Download or read book Participation and Satisfaction of Latino Parents in Parent Education Programs written by Stephanie Ann Eddy and published by . This book was released on 2002 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Involving Latino Families in Schools written by Concha Delgado Gaitan and published by Corwin Press. This book was released on 2004-03-12 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.
Download or read book The Effects of Latino Parent Engagement on the Number of Latino Students Attending Four year Universities written by Joanna Danielle Saldaña and published by . This book was released on 2014 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much of the literature on parent involvement from the educator's perspective focuses on programs designed to include parents in the process of schooling (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994). That is, parental involvement from most educators' points of view is about how to get parents into schools, or how parents can support the school's efforts at home by doing things like reading to their children. Many efforts are directed toward "training" parents about the American system of schooling and how parents can help their children succeed in that system (Bermudez, 1996; Epstein, 1992; Rioux & Berla, 1993). The goal of most educational research on parental involvement efforts is to find out how to make children more "ready" for school and how to improve academic achievement by supporting more rigorous school initiatives at home. The purpose of this study was to investigate the impact parent engagement has on the academic performance of Latino students attending a 4-year private institution. A quantitative multiple-choice questionnaire was given to 139 Latino students from University of the Pacific. By surveying Latino students enrolled at a private 4-year university, the researcher aimed to identify if certain aspects of parental engagement impacted their perceptions of their own ability and desire to pursue a college degree. Descriptive statistics were compiled from the data into graphs. Different families may require different responses or treatments from an institution to become more engaged. If policy and practice are designed to serve only one type of parent--namely, parents who are eager to be involved---others, such as parents of first-generation college students, may be left out. Those left out could provide an important source of support for their students in college.
Download or read book Latino Parent Perspectives on Parental Involvement in Elementary Schools written by Christine Niven and published by . This book was released on 2012 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to provide insight into immigrant Latino parents' perspectives on parental involvement in elementary school settings as influenced by the Title I Family Literacy Program (TFLP). A comparison is made of Latino parents who have been participating in the TFLP for more than one year, participants new to the program and Latino parents who chose not to participate in the TFLP. Both quantitative and qualitative data were collected via a survey and individual interviews of randomly selected members of each comparison group. All research participants were immigrant Latino parents with children at one of ten Title I elementary schools operating a TFLP. The schools are part of a large, urban school district in the Southwest. Findings indicate the TFLP has a positive effect on parental involvement practices of immigrant Latino parents. Participating parents showed increased confidence in their ability to support their children's education and program participants are more engaged in school activities. The results of this study imply participation in the program for one year or more has the most impact on families. Parents who participated for more than one year communicated a high sense of responsibility toward their influence on their child's education and upbringing and an understanding of strategies needed to effectively support their children. This research also identifies barriers parents face to participation in the TFLP and parental involvement in general. Implementation of family literacy programs in other districts would need to follow guidelines similar to this TFLP to achieve comparable results. More research is needed on the effects of this program on parents, children, and school staff.
Download or read book Parent University written by JoAnna George and published by . This book was released on 2018 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of the research was to explore how participating in a Parent University impacted twenty-seven Latino middle and high school parents and their ability to support their children in school. The study was a mixed methods study that included a pre-post survey with Likert scale and open-ended questions. Before the program started, twenty of the twenty-seven Latino parents indicated that they did not communicate with their child's teacher, school staff or even the principal before the program, but after the program 100% indicated they always attended the child's parent teacher conferences. In the pre-survey, 12 out of 27 (44%) parents said that the school has never helped them become involved in their child's education, after the program twenty-one (78%) responded in the post survey that the school always helps them become involved in their child's education. Also in the pre-survey, 15 out of the 27 (56%) parents in the program responded that they did not feel motivated to participate in parent programs at school and after the program concluded, 27 out of 27 (100%) parents said that they do feel motivated to participate in parent programs at school. Parent Universities and other programs similar could increase Latino parental school involvement and possibly increase student success.
Download or read book Bilingual Parent Participation in a Divided School Community written by Julia Menard-Warwick and published by Routledge. This book was released on 2018-12-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume theorizes parent participation in a bilingual school community in California, unpacking broader issues around language ideologies, language and power, and parent collaboration in diverse educational contexts. Highlighting data from a two-year ethnographic study of the school community, the book grounds this discussion in theories of discourse and bilingualism, with a focus on translanguaging and translingual practice. The volume points to a range of challenges and questions posed by the parents’ efforts to unite as a single school community, including linguistic inequality, cultural divides, and differing implicit beliefs on language. The book documents these efforts as a means to demonstrate the ways in which monolingual practices are reinforced in these settings, despite best efforts, but also as a point of departure to discuss implications and a way forward for parent collaboration in bilingual school communities more generally. Offering a nuanced portrait of the impact of parent collaboration in bilingual school communities, this volume will be of particular interest to graduate students and scholars in language education, applied linguistics, bilingualism, and sociolinguistics.
Download or read book Hispanic Parent Participation in School Activities and the Relationship to Student Success written by Cecilia L. Zuniga and published by . This book was released on 1998 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Literacy for Empowerment written by Concha Delgado-Gaitan and published by Routledge. This book was released on 1990-01-01 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Latino Parent Involvement written by Cristina Trinidad Hernandez-Ruiz and published by . This book was released on 2010 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study is to analyze the factors which may include, but not limited to, communication between parents and teacher, successful strategies used by teacher's which in essence this can help ways to narrow the achievement gap between Latino students and their peers by involving families in a school district in Southern California. The research participants of this study were parents and teachers of two separate schools in Southern California. The fmdings will indicate three themes: successful programs in schools; parent and teacher communication; and parent school involvement. This research includes successful programs, teachers learning about cultures and communities, teacher and parent barriers, and positive outcomes when implementing successful strategies and programs. The results of this research will determine if this Southern California school district is implementing the research that had found that partnerships between schools, parents and communities are important to help close the achievement gap between Latino students and their peers. I will be able to validate that involving family will help students succeed in school and this active involvement will be a step closer to narrowing the achievement gap. KEYWORDS: communication, improve academic success, Latino parent involvement, parents and teachers working as partners, support programs.
Download or read book From High School to College written by Lisceth Brazil-Cruz and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the efforts of several Chicana/o-Latina/o researchers over the past decade to document the experiences of parents in the educational process of their children, most mainstream higher education researchers have consistently overlooked the study of the engagement of Latino parents at home and at school. Given the strong familial ties often attributed to Latina/o communities in the education literature, examining Latino parent engagement is a viable avenue to address disparities in education and to increase high school graduation and college enrollment rates, particularly for first-generation college students. This study focuses on understanding and identifying the ways Latino parents participate in the last two years of high school and the first two years in college--a critical transition period in the education of first-generation college students. The study is based on in-depth iterative interviews with a purposive sub-sample. Using Tara Yosso's Community Cultural Wealth Framework, this study examines the multiple ways Latino parents contribute to, participate in, and influence the college transition of their children.
Download or read book Understanding Latino Parental Involvement in Education written by Maria Estela Zarate and published by . This book was released on 2007 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Latino community has been characterized by low high school graduation rates, low college completion rates and substandard schooling conditions. As schools and policymakers seek to improve the educational conditions of Latinos, parental influence in the form of school involvement is assumed to play some role in shaping students' educational experiences. Despite this national interest in parental involvement, little research has been conducted on what constitutes parental involvement in the middle and high school years. Additionally, stakeholders hold diverse definitions of parental involvement, and little attention has been paid to how Latino parents, specifically, define parental involvement. The growing national interest in parental involvement and lack of research on Latino perceptions on the issue motivated the Tomas Rivera Policy Institute (TRPI) to examine what constitutes parental involvement for schools, Latino students, and Latino parents. In conducting this study, the Institute examined: (1) Latino parents' perceptions of their participation in the education of their children; (2) Schools' and teachers' expectations of parental involvement; (3) Programmatic initiatives addressing parental involvement in education; and (4) Latino students' perceptions of the role of parental involvement in their education. Findings indicate that divergent definitions and perceptions of parental involvement in education exist among different stakeholders and that schools lack clear organizational goals and objectives on how best to involve parents in the schools. These insights can inform discussions about how schools can best acknowledge, encourage, and increase parental involvement in schools. School administrators, school board members, corporate school partners, policymakers, outreach programs, parent leaders, and teachers may find study results useful as they seek to increase parental involvement in schools. A list of resources for further reading is included.(Contains 4 footnotes and 2 tables.).
Download or read book Promoting Latino Parent Involvement in K 8 Schools Through a Communities of Practice Approach written by Alfredo G. Barrantes Santamaria and published by . This book was released on 2012 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which the community of practice approach was developed and utilized during meetings. Data were collected during each community of practice meeting at two schools. The data sources were surveys, audio video transcriptions of the meetings, journal, field notes, leadership meetings, and analytic memos. To add reliability and validity, mixed methods were applied to triangulate the data sources. Results indicated that through a community of practice approach Latino Spanish-speaking parents could become meaningfully involved in their children's schools. Parent participants reported that the community of practice allowed them to dialogue, contribute, learn, reflect, and become self-aware of their role in the schools. Data also showed that parent participants applied the community of practice approach to contribute to the solution of problems at their school. After participating in the study, parent participants realized their potential to impact in their children's school. Additionally, they started purposefully becoming more interested in participating and planning activities with the parent liaison. Based on the results, further cycles of action research are suggested.
Download or read book Exploring the Impact of Parent Mentoring Programs on Latino Parent Engagement and Empowerment written by Marlene Batista and published by . This book was released on 2016 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that children do better academically when their parents are directly involved in their education, but parents of ethnically and linguistically diverse students fail to participate in schools at the same level as families from the dominant culture. Over the past 20 years a number of parental involvement programs have been attempted in an effort to be more inclusive of Latino families, but they have not had sustainable effects in engaging these parents in the school community. Parent mentoring programs, in which parent mentors are used to facilitate classes and create a bridge between the school and Latino parents, are a promising new practice for creating long-term, collaborative relationships between Latino parents and schools. The purpose of this study was to examine the perceptions of Latino parents and administrators involved with a parent mentoring program in an effort to understand how these types of programs might create more collaborative relationships between Latino parents and schools. This ethnographic case study took place at two elementary schools in Sunnydays Unified School District, a pseudonym for a suburban K-12 district east of Los Angeles in Riverside County. The study used a purposeful sample of nine Latino parent mentors, 11 Latino parent participants, two site administrators, and one district level administrator all involved with the parent mentoring program at two school sites. Data was collected utilizing semi-structured individual interviews, observations and focus groups. The theoretical framework used for this study was Bourdieu's (1977) theory of social and cultural capital. The findings from this study showed that their lack of social and cultural capital in the dominant culture hindered Latino parents from getting involved in their children's school. Parent mentoring programs helped address such barriers as the fractured relationship between the Latino parents and the school through the use of parent mentors as a bridge of communication and support. Parent mentors also played the important roles of teachers, advocates, and role models for the other Latino parents at the schools. Data revealed that administrative support was an important factor in the success of the parent mentoring programs, but that site administrators had not received professional development on Project 2-INSPIRE and therefore had not informed or trained their staff about the program. Thus, despite the best efforts of the parent mentors, the program was never given the opportunity to bring about a true collaboration between all stakeholders. Insights from this study could be helpful to school districts interested in increasing Latino parental involvement and engagement, particularly those school districts hoping to move away from traditional parental involvement programs and toward a parent engagement approach. The study also sheds light on the need for Latino parental involvement programs to focus not just on increasing parents' cultural capital, but rather creating the environment that will increase their social capital. This study showed that the relationships and network built between the parent mentors and other less involved Latino parents was the major factor in the success of the program and the increased involvement of Latino parents at the school. Recommendations for policy and practice include replacing traditional forms of parent involvement with programs that include a parent mentoring component; training administrators and school staff in collaborative parent engagement strategies; create warm and welcoming environments at schools that foster and appreciate diversity; and creating a space specifically designated for families in the school run by a bilingual parent/community liaison who can help in bridging Latino parents to the school.
Download or read book Building Partnership a Parenting Program to Increase Educational Attainment Among Latino Youth written by Blanca Janeth Monzon and published by . This book was released on 2013 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Educational attainment has increased throughout the United States in recent years. However, Latinos trail behind other ethnicities in academic achievement and higher education attainment. An extensive literature review was performed to investigate the needs and barriers of Latino parent involvement as they relate to students' academic achievement. Shaped through the literature review, a program was designed in which goals and objectives were set in order to assist Latino parents increase their involvement in student's educational planning. The purpose of this project was to design a Latino parenting program that would contribute to students academic achievement, to identify potential funding sources, and complete a grant proposal to fund the program at a middle school in Southern California whose population reflects predominately low income Latino students. The actual funding and/or submission of this grant were not requirements for the successful completion of this academic project.
Download or read book Parent Education and Involvement Program as a Support for Hispanic Immigrant Preschool Parents written by Luilia E. Palermo and published by . This book was released on 2016 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program (PEIP) in a United States school. Parent involvement practices have been a hallmark of Head Start programs since the early 1970s. More recently, PEIP has spread to other early childhood programs such as Preschool for All in the State of Illinois as a program requirement. However, not much knowledge exists regarding Hispanic immigrant preschool parents' educational beliefs and practices while participating in a parent education and involvement program. The study findings indicate that Hispanic immigrant preschool parents' home educational practices may differ from what U.S. schools may expect, but the families welcome the educational supports provided to them during the school involvement programs. The study was qualitative in nature, as the majority of the data was collected in a natural setting through observations. The parents and children were observed during PEIP activities and during home activities; teachers were also observed during PEIP. In addition, interviews were completed with parents and teachers. Results show that the Hispanic immigrant preschool parents enjoyed participating in the PEIP program, and showed high levels of engagement during parent-child school activities. Parents stated that before the program they did not read to their children, but that throughout the program they learned why it is important to read to children at an early age. Additionally, I learned that the preschool teachers participating in this PEIP program valued parent involvement and had positive perceptions about the parents' home-school connections.
Download or read book Parent Teacher Partnership Satisfaction of Latino Parents of Children with Autism Spectrum Disorder written by Lindsay Hauptman and published by . This book was released on 2019 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Productive parent-teacher partnerships have been linked with beneficial student and family outcomes, such as increased academic improvement, classroom engagement, and quality of life. This study explored characteristics of Latino parents of elementary school-aged children with autism spectrum disorder (ASD), as well as which child-related and parent interaction-related factors predicted parents' satisfaction with parent-teacher partnership levels. Qualitative responses were also coded and analyzed. Participants included 94 Latino parents who completed the Family-Professional Partnership Survey in a metropolitan area in California. Characteristics of the parents were evaluated using descriptives, correlations, and ANOVAs. The association between child-related and parent involvement-related factors with partnership satisfaction mean scores and partnership satisfaction subscale mean scores were evaluated using multiple linear regressions. Qualitative responses were coded using inductive, open coding. Codes were then applied to data. Participants were a diverse group of parents, with varied educational and generational experiences. Through self-report, parents had relatively high stigma, home involvement, school involvement, and partnership satisfaction scores. Results indicated that child improvement and parent-teacher communication frequency positively related to partnership satisfaction scores and the family partnership satisfaction subscale. Child improvement was significant, as well as a communication frequency by age interaction for the child partnership subscale. Qualitative results indicated that parents felt disconnected with their child's teacher when the teacher dismissed the child's needs and were not prepared to work with their child. Parents felt connected with teachers when they understood their child's needs and included their child. Overall, parents were relatively satisfied with partnerships, but qualitative responses indicate more work can be done to connect parents and teachers.
Download or read book Together written by Horacio Walker and published by . This book was released on 2002 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Together! parental involvement program has been devolped for teachers, school administrators, parent liaisons and other education practitioners interested in promoting greater participation in school by Latino and other language minority parents. The program presents 14 case studies for discussion. Each case study raises some key issues related to parental involvement and includes questions to help structure discussion around these issues.
