Browsing by Subject "parent involvement"
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Item Connect [Winter 2010](University of Minnesota: College of Education and Human Development, 2010-03) University of Minnesota: College of Education and Human DevelopmentCome together: Collective leadership brings parents to the principal’s office. Steering higher education: Alumni Ngoh-Tiong Tan, Mary Brabeck, David Pearson, Kate Steffens, Rich Wagner, and Thomas Jandris take the helm of top universities. The long view: New Dean Jean Quam plans for the college through 2020 and beyond. Making leaders: Innovative programs help undergraduates forge their own paths. A winding path: Doctoral student Kristi Kremers represents all graduate students. Empowering teachers: Through mentoring and coaching, classroom educators shape schools.Item Hmong American Children's Perceptions of Parents' Influence on Their Education(2018-05) St. Charles, JordanPrevious research on children’s academic outcomes has often highlighted parent involvement behaviors as key predictors of students’ academic outcomes, but previous research has typically neglected Hmong American children. Using a sample of N = 423 Hmong American elementary students from Hmong-focused charter schools, the present study seeks to understand the ways in which various parent involvement behaviors (including parent involvement in schooling at home, parent involvement in schooling at school, and parent communication about the importance of education) relate to these students’ perceived academic abilities in reading and math. The present study also investigates whether or not students’ English proficiency moderates these relationships. Findings from regression analyses indicate that English proficiency is the strongest predictor of students’ perceived math and reading abilities. Parent involvement in schooling at school also significantly predicts students’ perceived abilities in both content areas, and parent communication about the importance of education significantly predicts students’ perceived abilities in math but not reading. Parent involvement in schooling at home was not a significant predictor of outcome. Implications for practice and future research are discussed.Item The Relation between Parent Involvement and the Development of Kindergarten Self-Regulation and Literacy Skills(2018-01) Hays, Amber S.Since the turn of this century, improving school readiness for young children has been a central tenet of research, practice, and public policy at the local, state, and national levels (Blair, 2002; Boethel, 2004; Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; Konald & Pianta, 2005; Nores, Belfled, Barnett, & Schweinhart, 2005; Rolnick & Grunewald, 2003; Shonkoff & Phillips, 2000; Snow, 2006; Zigler & Hall, 2000). At the same time, the academic and behavioral expectations for young children in kindergarten have skyrocketed (Bassok & Latham, 2017). Thus, it comes as no surprise that a plethora of early childhood programs supporting the development of behavioral self-regulation are currently under development and evaluation (e.g., Bierman et al., 2008; Bodrova & Leong, 2007; Raver et al., 2008). The most promising of these programs target social and emotional competence, classroom quality, and parent scaffolding support for learning. Yet, very little is known about self-regulation development after the transition to formal schooling or how to promote growth in academic-focused kindergarten programs. The present study explores relations between parent involvement, one potential method, and growth in literacy and self-regulation skills. Thirty-seven kindergarten children were recruited from six classrooms in a rural consolidated school district. Direct assessments of literacy skills and self-regulation skills were collected in the fall and spring. Teachers reported on children’s self-regulated learning behavior in the winter. Parents reported on their involvement in education as well as several demographic characteristics. Multiple linear regression analyses were used to examine the relation between parent involvement and growth in literacy and self-regulation skills after controlling for relevant demographic variables and school readiness skills. Results indicated that parent involvement was not a significant predictor of either spring outcome. In addition, self-regulated learning was not significantly associated with spring literacy or self-regulation skills and could not be explored as a potential mediator. Instead, school readiness skills remained the most robust predictors of success in kindergarten. Implications for future research are discussed.