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- All Subjects: Parent-teacher relationships
- Creators: Gorin, Joanna
- Creators: Mertler, Craig A.
- Member of: Theses and Dissertations
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
During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment).
The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level.
This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models.
Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews.
A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles.
The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level.
This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models.
Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews.
A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles.
ContributorsChamorro, Kevin Mark (Author) / Mertler, Craig A. (Thesis advisor) / Tovar, Andrea (Committee member) / Paredes, Maria (Committee member) / Arizona State University (Publisher)
Created2019