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Cambodian-American views of family-s...

Keo, Peter Tan.

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Cambodian-American views of family-school partnerships and family involvement in education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cambodian-American views of family-school partnerships and family involvement in education./
作者:	Keo, Peter Tan.
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3704486
ISBN:	9781321769135

Cambodian-American views of family-school partnerships and family involvement in education.
Keo, Peter Tan.

Cambodian-American views of family-school partnerships and family involvement in education. - 227 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This qualitative dissertation examines the views and perspectives of Cambodian family members in the United States about family-school partnerships and family involvement in education. The dissertation argues that some conventional ideas about family-school partnerships are limited in that they assume that Cambodian families already have ownership in schools or are comfortable interacting with school partners. A basic question is: how can Cambodian families be included as participants in school decisions, given their limited English proficiency and/or lack of awareness of the American school system? The voices of Cambodians have not been sufficiently documented in practice or the literature and research to date.

ISBN: 9781321769135Subjects--Topical Terms:

529436
Educational leadership.

Cambodian-American views of family-school partnerships and family involvement in education.
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245 1 0 $a Cambodian-American views of family-school partnerships and family involvement in education.
300 $a 227 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Advisers: Hope Jensen Leichter; Anne Lin Goodwin.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This qualitative dissertation examines the views and perspectives of Cambodian family members in the United States about family-school partnerships and family involvement in education. The dissertation argues that some conventional ideas about family-school partnerships are limited in that they assume that Cambodian families already have ownership in schools or are comfortable interacting with school partners. A basic question is: how can Cambodian families be included as participants in school decisions, given their limited English proficiency and/or lack of awareness of the American school system? The voices of Cambodians have not been sufficiently documented in practice or the literature and research to date.
520 $a The study's two main research questions were: 1) What does family-school partnership mean to Cambodian families? and 2) What do Cambodian family members say can be done to optimize learning for children at school? The data were collected through semi-structured interviews with respondents from a Cambodian-American community. Respondents discussed how and to what extent family and school partners can work together to provide learning opportunities for Cambodian-American students. The data were coded and analyzed using qualitative methods.
520 $a Two main themes emerged from the findings. The first theme focused on building family-school partnerships through communication to address problems and improve cultural understanding. The second theme focused on how teachers and families can work together to support children's school achievement.
520 $a Building on the findings of this study, it is recommended that future research explore developing cultural competency among teachers and Cambodian families. Future research should also explore effective practices for families to support their children at home. In terms of new ideas, future research ought to explore family-school partnerships among Cambodians in the United States from the perspectives of school dropouts and their families. Future research should also seek to further disaggregate data on Cambodians from data on other Asian American and Pacific Islander groups.
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