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Komatsubara, Kristin Mie. "The mathematics connection a curriculum promoting mathematical application through the home-school connection /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457291.
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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed November 7, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 172-176).
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Russell, Rosemary Ann. "Parents helping their children with mathematics." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251067.
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Using case study methodology, and an interpretative paradigm, this study illuminates the hitherto unresearched hidden help that parents give their children with maths. It uses data collected from two phases, the first being three case studies of parents who approached the author as a private tutor, the second being five case studies of parents participating in a 'Maths for Parents' course designed by the author. It establishes that without prompting, parents do help their children with maths. It identifies seven new aspects of why and how parents help with maths: rescuing their children from the negative effects of school maths (a 'saviour attitude'), influenced by parents' past bad experiences ofmaths; being a source of maths knowledge for their children; keeping a watchful eye on whether the curriculum is being covered; trying to keep their child one step ahead of school lessons; acting as a bridge between home and school; concern for their child's welfare rather than academic achievement; and responding to their child's request. Parents who do not have an up-to-date understanding of pedagogy and school/curriculum structures have difficulties in supporting their children's maths, irrespective of their social class or mathematical ability. The study concludes that the practice is more widespread than has previously been acknowledged. It urgently needs to be recognised, and parents' perspectives understood by policy makers and schools, to limit the damage that can arise through ignorance of its extent. Although some parents may continue to work independently, as their agendas are mutually exclusive from those of school, initiatives to work in partnership with parents can be successful in bringing greater understanding of the curriculum, enriching parents' understanding of school maths and their relationships with their children and school, and resolving the conflicts that can hamper a child's mathematical progress.
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Kam, Chi-keung. "Effects of home background and related variables on mathematics achievement." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626433.
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Miller, Roslyn B. "Relationships of home, student, school, and classroom variables with mathematics achievement." Thesis, Mississippi State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243709.
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<p> This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism.</p><p> A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables.</p><p> In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism.</p><p> This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.</p>
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Yum, Kim-hung. "Within the IEA Third international Mathematics and Science Study (TIMSS) : the relationship between family background and mathematics achievement of Hong Kong students /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597730.
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Kam, Chi-keung, and 甘志強. "Effects of home background and related variables on mathematics achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38626433.
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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.
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Abreu, Guida Maria Correia Pinto de. "The relationship between home and school mathematics in a farming community in rural Brazil." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318406.
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Duenas, Gilbert. "An Ethnographic Inquiry Connecting Home to School for Literacy and Mathematics Learning of Hispanic Families." AUBURN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3497546.
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Espinosa, Carmen. "Promoting Mathematical Literacy in Latino Children Through Family Involvement at School and at Home." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689826.
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<p> The purpose of this study was to examine the effects of Latino parental involvement on children’s mathematical skills development and to increase family participation in and out of school with Take-Home Math Literacy Bags. The participants in the study were 13 preschoolers 3 to 5 years of age from a private urban bilingual child care program in northern New Jersey. The researcher conducted a 4-week bilingual (Spanish/English) family math program for Latino English Language Learner families. Data were collected through the use of pre/post student assessment interviews, family pre/post surveys, family experience surveys, researcher journal and anecdotes, and teacher interview and notes. Data analysis revealed improvement in the participants’ counting, shape recognition skills, and increased visits to the math center. Findings also indicated that Latino families enjoyed using the Take-Home Math Literacy Bags and that they helped them support their children’s math skills at home. </p><p>
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Al-Mahdi, Osama Mahdi. "Home School Relationships and Mathematics Learning In- and Out-of-School : Collaboration for change A Qualitive Case Study in a Bahraini Primary School." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499878.
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Yum, Kim-hung, and 任劍熊. "Within the IEA Third international Mathematics and Science Study (TIMSS): the relationship between familybackground and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959192.
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Costigan, Denise J. "Investigation into the effects of an after school GEPA math program in raising student achievement /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Ho, Chan Lin. "Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2492/.
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The intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing 58 test items was used to measure children's knowledge of basic math concepts. A self-administered parent survey to measure parent confidence, parent encouragement and home involvement adapted from Hoover-Dempsey's scales for measuring parent mechanisms of involvement was modified and used for this study. Both the math assessment and the parent survey were administered as a pre-test and post-test. Three parent training sessions modelled on the Berkeley Family Math programme were conducted over a period of 4 weeks for parents in the workshop and workshop*communication groups on how to help children with math at home. Parents who attended the workshops were provided with take home math kits designed to enable parents to use developmentally appropriate materials and activities to encourage their children's interest in math. The communication and workshop*communication groups received three issues of newsletters that contained information and ideas for parental involvement to help children learn math at home. The results of the study showed significant gains in children's math where both the workshop*communication conditions were present, in particular for children with lower pre-test math scores. No significant effects of the treatment on the three parental variables were found. Qualitative data collected from parents and teachers indicated that the parent education workshops had positive results and impact on parents' self efficacy.
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Chan, Lin Ho. "Fostering parental involvement in children's mathematics homework in Singaporean pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441647.
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Middleton, David W. Baker Paul J. Strand Kenneth H. "The relationship of parent and teacher perceptions of parent involvement and third grade reading and mathematics achievement." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633422.
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Thesis (Ph. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.
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Hlungulu, Nolukholo Faith. "Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4926.
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Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.
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Harris, Susan. "Computers in schools and at home : gender differences in use, teaching and achievement within the results for England in the Third International Mathematics and Science Study (TIMSS)." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310464.
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Håkansson, Isabell. "Elevers attityder gentemot matematik på två grundskolor med olika socioekonomiska förutsättningar." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28794.
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Matematik är ett debatterat ämne som diskuteras i såväl skolans och medias värld. Få andra skolämnen skapar så mycket känslor som detta ämne (Olèn, 2016). Detta arbete syftar till att undersöka attityder till matematik hos unga elever samt dess bakomliggande faktorer i den sociala närmiljön. Vidare ämnar även studien att undersöka om det förekommer skillnader i attityder på två grundskolor i Malmö med olika socioekonomiska förutsättningar. För att undersöka detta har en enkät blivit besvarad av elever i en klass från varje skola. Tidigare nationell och internationell forskning visar på elevers negativa attityder gentemot matematik. Trots det visar resultatet i denna studie att en majoritet av eleverna uttrycker positiva attityder oavsett socioekonomiska förutsättningar. Framträdande skillnader mellan skolorna är användandet av matematik utanför skolmiljön. Tendenser påvisar att vårdnadshavare med högre utbildning har en prevalens av att vara mindre involverade i elevers matematik-utveckling i hemmet, enligt elevernas uppfattning. Samma elever uttrycker i högre utsträckning att de sällan får hjälp i eller samtalar om matematik i hemmet. Däremot visar resultatet att de elever som uppgett att deras vårdnadshavare saknar utbildning på högskola eller universitet erbjuds mer stöttning genom hjälp och samtal om matematik i hemmet. Studiens resultat belyser att läroboken, av eleverna, anses utgöra en central roll i matematikundervisningen på båda skolorna. Övriga likheter uppvisas genom att samtliga respondenter anser att ämnet är viktigt och en majoritet uppger även att de vill fortsätta att arbeta i läroboken i matematikundervisningen. Det framgår av resultatet att en merpart av eleverna upplever att undervisningen utgörs av kommunikation i form av diskussion och samtal i tillägg till lärobokens centrala roll. Flera svar tyder också på att mottagarna av undervisningen uppfattar lektionerna som varierade. Studien visar vidare att lärare eller vårdnadshavare är de som, ur elevernas perspektiv, har störst inverkan på attityden till matematik.<br>Mathematics is a topic which is up for debate and discussion in school as well as the media. Few other educational subjects induces emotions in the same manner as mathematics. The purpose of this paper is to examine the attitude towards mathematics in young students and the underlying influences by the immediate social environment. Further, the papers intends to examine if there are differences in attitudes towards mathematics in two different elementary schools in Malmö, Sweden, with different socio-economic conditions. In order to examine the topic, a questionnaire has been conducted with one class from each school. Pre-existing national as well as international research indicates a negative attitude towards mathematics in students. In contrary to this, the results of this study concludes a majority of the students expresses positive attitudes on the subject regardless of socio-economic basis. Augmented differences between the two schools are found to be in the use of mathematics outside of the educational environment. There are tendencies at display which indicates parental guardians with higher education are prevalent to be less involved in the students development in mathematics at home, according to the students perception. To a higher extent, the same students expresses that they receive less assistance or discussion regarding mathematics at home. On the contrary, the result indicates that students who stated their parental guardians lack higher level education such as a university degree receives more support through assistance and discussion regarding mathematics at home. The result illustrates that the textbook is, by the students, perceived as a central role of the mathematical education on both schools. Other similarities are at display through the fact that all respondents are of the opinion that mathematics is an important subject and a majority of them reports that they would like to continue working in the text book during mathematics education. It also apparent from the result that a majority of the students experience that the learning is conducted through communication in the form of discussion and conversation in addition to the central role of textbooks. Several answers also indicates that the recipients of the education acknowledges the classes or lessons as varied. Further, the study demonstrates that teachers or parental guardians are the ones, out of the students perspective, who implicates the students attitude towards mathematics the most.
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Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.
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Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains.
Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
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FERNANDES, Regina Alves Costa. "COLMEIA: ONTEM E HOJE A construção de uma cultura escolar de formação continuada de professores de matemática no contexto da Universidade Federal de Goiás." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tde/554.
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Made available in DSpace on 2014-07-29T15:00:22Z (GMT). No. of bitstreams: 1
Dissertacao Regina A C Fernandes.pdf: 2791754 bytes, checksum: b5b79aa51ac630a8df9f320b17fbee7f (MD5)
Previous issue date: 2011-11-19<br>This research subject is about the continuing education proposals of Mathematics teachers of Colmeia and Revivenciando o Colmeia projects in Goiânia, State of Goiás.
Such research, of historical nature, has as goals understanding the relation on both proposals, in order to identify the ruptures and continuities and the transformations in these continuing education projects, and whether they show the appearance of a school culture of Mathematics teachers continuous formation at the Federal University of Goias. For the research development, the studies of Michael and Miorim, Valente, and
Chartier Certeau were used. Those authors discuss the historical making meaning as production. Theoretical frameworks of different areas were considered once they address issues concerning to the researched topic, as some concepts of Bourdieu, Geertz, Chervel, Frago, Julia and Freire. Based on Chen, Meihy, Nóvoa and Finger, Nóvoa and Fiorentini and Lorenzato reflections, we chose a planning using the biographical method. The data collecting, obtained through written and oral narratives, was done from the reading of various documents that make part of the collection of projects Colmeia and Revivenciando o Colmeia projects, of the meetings
observations and an open questionnaire applied to Colmeia project coordinator and an interview with the Colmeia project coordinator. From this research it was possible to identify ruptures and what has remained on the Mathematic
teachers continuing education proposals of the projects mentioned above. We noticed, based on what remained, the appearance of a school culture of Mathematics teachers continuous education at the Federal University of Goias.<br>O trabalho tem como tema as propostas de formação continuada do(a) professor(a) de Matemática dos projetos Colmeia e Revivenciando o Colmeia de Goiânia, Goiás. Tal pesquisa, de natureza histórica, apresenta como objetivos
compreender a relação existente nas duas propostas, com o intuito de identificar as rupturas e as permanências e as transformações ocorridas nestes projetos de formação
continuada, e se as mesmas evidenciam o surgimento de uma cultura escolar de formação continuada de professores de Matemática na Universidade Federal de Goiás. Para o desenvolvimento da pesquisa, foram utilizados estudos de Miguel e Miorim, Valente, Certeau e Chartier. Estudos esses que apontam o significado do fazer histórico enquanto produção. Considerou também alguns referenciais teóricos de diferentes áreas e que abordam temas concernentes à temática pesquisada, como alguns conceitos de Bourdieu, Geertz, Chervel, Frago, Julia e Freire. Com base nas reflexões de Chené,
Meihy, Nóvoa e Finger, Nóvoa e Fiorentini e Lorenzato, buscou-se um planejamento fazendo uso do método biográfico. A coleta de dados, obtidos por meio de narrativas escritas e orais, foi feita a partir da leitura dos diversos documentos que fazem parte do acervo dos projetos Colmeia e Revivenciando o Colmeia; de uma entrevista feita com a coordenadora do projeto Colmeia e das observações dos encontros e de um questionário
aberto aplicado ao coordenador do projeto Revivenciando o Colmeia. A partir dessa pesquisa foi possível identificar as rupturas e permanências ocorridas nas propostas de
formação dos(as) professores(as) de Matemática dos projetos supracitados. Verificou-se com base nas permanências evidenciadas, o surgimento de uma cultura escolar de
formação continuada de professores de Matemática na Universidade Federal de Goiás.
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Maddock, Mandy. "Home-school relationships : understandings of children's learning at home." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.
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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.
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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally
their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
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Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.
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Chau, Fung-yee Shela, and 周鳳儀. "Parental attitudes towards home-school liaison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956300.
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Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.
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Brown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.
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Walker, R. E. "Understanding, developing and evaluating home-school partnerships for children on the autism spectrum through home-school reading." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1477045/.
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This mixed-methods study was set in a suburban local authority nursery and primary special school (3-11yrs) for children on the autism spectrum. The study consisted of four consecutive phases, designed to: • examine the factors which affect parent participation in, and teacher facilitation of, home-school reading for nursery and primary school aged children with autism; • develop a model of parent and teacher collaborative working to help parents carry out reading activities with their autistic children at home; • evaluate the intervention and understand its impact on the participants. Phase 1 of the study (Autumn Term, 2013) employed a parent questionnaire and a review of a previous teacher survey to gain understanding of home and school reading practices prior to intervention. Phase 2 (Autumn Term, 2013) was a training phase that drew on the Phase 1 data. It consisted of separate training workshops for school staff and parents. These included activities to help participants explore attitudes towards collaborative home-school working and to develop understanding, skills and confidence in teaching children with autism to read. Phase 3 (Spring Term, 2014) was a 12-week home-school reading programme in which parent and teacher pairs worked collaboratively to share strategies and carry out similar reading activities in both home and school settings. Phase 4 (Summer Term, 2014) was the evaluation phase, which comprised semi-structured interviews with parents and teachers and analysis of the pupils’ school assessment data relating to reading skills. Overall, the intervention was successful in helping parents and teachers to develop their skills and confidence in supporting their autistic children to transfer and generalise their in-school learning to the home. In particular, parents benefitted from their children demonstrating greater shared-attention and concentration skills during reading activities at home. The findings suggest a model framework for developing and implementing a home-school reading programme for children with autism.
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Ozgeldi, Meric. "Middle School Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614448/index.pdf.
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The current study aimed to explore middle school mathematics teachers&rsquo<br>use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books.
The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class<br>and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems.
In examining the process of teachers&rsquo<br>use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students&rsquo<br>characteristics.
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Kristoffersson, Margaretha, Limin Gu, and Yan Zhang. "Home-School Collaboration in Sweden and China." Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-70223.
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This article is a working paper presenting a network building cooperative project between Umeå University inSweden and Zhejiang University in China. The project focuses on parents’ involvement and home-schoolcollaboration in Sweden and China and has an ambition to entail a set of empirical objectives: (1) to map andcompare the systems, policies, curricula, and resources dealing with home-school collaboration in Sweden andChina at the national level; (2) to identify and analyze the similarities and differences in the definitions, foci,models, practices, and perspectives on home-school collaboration in the two countries at the local level; and (3) toidentify and seek out good examples and models from both countries for communication and interaction amongteachers, parents, and students. Following an introduction to the project design where a comparative case-studyapproach is presented, this article reviews policies and researches concerning home-school collaboration inSwedish and Chinese contexts. Cases from both countries are selected, described, and discussed. Relative issues forfurther study are suggested.<br>Establishing research network between Sweden and China on cooperation between home and school
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Reicher, Shira R. "Request style at home and in school /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/742.
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McAlevey, Fiona. "Why home school? : an exploration into the perspectives on education of parents who home school in Otago and Canterbury." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1995. http://hdl.handle.net/10092/2481.
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This thesis is the result of research carried out over a two year period
between 1995 and 1997. The research, which was qualitative, was carried
out in Otago and Canterbury. Five mothers were interviewed who had or
who were at the time of the research, involved in home schooling their
children. In addition three children and a father took part by participating
in interviews, conversations or a participant observation.
The thesis focused on the philosophies of education held by the home
schooling parents. These philosophies were based on beliefs of either a
pedagogical or religious nature. An analysis of these philosophies
revealed that the parents who participated in this research were all
making overt political statements by choosing to home school. They
resisted traditional notions about education by taking their children home
to educate.
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.
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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.
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Cowgill, Kyler. "Comparing the Home School and Charter School of Columbus-area Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398263184.
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Daniel, Duane E. "A descriptive study of the effects of home schooling as perceived by Christian school administrators, teachers and home school parents." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Menssouri, Driss. "Essai de délimitation en termes de problématiques des effets de contrat et de transposition : le cas des relations entre droites et équations dans les classes de seconde et de première." Université Joseph Fourier (Grenoble), 1994. http://www.theses.fr/1994GRE10122.
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Le but de ce travail est d'essayer de délimiter les effets de contrat et de transposition comme concepts opérant dans l'analyse du savoir. Dans le premier chapitre, nous analysons différentes approches du concept de contrat et nous montrons la difficulté d'étudier ses effets sans l'étude des effets de transposition. Dans le deuxième chapitre, nous montrons que la transposition didactique s'occupe essentiellement de l'explication de l'écart entre deux fonctionnements du savoir et nous développons une approche des effets de contrat et de transposition en termes de problématiques. Dans la partie B, contenant tous les autres chapitres, nous essayons d'opérationnaliser cette distinction et de montrer sa pertinence à propos de l'étude des relations entre droites et équations dans les classes de Seconde et de Première. Ainsi dans les troisième et quatrième chapitres, nous proposons une synthèse du cadre général de leur établissement dans les mathématiques et de leur évolution dans les programmes. Dans le cinquième chapitre, nous développons une approche permettant de préciser ce qui, dans l'analyse des pratiques à propos d'un objet de savoir, permet de se situer dans l'une ou l'autre des deux problématiques. Puis nous analysons le fonctionnement du savoir dans le cadre d'une problématique du contrat (chapitres six et sept) et dans le cadre d'une problématique de la transposition avec comparaison des deux analyses (chapitre huit).
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Hess, Christopher M. (Christopher McGraw). "Electronic markets for home mortgages." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/45196.
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Meyer, Richard Jonathan. "A young writer at home and in school." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185799.
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This study is a qualitative case study of one writer, my daughter Zoe, over a period of two years comparing her writing at home with the writing completed at school during kindergarten and first grade. This study involves descriptions, interpretations, and analyses of Zoe's writing, including the processes and products across the two settings. There are two frames through which the writer and her writing are described, analyzed, and interpreted in this study. The first frame focuses on the purposes for and functions of Zoe's writing activity at home and in school. This includes our present understanding of written language development in terms of purposes and functions, the conditions writers require in order to write, determinants of written language, and the various systems upon which writers rely to make meaning. The second frame through which Zoe's writing is described, interpreted, and analyzed in this study focuses on the nature of the two settings, the home and the school. The settings are analyzed in terms of the activities and experiences in which the writer engages within each setting. The goal of this study is to understand the nature of a young child's writing activity across the home/school settings by analyzing the writing she did in each of those settings. The impact of the social nature of the settings upon her writing activity are also considered. A theoretical framework for written language use and development is presented and discussed as a vehicle for understanding and developing writing programs and developing supportive relationships between the school and the home.
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Pattni-Shah, Keenjal. "Bridging the gap: Home-school partnerships in kindergarten." ScholarWorks, 2008. http://scholarworks.waldenu.edu/dilley/12.
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Although home-school partnerships support Kindergarten children's development of vocabulary, the alphabetic principle, and phonological awareness, the mechanisms through which these partnerships are established and facilitated with immigrant parents from diverse cultural and linguistic backgrounds are largely unknown. Therefore, the major research questions that guided this qualitative, grounded theory study focused on exploring how successful Kindergarten teachers defined home-school partnerships with parents, the strategies the teachers used to communicate with parents, the ways these teachers reached out to parents to create and sustain partnerships, and how the teachers used these partnerships to support children's learning. Vygotsky's sociocultural theory served as the conceptual framework because it supports the critical role that parents play in children's learning and development. To collect the data, the experiences and perceptions of 12 Kindergarten teachers obtained from the Toronto District School Board were elicited through in-depth, semistructured interviews using open-ended questions. I also examined documents used to communicate with parents. Following the guidelines of grounded theory methodology, the data analysis involved open, axial, and selective coding. The results indicated that before Kindergarten teachers can create and sustain home-school partnerships, the teachers must embrace diversity and adopt appropriate practices that enable all parents to become involved. Given that the ability to read is paramount to children's academic success, this study leads to positive social change by providing Kindergarten teachers with a model that they can use to establish and facilitate home-school partnerships with immigrant parents from diverse cultural and linguistic backgrounds to support children's development of early reading skills.
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Valente, Evandro R. "Mathematics Curriculum Coaching and Elementary School Students’ Mathematics Achievement in a Northeast Tennessee School System." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1783.
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Educators and policymakers have demonstrated interest in finding ways to better equip mathematics teachers so they can help students achieve at a higher level. Academic coaching has been identified as an effective professional development activity for teachers. The purpose of this study was to investigate the difference between students’ achievement levels before and after a mathematics initiative in a Northeast Tennessee school district. In this study I analyzed grades 3 – 6 students’ Tennessee Comprehensive Assessment Program or TCAP scores in the year prior to the hiring of a mathematics coach and their respective scores 2 years after the placement of the mathematics coach. All statistical analyses were analyzed at a .05 level of significance. All null hypotheses under both research questions were analyzed with a pairsampled t-test using repeated-measures design. The results indicate significant difference in students’ TCAP scores prior to and after specialist. Scores after specialist were significantly higher than scores before specialists. The difference was present for students who attended Title I schools as well as for students who attended non-Title I schools. School administrators and school district leaders can benefit from such a study because it presents academic coaching as a viable means to equip teachers so they can help students increase their achievement in mathematics.
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McGraw, Ronald K. "Selected aspects of home-schooling as reported by home-schooling parents and reported with perceptions of Indiana public school superintendents and principals of home-schooling in Indiana." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720330.
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The purpose of the study was to identify factors which influence Indiana public school superintendents and principals to provide special services to home-school families. A second purpose of the study was to identify the services Indiana home-school families would use if available from the public schools.Perceptions Indiana public school superintendents (N=97) and principals (N=404) have of home-schools were collected through the use of a survey instrument developed for the study. One -hundred thirty-one Indiana home-school families participated in the study.Findings from the study show principals and superintendents hold a negative view of home-schooling relative to the academic, instruction, and socialization quality available to home-school students. Home-school families choose non-classroom activities most frequently when indicating possible participation in the public schools.The following conclusions are drawn from the study:1. Public school principals in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.2. Indiana public school principals are more willing to allow home-school families access to non-classroom activities than classroom.3. The majority of Indiana public school principals and superintendents believe parents choose to home school for religious reasons.4. Public school superintendents in Indiana have a negative perception of the academic, instruction, and socialization quality in home schools.5. Indiana public school superintendents willing to allow home-school families access to the public schools are willing to allow home-school families to participate in either classroom or non-classroom activities.6. Of Indiana families educating children at home, less than 15% use public school services while homeschooling; however, over 85% might use public school services if made available.<br>Department of Educational Administration and Supervision
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Olsen, Nolen Ben. "Understanding Parental Motivation To Home School: A Qualitative Case Study." The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-09102008-155429/.
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Comparatively little educational research has focused on home schooling. Since most students are educated in public schools, parents' choice of other educational alternatives is often perceived as a deviation from the societal norm. Friends and neighbors of parents who home school rarely understand their motivation for doing so. This study addresses the following question: why do parents remove their children from traditional, public school programs to initiate home schooling, and how well do public school personnel understand this motivation? Using qualitative case study methodology, the researcher confined the study to a specific concentrated population of home schooling families. Phenomenological data analysis procedures were used to refine the volume of data and to construct a narrative containing the essence of parents' lived experience concerning the decision to home school their children. A total of 31 parents from 20 home schooling families participated in semi-structured face-to-face interviews with the researcher. Six public school administrators and 12 teachers from schools directly impacted by home schooling were also interviewed. Parents explained their motives for initiating home school programs and elaborated by telling their stories. Educators described their experiences with children being removed from their schools and with home school children returning to the classroom. They shared their experiences and perceptions of the value of home school and issues relating to student learning. Educators were included in order to determine how well they understand parents' reasons for choosing to home school a child. Data analysis revealed eight primary factors that initially motivated parents in this study to choose home schooling for their children: (1) negative effects of peer socialization; (2) religion; (3) a child's special learning needs and disabilities; (4) negative personal experiences of a parent as a student in school; (5) lack of administrative support; (6) an incident at school involving the child; (7) unique environmental needs of the family; and (8) recruitment. Data analysis also revealed that educators' understanding of these motivations was limited. Although educators' views of home schooling were primarily negative, they are clearly keenly interested in and concerned about the learning of all children, in and out of school.
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Bu, Honggang. "Scheduling Smart Home Appliances using Goal Programming with Priority." Thesis, North Dakota State University, 2016. https://hdl.handle.net/10365/28266.
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Driven by the advancement of smart electrical grid technologies, automated home energy management systems are being increasingly and extensively studied, developed, and widely accepted. A system like this is indispensable for and symbolic of a smart home. Mixed integer linear programming (MILP) together with dynamic electricity tariff and smart home appliances is a common way to developing energy management systems capable of automatically scheduling appliance operation and greatly saving monetary cost. This study transformed an existing plain MILP model to a goal programming model with priority to better address the conflict among each single appliance cost saving objective and user time preference objective. Constraints regarding the delays between pairs of closely related appliances are either extended or newly introduced. Numerical experiments on five appliances under different situations justify the validness of the proposed framework. Besides, the influences of key parameters on model performance are also investigated.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." WALDEN UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.
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Vaughn, Christy H. "Middle School Mathematics Students' Perspectives on the Study of Mathematics." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/980.
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This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning that was given to these experiences. Data were collected and analyzed from individual interviews with 9 students and a focus group session. The findings of the study revealed that participants' past experiences influenced their current attitudes about the study of mathematics. Perceptions of mathematical ability, history of success or failure with grades, and the influence of the teacher and peers in the learning environment most influenced students' attitudes about mathematics. Moreover, current feelings impact the degree to which a student puts forth effort in the study of mathematics, and the relationship with the mathematics teacher had the greatest impact on student attitudes. To improve the perceptions that students have about the study of mathematics, expanded professional development opportunities may bring increased awareness of students' perceptions of the study of mathematics, and develop remedial mathematics programs that remove the negative stigma associated with them. The research study could lead to social change as its purpose is to improve student achievement in mathematics through changes in the remedial mathematics program.
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Jeter, DeWayne. "Home and school factors associated with high school truancy in a southeastern Virginia urban school district." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.
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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes.
The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?<br>Ed. D.
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DICKERSON, RHONDA LEE. "LITERACY IN THE HOME: BEYOND THE PRESCHOOL YEARS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1026834481.
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Aitchison, Claire. "Mothers and school choice: effects on the home front." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/351.
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There have been substantial changes in the way that families interact with schooling at the point of school choice. These shifts have been brought about by market orientated educational policy changes, and by altered forms and experiences of ‘family’. This study explores this changed dynamic by researching how a group of mothers in one urban setting engaged in school choice over a period of fourteen months. The research set out to investigate the processes, behaviours and influences that mothers took to the task of choosing secondary schooling for their children. In particular it aimed to explore the personal, familial, cultural and social dimensions of this engagement. These objectives were pursued using feminist and phenomenological frames because these theoretical approaches allowed for a gendered and contextualised analysis of experience. Data was gathered longitudinally through return interviews with 20 women from one socially and culturally diverse local government area in Sydney, Australia. The analysis of data is informed by perspectives on markets and consumerism from the field of cultural studies. Bourdieu’s concepts of ‘capital’, ‘habitus’ and ‘field’ were also used along with the feminist concepts of ‘emotional labour’ and ‘emotional capital’ to analyse the way that neoliberal market orientated educational policies impacted on this group of middle Australians. This research shows that the Australian experience of school choice is an emotionally rich, highly context-specific, complex, gendered and cooperative process that contests the prevailing public rhetoric about the operations of markets and of choice. School choice, while not always welcomed by this group of middle Australians, is an overtly gendered activity mostly overseen and undertaken by mothers in gender-specific ways. For these women school choice was an activity that demanded considerable physical and emotional labouring adding significantly to mothers’ work in support of their children’s education. Further, the research showed how within this new marketised context, the family became the site for the contestation of taste via the negotiation of differing economic, social, cultural and emotional capitals vis a vis the structural imperatives imposed by the market. It showed that for these women and their families in this location, at this time, the promise of ‘choice’ was a hollow promise indeed.
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Gregor, Martha E. "Storytelling in the Home, School, and Library, 1890-1920." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10639.
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vi, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>This thesis explores the intersection of artistry, professionalism, and maternalism
in the storytelling revival that occurred in the United States from 1890-1920, influencing
a variety of child-centered reform movements. Though storytelling was practiced by men
and women alike, it was portrayed as a maternal skill. However, storytelling's perceived
multiplicity of uses led it to be interpreted in diverse ways. Such interpretations--particularly
potent in the home, school, and library-displayed tensions inherent in the
public role of these institutions, particularly in their approach to "child-centeredness." In
the school, teachers embraced the nurturing potential of storytelling, arguing that it
allowed them to teach more effectively. In the library, however, such an approach was
rejected as antithetical to the efficient nature of the institution. The way these institutions
conceived of storytelling shows that nurturing imperatives, though pervasive in childcentered
reform in the late nineteenth and early twentieth century, was not the only way
to conceive of child-centeredness.<br>Committee in Charge:
Dr. Jack Maddex, Chair;
Dr. James Mohr;
Dr. Ellen Herman
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Muzire, Mufudzi. "An outcome evaluation of the Home-School partnership programme." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29834.
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This is an outcomes evaluation of the Home-School Partnership (HSP) programme, implemented by Wordworks, an organisation based in the Western Cape Province. The programme aims to improve language and literacy for the children between four and eight years of age. To achieve this, the programme seeks to integrate parents in the process of child learning at home. The programme sensitise parents and make them realise their important role in child development. South Africa’s averages of numeracy and literacy test scores range from 30% to 35% as presented in Annual National Assessments (2011) for Grade one to six. The low language and literacy performance in South Africa is one problem that calls for action from different stakeholders. The implementing organisation train teachers to become facilitators. The facilitators will then cascade the training to parents with children aged four to eight years. This evaluation focused on addressing three evaluation questions:
1. How do teachers (facilitators) perceive the programme to have impacted on students’ literacy learning and achievement in and out of school, in terms of participation, confidence and self-esteem?
2. To what extent has the Home-School Partnership programme managed to change parents’ attitude towards child learning and improved their involvement in child learning at home?
3. What early indications are there to suggest that the Home-School Partnership programme will be sustainable after Wordworks has fully withdrawn its support?
In this evaluation, a descriptive design was used. The design employed a quantitative approach to address question one as secondary data from 90 feedback reports by teachers were analysed using Microsoft excel. The data to answer the second evaluation question was gathered through interviews with six teachers and six school management members. Data from three focus group discussions with parents was used to address evaluation question three. In analysing the data, thematic analysis was used which involved the processes of open coding in generation of themes.
The results of the study revealed a positive improvement of learners’ performance on various indicators that are related to child language and literacy development. Ninety percent of the 90 sampled learners showed a positive change in at least one of the several academic assessment areas. That is, 46% of learners showed some notable improvements in writing, 32% in drawing, 31% in reading and about 30% showed some improvement in vocabulary. However, these results should be interpreted with some degree of caution as the analysis was based on subjective teachers’ perceptions. Regardless of the drawbacks of the design and data collection methods, there is a growing amount of evidence from other studies to validate the findings of this study. There were some positive changes noted in parents particularly their attitude towards child learning. Parents are now more involved in child learning and have gained some important skills to support child development. However, the results need to be taken with caution as they are based on subjective perceptions of parents. There was always an increase in the number of parents who enrolled for the programme each year and more interestingly, men started enrolling for the programme in the last two years. In 2016, a total of 42 men were trained and in 2017, a total of 86 men were trained under HSP. This provides some evidence of the ability of the HSP programme to change parents’ attitude towards child learning. The HSP programme shows some signs of sustainability particularly around environmental support and organisational domains. In this regard, results of the study revealed that the HSP programme has managed to garner support from its operational environment. The programme is particularly applauded by teachers, school leadership and parents, and their appreciation is one of the indicators of sustainability. Under organisational support, the study revealed that the teachers and parents are satisfied with the timely support they are receiving from Wordworks. However, there are some gaps around programme evaluation and funding stability domains. All the schools are still fully receiving financial support from Wordworks to facilitate the HSP programme. Based on the study findings it is prudent that Wordworks prepares schools for continuity in the event that their support is withdrawn and a more robust monitoring and evaluation system needs to be put in place. It is recommended that the programme documents more success stories to showcase its relevance.