Building Family Partnerships: The Journey from Preservice Preparation to Classroom Practice

Autor/in	Zygmunt-Fillwalk, Eva
Titel	Building Family Partnerships: The Journey from Preservice Preparation to Classroom Practice
Quelle	In: Journal of Early Childhood Teacher Education, 32 (2011) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Family Involvement; Teaching Methods; Undergraduate Study; Elementary School Teachers; Preschool Teachers; Program Effectiveness; Comparative Analysis; Family School Relationship; Community Relations; Parent Teacher Cooperation; Surveys; Teacher Education Programs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Survey; Umfrage; Befragung
Abstract	This study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Sixty students were surveyed using the Peabody Family Involvement Survey (Katz & Bauch, 1999), with a treatment group (n = 21) having taken the course, and a control group (n = 39) who did not, in order to both quantify and qualify a difference in practices based on preservice preparation. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group. Treatment group members articulated a theoretical and practical understanding of the benefits of family involvement. They emphasized importance of collaboration between home and school, while control group members expressed frequent antagonism and ambivalence toward families. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10