東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Patterns of maternal school involvem...

Porche, Michelle Vicki.

FindBook

Google Book

Amazon

博客來

Patterns of maternal school involvement as predictors of children's academic achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Patterns of maternal school involvement as predictors of children's academic achievement./
作者:	Porche, Michelle Vicki.
面頁冊數:	196 p.
附註:	Adviser: Catherine E. Snow.
Contained By:	Dissertation Abstracts International60-01B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9917739
ISBN:	0599166398

Patterns of maternal school involvement as predictors of children's academic achievement.
Porche, Michelle Vicki.

Patterns of maternal school involvement as predictors of children's academic achievement. - 196 p.

Adviser: Catherine E. Snow.

Thesis (Ed.D.)--Harvard University, 1999.

I have investigated activities that low-income mothers engaged in at their children's school and at home in order to support their children's educational development, and the relationship of this support to the children's academic achievement. Data from 80 children and their families collected at four time points during the ten year Home-School Study of Language and Literacy Development (Snow, 1995) were analyzed.

ISBN: 0599166398Subjects--Topical Terms:

1017530
Education, Early Childhood.

Patterns of maternal school involvement as predictors of children's academic achievement.
LDR:03594nam 2200361 a 45 001 938195
005 20110511
008 110511s1999 eng d
020 $a 0599166398
035 $a (UnM)AAI9917739
035 $a AAI9917739
040 $a UnM $c UnM
100 1 $a Porche, Michelle Vicki. $3 1262045
245 1 0 $a Patterns of maternal school involvement as predictors of children's academic achievement.
300 $a 196 p.
500 $a Adviser: Catherine E. Snow.
500 $a Source: Dissertation Abstracts International, Volume: 60-01, Section: B, page: 0391.
502 $a Thesis (Ed.D.)--Harvard University, 1999.
520 $a I have investigated activities that low-income mothers engaged in at their children's school and at home in order to support their children's educational development, and the relationship of this support to the children's academic achievement. Data from 80 children and their families collected at four time points during the ten year Home-School Study of Language and Literacy Development (Snow, 1995) were analyzed.
520 $a As schools have explored ways to involve parents in the educational process, researchers have collected much cross-sectional and qualitative data revealing positive relationships between various types of parent involvement and children's educational achievement (Epstein, 1983, 1986; Henderson, 1987; Lightfoot, 1978; Muller, 1995a, 1995b; Powell, 1989; Snow, Barnes, Chandler, Goodman, & Hemphill, 1991). However, parent involvement has usually been conceptualized as a static variable and defined as a single activity correlated with achievement, rather than as the time-variant predictor it is.
520 $a Effects of school-based involvement integrating three types of data were examined: (1) maternal interviews, (2) teacher questionnaire data rating children's academic capacity and parental participation, and (3) child academic achievement measures and placement outcomes. Using qualitative and quantitative data, I categorized relationships between mothers and teachers, describing differences between mothers who form partnership roles with teachers versus those who defer. By including school-based and home-based involvement in the same analytic models, I distinguished between these two constructs of involvement.
520 $a Growth models showed that busing and partnership role variables were significant predictors of rates of change in frequency of parent-teacher contact and volunteer responsibilities at the school site. Growth models of Wide Range Achievement Test reading scores and general teacher assessments over time showed that only parent involvement at home, and not at school, had a significant positive relationship. Surprisingly, survival analyses indicated that volunteer responsibilities at school were related to risk of first retention, and risk of first special education and Chapter One placement, controlling for home involvement and maternal education.
520 $a This study has produced an enhanced understanding of parent-teacher relationships, with specific attention to the perspective of parents, information about predictors of parent involvement, and evidence about the long term associations of involvement and children's academic achievement.
590 $a School code: 0084.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Health Sciences, Human Development. $3 1019218
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Social. $3 529430
650 4 $a Sociology, Individual and Family Studies. $3 626655
690 $a 0451
690 $a 0518
690 $a 0620
690 $a 0628
690 $a 0758
710 2 0 $a Harvard University. $3 528741
773 0 $t Dissertation Abstracts International $g 60-01B.
790 $a 0084
790 1 0 $a Snow, Catherine E., $e advisor
791 $a Ed.D.
792 $a 1999
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9917739