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

Communication is more than language:...

Waterman, Robin Ann.

Linked to FindBook

Google Book

Amazon

博客來

Communication is more than language: Adult ESL classes foster parent-school collaboration.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Communication is more than language: Adult ESL classes foster parent-school collaboration./
Author:	Waterman, Robin Ann.
Description:	144 p.
Notes:	Adviser: Mark Warren.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221635
ISBN:	9780542744303

Communication is more than language: Adult ESL classes foster parent-school collaboration.
Waterman, Robin Ann.

Communication is more than language: Adult ESL classes foster parent-school collaboration. - 144 p.

Adviser: Mark Warren.

Thesis (Ed.D.)--Harvard University, 2006.

This dissertation is comprised of three individual articles, each written for submission to a specific peer-edited journal. Each article draws from data generated by a quasi-experimental study comparing a form of school-based adult English as a Second language (ESL) classes commonly offered in pubic schools to one that was influenced by an intervention that intentionally integrated parent involvement into the ESL instruction. This intervention-based study was created in order to address the need for research on effective adult ESL instruction and the need for knowledge about effective support for collaboration between immigrant parents and school staff. The study sample included eight school-based adult ESL classes and a total of 87 participants, all Mexican mothers with at least one child enrolled in a participating school. Using random assignment, four classes comprised the control group and four comprised the treatment group. The treatment group received the support of the intervention for a period of six months. Data collection included quantitative measures for ESL and parent involvement skills and multiple qualitative methods, such as interviews and observations. Essential findings proved that the intervention yielded a substantial and significant increase in ESL skills as well as knowledge and behavior pertaining to parent-school collaboration. Analysis also revealed that parent-school collaboration is a more appropriate term and approach to work that is commonly known as "parent involvement", as this term better reflects mutual and equitable exchange and responsibility. Findings also showed that many Mexican mothers bring knowledge and capacity that could support increased student achievement, yet without some guidance and support, these capacities often remain undeveloped and invisible.

ISBN: 9780542744303Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Communication is more than language: Adult ESL classes foster parent-school collaboration.
LDR:02752nam 2200301 a 45 001 970942
005 20110921
008 110921s2006 eng d
020 $a 9780542744303
035 $a (UMI)AAI3221635
035 $a AAI3221635
040 $a UMI $c UMI
100 1 $a Waterman, Robin Ann. $3 1294981
245 1 0 $a Communication is more than language: Adult ESL classes foster parent-school collaboration.
300 $a 144 p.
500 $a Adviser: Mark Warren.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2024.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a This dissertation is comprised of three individual articles, each written for submission to a specific peer-edited journal. Each article draws from data generated by a quasi-experimental study comparing a form of school-based adult English as a Second language (ESL) classes commonly offered in pubic schools to one that was influenced by an intervention that intentionally integrated parent involvement into the ESL instruction. This intervention-based study was created in order to address the need for research on effective adult ESL instruction and the need for knowledge about effective support for collaboration between immigrant parents and school staff. The study sample included eight school-based adult ESL classes and a total of 87 participants, all Mexican mothers with at least one child enrolled in a participating school. Using random assignment, four classes comprised the control group and four comprised the treatment group. The treatment group received the support of the intervention for a period of six months. Data collection included quantitative measures for ESL and parent involvement skills and multiple qualitative methods, such as interviews and observations. Essential findings proved that the intervention yielded a substantial and significant increase in ESL skills as well as knowledge and behavior pertaining to parent-school collaboration. Analysis also revealed that parent-school collaboration is a more appropriate term and approach to work that is commonly known as "parent involvement", as this term better reflects mutual and equitable exchange and responsibility. Findings also showed that many Mexican mothers bring knowledge and capacity that could support increased student achievement, yet without some guidance and support, these capacities often remain undeveloped and invisible.
590 $a School code: 0084.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Elementary. $3 516171
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0282
690 $a 0516
690 $a 0524
690 $a 0737
710 2 0 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 67-06A.
790 $a 0084
790 1 0 $a Warren, Mark, $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3221635