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Charter School, Kindergarten-6, Home...

How Fayard, Wendy.

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Charter School, Kindergarten-6, Homeschool Parents' Perceptions, Experiences, and Strategies for Mathematics Instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Charter School, Kindergarten-6, Homeschool Parents' Perceptions, Experiences, and Strategies for Mathematics Instruction./
作者:	How Fayard, Wendy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	114 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061462
ISBN:	9798209905653

Charter School, Kindergarten-6, Homeschool Parents' Perceptions, Experiences, and Strategies for Mathematics Instruction.
How Fayard, Wendy.

Charter School, Kindergarten-6, Homeschool Parents' Perceptions, Experiences, and Strategies for Mathematics Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 114 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--Walden University, 2022.

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

The research problem for this study was the lack of understanding regarding parents' perceptions of and experiences with mathematics and instructional strategies for kindergarten through sixth-grade (K-6) students in a charter school, homeschool setting. Dewey's theory of experience and education was the conceptual framework for the study. In this basic qualitative study, charter school homeschool parents' perceptions about providing mathematic instruction for K-6 students, experiences with instructing K-6 students in mathematics, and choices and adjustments concerning mathematics teaching strategies were examined. Twelve participants took part in semistructured interviews on the Zoom platform. Their interview responses were analyzed qualitatively using coding and thematic development, resulting in the following themes: the effect of parent and child social-emotional response to math; parents' goals and expectations for math; having a support person or group helped with mathematics; state standard, curriculum, and assessment varied across participants; knowledge of the strengths and needs of the student was a factor in mathematics decisions; instructional components were recommended; and following structures and procedures aided in mathematics instruction. The results from this study may contribute to positive social change by providing information about alternative educational options and school choice that may be used to help decrease the achievement gap between students of differing ethnic, socioeconomic, and regional backgrounds.

ISBN: 9798209905653Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Charter school

Charter School, Kindergarten-6, Homeschool Parents' Perceptions, Experiences, and Strategies for Mathematics Instruction.
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500 $a Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
500 $a Advisor: Penny, Glenn;McCraney, Michelle.
502 $a Thesis (Ph.D.)--Walden University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a The research problem for this study was the lack of understanding regarding parents' perceptions of and experiences with mathematics and instructional strategies for kindergarten through sixth-grade (K-6) students in a charter school, homeschool setting. Dewey's theory of experience and education was the conceptual framework for the study. In this basic qualitative study, charter school homeschool parents' perceptions about providing mathematic instruction for K-6 students, experiences with instructing K-6 students in mathematics, and choices and adjustments concerning mathematics teaching strategies were examined. Twelve participants took part in semistructured interviews on the Zoom platform. Their interview responses were analyzed qualitatively using coding and thematic development, resulting in the following themes: the effect of parent and child social-emotional response to math; parents' goals and expectations for math; having a support person or group helped with mathematics; state standard, curriculum, and assessment varied across participants; knowledge of the strengths and needs of the student was a factor in mathematics decisions; instructional components were recommended; and following structures and procedures aided in mathematics instruction. The results from this study may contribute to positive social change by providing information about alternative educational options and school choice that may be used to help decrease the achievement gap between students of differing ethnic, socioeconomic, and regional backgrounds.
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653 $a Mathematics
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