Parent involvement in Head Start programs: the role of parent,teacher and classroom characteristics |
| |
| Institution: | 1. Department of Research and Diagnosis Methods in Education, Complutense University of Madrid, Av Séneca, 2, 28040 Madrid, Spain;2. Department of Research and Diagnosis Methods in Education II, Universidad Nacional de Educación a Distancia (UNED), Calle Juan del Rosal, 14, 28040 Madrid, Spain;3. Department of Research and Diagnosis Methods in Education, The University of the Basque Country, Barrio Sarriena, s/n, Leioa, Vizcaya 48940, Spain;4. Department of Education, The International University of La Rioja, Spain;1. School of Social Work, Rutgers, the State University of New Jersey, New Brunswick, NJ, United States of America;2. Edward J. Bloustein School of Planning and Public Policy, Rutgers, the State University of New Jersey, New Brunswick, NJ, United States of America |
| |
| Abstract: | The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs, parent interviews, teacher questionnaires, and classroom observations. The most frequent type of parent involvement activity was helping out in the classroom, followed by attendance at parent meetings. This pattern was consistent across the year (fall or spring), and across total amount of participation (i.e. parents participating one, two, three or more times in the year). Parent employment was the strongest predictor of parent involvement compared to other parent characteristics. Among teacher and classroom characteristics, classroom quality was the strongest predictor of parent involvement. Also, teachers with more years of experience in Head Start had more total hours of volunteering in their classrooms and had volunteers returning more times. Teachers’ reports of the involvement of parents in their classrooms were moderately correlated with volunteer logs, while parent self-reports of their involvement were only modestly correlated with volunteer logs, indicating that teachers may be more accurate than parents when reporting parent involvement activities. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
