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Promoting Latino Parent Involvement In K 8 Schools Through A Communities Of Practice Approach
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Book Synopsis Promoting Latino Parent Involvement in K-8 Schools Through a Communities of Practice Approach by : Alfredo G. Barrantes Santamaria
Download or read book Promoting Latino Parent Involvement in K-8 Schools Through a Communities of Practice Approach written by Alfredo G. Barrantes Santamaria and published by . This book was released on 2012 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to federal mandates, Title I schools now are being asked to implement parent involvement programs that meaningfully involve parents in the schools to increase academic gains. This action research study was based on three different concepts from the literature: a) critical pedagogy theory from Paulo Freire, b) parent involvement from diverse scholars including Epstein, Olivos, Mapp, Henderson, and Gonzalez-DeHass, and c) Wenger's communities of practice approach. The study was designed to determine whether a community of practice approach could provide the necessary conditions to meaningfully involve Latino Spanish-speaking parents in school. This innovation took place for 14-weeks, during which the community of practice approach was developed and utilized during meetings. Data were collected during each community of practice meeting at two schools. The data sources were surveys, audio video transcriptions of the meetings, journal, field notes, leadership meetings, and analytic memos. To add reliability and validity, mixed methods were applied to triangulate the data sources. Results indicated that through a community of practice approach Latino Spanish-speaking parents could become meaningfully involved in their children's schools. Parent participants reported that the community of practice allowed them to dialogue, contribute, learn, reflect, and become self-aware of their role in the schools. Data also showed that parent participants applied the community of practice approach to contribute to the solution of problems at their school. After participating in the study, parent participants realized their potential to impact in their children's school. Additionally, they started purposefully becoming more interested in participating and planning activities with the parent liaison. Based on the results, further cycles of action research are suggested.
Book Synopsis Doing Our Homework by : Andrea B. Bermúdez
Download or read book Doing Our Homework written by Andrea B. Bermúdez and published by Eric Clearinghouse on Rural. This book was released on 1994 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the failure of American schools to educate Hispanic and other minority students, educators are searching for new strategies and discovering the powerful role that parents can play in advancing educational goals. A growing body of evidence supports the belief that involving parents in their children's education works in the best interests of students, schools, and parents themselves. However, despite recent legislative support, few schools are involving parents in meaningful ways. Barriers that block collaboration between Hispanic parents and school personnel include work interference, low parent self-confidence, limited English proficiency, cultural differences, and teacher and administrator attitudes. Parent involvement encompasses a variety of patterns focused on home, school, or community. Successful school interventions to promote parent involvement include strategies that are social, informational, educational, supportive of the home, or leadership oriented. Appropriate training helps both teachers and parents establish an effective home-school communication network. Such programs train teachers to train parents and to learn from parents, and provide parents with an awareness of school practices and resources and the skills to support student learning at home. A successful four-way collaboration among Hispanic parents, university trainers, local businesses, and school district personnel is described that demonstrates ways to promote community support. An appendix outlines a model of integrated parent and teacher training within an inservice curriculum. Contains 129 references. (SV)
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Involving Latino Families in Schools by : Concha Delgado Gaitan
Download or read book Involving Latino Families in Schools written by Concha Delgado Gaitan and published by Corwin Press. This book was released on 2004-03-12 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.
Book Synopsis Lessons from High-performing Hispanic Schools by : Pedro Reyes
Download or read book Lessons from High-performing Hispanic Schools written by Pedro Reyes and published by Teachers College Press. This book was released on 1999 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical volume provides school administrators and teachers with the information needed to convert ordinary schools into high performing schools. It offers practices for teachers and school principals to foster academic success, and strategies for involving parents in their child's education.
Book Synopsis Exploring the Impact of Parent Mentoring Programs on Latino Parent Engagement and Empowerment by : Marlene Batista
Download or read book Exploring the Impact of Parent Mentoring Programs on Latino Parent Engagement and Empowerment written by Marlene Batista and published by . This book was released on 2016 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research indicates that children do better academically when their parents are directly involved in their education, but parents of ethnically and linguistically diverse students fail to participate in schools at the same level as families from the dominant culture. Over the past 20 years a number of parental involvement programs have been attempted in an effort to be more inclusive of Latino families, but they have not had sustainable effects in engaging these parents in the school community. Parent mentoring programs, in which parent mentors are used to facilitate classes and create a bridge between the school and Latino parents, are a promising new practice for creating long-term, collaborative relationships between Latino parents and schools. The purpose of this study was to examine the perceptions of Latino parents and administrators involved with a parent mentoring program in an effort to understand how these types of programs might create more collaborative relationships between Latino parents and schools. This ethnographic case study took place at two elementary schools in Sunnydays Unified School District, a pseudonym for a suburban K-12 district east of Los Angeles in Riverside County. The study used a purposeful sample of nine Latino parent mentors, 11 Latino parent participants, two site administrators, and one district level administrator all involved with the parent mentoring program at two school sites. Data was collected utilizing semi-structured individual interviews, observations and focus groups. The theoretical framework used for this study was Bourdieu's (1977) theory of social and cultural capital. The findings from this study showed that their lack of social and cultural capital in the dominant culture hindered Latino parents from getting involved in their children's school. Parent mentoring programs helped address such barriers as the fractured relationship between the Latino parents and the school through the use of parent mentors as a bridge of communication and support. Parent mentors also played the important roles of teachers, advocates, and role models for the other Latino parents at the schools. Data revealed that administrative support was an important factor in the success of the parent mentoring programs, but that site administrators had not received professional development on Project 2-INSPIRE and therefore had not informed or trained their staff about the program. Thus, despite the best efforts of the parent mentors, the program was never given the opportunity to bring about a true collaboration between all stakeholders. Insights from this study could be helpful to school districts interested in increasing Latino parental involvement and engagement, particularly those school districts hoping to move away from traditional parental involvement programs and toward a parent engagement approach. The study also sheds light on the need for Latino parental involvement programs to focus not just on increasing parents' cultural capital, but rather creating the environment that will increase their social capital. This study showed that the relationships and network built between the parent mentors and other less involved Latino parents was the major factor in the success of the program and the increased involvement of Latino parents at the school. Recommendations for policy and practice include replacing traditional forms of parent involvement with programs that include a parent mentoring component; training administrators and school staff in collaborative parent engagement strategies; create warm and welcoming environments at schools that foster and appreciate diversity; and creating a space specifically designated for families in the school run by a bilingual parent/community liaison who can help in bridging Latino parents to the school.
Book Synopsis Involving Latino Parents in the Middle-level School by : Elva Hernandez Mora
Download or read book Involving Latino Parents in the Middle-level School written by Elva Hernandez Mora and published by . This book was released on 2021 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: The middle school level years demand critical attention in educational reform. Culturally diverse students in the United States show levels of academic achievement which are lower then those of other students. Children from oppressed minority groups often show high rates of dropping out as well as poor academic achievement. They are often profiled as students who are unmotivated and who have parents that are unresponsive to their growth and development in terms of educational attainment. However, this conception of poor academic achievement and lack of parental involvement is unfounded since research indicates that culturally diverse parents value education and have high standards for academic excellence in student performance. The purpose of this study was to examine factors that promote Hispanic parent involvement at the middle school level. A triangulation analysis was used as a guiding methodology for the development of a conceptual framework for a Hispanic parent involvement model at the middle school level. The triangulation analysis was accomplished through a methodological mix by using strategies that identified the factors that promoted Latino parent involvement at the middle school level. Three goals were achieved in the triangulation analysis: (1) the current review of the literature was studied in order to analyze successful parent involvement models for Latino parents; (2) interviews were conducted with expert panel members in the content area and analyzed to yield themes that emerged from the study; and (3) Mexican and Mexican American parents participated in focus group interviews. Mexican and Mexican American parents were interviewed concerning their needs in the development of a Hispanic parent involvement. A collaborative Hispanic parent involvement model was developed. The results of the study showed that in order to implement a Hispanic parent model at the middle level, there were critical themes which emerged including parent development, communication development, cognitive development, decision making, and social and cultural processes. These critical components used can be applied to culturally diverse parent typologies. The development of a collaborative model for Latino parents engages students, parents, and staff members to become active constituents and become empowered in a democratic participatory process. Mexican and Mexican American parents become change agents in socio-political and cultural contexts for systemic change in order to improve educational reform. Epstein's typology of "overlapping spheres of influence of family, school, community on children's learning" has major impact in school improvement and in the effectiveness of reaching out to parents in home-school collaboration. The results of the qualitative study indicated that in order to work effectively with culturally diverse parents, educators need to understand and be aware of the socio-political and cultural aspects of culture sensitivity, family values, language, belief system, and traditions. Culturally diverse parents are unique constituents that are powerful stakeholders in their children's education. The basic implications for this study are that the collaborative model may be used as a practical application model at the K-12 grade level, to understand adolescent development, to improve and increase parent participation, and to empower parents to be partners in education. This Hispanic model can be used as a formative evaluation to improve the instructional services to all constituents since the model will have a profound impact on parental participation and a direct influence on student achievement.
Book Synopsis Parental Involvement Among Latino Communities in Los Angeles County by : Anabel Serrano
Download or read book Parental Involvement Among Latino Communities in Los Angeles County written by Anabel Serrano and published by . This book was released on 2016 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino communities in the United States consistently lag behind other ethnic groups in educational achievement. One factor in achievement is the involvement of parents in the school environment, as research suggests a strong correlation between highly active parents at schools and high levels of achievement in children. Other studies indicate that Latino parents are less likely to be active participants in schools than their counterparts in other ethnic groups. These low rates of involvement are often attributed to chronic socioeconomic difficulties Latino communities encounter in the U.S., regardless of geography. This study hypothesizes that geography is a factor in the rates of school-based parental involvement among Latinos, specifically in terms of the distribution of these communities throughout the city of Los Angeles. The question motivating this research is whether or not rates of parental involvement for Latinos are related to the density of the Latino population in a given neighborhood. To pursue this ix question, rates of involvement among Latino parents in elementary schools of the Los Angeles Unified School District were examined, with a focus on neighborhoods where Latinos were the overwhelming majority, a clear minority, or an intermediate population. The results indicate the possibility of a specific geographic component to Latino parental involvement in elementary schools. There were higher rates of involvement among Latino parents when they were a clear minority or intermediate population compared to when they were an overwhelming majority. While this is an exploratory investigation, the findings indicate compelling geographic patterns worthy of expanded study.
Book Synopsis Latino Parent Participation by : Arlene Cruz Galapia
Download or read book Latino Parent Participation written by Arlene Cruz Galapia and published by . This book was released on 2005 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Latino Parent Involvement in Public Elementary Schools by : Carol Joan Schatz
Download or read book Latino Parent Involvement in Public Elementary Schools written by Carol Joan Schatz and published by . This book was released on 1996 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Latino Parent Involvement and Academic Achievement of Students by : Gabriela Romero
Download or read book The Role of Latino Parent Involvement and Academic Achievement of Students written by Gabriela Romero and published by . This book was released on 2011 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parent involvement in the classroom is a challenge to acquire for communities that have not had positive experience with schools, specifically Latinos. The issues with overcoming the lack of Latino parental involvement can be addressed by educators with a focus on culture, andragogy and effective outreach. This project includes a set of workshops to reach out to Latino parents and help them understand schooling and learn how to support their child's learning at home. The workshops are designed with a focus on Latino culture (culturally relevant pedagogy), best practices for adult learning (andragogy) and effective instruction (Understanding by Design (Wiggins & McTighe, 2005). The project consists of five workshops: What are (Homework) Boundaries?, How to Make a Special Place to Do Homework, Better Communication Between Parent and Child, Math Support Strategies, and Getting Involved with the School. Each workshop has been developed to provide engaging activities that are supported by culture and language. The workshops focus on the importance of parent involvement, culture, and developing a relationship between parents, children, and teachers.
Book Synopsis English Language Advisory Committee: the Bridge of Influence for Latino Parent Involvement by : Alejandro Delgadillo
Download or read book English Language Advisory Committee: the Bridge of Influence for Latino Parent Involvement written by Alejandro Delgadillo and published by . This book was released on 2013 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Statement of the Problem The purpose of this study was to investigate the factors that impact the participation of Latino parents in their school site's English Language Advisory Committee (ELAC). Even though Latino, especially ELL, parents have tried through different school venues for decades to be included in the education of their children, there is still the unfortunate perception from many educators that Latino parents do not value nor prioritize education. All literature compiled in the study verify that Latino parents want and are enthusiastic to be included in the education of their children. Latino parents that have entered the education field have encountered many institutionalized, economic, social, and racial barriers that have prevented them from being active school parent participants. The Latino parents that are able to enter the institution do not only empower themselves, but "seek to transform parent involvement with the goal of making education a democratic and reflective action" (Olivos, p. 112, 2010). Sources of Data Personal observations, one-on-one interviews, a focus group meeting, and multiple recordings were conducted in an effort to find the specific factors that affect Latino parental involvement in ELAC. There were five (one father and four mothers) that were randomly selected of which all self-identified themselves as English language learners (ELL), Latino, active ELAC parent, and had at least one elementary (K - 6th) child at the school site. Conclusions The results of the study confirm that Latino parents are and continue to be interested in the education of their children. All participating parents agreed ELAC served as an important bridge which influenced parent participation in American Schools in spite of the cultural and gender differences. Their participation in ELAC made them aware of the differences in their approach to schooling in México in stark contrast to expectations to U.S. schools. The conformism (conformismo) that is brought by many Latino parents prevents them from fully participating in school related events and meetings. Moreover, they see upholding the traditional views of their home country education could potentially be detrimental to their children's U.S. education. Furthermore, involvement in ELAC provide an environment for parents to become self-aware to the degree in which they themselves could start critiquing the varying levels of these differences they see among other Latino parents, as they lament over such low parent involvement. The decrease in parent involvement beyond second and third grade may be tied to premature autonomy parents present indirectly to their children. Finally they articulated, even with encouragement from school staff, the difficulty in crossing over to other parent school groups. They described feeling invisible and unheard.
Book Synopsis Beyond the Bake Sale by : Anne T. Henderson
Download or read book Beyond the Bake Sale written by Anne T. Henderson and published by ReadHowYouWant.com. This book was released on 2010-07-09 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: Countless studies demonstrate that students with parents actively involved in their education at home and school are more likely to earn higher grades and test scores, enroll in higher-level programs, graduate from high school, and go on to post-secondary education. Beyond the Bake Sale shows how to form these essential partnerships and how to make them work. Packed with tips from principals and teachers, checklists, and an invaluable resource section, Beyond the Bake Sale reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom. Written with candor, clarity, and humor, Beyond the Bake Sale is essential reading for teachers, parents on the front lines in public schools, and administrators and policy makers at all levels.
Book Synopsis Patterns of Latino Parental Involvement in Middle School by : Mellie Crespo-Jimenez
Download or read book Patterns of Latino Parental Involvement in Middle School written by Mellie Crespo-Jimenez and published by . This book was released on 2011 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Contextual Factors that Contribute to the Level of Latino Parent Involvement in a Dual Language Elementary School by : Rosa Iris Ortiz
Download or read book Contextual Factors that Contribute to the Level of Latino Parent Involvement in a Dual Language Elementary School written by Rosa Iris Ortiz and published by . This book was released on 2016 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the factors that contribute to the involvement of Latino parents in a dual language elementary school, located in southern California. The research used a triangulation of mixed-methods approach (e.g., surveys, interviews, theory of Cultural Capital). Results indicate that Latino parents (n=13), were overall less involved in school practices, compared to parents of the dominant group. The primary factors or barriers to parent participation were parents’ financial, educational, and cultural contexts. A language barrier did not hinder parent involvement at this school. The findings will assist educators to look beyond the common misconceptions of “parents are just not interested” or “they don’t want to be involved.” This research provides educators with recommendation and strategies to involve Latino parents in affirming and empowering ways. Overall, there is still a great need for further and deeper research on Latino parent involvement in dual language schools to truly provide parents with opportunities to take a more meaningful role in the education of their children.
Book Synopsis Exploring Latino Parent and School Staff Perspectives on Latino Parent Involvement in Public Schools by : Sarah E Daughtridge
Download or read book Exploring Latino Parent and School Staff Perspectives on Latino Parent Involvement in Public Schools written by Sarah E Daughtridge and published by . This book was released on 2019 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore experiences and culturally appropriate practices of Latino parents0́9 participation in the public school system. The study also explored school staff perceptions and actions toward Latino parents' school involvement. The study's exploration rests on Epstein (2001) theoretical framework of parent-school involvement. Focus group data were collected in Spanish from 37 Latino parents of students enrolled in six K-12 public schools with at least 11% Latino student's enrollment in eastern North Carolina. Individual interviews were conducted with 11 school officials from three different public schools. Data were transcribed, analyzed (Creswell & Creswell, 2018) and entered into NVIVO version 12 for formal coding. Three major themes emerged from parent data: inadequate communication, low Latino representation, and need for cultural competency. Also, three themes emerged from school staff data: inadequate communication, engagement of county school system, and parental involvement. Suggested strategies to improve the parent/teacher relationship and promote parental involvement in the public school were more trained interpreters, translated materials in Spanish, Latino parent committee, and welcoming environment. Both school staff and parents expressed the need for Latino cultural awareness. School staff expressed the need for Latino parents' active engagement in school events, parent teacher conference, and reaching out to teachers to discuss children school needs. These results have implications toward bridging the gap between Latino parents and public schools.
Book Synopsis Involving Latino Families in Schools by : Concha Delgado Gaitan
Download or read book Involving Latino Families in Schools written by Concha Delgado Gaitan and published by Corwin Press. This book was released on 2004-03-12 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author provides practical strategies for cultivating communication with Latino parents and including the Latino family in developing sustained academic improvement.
