Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |