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Articles 1 - 7 of 7
Full-Text Articles in Early Childhood Education
Sccs Tinley Cultural Relationships School Improvement Plan, Rebecca D. Rael
Sccs Tinley Cultural Relationships School Improvement Plan, Rebecca D. Rael
Master's Theses & Capstone Projects
This school improvement plan (SIP) aims to identify and implement tangible practices to welcome families of color to the SCCS Tinley Park Campus and create pathways for cultural discussions to begin and grow within the school community. The plan also includes lesson plan materials in the form of tips and guidelines for conversation starters, a list of notable living people of color, technology resources and books for teachers to use in the classroom as they model and scaffold multicultural relationship building amongst students. This SIP also seeks to answer the question “What are effective strategies for increasing parent engagement from …
‘I’M Trying To Tell You This Man Is Dangerous… And No One’S Listening’: Family Violence, Parent–School Engagement And School Complicity, Sue Saltmarsh, Eseta Tualaulelei, Kay Ayre
‘I’M Trying To Tell You This Man Is Dangerous… And No One’S Listening’: Family Violence, Parent–School Engagement And School Complicity, Sue Saltmarsh, Eseta Tualaulelei, Kay Ayre
Research outputs 2014 to 2021
© 2020, The Author(s). This paper presents a case study of one mother’s experience of engaging with her children’s schools after leaving a long-term relationship characterised by years of family violence perpetrated by the children’s father. We interviewed Bernadette as part of an ongoing study of parents’ experiences of school engagement during family separation and divorce. Her family circumstances and the role the children’s schools played in that story merit consideration by educators, school leaders and education policy makers. Informed by theories of everyday cultural practices and sociological studies of gendered power relations in education, we argue that gender politics …
Longitudinal And Geographic Trends In Family Engagement During The Pre-Kindergarten To Kindergarten Transition, Susan M. Sheridan, Natalie A. Koziol, Amanda Witte, Iheoma Iruka, Lisa Knoche
Longitudinal And Geographic Trends In Family Engagement During The Pre-Kindergarten To Kindergarten Transition, Susan M. Sheridan, Natalie A. Koziol, Amanda Witte, Iheoma Iruka, Lisa Knoche
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The transition to kindergarten is foundational for children’s future school performance and families’ relationships with the educational system. Despite its well-documented benefits, few studies have explored family engagement across the pre- Kindergarten (pre-K) to kindergarten transition nor considered the role of geographic context during this period. This study examined trajectories of family engagement across the pre-K to kindergarten transition, and identified whether engagement differs for families in rural versus urban settings. Participants were 248 parents of children who participated in publicly funded pre-K programs and transitioned 1 year later into kindergarten. Home-based involvement increased from pre-K through kindergarten. School-based involvement …
The Effect Of Seesaw Technology On Parent Engagement At Private Montessori Schools, Stephanie Kurnava, Jamie Sellhorn
The Effect Of Seesaw Technology On Parent Engagement At Private Montessori Schools, Stephanie Kurnava, Jamie Sellhorn
Masters of Arts in Education Action Research Papers
The researchers looked at how using Seesaw technology, in a six-week parent education intervention, would affect parent engagement with their children in learning at home as well as parent understanding of Montessori principles. The research participants were 31 parents and 2 teachers at two private, urban Montessori schools. Data was collected through pre and postintervention questionnaires, teacher logs of parent questions, and Seesaw usage data. Through the intervention, we saw parent knowledge of Montessori principles, parent engagement, parent efficacy, and parent confidence in Montessori education beyond preschool increase. Parents also enjoyed interacting with each other as a community of parents, …
Strategies To Support Parent Engagement During Home Visits In Early Head Start And Head Start, Lisa Knoche, Christine Marvin, Susan M. Sheridan
Strategies To Support Parent Engagement During Home Visits In Early Head Start And Head Start, Lisa Knoche, Christine Marvin, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. Thirty-two ECPs were recorded during home visits with young children and their families who were enrolled in Early Head Start and Head Start programming. Frequency of strategy use is reported, and strategy use is significantly correlated with rates of parent-ECP interactions during visits but not to parent-child interaction rates nor with overall quality ratings of parent-child engagement. ECPs’ overall success in promoting parent engagement was positively and significantly correlated with ECPs’ efforts to elicit parent observations …
Parent Engagement During Home Visits In Early Head Start And Head Start: Useful Strategies For Practitioners, Lisa Knoche, Christine Marvin, Susan M. Sheridan
Parent Engagement During Home Visits In Early Head Start And Head Start: Useful Strategies For Practitioners, Lisa Knoche, Christine Marvin, Susan M. Sheridan
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. In this study, we used video recordings to understand the ECP-parent interactions during Early Head Start and Head Start home visits. We coded the videos for the number of parent engagement strategies that were used by ECPs as well as the quality of parent engagement during visits, including the amount of parent-child interaction that took place during the visits. Findings have implications for the implementation of the Head Start Parent, Family and Community Engagement (PFCE) Framework, …
Recruiting, Engaging, And Retaining Low Income Parents In Community Parenting Programs: A Phenomenological Study, Jane Elyce Fuqua Glasgow
Recruiting, Engaging, And Retaining Low Income Parents In Community Parenting Programs: A Phenomenological Study, Jane Elyce Fuqua Glasgow
Theses and Dissertations in Early Childhood Education
This study examined factors that impact recruitment, engagement, and retention of low-income parents in community parenting programs. Using a traditional qualitative phenomenological approach, this research sought to develop an understanding of the difficulties that program providers often encounter in engaging low-income parents. Participants included program stakeholders (providers, policy-makers, and funders) and low-income parents with children under the age of five from urban areas. A series of focus groups were held in order to capture the voices and develop a textural description of the lived experiences of participants. Results revealed that a combination of factors impact engagement, including the important role …