tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper brings together two rich bodies of knowledge that have barely intersected in research: parental involvement in the school and processes of pedagogical change. Until now, parental involvement has been studied in many contexts, but references to parental involvement in a school’s pedagogy are rare. Management of pedagogical change has also been studied extensively, but mainly by relating to the school as an organisation that functions separately from the community context. This study, conducted in 2019–2021 (including the COVID-19 pandemic period), is based on 22 in-depth, semi-structured interviews with parents, principals, and senior education officials of two elementary schools in Israel that are undergoing pedagogical changes. The schools share some similar demographic characteristics but differ in pedagogy:… Continue Reading →
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eric.ed.gov har udgivet: The Eisenhower National Clearinghouse for Mathematics and Science Education (ENC) helps teachers by offering a broad assortment of services to enable them to quickly locate educational resources. This document is designed to give educators information about curriculum resources available for teaching math and science in K-12 classrooms. Each issue of ENC Focus presents a selection from the Clearinghouse collection focused on a topic of particular interest to math and science teachers. In addition to meeting general requirements for inclusion in the ENC collection, curriculum materials listed in the Focus series are appropriate to the specific topic of the issue; support hands-on, active, inquiry-based methods of instruction; and are readily available. This issue offers a sampling of useful materials and other resources on family involvement in mathematics and… Continue Reading →
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eric.ed.gov har udgivet: The Natural Math project was undertaken to encourage parents of Native American and Black preschool and kindergarten children to engage in math activities and games at home. Natural Math also attempted to integrate Seminole culture into math materials. The project originally included only Seminole preschool and kindergarten children. Later, Boley school, located in a rural Black community, petitioned for inclusion. Natural Math activities included: (1) the provision of start-up supplies and other materials to the children and their families; (2) an initial meeting to explain the project and the proper use of the materials; (3) a portable computer lab; (4) a math fair; and (5) the distribution of materials for the summer. After their participation in the project, former Head Start children were tested for verbal, math,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Home-based parental involvement in early education is linked to beneficial outcomes in children’s development and may redress unequal educational outcomes associated with family background. The type of educational activities at home and the way parents provide their support may differ across parents with and without a migration background. It is unclear whether home-based parental involvement is measured as the same construct across different origin groups. In this study, the psychometric properties of two parent-report questionnaires on home-based parental involvement were evaluated in 131 Dutch mothers of kindergarten-aged children, of whom 47% had a migration background. The dimensional structure of both questionnaires was tested with Principal Component Analysis. Multi-group confirmatory factor analyses were conducted to test for measurement invariance… Continue Reading →
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eric.ed.gov har udgivet: This paper reports on a study of parental involvement in children’s mathematics learning in the context of a series of workshops carried out in four primary schools in the United Kingdom. Previous research suggests that, while there are high correlations between parental involvement and positive student outcomes, it can be difficult to raise student achievement via parental involvement interventions. We suggest that part of the reason for this, at least in relation to mathematics, is that parents experience considerable difficulties in negotiating school-centered definitions of and approaches to mathematics. We employed a design and analytic approach informed by Derridean concepts including decentering and différance. We encouraged parents to work with their children to “find the math” in everyday life and activity. A significant component of the discussion… Continue Reading →
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eric.ed.gov har udgivet: Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS:88), The research estimates a series of hierarchical models to test the direct and indirect effects of parent involvement on student attitudinal, behavioral and academic… Continue Reading →
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eric.ed.gov har udgivet: Problem statement: Parental involvement is used as an umbrella term to imply parents’ efforts to take an active role in their children’s education. In this sense it takes many forms ranging from parent-child communication to participating/volunteering in school activities. Although parental involvement is one condition for students’ success, the relation between parental involvement and academic achievement must be studied through a task- and grade (age)-specific approach. Purpose of the study: It was aimed to investigate the parental involvement tasks as predictors of primary students’ (1st to 5th) Turkish, math, and science & technology achievement in the form of end-of-the-year scores. Method: The study was designed as an associational model employing the correlation method. The participants were 1590 parents. They were parents of first to fifth grade students… Continue Reading →
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eric.ed.gov har udgivet: This report summarizes research conducted primarily over the past 10 years on how families’ involvement in children’s learning and development through activities at home and at school affects the literacy, mathematics, and social-emotional skills of children ages 3 to 8. A total of 95 studies of family involvement are reviewed. These include both descriptive, nonintervention studies of the actions families take at home and at school, and intervention studies of practices that guide families to conduct activities that strengthen young children’s literacy and math learning. The family involvement research studies are divided into four categories: (1) Learning activities at home, including those that parents engage in to promote their child’s literacy and/or math skills outside school; (2) Family involvement at school, including the actions and interactions that… Continue Reading →
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