice. It draws on qualitative data from semi-structured interviews with 43 middle-class parents from three ethnic groups (Chinese, Malay, and Indigenous). Results showed that school proximity and ethnicity-related reasons are leading factors influencing parental school choice. Medium of instruction, school academic reputation, and feeder to a preferred secondary school appear to be separate reasons but act as a proxy to ethnicity as the primary factor determining the choice of Chinese- or Malay-medium primary school by parents. The results also showed that mothers are more likely to make school choice decisions than fathers, but the reasons for school choice are similar. The primary social influences on their school choice come from friends and education personnel in preschools and schools. The Indigenous parents tend to be more subject to social pressure in making school choices than the Chinese and Malay parents, who mostly enroll their children in Chinese- and Malay-medium primary schools, respectively. However, these findings on school choice and ethnic segregation are limited to this sample and constrained by the socio-political context of the education system. 相似文献
4.
Using data for all Wisconsin school districts over the 2003/04 through 2006/07 school years, we evaluate the state of Wisconsin's Open Enrollment (inter-district transfer) program to determine which school district characteristics influence parental transfer decisions. To our knowledge, this is the first study of school choice in a public school setting that evaluates transfer decisions controlling for district characteristics from which the students are transferring. The main result of our research indicates that parents of transfer students reside in districts with high property values but low taxes, and they choose to send their children to higher spending school districts. Other key findings are that parents send their children to districts with lower percentages of minorities, and are more likely to transfer from districts with fewer extracurricular opportunities. 相似文献
5.
Sandra Mandic Susan Sandretto Debbie Hopkins Gordon Wilson Antoni Moore Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122
New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin. 相似文献
6.
Charlotte Højholt 《International journal of qualitative studies in education》2013,26(8):1048-1063
AbstractParental collaboration is both promoted for enhancing children’s performance and criticized for reproducing educational inequality. The issue of parental collaboration, thus, presents an opportunity to discuss theoretical differences in current debates about education, notably the educational consequences of social background and governmentality. The article emphasizes the conflictual nature of children’s school lives and analyzes the social interplay between the involved subjects, who are connected through their engagement in common matters and concerns. Our analysis challenges approaches inspired by Bourdieu that analyze the social reproduction of inequality in terms of discrepancies between parental style and the culture of the school. It also raises questions about the Foucauldian perspective which regards policies and practices of parental collaboration as means to govern parents. Through a discussion of these analyses, the article shows how different ways of conceptualizing parental collaboration offer different opportunities for organizing collaboration and dealing with the historical problems of the school. 相似文献
7.
Public school choice has become a common feature in American school districts. Any potential benefits that could be derived from these policies depend heavily on the ability of parents and students to make informed and educated decisions about their school options. We examined the readability and complexity of school-choice guides across a sample of large urban districts. These guides are intended to assist parents in learning about their child's options and to help them make informed decisions about schools. We found that none of the guides examined were written within the range considered appropriate for all adults to comprehend. In large urban districts where there are a large proportion of parents that have low levels of literacy, it is likely that many parents will have difficulty comprehending the information presented in the choice guides. We provide some simple steps that could be taken to improve readability of these guides. 相似文献
8.
ABSTRACT Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement. 相似文献
9.
Sonia Exley 《教育政策杂志》2013,28(1):77-78
In this paper, one policy response to the problem of classed school choice experiences in England is examined. ‘Choice Advisers’ are employed by government to provide advice and information to working class and disadvantaged parents with the aim of ‘empowering’ them to exercise school choice and aspire to ‘better’ schools for their children. However, Advisers have been subjectified by contradictions inherent in policy, expected to solve the problems of school choice in a context of significant structural limits to choice for working-class parents. Interviews with choice Advisers show that difficulties of the job in addition to insecure working conditions within local authorities have led to depoliticised, contradictory advice and Advisers bearing the brunt of policy both in terms of overwork and the venting of parental frustrations. Agency, both for parents and for Advisers themselves, is described as being something possessed by individuals rather than collectives, so there is little sense overall that underlying inequalities within the education system might be challenged. 相似文献
10.
The Nicaraguan Autonomous School Programme is notable among the growing number of school governance decentralization reforms in the Americas in the degree of control given to parents, especially in decisions regarding the allocation of school resources. Much of schools’ discretionary spending was accumulated through various school charges. This paper analyses rare school‐level budget data to determine the proportion of resources that derived from parental contributions and other school‐based commercial activity. We find the contributions to be significant, highly varied, and correlated with income. The results have implications for many decentralization reforms that encourage local contributions as part of both their financing and accountability strategies. 相似文献
11.
Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study, teachers’ experiences and perceptions of effective parental involvement in the private middle school context of Turkey were examined. Participants are 38 teachers, from five different schools, who were selected by the maximum variation sampling technique. This study provides an insight into how teachers make sense of the educational involvement of the middle to high socio economic status (SES) parents with whom they theoretically share similar cultural capital. The findings of this collective case study demonstrate there are important misunderstandings and related tensions among parents and teachers over the roles of each party. Teachers believe that parents’ educational roles are mostly performed at home. On the contrary, parents are shown as having a higher desire to participate in educational decisions. This divergence between parents and teachers seems to decrease productive partnerships between the two parties. Future studies are needed in order to search for collaboration mechanisms that would work for all actors involved. 相似文献
12.
Deciding on a secondary school for children with autism is notoriously difficult for parents. While current UK legislation emphasises the choice that parents of children with special educational needs should have in educational decision-making, there is a dearth of research in this area, which means that little is known about how parents come to make decisions about secondary school placements and the types of support, if any, they receive from professionals. The present study aimed to determine the factors that immediately influence secondary school choice for young people with autism in one London local authority from the perspectives of multiple informants. Semi-structured interviews were conducted with parents of children with autism (n?=?7), young people themselves prior to secondary school entry (n?=?6), parent advisors (n?=?5) and secondary school professionals (n?=?5). Parents emphasised the anxiety and burden of the decision-making process. There was, however, substantial agreement among adult groups on the factors necessary for a successful secondary school placement: a nurturing, flexible and inclusive environment that emphasised both academic and life skills. Few adults, however, mentioned the importance of children's social relationships – a factor that featured prominently in the reports of young people. These findings highlight both the different perceptions of those involved in making decisions about the educational placements of children with autism and the challenges associated with weighing up these potentially conflicting perspectives. More work is needed to ensure both that information is transparent and accessible to all parents and that young people are actively involved in decisions that ultimately affect their lives. 相似文献
13.
Graham R. Daniel 《Asia Pacific Journal of Education》2016,36(4):559-569
Parent involvement in family–school partnerships is widely acknowledged as supporting children's schooling outcomes. This involvement, however, reduces as children move through the school grades, and can be lower in families from disadvantaged backgrounds. Teacher facilitation of parent involvement, or teacher outreach, is strongly linked to the establishment and maintenance of parental involvement in these partnerships. An understanding of teacher outreach is therefore necessary to inform the development of effective outreach practice in schools. Drawing on longitudinal data from a nationally representative sample, this research investigated parents' experiences of teacher outreach in the early years of formal schooling. Overall, perceived teacher outreach declined between Year 1 and Year 3. Families from low socio-economic backgrounds reported similar experiences of teacher outreach as families from other backgrounds. Families from Aboriginal and Torres Strait Islander backgrounds experienced lower levels of teacher outreach in both Year 1 and Year 3, and a greater reduction than other families between these years. Families from culturally and linguistically diverse backgrounds experienced lower levels of outreach in Year 1, but a similar level to parents from other backgrounds in Year 3. The implications of these findings for family–school partnership practice, professional learning and further research are considered. 相似文献
14.
This paper is designed to specify a set of new opportunities for educators, school administrators, and scholars to realize the practical aims and strategic advantages envisioned in magnet schools. The paper is divided into three distinct sections. In Section I, we examine the extensive research literature on parents’ choice patterns and school preferences in magnet schools and other school-choice programs. In Section II, we compare the reasons parents choose particular schools with the criteria school districts use to select magnet school locations (and themes). This section highlights desegregation goals and district-level magnet school policies pegged to the following questions: What is the policy context for siting decisions in districts with magnet schools? Are siting policies strategically aligned with what is known from the research literature about parents’ school preferences? Do neighborhood characteristics play a part in magnet school siting policies and specific decision-making? In Section III, we use geographic information system (GIS) tools to add both clarity and complexity to the convergence of parent choice patterns and sociodemographic diversity in our four selected school districts. The maps depict the racial and socioeconomic characteristics of the magnet schools in each district, as well as the demographic characteristics of surrounding census tracts (extended school neighborhoods). We conclude that GIS can be a viable option for improving the citing decisions for magnet schools, and that this can allow for the merging of parent choice priorities with educational equity and diversity goals of the district. 相似文献
15.
In the discourse on primary school choice in Germany, the topic of internationality is often explained with reference to multilingualism. This article shows how multilingualism is used as an argument in various ways to justify parental decisions to choose or to avoid certain primary schools. The combination of the results from two different projects dealing with parental school choice allows a closer look at the school choice situation in Berlin. The article provides a critical perspective on the fact that the topics of internationality and multilingualism are used to negotiate a wider range of topics and problems. 相似文献
16.
This paper explores the relationships between parents' reasons for choosing a magnet school and their levels of satisfaction, involvement, and influence with the school. Data are reported from over a thousand magnet school parents in two urban districts. The results suggest three general findings: (1) As reported in previous research, magnet school parents choose schools for a wide array of reasons and are highly satisfied with their chosen school; (2) parents' reasons for choice are important predictors of their levels of satisfaction, influence, and involvement with the school; and (3) parents who choose for values reasons, as compared to other reasons, are more likely to be involved in and satisfied with their school of choice and report that parents have influence over school decisions. 相似文献
17.
This study examines the prevalence of parental disillusionment with school and its relationship with demographic variables, and phase, size and location of schools. Findings are based on data from 1569 parents of children in grades 5 to 10 from 20 schools in 9 municipalities in Norway. Previous research in other countries shows benefits for the children's attainments at school of positive relationships between parents and teachers. However, only a few studies in Norway have focused on home–school collaboration. Parents in this study are more likely to report disillusionment in big schools than in small schools. Also, parents with low income tend to be more disillusioned than parents with high income. However, the general lack of significant differences between schools might indicate that parental disillusionment was more likely to arise from conflicts between teachers and parents and from policy and practice in the school. 相似文献
18.
A key assumption of school choice and competition policies is that parents’ most important (if not only) priority when choosing a school is its quality. However, evidence about which of a school's attributes really drives parental choice is still scarce. We use census data from a parent questionnaire in Chile, a country with a national school choice and competition system, to describe the attributes most commonly considered by parents when choosing a school, and to assess how the probability of prioritizing those attributes varies with the parents’ socioeconomic characteristics, while controlling for other characteristics of the family. We find that parents choosing a school prioritize its proximity, its quality, and whether it provides religious education. Furthermore, the probability of parents prioritizing proximity is higher for parents of low socioeconomic status, while the probability of them prioritizing quality and religious education is higher for parents of high socioeconomic status. These findings show that only advantaged families choose schools based on their quality, and therefore school choice and competition policies may offer a limited benefit for disadvantaged pupils, possibly maintaining or reinforcing socioeconomic segregation in the education system. 相似文献
19.
In this paper we develop a conceptual framework for analyzing school choice decisions, evaluate past empirical research, and estimate an individual level model of choice using a unique data set. Previous empirical work modeling households' decisions to send their children to public or private schools frequently employed incomplete or aggregate data that precluded firm policy conclusions. The data employed here merges 1980 individual level census data with information about schools in New York. The results suggest that parents are sensitive to the relative quality of school offerings, the tuition of religious schools, characteristics of other students in each alternative, and socioeconomic characteristics of the family. The empirical findings contribute to our understanding of the existing school choice structure and provide insights concerning new school choice proposals. 相似文献
20.
This paper studies the influence of parental involvement in the educational process on the educational achievements of Russian students and their educational strategies, such as studying in high school and successful admission to university. We argue that the patterns of parental involvement represent a link between the formal (school) and informal (family) educational institutions and can have a beneficial effect on academic performance and contribute to the choice of the educational pathway to higher education. Based on data from the longitudinal study ‘Trajectories in Education and Careers’, it was shown that the results of school state examinations are positively associated with the active participation of parents in school meetings, the employment of tutors (except for the Unified State Exam score in mathematics), and the provision of additional literature for the child. A negative relationship was found between homework control and student success. In general, the factor of ‘rational’ (not excessive) involvement is positively associated with educational achievement and educational choice, which may indicate the non-linear nature of the relationship. Parental involvement itself depends on the family characteristics, such as mother’s education, family income and the number of books at home. In addition, family has a positive impact on educational success and educational strategies, and high school characteristics are especially important for the results of the Unified State Exam and the university choice. 相似文献