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Rural family literacy: Portraits of...

McDaniel, Betty Willis.

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Rural family literacy: Portraits of first-generation college students and their families.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Rural family literacy: Portraits of first-generation college students and their families./
作者:	McDaniel, Betty Willis.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1726.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3013441
ISBN:	0493235787

Rural family literacy: Portraits of first-generation college students and their families.
McDaniel, Betty Willis.

Rural family literacy: Portraits of first-generation college students and their families. - 177 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1726.

Thesis (Ph.D.)--University of South Carolina, 2001.

This study focused on the impact of family literacy on children's school success. I chose four families from a rural community in the mountains of South Carolina. In each family all children were first-generation college students, grew up in our community, and attended local public schools. I wanted to understand the factors that led to their academic success.

ISBN: 0493235787Subjects--Topical Terms:

516171
Education, Elementary.

Rural family literacy: Portraits of first-generation college students and their families.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1726.
500 $a Director: Heidi Mills.
502 $a Thesis (Ph.D.)--University of South Carolina, 2001.
520 $a This study focused on the impact of family literacy on children's school success. I chose four families from a rural community in the mountains of South Carolina. In each family all children were first-generation college students, grew up in our community, and attended local public schools. I wanted to understand the factors that led to their academic success.
520 $a The questions that guided the study were: (1) How was literacy defined and operationalized within the context of families, schools, and the culture-at-large? (2) What were the critical incidents that contributed to their children's academic success?
520 $a I conducted a qualitative study using semi-structured interviews and observations; the interviews were taped and transcribed. I used the Constant Comparative Method (Glaser & Strauss, 1967) and identified patterns based on the critical incidents, “significant learning moments” (Newman, 1991, p. 246).
520 $a In answer to the first question, the majority of the community members connects literacy to power, but they do not implement literacy as the participants do. The participants assigned a high priority to their children's education and were quite proactive in their implementation of literacy. School changes reflected the empowerment model as curricular methods became more responsive to the language and culture in the homes and helped bridge the gap between the school and the community.
520 $a I asked interview questions under four focus areas: language and literacy, home environment, home/school relations, expectations and support. Four to six patterns which reflected the critical incidents emerged under each area, and these patterns answered the second research question. As the patterns emerged, I also made connections to the research literature. By examining these patterns which emerged under each focus area and by systematically analyzing them, I learned what was significant about these participants' lives and the families' educative styles. Therefore, this study may provide a vehicle for families and educators to help tear down the “walls,” or discontinuities, which exist between school and community.
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