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Voices within the village: A phenom...

Allen, Aresa A.

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Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education./
作者:	Allen, Aresa A.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1170.
Contained By:	Dissertation Abstracts International70-04A.
標題:	Elementary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3356903
ISBN:	9781109131215

Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education.
Allen, Aresa A.

Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education. - 159 p.

Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1170.

Thesis (Ed.D.)--Azusa Pacific University, 2009.

Over the course of several decades, researchers have investigated parental involvement. However, the perspective of the African American parent has been void from this discussion. Voices within the Village is a phenomenological study that seeks answers to the following research questions: (a) What are the experiences of African American parents regarding culturally relevant and responsive education? (b) Which school characteristics and issues do African American parents cite as important factors for choosing a school for their children? This phenomenological study presents the experiences of African American parents regarding culturally relevant and responsive education. In this discussion African American parents delineated their definition of parental involvement and the influences of culture on their perceptions of school.

ISBN: 9781109131215

LCCN: AAI3356903Subjects--Topical Terms:

641385
Elementary education.

Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education.
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245 1 0 $a Voices within the village: A phenomenological study of African American parents' experiences with culturally relevant and responsive education.
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500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1170.
500 $a Adviser: Daniel Lawson.
502 $a Thesis (Ed.D.)--Azusa Pacific University, 2009.
520 $a Over the course of several decades, researchers have investigated parental involvement. However, the perspective of the African American parent has been void from this discussion. Voices within the Village is a phenomenological study that seeks answers to the following research questions: (a) What are the experiences of African American parents regarding culturally relevant and responsive education? (b) Which school characteristics and issues do African American parents cite as important factors for choosing a school for their children? This phenomenological study presents the experiences of African American parents regarding culturally relevant and responsive education. In this discussion African American parents delineated their definition of parental involvement and the influences of culture on their perceptions of school.
520 $a The goal of this study was to add to the already established body of knowledge in the field of culturally relevant and responsive education and parental involvement. A review of the literature as well as the theoretical framework upon which the study is based is presented. The research methodology was outlined followed by a detailed description of the data which was generated by the use of focus group and individual interviews with 10 African American parents. The research population consisted of African American parents from two urban public elementary schools within the same unified school district with similar demographics. Purposeful sampling methods were used to obtain a sample of African American parents who were willing to participant in the study. The participants in this study included parents who were identified by the principals of the schools, who served as key informants. Recommendations and implications for future research was offered; i.e., school districts and schools putting in place a venue in which the views of parents are honestly heard and taken into account and that institutions of higher learning begin to look at the curriculum and programs (such as teacher education programs) that are already in place in order to begin to introduce a curriculum that speaks to culturally relevant education and addresses how to communicate with parents effectively.
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