東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Relationship between Parental In...

Durand, Felix.

Linked to FindBook

Google Book

Amazon

博客來

The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands./
Author:	Durand, Felix.
Description:	155 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
Contained By:	Dissertation Abstracts International75-05A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578709
ISBN:	9781303729348

The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands.
Durand, Felix.

The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands. - 155 p.

Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2014.

Although many studies have been conducted on the relationship between parental involvement and student achievement, the effect of parental involvement in the U.S. Virgin Islands had not been substantiated empirically. It should not be assumed that research conducted in the United States or other geographic areas will necessarily apply to the educational system in the Virgin Islands because research in different countries has produced different results related to parental involvement in terms of both levels of parental involvement and the effects of parental involvement on student outcomes. The purpose of this study was to determine whether the degree of parental involvement in elementary school children in the U.S. Virgin Islands was related to their academic performance. A total of 169 fourth grade students and their parents from U.S. Virgin Islands public schools participated. Parents completed the Functional Assessment of Academic Behavior to assess parental involvement and academic performance which was measured by the Virgin Islands Territorial Assessment of Learning. The main results from this study were that (a) Home Support for Learning scores were positively related to Reading scores but not related to Mathematics scores, and (b) Home School Support for Learning scores were negatively related to Reading scores but not related to Mathematics scores. Other results indicated that older fourth graders tended to have lower scores on both the Mathematics and Reading tests; students with high scores on the Mathematics scale tended to have high scores on the Reading scale, as well; females tended to have higher Mathematics scores than males; and Home Support for Learning scores for older fourth graders tended to be slightly lower than those for younger fourth graders. Recommendations for the practical application of the results of this study were that teachers should emphasize both reading and mathematics during the process of instruction, that there should be additional emphasis on mathematics instruction for male students, and that parents should be educated regarding their role in assisting school age children. In addition, efforts to increase student achievement through parental involvement should address home support for learning rather than collaboration between families and schools. Recommendations for future research were that the generalizability of this study should be replicated in samples with higher levels of SES and with higher levels of Caucasian students in the U.S. Virgin Islands, that additional control variables should be used in subsequent studies, and that the relationship between age and both achievement and parental involvement could be further explored.

ISBN: 9781303729348Subjects--Topical Terms:

1035576
Education, Leadership.

The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands.
LDR:03637nam a2200289 4500 001 1967296
005 20141112080252.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781303729348
035 $a (MiAaPQ)AAI3578709
035 $a AAI3578709
040 $a MiAaPQ $c MiAaPQ
100 1 $a Durand, Felix. $3 2104263
245 1 4 $a The Relationship between Parental Involvement and Student Achievement in the U.S. Virgin Islands.
300 $a 155 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-05(E), Section: A.
500 $a Adviser: Aaron Givan.
502 $a Thesis (Ph.D.)--Northcentral University, 2014.
520 $a Although many studies have been conducted on the relationship between parental involvement and student achievement, the effect of parental involvement in the U.S. Virgin Islands had not been substantiated empirically. It should not be assumed that research conducted in the United States or other geographic areas will necessarily apply to the educational system in the Virgin Islands because research in different countries has produced different results related to parental involvement in terms of both levels of parental involvement and the effects of parental involvement on student outcomes. The purpose of this study was to determine whether the degree of parental involvement in elementary school children in the U.S. Virgin Islands was related to their academic performance. A total of 169 fourth grade students and their parents from U.S. Virgin Islands public schools participated. Parents completed the Functional Assessment of Academic Behavior to assess parental involvement and academic performance which was measured by the Virgin Islands Territorial Assessment of Learning. The main results from this study were that (a) Home Support for Learning scores were positively related to Reading scores but not related to Mathematics scores, and (b) Home School Support for Learning scores were negatively related to Reading scores but not related to Mathematics scores. Other results indicated that older fourth graders tended to have lower scores on both the Mathematics and Reading tests; students with high scores on the Mathematics scale tended to have high scores on the Reading scale, as well; females tended to have higher Mathematics scores than males; and Home Support for Learning scores for older fourth graders tended to be slightly lower than those for younger fourth graders. Recommendations for the practical application of the results of this study were that teachers should emphasize both reading and mathematics during the process of instruction, that there should be additional emphasis on mathematics instruction for male students, and that parents should be educated regarding their role in assisting school age children. In addition, efforts to increase student achievement through parental involvement should address home support for learning rather than collaboration between families and schools. Recommendations for future research were that the generalizability of this study should be replicated in samples with higher levels of SES and with higher levels of Caucasian students in the U.S. Virgin Islands, that additional control variables should be used in subsequent studies, and that the relationship between age and both achievement and parental involvement could be further explored.
590 $a School code: 1443.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Elementary. $3 516171
690 $a 0449
690 $a 0518
690 $a 0524
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertation Abstracts International $g 75-05A(E).
790 $a 1443
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3578709