東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Adult caregiver involvement in schoo...

Buley, Jan.

Linked to FindBook

Google Book

Amazon

博客來

Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers./
Author:	Buley, Jan.
Description:	136 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4012.
Contained By:	Dissertation Abstracts International64-11A.
Subject:	Education, Teacher Training. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110991

Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers.
Buley, Jan.

Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers. - 136 p.

Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4012.

Thesis (Ph.D.)--New York University, 2004.

An examination of current literature related to adult caregiver involvement in schools recognizes the importance of family involvement in children's learning. Lightfoot's (1981) extensive study of parent partnerships in schools led her to conclude that education of the whole child will only occur when trust and accountability are shared among families, caregivers, communities and schools. Although much research emphasizes the importance of positive home-school relationships, an examination of teacher education candidates has revealed minimal emphasis on initiatives and skills required in order for teachers to establish positive working relationships with adult caregivers. Additionally, there are many assumptions, beliefs and contradictions about how to involve adult caregivers effectively in classroom settings. The question of how adult caregiver involvement be defined was the launching point for this dissertation study and many questions arose as interviews and discussions unfolded. Training teachers to effectively utilize adult caregiver involvement is critical to the success of any school (Williams & Chavkin, 1985). Beginning teachers are not being given opportunities to talk about ways to build strong relationships with families and communities (Shartrand et al., 1997). Providing preservice and practising elementary teachers with an opportunity to unpack and share their own issues and concerns about adult caregiver involvement in schools seemed like an important place to begin. The participants' stories, incidents and experiences are rich. Besides providing a form that addresses human understandings, stories or narratives give new voice and respect to practitioners, whose contribution to research has long been undervalued (Lieberman, 1992).Subjects--Topical Terms:

783747
Education, Teacher Training.

Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers.
LDR:03449nmm 2200277 4500 001 1860542
005 20041108065926.5
008 130614s2004 eng d
035 $a (UnM)AAI3110991
035 $a AAI3110991
040 $a UnM $c UnM
100 1 $a Buley, Jan. $3 1948174
245 1 0 $a Adult caregiver involvement in schools: Attitudes, beliefs and contradictions of pre-service and practicing elementary school teachers.
300 $a 136 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-11, Section: A, page: 4012.
500 $a Chair: John Mayher.
502 $a Thesis (Ph.D.)--New York University, 2004.
520 $a An examination of current literature related to adult caregiver involvement in schools recognizes the importance of family involvement in children's learning. Lightfoot's (1981) extensive study of parent partnerships in schools led her to conclude that education of the whole child will only occur when trust and accountability are shared among families, caregivers, communities and schools. Although much research emphasizes the importance of positive home-school relationships, an examination of teacher education candidates has revealed minimal emphasis on initiatives and skills required in order for teachers to establish positive working relationships with adult caregivers. Additionally, there are many assumptions, beliefs and contradictions about how to involve adult caregivers effectively in classroom settings. The question of how adult caregiver involvement be defined was the launching point for this dissertation study and many questions arose as interviews and discussions unfolded. Training teachers to effectively utilize adult caregiver involvement is critical to the success of any school (Williams & Chavkin, 1985). Beginning teachers are not being given opportunities to talk about ways to build strong relationships with families and communities (Shartrand et al., 1997). Providing preservice and practising elementary teachers with an opportunity to unpack and share their own issues and concerns about adult caregiver involvement in schools seemed like an important place to begin. The participants' stories, incidents and experiences are rich. Besides providing a form that addresses human understandings, stories or narratives give new voice and respect to practitioners, whose contribution to research has long been undervalued (Lieberman, 1992).
520 $a This study incorporates focus group discussion, story-sharing and interviews with preservice and practising elementary teachers. The research question that frames this study is: What are the attitudes, beliefs and contradictions of preservice and practising elementary teachers about adult caregiver involvement in schools? Results of this qualitative study provides further information related to the assumptions and perceived challenges related to adult caregiver involvement in schools. Recommendations from this study include implementing courses and programs to support preservice and practicing teacher preparation in adult caregiver involvement, with story-sharing and conversation as the vehicle for non-threatening collaboration and discovery.
590 $a School code: 0146.
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, History of. $3 599244
690 $a 0530
690 $a 0520
710 2 0 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 64-11A.
790 1 0 $a Mayher, John, $e advisor
790 $a 0146
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110991