東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Parents' Experience Supporting Learn...

Moore, Elise.

FindBook

Google Book

Amazon

博客來

Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study./
作者:	Moore, Elise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	132 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318146
ISBN:	9798582519102

Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study.
Moore, Elise.

Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 132 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Psy.D.)--Capella University, 2021.

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

The influence of a parent bears a significant impact on the educational outcomes of children with disabilities. Supporting a child with a disability can cause increased parental stress, complicate school-home relationships, and negatively influence parents' self-efficacy. Given the diverse and unique characteristics associated with specific learning disabilities and the lack of research focusing specifically on the experiencing of parenting a child with a specific learning disability, the present study aimed to explore this context. The attitudes, beliefs, and perspectives of these parents were investigated in light of Bronfenbrenner's ecological systems theory response to the research question: How do parents of children with specific learning disabilities describe their experience of supporting the learning outcomes of their child at home? Qualitative case study methodology was used to determine the experiences of parents. Data was collected through semi-structured interviews from parents of children with a diagnosed specific learning disability. Data were analyzed for themes and patterns as indicated by Yin's case study methodology. Data analysis yielded themes that were synthesized and articulated in description of the experiences of parents. The investigation revealed that parents' experiences unfolded along a continuum of challenges associated with the referral, diagnostic, and service-delivery periods. Parents indicated the importance of meaningful partnerships with school staff in enhancing their self-efficacy for providing academic support to their child with a specific learning disability.

ISBN: 9798582519102Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Home-school collaboration

Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study.
LDR:02797nmm a2200361 4500 001 2280840
005 20210913092014.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798582519102
035 $a (MiAaPQ)AAI28318146
035 $a AAI28318146
040 $a MiAaPQ $c MiAaPQ
100 1 $a Moore, Elise. $3 3559399
245 1 0 $a Parents' Experience Supporting Learning Outcomes for Children with Learning Disabilities: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 132 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
500 $a Advisor: Fricko, MaryAnn.
502 $a Thesis (Psy.D.)--Capella University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The influence of a parent bears a significant impact on the educational outcomes of children with disabilities. Supporting a child with a disability can cause increased parental stress, complicate school-home relationships, and negatively influence parents' self-efficacy. Given the diverse and unique characteristics associated with specific learning disabilities and the lack of research focusing specifically on the experiencing of parenting a child with a specific learning disability, the present study aimed to explore this context. The attitudes, beliefs, and perspectives of these parents were investigated in light of Bronfenbrenner's ecological systems theory response to the research question: How do parents of children with specific learning disabilities describe their experience of supporting the learning outcomes of their child at home? Qualitative case study methodology was used to determine the experiences of parents. Data was collected through semi-structured interviews from parents of children with a diagnosed specific learning disability. Data were analyzed for themes and patterns as indicated by Yin's case study methodology. Data analysis yielded themes that were synthesized and articulated in description of the experiences of parents. The investigation revealed that parents' experiences unfolded along a continuum of challenges associated with the referral, diagnostic, and service-delivery periods. Parents indicated the importance of meaningful partnerships with school staff in enhancing their self-efficacy for providing academic support to their child with a specific learning disability.
590 $a School code: 1351.
650 4 $a Educational psychology. $3 517650
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
653 $a Home-school collaboration
653 $a Learning disability
653 $a Parent experience
653 $a Parent involvement
690 $a 0525
690 $a 0529
690 $a 0201
710 2 $a Capella University. $b School of Social and Behavioral Sciences. $3 3480637
773 0 $t Dissertations Abstracts International $g 82-09A.
790 $a 1351
791 $a Psy.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28318146