Developing Positive Parent Involvement in Indian Pre-School Programs through Appropriate Program Orientation.

Autor/in	King, Karen
Titel	Developing Positive Parent Involvement in Indian Pre-School Programs through Appropriate Program Orientation.
Quelle	(1992), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; American Indian Reservations; American Indians; Child Caregivers; Cultural Awareness; Cultural Isolation; Family School Relationship; High Risk Students; Multicultural Education; Orientation; Parent Education; Parent Participation; Parent Teacher Cooperation; Parent Workshops; Parenting Skills; Preschool Children; Preschool Curriculum; Preschool Education; Volunteers + Suchen Sie Ihr Suchwort? Indianerreservat; American Indian; Indianer; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Cultural identity; Kulturelle Identität; Problemschüler; Multikulturelle Erziehung; Orientierung; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternkurs; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Freiwilliger
Abstract	The goal of this practicum was to design an effective program orientation session for teachers and parents that would enhance parent involvement in an American Indian Head Start preschool program. Objectives were that: (1) a total of 90% of families and 100% of staff would attend a program orientation session; (2) a parent involvement activity idea book would be generated during the orientation session; and (3) half the families would volunteer twice a month for participation in the classrooms. Implications for continuation and duplication of the practicum are included. Results revealed that even though the objectives were not met, the program orientation session effectively enhanced parent involvement, particularly in terms of classroom activities, policy, and decision making. Factors that contributed to the failure to attain practicum objectives are discussed. Appended are 20 references and related materials. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC