Notice bibliographique
Résumé
Abstract Attitudes that teachers have toward parents and parental involvement are reported. Teacher; had an opportunity to voice their opinions on an issue that has gained support through federal, state and local legislation. Results of the study describe how the school community addresses the issue of parental involvement, and raise questions concerning teacher education and implementation of parental programs in other schools. The descriptive survey conducted in this study with high school teachers shows teachers report that parental involvement in schools should be limited to home responsibilities. This attitude is contradictory to that of researchers in the field of education who suggest that school-home partnerships to increase student success should be more complex, collaborative, and integrated with teachers' responsibilities in the school setting. Though teachers in this study recognize that participation is needed, they are reluctant to be involved in learning ways to create school-home partnerships. Throughout our nation's educational history, many researchers have held that the parent's role in their children's education needs to be limited to creating a home atmosphere for the social, emotional, and moral development of their child (Breckinridge, 1921; Ward, 1965). In the 1960's, however, federal legislation regarding parental involvement started to broaden with the passage of Head Start, Title I of the Elementary and Secondary Schools Act. Today this legislative trend continues through the most recent initiative, Goals 2000. Now parents are given the option to choose the school or school district for their child in some states, due in part to the Bush Administration and present congressional emphasis on school choice for parents and students. The Bush and Clinton Administrations have also encouraged other agencies within the government to look toward the implementation of parental involvement within programs (Ballen & Moles, 1994). Other countries are also setting up programs in order to increase parental involvement. New Zealand, Korea, Canada, and Sweden, for example, are making efforts to promote a more positive working relationship between schools and the home (see Ramirez, 1996). In the United States, the issue of parental involvement in schools has become a topic that educators, parents, and legislators have been discussing widely over the past two decades. However, much of the parental involvement in schools is focused within elementary education (Wheeler, 1992), and a common belief between school personnel and parents is that as children grow older, parental participation is less desired, and therefore diminishes (Epstein, 1995). This is not to say that parents of secondary students do not desire to participate in their children's school related activities, but rather that opportunities to become involved are more difficult to find (Rioux & Berla, 1993). Due to this diminishing parental involvement, more research needs to be conducted within the secondary schools to find how teachers perceive parents. Research consistently suggests that with the increase of parental involvement there comes an increase in student achievement (Epstein, 1995; Flaxman & Inger 1992; Hickman & Miller, 1995; Lee, 1994). With this in mind, many schools throughout the nation have programs, or are working on developing programs, to increase involvement on or off the school site (Epstein, 1995; Rioux & Berla, 1993). However, if school personnel want to involve parents, they must be aware of two possible barriers to that involvement: 1) apathy of teachers and their lack of responsiveness to parents (which has been found to contribute to barriers to participation) and; 2) lack of teacher education programs that address parental involvement (Kahn, 1996). Before outlining the development and outcomes of this particular study, the word parent needs to be defined. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,020 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».