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- All Subjects: Parent-teacher relationships
- Creators: Bush, Vanessa
- Creators: McCoy, Kathleen M.
Description
ABSTRACT Epilepsy is a neurological condition that sometimes pervades all domains of an affected child's life. At school, three specific threats to the wellbeing of children with epilepsy exist: (1) seizure-related injuries, (2) academic problems, and (3) stigmatization. Unfortunately, educators frequently fail to take into account educationally-relevant epilepsy information when making important decisions. One possible explanation for this is that parents are not sharing such information with teachers. This study surveyed 16 parents of children with epilepsy in order to determine the rate at which they disclosed the epilepsy diagnoses to their children's teachers, as well as the difficulty with which they made the decision to disclose or withhold such information. In addition, the relationships between such disclosure and parent-participants' perceptions of the risks of epilepsy-related injuries, academic struggles, and stigmatization at school were examined. Results indicate that all participants disclosed their children's epilepsy diagnoses to their children's teachers, and most (69%) reported that making this decision was "very easy." There were no statistically significant associations between disclosure and any of three parental perception variables (perceptions of the threats of injury, academic problems, and stigmatization at school). Limitations, implications, and directions for future research are discussed.
ContributorsBush, Vanessa (Author) / Wodrich, David L (Committee member) / Blanchard, Jay (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to determine if social capital for parents in a low-income urban school would develop through structured or unstructured parent-teacher meetings. The parent-teacher meetings were developed to provide opportunities for parents and teachers to meet to build relationships and develop trust through teaching and learning how to support reading fluency and reading comprehension strategies. In order to build relationships between parents and teachers both parties need to trust one another. Trust is the foundation of relationships but before parties can trust one another, opportunities to form relationships need to be provided. In the case of parents and teachers, the study suggests that the parent-teacher meetings might be a starting point to provide opportunities to form trusting relationships. As parents and teachers work collaboratively to support the academic needs of the children, parents will increase their social capital and learn how to navigate the school system. The findings of the parent-teacher meetings showed that the perceptions of parents and teachers varied. The findings of the study did not display any noticeable differences in responses between the structured and unstructured group of participants. Parents appreciated meeting with teachers to learn how to support student learning at home and believed teachers were influential in the educational experience of their children. Teachers believed: parents want to support student learning at home, but lack academic skills; parents are the influential in the educational experience of the students; and parents are hesitant to ask school staff for help.
ContributorsHidalgo, Rosanna (Author) / McCoy, Kathleen M. (Thesis advisor) / Zehrbach, Gareth D (Committee member) / Cocchiarella, Martha A (Committee member) / Arizona State University (Publisher)
Created2013
Description
Preschool children with language delays often struggle to learn new concepts. Proven strategies such as modeling, prompting, reinforcing responses, direct teaching, and hands-on experience matter to young children with language delays. Also important are social interactions and shared experiences with more knowledgeable persons. Within a cultural context Funds of Knowledge, that is the talents, traditions, and abilities families possess and pass down to their children may be a context for these. However, despite their importance the value Funds of Knowledge have has not been explored with parents of children with special needs. This action research study used a mixed-methods design to understand if Funds of Knowledge could be used as context to improve communication between parents and their children and build trust between parents and a teacher. Seven families participated in the study. Quantitative data were gathered with surveys and were analyzed with descriptive statistics. Qualitative data consisted of transcripts from home-visit interviews, parent presentations, and a focus group, and were analyzed with a grounded theory approach. Results indicate parents entered the study with trust in the teacher especially in terms of having competence in her abilities. Data also show that parents used the language strategies provided to improve communication with their children. Data also indicate that the use of a Funds of Knowledge activity allowed parents to share their knowledge and interests with their children and children in the classroom, feel empowered, and express emotions. From these findings, implication for practice and further research are provided.
ContributorsGonzalez, Alissa Quintero (Author) / Zambo, Debby (Committee member) / Hansen, Cory (Committee member) / Villamil-Rubin, Aura (Committee member) / Arizona State University (Publisher)
Created2014