Week 7, Assignment 2: Blog Post
This
week’s assignment was to create an annotated bibliography. After researching
for 7 weeks about my research question I have gained a greater appreciation for
databases. Without them I would have been sitting in a library for hours
looking through books and articles. For this assignment I added two new
creditable sources to my annotated bibliography. I found Dr. Becky Bailey’s
book on my own personal book shelf. I was looking for ideas for what to say to
parents to get them excited about being involved in their child’s education. Her
book is written like a guide for parents and teachers to come together for what
is best for the child. The article that I used was titled, “Why do parents
become involved in their children’s education?” (Walker, Shenker,
Hoover-Oempsey 2010). This article contained several new ideas about my
research question. The framework that they used to guide their inquires was called
the Hoover-Dempsey and Sandler’s model of the parent involvement process. I
decided to research this model and print it for further reference. During my
research I have come upon references to the Bronfenbrenner’s ecological theory which
suggest that the child’s environment has direct influence on the child’s
development. For my final project I would like to get a better understanding of
this theory. The aspects of my research report that I hope will interest a wide
audience are suggestions for communication between parents, teachers and
children. Communication is the key to establishing trusting relationships with
parents. I also believe that learning about the families cultures will help
teachers enormously when attempting to form positive relationships with
parents.
My Research Question: How can teachers form
healthy relationships with parents that get them excited and actively involved
in their child’s education?
Bailey,
Becky (2003). There’s Got to Be another
Way: Discipline That Works for Parents
and
Teachers. Oviedo,
FL: Loving Guidance, Inc.
Dr.
Becky Bailey is an author and an inspirational speaker who encourages parents
and teachers to work together for what is best for the child. She has written
several books in regards to effective collaboration between parents and
teachers. Learning about the family’s culture is of upmost importance when
creating a parent, teacher and child bond. This book encourages parent and
teachers to learn new ways to work together to agree upon effective ways to provide
discipline and structure for children in the home and classroom. When parents
and teachers work together for the child, many behavioral concerns begin to
subside. This book provides exercises to practice that encourage children to
participate in effective ways in the home and classroom. Dr. Beck Bailey says,
“So, this book is a joyous journey from control to structure, from perfection
to acceptance, from resentment to forgiveness, from apathy to action and from
fear to love” (Bailey, 2003, p. viii).
Berk,
Laura E. (2001). Awakening Children’s Minds. Oxford, New York: Oxford
University Press.
Laura
Burk is a professor of Psychology at Illinois State University, with more than
30 years of experience with researching and teaching about early childhood
development. This book was written for the adults who are currently involved
with children ages 2 to 8 years old. Communication is the key to effectively
educate children to help them reach their full potential. Parent and teacher
communication is extremely important for the child’s educational success. Laura
Burk Says, “Early education marks the dawning of children’s capacity to
interact skillfully with others, to reflect on their own thinking, and to plan
and guide their own behavior”(Burk, 2001). When parents and teachers are able
to form healthy relationships and communicate about the child’s needs and
developments regularly they are more likely to help the child reach their
educational goals.
Bruckman,
Marlyn & Blanton, Priscilla W. (2003). Welfare-to-Work Single Mothers’
Perspective on Parent Involvement
in Head Start: Implications for Parent-Teacher Collaboration. Early Childhood Education Journal, 30(3),
145-150. Doi: 1082-3301/03/0300-0145/0
Marilyn
Bruckman works for the School of Family, Consumer, and Nutrition Sciences at
Northern Illinois University. Priscilla W. Blanton works for the department of
Child and Family Studies at the University of Tennessee. This article addresses
the parent involvement portion of the families Head Start experience. This
study was conducted to further the research of how the Head Start parent
involvement portion effects the way parents get involved in their child’s
education. The focus of this study was on how single mothers felt about the
program and how the communication with teachers affected their level of
participation in their child’s education. The type of involvement included,
extending classroom learning experiences with the home, classroom parent
volunteers, going on field trips with the class, taking leadership roles in the
Head Start Policy Council and attending monthly parent meetings. The article
says, “Research shows that parents respond positively to schools that are
intentional in their attempts to collaborate with them” (Bruckman, 2003, p.147).
Hindman,
Annemarie H., &Morrison, Frederick J. (2011). Family Involvement and
Educator Outreach in Head Start:
Nature, Extent, and Contributions to Early Literacy Skills. The Elementary School Journal, 111(3),
359-386. Doi: 10.1086/657651
Annemarie
Hindman is an assistant professor of curriculum, instruction, and technology in
education at Temple University in Philadelphia PA. Frederick J. Morrison is a
psychology professor at The University of Michigan. This article is about the
relations between parent involvement and the development of early literacy
skills in Head Start children. From this empirical study they have found that
parent involvement in the child’s education can increase the child’s levels of
literacy development and interest in books. The article says, “Head Start is
shaped by Bronfenbrenner’s ideas about the central roles that both teachers and
families play in child development; as such, a cornerstone of the program is
outreach to families to encourage their involvement in children’s learning and
schooling” (Hindman, 2011, p.360). This quote has sparked my interest to do
more research on Bronfenbrenner’s ideas about parent involvement and how he got
involved with Head Start.
Petrie,
Jessica T. & Holloway, Susan D. (2006). Mothers’ Representations of the
Role of
Jessica
T. Petrie received her PH.D. in Human Development from the University of California,
Berkeley. Susan D. Holloway is a faculty member in the School of Education at
the University of California, Berkeley. This article is about a study involving
mothers of preschoolers and how they feel about their role in their child’s
education. The study took place in San Francisco involving 185 mothers form 21
public preschools. Out of the 185 surveys filled out, 16 of the mothers agreed
to be interviewed for further study. The mother’s beliefs’ about their self efficiency
were split into two groups’ high self-efficiency beliefs’ verses low self-efficiency
beliefs’. They were also categorized by working class mother’s verses middle
class mothers. The study found that many of the working class parents checked
in with the teachers informally to get advice on discipline for their child.
They also discovered that the working class mothers responded to the teacher’s
advice more often than the middle class mothers. The conclusion of the article
states that, “Learning more about the areas in which mothers feel confident and
those where they lack confidence is key to understanding and supporting their
parent involvement efforts” (Petrie, 2006, p. 9).
Walker,
Joan M.T., Shenker, Susan S. & Hoover-Oempsey, Kathleen V. (2010). Why Do
Parents Become Involved in Their
Children’s Education? Professional School
Counseling, 14(1), 27-41. Doi: 10.1096/24095462956
Joan
M.T. Walker is an associate professor at the School of Education, Pace
University in Pleasantville, NT. Susan S. Shenker is the assistant professor in
the Department of Counseling and Development at Long Island University in
Brookville, NT. Kathelln V. Hoover-Oempsey is associate professor in the
Department of Psychology & Human Development at Vanderbilt University in
Nashville, TN. This article is about the direct connections that parent
involvement has on the child’s ability to form positive personal goals and
motivations in their education. Parent modeling is a key factor for influencing
children to become motivated to take an active role in their own education.
Parents can encourage their children to do homework and get good grades but
without positive modeling the children may never develop the positive beliefs
of participating in their own educational goals. The focus of this study was on
how school counselors can encourage the positive bonds between the teachers and
families in the upper grads but it is also true for preschool. This article
focuses on how teacher’s invitations to parents can encourage active parental
involvement and in turn encourages children to be an active participant in
their own education. The research was guided by the Hoover-Dempsey and Sadler’s
model of the parental involvement process which has guided me to learn more
about this model.
