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Tesis sobre el tema "Missouri Parents as Teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 6 de febrero de 2022

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1

Edson, Phyllis Quigg Singer Joseph F. "The effect of the Missouri Parents as Teachers Program on the parents' knowledge of infants". Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Business and Public Administration and Dept. of Political Science. University of Missouri--Kansas City, 2005.
"A dissertation in public affairs and administration and political science." Advisor: Joseph F. Singer. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed March 12, 2007. Includes bibliographical references (leaves 62-64 ). Online version of the print edition.

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2

Roache, Roberta Savone. "Missouri Public School Teachers' Perception of Tenure". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728019.

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In the state of Missouri, 550 public school superintendents were selected to have their district teachers participate in a study to provide information regarding the perception of teacher tenure. Approximately 64,000 PreK-12 public school teachers in Missouri were sent an 18 question online survey designed by the researcher to assess Missouri public school teachers’ perception of teacher tenure. A sample of 497 Missouri teachers participated in this study. Sub-questions of the purpose of the research study were adapted from Kersten (2006): (1) When teachers achieve tenure, are they more effective and highly qualified? (2) If teacher tenure was eliminated, would student achievement increase? (3) Does the teacher tenure law in Missouri protect good teachers from arbitrary dismissal? and (4) Do teachers have knowledge of the proposed revised tenure law in Missouri? The respondents were prompted to identify gender, years in current position, education level, description of grade levels in school building, and school district’s region. The research study findings produced several conclusions which included the following: (1) Teacher tenure in Missouri does not determine if teachers are effective and highly qualified; (2) Abolishing tenure or changing the current tenure law will not improve student achievement; (3) Tenure is perceived to protect competent teachers from arbitrary dismissal; however, incompetent or ineffective teachers are seldom dismissed; and (4) Many teachers have knowledge of the proposed revised teacher tenure law in Missouri, and they learned of the upcoming legislation from professional teaching organizations.

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3

Walker, Weston D. "Retention and attrition of Missouri agriculture teachers /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060155.

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4

Stucker, Marcus Hutchinson Sandy. "Missouri kindergarten teachers' perceptions of early childhood experiences". Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6621.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.

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5

Watson, Donald Ray. "The Missouri teacher workforce : a model of turnover /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988712.

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6

Rhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.

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7

Harrison, Barbara A. "Missouri secondary vocational education teachers' concerns regarding Internet adoption /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012975.

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8

Wutke, Michael A. "Missouri new-teacher attrition : why are they leaving the profession? /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164553.

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9

Widener, Becky J. "The influences of the Missouri Geographic Alliance on geography competence of students in Missouri public schools /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737856.

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10

Ko, Jang Wan. "Performance standards and labor market outcomes of postsecondary career and technical education in Missouri /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091938.

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11

Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction

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12

Al-Rusheidat, Jamal Moh'd. "An assessment of Missouri elementary and secondary teachers' perceptions of environmental issues /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9713215.

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13

Park, Hyeri Ahn. "Instructional use of the Internet by high school art teachers in Missouri /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091951.

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14

Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading". Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.

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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.
Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.

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15

Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.

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16

Laluvein, Jacqueline. "Parents and teachers talking : a 'community of practice'? : relationships between parents and teachers of children with special educational needs". Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10006691/.

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Viewing parents as partners within education is enshrined in legislation. Using dyadic case studies of parents and teachers, jointly involved with children "giving cause for concern", this thesis shows that relationships between parents and teachers, when involved in a collective social practice of a potentially conflictual and contradictory nature, are characterised by diverse agendas, expectations and priorities. In these cases, the parent-teacher interface functions as a critical meeting ground for dialogue and as a lens through which to view the dynamics of mutuality and reciprocity. Wenger's concept of the 'community of practice', deployed as an 'ideal model', functions as a template for examining parent-teacher relationships within a social theory of learning which sees learning as an expression of social participation. Membership of a 'community of practice' implies collaborative mutual engagement in a joint project where meaning and strategies are constructed through negotiation and where participation increases whilst exclusionary processes decrease. The research reveals a spectrum of non-linear relationships subject to differences in socio-economic status, gender, personality, situation, motivation and context. Given the non-linear nature of relationships, and the need for liaison and negotiation of meanings, can this theory, with its social rather than didactic approach to problem-solving, contribute to the improvement of school and teacher-parent focused educational decision-making situations which affect children's life chances? Schools are potential sites for shared practice. However despite the legislation and the rhetoric, many schools lack effective mechanisms and resources for facilitating the active participation of parents and children. This thesis explores themes in relation to linking special educational needs, parent-teacher relationships and the 'duty of care' to the 'community of practice' theory. It draws attention to implications for the construction of effective parent-teacher partnerships grounded in a broad conceptualisation of inclusion and democratic decision-making processes.

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17

Washer, Barton A. "The perceived effectiveness of Missouri's new Vocational Teacher Institute as an inservice and preservice activity for new trade, industrial, and health sciences instructors /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988710.

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18

Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.

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19

Mehlig, Lisa M. "Preparing preservice teachers to engage parents through assessment". Thesis, Northern Illinois University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567769.

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The purpose of this study is to determine the degree to which activities within an undergraduate teacher education course in classroom assessment prepared preservice teachers for engaging parents in their children's education. Research indicates that few preservice teachers enter their first classrooms prepared, specifically in the areas of complex tasks such as assessment and parent engagement. Moreover, sound practices in assessment and parent engagement have been demonstrated to have positive impact on student achievement. If designed appropriately, professional development activities for preservice teachers can develop their knowledge, skills, and professional efficacy to enhance student achievement. To address this, preservice teachers enrolled in a classroom assessment course in an elementary teacher education program in a Midwestern U.S. university were given a set of role-playing activities requiring them to consider and respond to typical assessment conversations teachers often have with parents. These role playing activities included (a) explaining to parents the instructional and assessment frameworks used to address the learning needs of students in a class, (b) discussing a recent change in performance with two parents (one whose child improved and one whose child declined), (c) resolving a complaint from a parent about a child's grade, and (d) explaining and interpreting a child's standardized achievement results with a parent. Through a secondary analysis of data, the degree to which these activities did, indeed, prepare the preservice teachers for engaging parents through assessment was studied. As such, a pre-post measure design was used to test whether the experimental group improved as compared to another section (control group) of the assessment class that did not participate in the role-playing activities. Results indicated that participants in the experimental group gained more knowledge about parent engagement and communicating with parents than the control group but did not change in efficacy as compared to the control. Coding and analysis of the preservice teachers' role-playing assignments demonstrated that most of them gained valuable skills in working with parents on assessment issues, and the preservice teachers in the experimental group endorsed the role-playing activities as being valuable for their education as teachers. Results are discussed in terms of possible implications for teacher education.

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20

Duggan, Vanessa. "Parents' and teachers' acceptability of conjoint behavioral consultation". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33282.

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The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.

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21

Bennion, Alice. "Continuity or change? : parents, teachers and primary schools". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019913/.

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22

Adams, Larry Lee. "Parents' and Teachers' Perception of an Alternative School". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5598.

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The alternative school in this case study has experienced resistance to the assignments the past few years. Present enrollment consists mostly of African American male students, whose parents complain about constant fighting, inadequate educational resources and the lack of class selections necessary for student academic progress. The purpose of this qualitative case study was to explore the perceptions of teachers and parents regarding academic information, and general information, they perceived have had the greatest impact on behavior, discipline, and achievement in the school environment. In addition, parents' primary concerns about student assignment to the alternative school were explored. Constructivist learning theory was used to guide the study and research questions addressed the perspectives of teachers and parents about best practices concerning the behavior and academic achievement problems among black males attending the school. Data collection included interviews with 20 past and present parents and 15 teachers selected using purposive sampling. Data analyses involved using Hatch's nine-step typology to code data and analyze for common themes. The results indicated that the alternative school has generally been successful in promoting student achievement and facilitating correct behaviors of assigned students. However, parents' views differed regarding with the school environment. To address these differences, a professional development project was developed that included working with teacher, parent and student perspectives regarding academics and behavior concerns that were affecting the functioning of the school. Positive social change might occur as stakeholders realize the return of alternative school students to the educational environment who have the potential to be productive members of the community.

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23

Johnson, Jacqueline Evans. "Do Parents Try to Bully Teachers Through Confrontation?" Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27695.

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The purpose of this study was to investigate the dynamics of bullying behaviors of parents towards teachers in the workplace-the school. The topic of parent bullying is under-researched, thus, this study seeks to address and examine the gap in the research. The target population of 130 teachers was taken from a Mid-Atlantic State in suburban Excellence High School . Teachers were provided a survey questionnaire to investigate the extent to which confrontational parents try to bully teachers. Teachers (117) served as respondents and used survey methodology to record their responses. An exploratory, descriptive and confirmatory analysis was used to answer the research questions posed. Specifically, this study sought to answer the following five questions: (1) What types of parent bullying behaviors at school do teachers experience? In what form and how often? (2) What consideration has been given to leaving the teaching profession after a parent-bullying episode? (3) What types of parent bullying behaviors are seen as subtle or blatant by teachers? (4) What triggers initiate a parent-bullying incident? (5) Do teachers' experiences of bullying parents vary according to age, gender, ethnicity, grade level and teaching experience? Nine types of parent behaviors and the demographic variables of teachers were compared which included the teacher's age, gender, ethnicity, number of years of teaching experience, and the teachers' current teaching level were compared. Face-to-face survey administration was used to collect the data. Statistical procedures were conducted and included: One Way ANOVA, Cronbach's Alpha Test for Reliability, and Chi Square . Frequency and percentages were calculated to determine the statistical significance of the findings. The findings indicated a statistical significance between physical assault and male teachers. Further, statistical significance was revealed between property vandalism and gender of teacher, ethnicity, and age variables. Teachers are more likely to be verbally abused by parents ho try to confront teachers. Bullying incidents most often occurred on the Internet, classroom, or school office. Triggers that caused confrontation that indicted statistical significance were: (1) student removal of a student from a sports team, (2) had homework issues, (3) showed low grades on a report card, (4) low scores on a test, and (5) low attendance rates. Teachers reported blatant, out in the open, and in your face behaviors to describe the bullying incident committed by parents. However, despite encountering incidents of bullying by parents, teachers did not consider leaving the profession. Almost half of the teachers surveyed reported experiencing some form of abuse directed toward them by a parent.
Ed. D.

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24

Williams, Ruthann Pierce Hutchinson Sandy. "Business and marketing teacher preparation in Missouri a study of characteristics and influencing factors /". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7010.

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Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.

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25

Matthews, Kristin W. "The relationships among middle level teachers' assessment practices, instructional leadership, and student achievement". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4748.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.

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26

Jorgenson, Evelyn Libbert. "Exploratory study of the teaching readiness of beginning adult basic education teachers in Missouri /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9821343.

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27

Eckert-Stewart, Sandra S. "Articulation among programs as perceived by Missouri vocational-technical education administrators /". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841281.

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28

Staley, Marsha L. "Barriers to the trainer-of-trainers' model as used by the Missouri Assessment program : one district's experience /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013027.

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29

Randell, Sara. "Parents, teachers, pupils : different contributions to understanding pupils' needs?" Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342709.

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30

Ockey, Teresa Lynn. "The Parents As Teachers Program And Kindergarten Literacy Readiness". Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2551.pdf.

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31

Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.

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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.

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32

Sedumedi, Susan Dimakatso. "Punishment in schools: perspectives of parents, teachers and pupils". Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002560.

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While some research has been done on the use of corporal punishment in South African schools, there is a dearth of research on other forms of punishment and little has been done to research the meaning of punishment. This study explores the meaning of punishment in a high school context and focuses on the different attitudes of parents, teachers and pupils, with a view to identifying, in particular, how they justify the use of punishment. A sample of 50 pupils, 30 teachers and 30 parents were selected for the study. Focus groups and a questionnaire with closed and open-ended questions were used to collect the data. The questionnaire was constructed to explore themes which emerged in the focus group discussions . Results were grouped into themes and arranged by tables , and the Chi-square test of statistical significance was used to analyze some of the data. The results show that the meaning and the approach to punishment is differently construed by participants. Parents construe punishment as an educative instrument and a disciplinary measure used for the good of pupils and the society. Teachers see it as a discip1inary measure, a strategy used for effective learning, and a negative stimulus used to inflict pain towards the goal of an orderly school environment. To pupils the punishment scene provides an opportunity for what they perceive as sadistic enjoyment and as something negative which is used by teachers to vent their own frustrations. Participants agree that clear, consensually agreed upon rules should be set to regulate school behaviour and that there should be clear and consensually agreed upon ways of ensuring that these rules are adhered to; and constructive ways of dealing with violation of these rules. The central concern seems to be to move away from a retributive, punitive mode of thinking about punishment, towards a purposeful one. The implications of the research findings are discussed in the context of existing literature in the area and in relation to policy development.

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33

Stephens, Shanda. "Latino Children's Kindergarten Entry: Views of Parents and Teachers". DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2651.

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This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.

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34

He, Yudan. "Primary school teachers' and parents' discipline strategies in China". Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/4708/.

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There is no doubt that the personal and social development of children is influenced by the schooling and parenting they receive in their daily lives both at home and at school. One central aspect, which underpins the process of schooling and parenting, is discipline. Discipline is a prevailing theme in educational research, and has been investigated for a long time in many countries throughout the world; however, there is little research reported to date that attempts to involve teachers, parents and pupils at the same time in a single study, either internationally or in the specific context of China. The main aim of the present study, therefore, is to investigate both teachers’ and parents’ discipline strategies in Chinese primary schools and families, with a particular focus on the shift in teachers’ and parents’ discipline strategies when children misbehaved for a second time in classroom or at home, and the difference between teachers and parents in their self-reported use of discipline strategies; and furthermore to explore how teachers and parents view each other’s discipline strategies, as well as pupils’ perceptions of their teachers’ and parents’ discipline strategies. The present study firstly conducted questionnaire research among 148 Chinese primary school teachers and 142 parents of Chinese primary school pupils. It then conducted interviews with 36 Chinese primary school teachers, 34 parents of Chinese primary school pupils, and 60 Chinese primary school pupils. The research findings clearly identified the dominance of non-aggressive discipline strategies among Chinese primary school teachers and parents. The discipline behaviours of both teachers and parents appeared to be affected by the occurrence of children’s misbehaviours. In addition, the personal attributes of teachers and parents (e.g. gender and age), as well as the pupils’ personal attributes (e.g. gender, age and usual behaviour) were also found to be influential for the teachers’ and parents’ choice of discipline behaviour. The interviewed teachers and parents expressed an understanding of most of the discipline behaviours that they reportedly used when pupils misbehaved, although they both expressed worries about the effectiveness of using similar discipline behaviours for dealing with children’s repeated misbehaviours. Interviewed pupils reported receiving more confrontational discipline behaviours than their teachers and parents admitted to using. Moreover, children seemed to believe that boys and girls should be disciplined in the same way at school, as pupils, but in different ways at home, as sons and daughters.

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35

VanDover, Teresa. "The development of a Missouri teacher beliefs scale for inclusive practices /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924936.

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36

O'Connor, Gavin C. "Internationalization of general education curriculum in Missouri community colleges a faculty perspective /". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4381.

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37

Scully, William M. "The implementation of recommended practices and school climate in Missouri middle schools /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164541.

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38

Lang, Sarah Naomi. "Relationships between Parents and Early Childhood Teachers: The Importance of Cocaring for Parents, Infants and Toddlers". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1417603242.

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39

Woodhouse, Shawn. "Faculty perceptions of the impact of affirmative action on employment practices in the University of Missouri System /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9951136.

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40

Schlueter, Donald Elmer. "A case study of the retirement portability for Missouri educators identifying and assessing the driving and restraining forces for policy change". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6006.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.

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41

Tabin, Yvonne Emilie. "Getting it together, instructional collaboration between students, parents and teachers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0024/NQ51925.pdf.

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42

Li, Linlin. "Parents and teachers' beliefs about preschool inclusion in P.R. China". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1487LinlinLi/umi-uncg-1487.pdf.

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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda L. Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 114-123).

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43

Jones, Shari 1963. "Teachers' efforts to recruit parents into the classroom as volunteers". Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278446.

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This study looked at parent involvement from the teachers' point of view. A survey of 73 teachers in one geographical area of a small city was undertaken to find out if teachers attempt to recruit parents as volunteers, how they recruit them, and the tasks that parent volunteers do. A comparison was made between primary grade teachers and intermediate grade teachers as well as between bilingual and non-bilingual teachers. The results indicate that most of the teachers involved in the study do attempt to recruit parent volunteers, they tend to use similar techniques, and they involve parents in a variety of tasks. A few differences were found between bilingual and non-bilingual teachers but the greatest surprise was that there were so few differences found between primary and intermediate level teachers.

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44

Eslea, Michael John. "Pupils, parents and teachers : building a united opposition to bullying". Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266832.

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45

Walker, Christi Nelson. "Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4338.

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The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index and adequate yearly progress on the Mississippi Curriculum Test, 2nd Edition. The purpose of this study was to examine whether parents' and teachers' perspectives regarding parental involvement and student achievement differed at the school. Epstein's theoretical framework was used as the basis for this quantitative study. Quantitative data from 250 parents and 28 teachers were gathered on the effectiveness of home-school collaboration for 4th through 8th-grade students. A t test was used to determine if there were significant differences in parents' and teachers' perspectives regarding parental involvement and student achievement. There was a statistically significant difference (p < .001) between parents' and teachers' perspectives, whereas the teachers' attitudes were higher regarding their general attitude of parental involvement, parental involvement practices, and parental responsibilities. Based on study findings, a 3-day professional development/training curriculum and materials project was developed to assist teachers at the school with developing strategies for increasing parental involvement and student achievement. This study could possibly contribute to positive social change by increasing teachers' understanding of parents' needs and enhancing their ability to effectively communicate with them, which may lead to more involvement by parents in their children's education and higher achievement by students.

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46

Cheairs, Sandra Elaine. "Perceptions of Parental Involvement Among Rural Parents, Teachers, and Administrators". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1255.

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Parents, teachers, and administrators have different perceptions of the importance and effects of parental involvement. A rural school district was experiencing low levels of parental involvement; therefore, to address that problem, the purpose of this concurrent mixed methods study was to explore the experiences and ideas of parents, teachers, and administrators related to parental involvement. The theoretical framework was based on Epstein's 6 types of parental involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating. Data were collected from parents (n=67), teachers (n=4), and administrators (n= 3) from 5 rural elementary schools. Instruments included Epstein's School and Family Partnership Survey and a qualitative questionnaire to examine the perceived effects of parental involvement. Descriptive analysis of the survey data indicated that parents wanted more communication from schools, ; teachers reported that active participation from parents is vital for student success, and administrators indicated the need to support both parents and teachers. Content analysis of the qualitative questionnaire determined common themes, indicating that frequent communication was an important factor in projecting student outcomes and future relationships within the learning community. The study contributes to positive social change by providing the local district with knowledge that supports parental involvement programs and provides ideas for improvement, which may ultimately improve student outcomes.

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47

Bratton, Edwin L. "Relationships among Missouri Secondary Vocational-Technical electronic programs success, teacher and curriculum characteristics /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924866.

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48

Pettit, Sandra. "The instructional practice selection process as perceived by communication arts teachers in Missouri public middle schools". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5964.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 28, 2007) Includes bibliographical references.

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49

Tolliver, David J. "Adult children and aging parents roles and responsibilities : a ministry project to elderly persons and the adult children of aging parents through Calvary Baptist Church, St. Louis, Missouri /". Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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50

Hemmerla, Paul S. "Factors related to the level of instructional use of computer based technology by Missouri secondary art teachers /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999297.

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