“When You Do Your Best, There's Someone to Encourage You”: Adolescents' Views of Family Literacy

Abstract

Despite the fact that adolescents benefit from caring adults that participate in their child's education, involvement of families decreases incrementally as students progress to higher grades. Through conversations and observations with students, I have examined how students' perceive these points within a poetry program that was developed for families to participate in various ways at the school. The question my research attempts to answer is: How do students' attitudes, actions, and feelings affect their families' participation in a oetry program designed to improve family involvement? In this study, students' attitudes and beliefs fell into three categories: 1. Students who wanted their families involved, 2. Students who blocked involvement between the school and their families because of perceptions of stress levels and time constraints of their parents, and 3. Students who actively kept their families from coming because of the personal nature of their poetry. تلخيص البحث: بالرغم من الواقع أن المراهقين يستفيدون من الكبار المهتمين بالمشاركة في تعليم أولادهم فيخفف انشغال العائلة تدريجياً مع تقدم الطلاب إلى الصفوف العليا. ومن خلال المحادثات مع الطلاب ومراقبتهم، أنا قد فحصت كيف ينظر الطلاب إلى هذه النقاط في برنامج شعر تم تصميمه للعائلات التي تريد المشاركة في طرق متنوعة في المدرسة. والسؤال الذي يحاول بحثي إلى إجابة عنه هو: كيف تؤثر مزاج الطلاب وتصرفاتهم ومشاعرهم مشاركة عائلتهم في برنامج شعر مصمم لتحسين انشغال العائلة؟ وفي هذه الدراسة تندرج مزاج الطلاب واعتقاداتهم تحت ثلاثة أصناف: (1 الطلاب الذين أرادوا مشاركة العائلة و(2 الطلاب الذين منعوا المشاركة بين المدرسة والعائلة بسبب وجهات النظر لمستويات التوتر ولتقييدات الوقت و(3 الطلاب الذين حاولوا بشكل فعال إلى منع حضور العائلة بسبب طبيعة شعرهم الشخصية. 家长关心并参与他们子女的教育，青少年学生因此而获得裨益。虽然如此，这种家庭参与随着学生升读较高年级而递减。作者在一个为促进家庭参与子女校内学习活动而发展的诗歌教学计划中，透过与学生对话和观察，考查学生对家庭参与学生教育的看法。本研究尝试回答的问题是：学生在态度、行为及情绪上如何影响他们的家人参与此项为促进家庭参与而设计的诗歌教学计划。研究结果显示，学生的态度与信念可分为三类：(1)学生需要他们家人的参与，(2) 由于学生理解父母所承受的压力程度与时间限制，因而阻止学校与家庭之间的共同参与，(3) 由于学生的诗歌有私人性质的内容，因而设法阻止他们家人的参与。 En dépit du fait que les adolescents bénéficient d'adultes qui participent à leur éducation, l'implication des familles décroît progressivement au fur et à mesure que les élèves passent d'une année à l'autre. Partant de conversations avec des élèves et d'observations de ceux‐ci, j'ai examiné comment les élèves perçoivent cette question dans le cadre d'un programme de poésie qui avait été développé afin de faire participer les familles à l'école d'une autre façon. La question à laquelle ma recherche essaie de répondre est: comment les attitudes, les actions, et les sentiments des élèves affectent‐ils la participation des familles dans un programme de poésie planifié afin de développer l'investissement des familles ? Dans cette étude, les attitudes et les croyances des élèves se répartissent en trois catégories: 1. Les élèves qui souhaitent que leur famille s'implique, 2. Les élèves qui bloquent le lien entre l'école et leur famille à cause de leur perception du niveau de stress et des contraintes temporelles de leurs parents, et 3. Les élèves qu...

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Analyzing Epistemological Considerations Related to Diversity: An Integrative Critical Literature Review of Family Literacy Scholarship

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“That's my worst nightmare”: poetry and trauma in the middle school classroom

“…Poetry has been incorporated into classrooms to link families, schools and communities (Wiseman, 2009) and to create opportunities for students to take on identities as "creative, caring, and critical intellectuals" (Reyes, 2006). Poetry has been incorporated into classrooms to link families, schools and communities (Wiseman, 2009) and to create opportunities for students to take on identities as "creative, caring, and critical intellectuals" (Reyes, 2006).…”

“…As literacy researchers, we have both pursued inquiries into the potential and the possibility of poetry within classrooms (Wiseman, 2007(Wiseman, , 2009Wissman, 2007Wissman, , 2009. In sharing insights with each other about our research, we were both struck by how students across our studies told family narratives that pushed against idealized notions of a conflictfree, two-parent family, and instead recounted those of arguments, deaths and abuse.…”