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A portrait of parental motivation fo...

Kee, Leslie A.

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A portrait of parental motivation for participation in a positive discipline workshop.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A portrait of parental motivation for participation in a positive discipline workshop./
作者:	Kee, Leslie A.
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2309.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409605
ISBN:	9781124072708

A portrait of parental motivation for participation in a positive discipline workshop.
Kee, Leslie A.

A portrait of parental motivation for participation in a positive discipline workshop. - 265 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2309.

Thesis (Ph.D.)--University of Maryland, College Park, 2009.

This item must not be sold to any third party vendors.

This qualitative research study describes and explores perceptions of 5 parents and their decisions to participate in the school-linked parent-education workshop, the Power of Positive Discipline, POPD. The parent-education workshop was offered at a diverse school in an east coast suburban school district. The methodology of portraiture was used to analyze and present parent participants' motivations. The interview questions were derived from a conceptual frame created by Hoover-Dempsey and Sandler (1995, 1997). The research revealed the parent participants' desired knowledge and expected benefits ultimately motivated the parent participants to attend the POPD workshop. Their desired knowledge and expected benefits were informed by a series of factors that revealed a cycle. The motivational cycle began with the parent participants' experiences, followed by their decisions to accept or reject what their experiences taught them. The decision to accept or reject what they learned informed the qualities they desired to possess as parents and the qualities they wanted their children to embody and exhibit. The qualities served as the foundation to what the parents wanted to know. The parent participants believed that having knowledge about how to achieve these desired qualities would yield specific benefits for their children. The knowledge the parent participants acquired validated their actions and served as motivation to attend future workshops on discipline. The act of attending the workshop became a part of the parents' experiences and contributed to the cyclical nature of parental motivation for participation in the POPD workshop.

ISBN: 9781124072708Subjects--Topical Terms:

2122799
Educational administration.

A portrait of parental motivation for participation in a positive discipline workshop.
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245 1 2 $a A portrait of parental motivation for participation in a positive discipline workshop.
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500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2309.
500 $a Adviser: Hanne B. Mawhinney.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2009.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This qualitative research study describes and explores perceptions of 5 parents and their decisions to participate in the school-linked parent-education workshop, the Power of Positive Discipline, POPD. The parent-education workshop was offered at a diverse school in an east coast suburban school district. The methodology of portraiture was used to analyze and present parent participants' motivations. The interview questions were derived from a conceptual frame created by Hoover-Dempsey and Sandler (1995, 1997). The research revealed the parent participants' desired knowledge and expected benefits ultimately motivated the parent participants to attend the POPD workshop. Their desired knowledge and expected benefits were informed by a series of factors that revealed a cycle. The motivational cycle began with the parent participants' experiences, followed by their decisions to accept or reject what their experiences taught them. The decision to accept or reject what they learned informed the qualities they desired to possess as parents and the qualities they wanted their children to embody and exhibit. The qualities served as the foundation to what the parents wanted to know. The parent participants believed that having knowledge about how to achieve these desired qualities would yield specific benefits for their children. The knowledge the parent participants acquired validated their actions and served as motivation to attend future workshops on discipline. The act of attending the workshop became a part of the parents' experiences and contributed to the cyclical nature of parental motivation for participation in the POPD workshop.
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