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1.
Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement. 相似文献
2.
Michael Wyness 《British Educational Research Journal》2020,46(1):161-176
Research, policy and practice on education in recent years has focused attention on the mediating role that parents play in children's schooling. Parents have been constructed as responsible agents; as consumers, investors and partners in the performance-oriented educational project. Much of the literature has looked at parent–school relations from the vantage point of parents, particularly parents in disadvantaged areas. Less has been written on how parent–school relations look from a school's perspective. In this article we draw on data from a case study English school in a socio-economically deprived area and explore the nature of the construct ‘responsible parent’ from the perspectives of teaching staff. We utilise data from semi-structured interviews with teaching staff in one case study school located on the outskirts of an English city. Through the data we outline teachers’ conceptions of parents and an emerging network of engagement incorporating parents as part of a broader social and education project in schools. We argue that a dominant construct, the responsible parent, has resonances with the ways that teachers conceptualise parents. At the same time, the case study school inhabits a dual institutional space: it is captured within a neo-liberal discourse on the responsible parent as a key conduit for an outcomes-oriented education project and also goes beyond the narrow confines of formal educational structures in offering ‘challenging’ parents social and emotional support in connecting with their children and their schooling. 相似文献
3.
Jiyoung Ryu 《Early Childhood Education Journal》2004,32(3):165-171
This research article describes the English acquisition of three, young, high-achieving, Korean, bilingual students, their academic development and their social/psychological adjustment in school. All observations and interviews were conducted in the natural classroom setting. The Korean children underwent different school experiences, partially contingent upon their English proficiency, but they generally demonstrated rapid English acquisition and healthy adjustment to school. The study findings suggest that teachers and parents play an important role in supporting their bilingual children's adjustments to new environments while preserving fundamental aspects of their original culture. Recommendations for both mainstream andbilingual teachers are suggested to further an understanding of Korean children, as English language learners and enable these children to become bilingual in Korean and English. 相似文献
4.
Meghan Stacey 《Critical Studies in Education》2016,57(2):209-223
This article reports the findings of a study on the nature of parent–school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of ‘choice’ and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents – all members of the school’s Parents’ and Citizens’ group – theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: ‘how parents worked to nurture their children’s schooling’, ‘reasons behind parents’ involvement with the school’, and ‘communication and use of parental resources by the school’. Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents’ roles within schools, which at times were at odds with the teachers’. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. 相似文献
5.
Naomi Flynn 《British Journal of Sociology of Education》2013,34(2):225-242
Teachers in classrooms throughout England are facing a shifting demographic in their pupil intake. Where the teaching of children whose first language was not English was once considered an inner-city teachers' role, more recent migration patterns have challenged this preconception. In England in particular, this change sits against an historical backdrop of centralised control of the curriculum for English. This article explores how primary school teachers responded to the arrival of Polish children in county settings following EU accession in 2004. Interviews with a small sample of teachers in schools that had previously been mainly monolingual were coded using Bourdieu's Logic of Practice. Analysis revealed a complex mix of experiences that appeared to rest on assumed pedagogical norms and professionally assimilated external pressures. Discussion centres on the author's interpretation of teachers' ownership of linguistic capital and its relationship to the linguistic field. 相似文献
6.
AbstractActive parental involvement (PI) in any child’s academic performance is regarded as an essential aspect to enhance high learner achievement particularly in disadvantaged communities. The purpose of the study reported on was linked to the growing notion that PI is a crucial asset that may have important consequences for teaching and learning. The study was based on interviews with 20 teachers from 10 randomly selected secondary schools, from a total sample of 32, in Vhembe District, Limpopo, South Africa, which is an exclusively disadvantaged, black area. Using the qualitative data generated from individual interviews with purposefully selected participants, the views of secondary school teachers in Vhembe District on PI were captured. The findings of the study revealed that the majority of parents are not actively involved in the school work of their children and that it adversely affects the functioning of the school, according to the teachers. The teachers attributed this, firstly, to the weak understanding of parents regarding their roles as stakeholders and, secondly, to the fact that most parents had little schooling themselves. 相似文献
7.
The modes of communication used by children with cochlear implants and the role of sign in their lives 总被引：1，自引：0，他引：1
In a mixed-methods study, which included surveys of 247 parents and 151 teachers, the researchers investigated the modes of communication used by children with cochlear implants and the role of signed communication in the children's lives. Findings indicated that 15%-20% of the children in the parent surveys and approximately 30% of the children in the teacher surveys were using some form of signed communication. Qualitative findings from interviews with parents, teachers, and children with cochlear implants elaborated on the quantitative findings. While the development of spoken-language communication was the main aim of their children's cochlear implantation for the large majority of parents, many valued the use of either Signed English or Australian Sign Language, which they felt supported their children's personal, social, and academic development. Young people who used sign switched comfortably between communication modes according to their communication partners, topics, and settings. 相似文献
8.
The purpose of this multiple case study was to explore how families negotiate their perspectives with US teachers regarding school. The cases of three Korean and two Chinese preschoolers were examined through semi‐structured, in‐depth interviews with parents and teachers. Observations of the families at home and the children and teachers at school were conducted to add additional context to the interviews. Findings illuminated feelings that conflicted within each participant. Parents were found to have conflicting views between desiring their child to learn the English language yet expressing concern over what they believe was too much acculturation due to English language acquisition. Teachers were found to value international parents, yet felt it was difficult to communicate with parents and unsure of how to welcome them into the classroom. Findings from this study broaden understandings of families from diverse cultures and promote efforts to establish cooperative partnerships between parents and teachers. 相似文献
9.
10.
ABSTRACTPrior inquiry into teachers’ beliefs demonstrates that a top priority of early childhood teachers’ is developing children’s social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these beliefs extends to Head Start teachers who work with the growing population of dual language learning (DLL) children. In this qualitative study, interviews that included practice-based vignettes for participants to analyze and respond to were conducted with 20 Head Start teachers serving classrooms with large proportions of DLL Latino children. Teachers reported they believed developing social-emotional skills among DLL children is of primary importance, noting that these skills are foundational for supporting DLL children’s English language acquisition. In turn, participating teachers also reported they believed using Spanish in the classroom is a strategy to support social-emotional skill development among DLL children and thus ultimately facilitate their English language acquisition. Finally, the interviews revealed that participating teachers believed English language acquisition occurs naturally and easily within the preschool setting. The implications of these beliefs for the design of preservice early childhood teacher education to meet the needs of today’s linguistically diverse childhood population are discussed. 相似文献
11.
Sapphire Crosby Katie Laird Sarah Younie 《International Journal of Early Years Education》2019,27(4):374-390
ABSTRACTThis study reports the findings of a mixed method research study (qualitative and quantitative) on the effectiveness of specifically developed learning resources and workshops on handwashing for children in the Early Years Foundation Stage (EYFS) in the UK. The A Germ’s Journey educational resources were developed to aid both young children’s understanding and engagement with microbiology and hand hygiene, currently there are limited learning resources that teach young children about the cause and effect of germs. The methods used to evaluate the resources in this study include: questionnaires (completed by parents and teachers), observations of the children during the workshops using the resources and follow-up interviews with teachers. The data was collected in six individual case studies (three in inner city locations and three in rural locations) consisting of EYFS classes in primary schools and nurseries. Results found that the developed learning resources were successful in aiding children in EYFS’s knowledge of germs and related health issues (80–100% (p?<?0.05) of parents and teachers strongly agreeing/agreeing), with teachers reporting that they had seen an increased understanding in their pupils since participating in the workshops. 相似文献
12.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
13.
This study investigates how 6- to 7-year-old children in a bilingual preschool together with their teachers take on the challenge of translating the lyrics to a children’s song from Finnish to English. With an interest in how translation activities can engage children in communication and metacommunication, and facilitate the development of linguistic and metalinguistic awareness, how a decisive matter of translation – that of taking an utterance literally and/or metaphorically – is negotiated among participants is more specifically scrutinized. The study takes a sociocultural theoretical perspective on learning and communication. The study shows how this kind of activity allows teachers to scaffold children engaging in talk about linguistic and metalinguistic matters, pivotal to their language development and comprehension of this kind of text. 相似文献
14.
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected from these interviews. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes. This study ends with a discussion of the implications of these findings. 相似文献
15.
Mebrat Gedfie Dawit Asrat Getahun Dawit Negassa 《British Journal of Special Education》2021,48(2):235-258
This study explores barriers to and strategies for parental involvement (PI) in the education of children with disabilities, using a qualitative case study design. Using the purposive sampling technique, five parents and five teachers were selected for interviews. Data obtained through semi-structured interviews have been analysed thematically. The findings demonstrated that PI was hindered by various barriers related to parents (including parents’ low level of education, income and negative attitudes), schools (such as principals’ and teachers’ negative attitudes, the lack of invitations given to parents, and the lack of a welcoming environment) and children (including their unwillingness to pass school invitations on to their parents). In addition, the study identified strategies to increase PI, including effective communication and partnership, training, a welcoming environment, sending invitations, and establishing and utilising resource centres and individual education plans. Overall, the study highlighted the barriers to PI and tactics to increase PI. It is apparent that educative programmes should be designed by schools and other relevant bodies to address the barriers to PI. 相似文献
16.
Kim James Vowden 《教育政策杂志》2013,28(6):731-745
Research into parents’ secondary-school choices suggests that many middle-class parents are keen to secure a middle-class peer group for their children. This article reports the findings of a small-scale, qualitative study into whether a similar phenomenon exists at primary-school level and, if so, why. In-depth interviews were conducted with 56 middle-class parents of pre-school children in inner London. Respondents often had contradictory impulses. Nearly all liked the idea of a socially mixed school but many associated the ‘wrong’ mix with various risks. Some of these perceived risks are familiar from previous studies. Others are less familiar, such as the fear among respondents that they themselves might not ‘fit in’ at their children’s school. The types of intake which respondents preferred fell into three overlapping categories: children from ‘pro-school’ families, children at a similar level of achievement to respondents’ own children and ‘people like us’. Respondents’ judgements about whether children and families fell into these categories were based in part on ideas about class, ethnicity and language. Respondents gravitated toward schools where most children were perceived to come from middle-class, white, English-speaking backgrounds. The article argues that attitudes towards children learning English as an additional language need to receive greater attention in future research. 相似文献
17.
Sarah N. Harper Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning. 相似文献
18.
Margaret Akinyi Obondo 《Diaspora, Indigenous, and Minority Education》2018,12(3):111-123
This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers’ perspectives and pedagogical responses to newcomer migrants in their classrooms. The pedagogical practices are analyzed for culturally responsive teaching, referring to the extent to which the lessons build on the personal and cultural strengths of the pupils, their linguistic capabilities, as well as their prior knowledge and experiences. The findings demonstrate attempts at building on the pupils’ cultural and linguistic experiences, which compares well with some hallmarks of culturally responsive pedagogy. However, as pressures to teach for tests increase, the teachers face the dilemma on how to create spaces for culturally responsive teaching in school contexts that face powerful ideologies of cultural and linguistic homogenization. 相似文献
19.
Research and recent policy developments in Eire highlight that there is a growing number of children in Irish schools presenting with special educational needs, leading to an increased need for Educational Psychology services. This research utilised case studies of children who were presenting to teachers with academic, social, emotional or behavioural difficulties. Semi-structured interviews were used to explore the perceived effectiveness of consultation as a model of delivery for Educational Psychologists (EPs). Each case comprised a teacher, parent and psychologist, (n = 9) from three different case studies. This research found potential benefits of consultation particularly for children and parents, although the results from this study are difficult to generalise, given the small sample size. This study has practical implications for EPs: by understanding parents’ and teachers’ perspectives this can help EPs in future planning for consultation. Further research should explore children’s perceptions of consultation. 相似文献
20.
Joanna Augustyniak 《Irish Educational Studies》2016,35(1):101-115
Since 2004, Ireland has experienced the arrival of immigrants from various countries from all over the world including Poland. The Polish came to Ireland with their families including children of school age obliged to attend compulsory education. These children have attended schools dissimilar from the ones they are accustomed to in their home country in terms of teacher–student relationships. The question then arises as to what an Irish teacher is like in the opinions of young Polish immigrants? Is the image different from the one of a Polish teacher, or does the peculiarity of this job make teachers in various countries alike? This research conducted among a group of Polish grammar school students in Ireland helps to answer these questions. This article is a comparative study of teachers’ competence, and their personality, as well as their substantive, methodological and educational competence. The information was obtained by group interview technique with Polish youth aged 13–15 studying in Irish secondary schools at junior cycle level. 相似文献