SCHOOL PROGRAMS AND TEACHER PRACTICES OF PARENT INVOLVEMENT IN INNER-CITY ELEMENTARY AND MIDDLE SCHOOLS
SCHOOL PROGRAMS AND TEACHER PRACTICES OF PARENT INVOLVEMENT IN INNER-CITY ELEMENTARY AND MIDDLE SCHOOLS
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DOI：
10.1086/461656
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发表时间：
1991-01-01
影响因子：
1.7
通讯作者：
DAUBER, SL
中科院分区：
文献类型：
--
作者：
EPSTEIN, JL;DAUBER, SL
本研究使用了来自8所市中心小学和中学的171名教师的数据，以检验学校的家长参与计划、教师的态度和教师让自己学生的家长参与的做法之间的联系。在不同的学术科目、不同的课堂组织（独立的、半部门化的、部门化的）下，以及在教师和其他重要群体对家长参与的不同水平的共同支持下，对模式进行了检查。这些变量中的每一个都对学校项目的类型和强度以及教师对家长参与的实践有重要的影响。研究结果进一步验证了爱泼斯坦提出的学校和家庭关系的五种类型。本研究中使用的数据是作为一个为期3年的行动研究过程的第一步收集的，抽样学校参与了这个过程。这个过程的概述是任何学校都可以遵循的，以改进家长参与的项目和实践。
This study uses data from 171 teachers in 8 inner-city elementary and middle schools to examine the connections between school programs of parent involvement, teachers' attitudes, and the practices that teachers use to involve parents of their own students. Patterns are examined at 2 levels of schooling (elementary and middle), in different academic subjects, under various classroom organizations (self-contained, semi-departmentalized, departmentalized), and under different levels of shared support for parent involvement by the teachers and significant other groups. Each of these variables has important implications for the types and strengths of school programs and teachers' practices of parent involvement. The results add to the validation of Epstein's typology of 5 types of school and family connections. The data used in this study were collected as the first step in a 3-year action research process in which the sampled schools are engaged. The process is outlined in terms that any school can follow to improve programs and practices of parent involvement.