Community-Building in a Diverse Setting

Rule, Audrey C.; Kyle, Patricia

doi:10.1007/s10643-008-0290-z

Cited by 7 publications

(4 citation statements)

References 18 publications

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“…Some parents highlight that the school's protocol of welcoming parents has a significant impact on their involvement. In their study on engaging parents, Rule and Kyle show that the school environment and the interactions between parents are other factors restricting parents' involvement in the school [72]. The authors suggest that communication between school faculty and staff needs to be enhanced to involve more parents in the school.…”

Section: Challenges and Limitations Of Parental Involvementmentioning

confidence: 99%

Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System

2021

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The interaction avenues, levels, and impacts between parents, schools and teachers have changed drastically due to the ever-increasing responsibilities, frequent and rapid changes in the curriculum, the invasive dominance of the internet and digital media in the lives of all stakeholders, and the digitization of learning materials, to name a few. This pilot study follows a design-thinking approach to investigate the current practices, needs, and challenges of parental involvement in public schools in Qatar to improve student achievements towards sustainable living and habits by identifying problems, developing solutions, and improving student achievement in conjunction with all local and relevant stakeholders. To this end, building on extensive and comparative studies on theories, models, and best practices within and outside the selected domain, a qualitative study is conducted to obtain insight from local teachers and parents in preparatory public schools. The grounded theory method is employed to analyze the data via the qualitative coding technique. The results indicate that parental involvement practices in Qatar public schools occur in different forms, including home-based and school-based learning. Furthermore, while almost all parents recognize the significance of parental involvement and show a high level of interest in being on the ‘Board of Trustees’, in reality, very few participate or volunteer in school activities, and they rarely visit classrooms or interact with teachers or schools, mainly due to their increasing job-related commitments. In addition, the majority of parents indicate the need for additional flexibility in communication with the school to increase their involvement. Meanwhile, the teachers highlight the significant lack of parental involvement in understanding, overcoming and improving student achievement in both academic subjects and sustainable living habits and actions. The study outlines a few key suggestions to overcome these challenges and improve the parent-teacher-school (PTS) partnership, including offering mandatory parenting classes, developing and implementing effective communication mechanisms to facilitate parent-school interactions, and involving parents in decision-making process relating to their children and other school-related activities. Despite the sampling limitation, this study’s findings represent a starting point for understanding the needs of PTS partnerships, current practices of parental involvement, and mechanisms to improve their contribution to Qatar’s schools.

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Section: Challenges and Limitations Of Parental Involvementmentioning

confidence: 99%

Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System

2021

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“…Domestic and international studies suggest a positive correlation between increased relatedness and student achievement (Dee, 2004;Goddard, Tschannen-Moran, & Hoy, 2001;Goddard, Salloum, & Berebitsky, 2009;Jang et al, 2009;Musial, 1986;Roessingh, 2006;Sahlberg, 2007;Wentzel, 1991). Montessori's writings, as well as articles written by current Montessorians, detail and illustrate the importance of building relational trust to create an authentic Montessori learning environment (Coe, 1996;Enright, Schaefer, Schaefer, & Schaefer, 2008;Gillespie, 1994;Montessori, 1973;Rule & Kyle, 2009). Teacher care was felt strongest when teachers supported learning through oneon-one help, creation of homework contracts, afterschool tutoring, and test retakes.…”

Section: Implications For Educators Of Middle School Studentsmentioning

confidence: 99%

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Johnston

2016

JoMR

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Abstract. This study examined the influence of enrollment in a Montessori adolescent program on the development of self-determination. The study focused on seventh-grade students. Student feelings of self-determination were recorded through three cycles of interviews throughout the year to capture the change, if any, in feelings of self-determination. Bounded by selfdetermination and student-voice theory, this research was designed to give voice to students, add to the discourse on middle-school reform, and provide the perspective of the student.Based on the analysis of narratives, the major themes indicated the feelings of autonomy, competence, and relatedness that were most prevalent. The study suggests ways in which Montessori adolescent programs support students and in which other middle-level schools can support students. Literature ReviewThe design of the Montessori adolescent program was based on the notes and transcripts from a lecture series in which Maria Montessori coined the term erdkinder-child of the land. She used the term to describe the child in the third plane of development defined as ages 12 to 18. She also used erdkinder to refer to the adolescent learning environment (Montessori, 1967). She believed that the upheaval of this stage was a special time during which the spiritual embryo of the child could awaken. The adolescent program was a place to nurture older children's intellectual, psychological, and emotional development, where children could be liberated through education within a community of caring adults and peers (Montessori, 1967). Choice, working toward mastery, and building community-all hallmarks of Montessori philosophy and methodology-are the foundation upon which autonomy, competence, and relatedness are developed.Autonomy, competence, and relatedness are the three constructs of self-determination theory (SDT), a subtheory of human motivation developed in 1985 by Deci and Ryan. This work defined selfdetermination as the feeling of control over one's destiny. International studies showed that when the needs to develop autonomy, competence, and relatedness were supported, individuals felt in control of their destiny, motivating them to achieve their goals.Supports for these needs are embedded in the adolescent program as described by Montessori (Montessori, 1964(Montessori, , 1972b(Montessori, , 1973. The present study sought to capture the experiences of seventh-grade

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“…Team interactions among all stakeholders, including parents, that acknowledge values and beliefs, systems of communication, and cultural group identity are more likely to enhance success for individuals from culturally and linguistically diverse backgrounds (Ford & Vakil, 2009). Including families in education not only strengthens teachers' cultural competency but also has a positive impact on ELs themselves (Rule & Kyle, 2009;Smith & Sheridan, 2019).…”

Section: Introductionmentioning

confidence: 99%

Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms

Vakil

Byrd

Smolen

2023

JISTE

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Parents of English learners (ELs) must navigate new waters as their children enter schools in the US. These families are wonderful resources for their students’ education, but they may not know the norms of the new educational environment. Educators in the US tend to want parents to be involved in schools but feel that these families are distant. To bridge the gap of understanding between these groups, a survey was created and administered to 90 parents of ELs. The survey aimed to discover how parents of ELs supported their children’s learning at home and in the community. The findings were used to inform teachers about how parents of ELs view their children’s education with the goal of producing optimal collaboration between parents and teachers to promote EL students’ success. The results showed that parents were involved in ways that can be enlightening to both teachers and teacher educators.

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Community-Building in a Diverse Setting

Cited by 7 publications

References 18 publications

Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System

Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System

Examining Montessori Middle School through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents

Making Connections with Parents of English Learners: Promoting Culturally and Linguistically Diverse Classrooms

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