Research project ppt

1. Done by:
Maryam Khawaja Shaikh
Manar Hasan Jasim
Khlood Subhi Al-Fodhala

2. 1 . Description
2 . Methods
3 . Results
4 . Conclusion

3. Type of Research: Quantitative (Survey) and
Qualitative (Descriptive Studies).
Researchers: Elizabeth Graue and Christopher P.
Brown.
Research Question: What do teacher educators
need to know about the idea prospective
teachers bring into their education to support
interaction with families?
Purpose: to make our curriculum more
responsive to the experiences and beliefs of our
students. With a commitment to supporting more
equitable relationships between parents and
teachers, we wanted to help prospective
teachers see parents as collaborative in
education who had much to contribute.
Sample: 130 newly admitted undergraduate
teacher education students at a large public
university in the Midwestern United States in
2001 (75 students in the elementary program
and 55 students in secondary program).
Methods: Survey.

4. Increasing parent connections to school will
result in higher academic achievement,
improved attendance, and better grade for
students, more positive attitudes for parents
and students improved parent's satisfaction
and reduce parental stereotyping by
teachers.

5. 130 admitted undergraduate teacher
education students at large public university
in the Mid Western United States in the fall
of 2001.Those teachers must have completed
at least two years of general studies in the
university. They surveyed 75 students in the
elementary program and 55 students in the
secondary programs during a core course in
the first month of their professional
sequence.

6. This survey is part of a broader project examining
student’s developments of beliefs about home-school
relation during a teacher education program.
This broader project includes surveys across the five
semesters of their professional program, analyses of
course syllabi, interviews with instructors and
interviews with a small sample of prospective
teachers as they make their way through the
program. We report only the results of the first
semester survey in this research.

7. ** They designed a study that would provide descriptive
examination of incoming teacher education student’s
conceptions of home-school relations, balancing attention to
the large number of students in our programs with the
complex challenge of understanding belief and experience.
** The survey research provide a window on the belief and
memories of approximately 130 students as they begin
their teacher education programs.

8. • Is designed to assess the beliefs, memories, and proposed
practice of prospective teachers to illuminate the social and
cultural understandings teachers bring to their professional
education.
• The items on parental and teacher knowledge and ascription
of levels involvement for various cultural and social sub
groups of parents were derived from interpretive scholarship.
The survey had a total of 90 items -87 ratings and 3 open
response- and took an average of 20 min for students to
complete.

9. 1- Gender.
2- Race/Ethnicity.
3- Date of birth.
4- Mother’s highest level of education.
5- Childhood community.
6- Parental status.

10.  Parenting: Assistance with parenting skills,
development, and educational home
environment.
Communicating: Fostering home-to-school and
school-to-communication about programs and
students progress.
Volunteering: Coordinating recruitment,
support, and scheduling of families to work at
school or other location to support student
learning.

11.  Learning at home: Developing activities to
promote home-based learning.
 Decision making: Involving families in school
decision making and governance.
Collaboration: Coordinating community
actors to support school programs and
student learning.

12. 1- What memories do prospective teachers hold of their
own family’s school involvement?
2- How do they conceptualize the knowledge and roles of
parents and teachers in education?
3- How do they anticipate that they will involve families in
their own teaching?
** Survey of teachers indicate that elementary schools are
more likely to have stronger positive programs of parents
involvement that secondary schools.

13. 1- Past as a foundation for the present.
•Parents can spend time in a classroom they can see how
their kids and others socially interact.
• Also, parents should ask daily how school was, what they
learned and what happened.

14. 2- Who knows what?
•Parents must know about what is going in their child's school for
example they must know what kinds of home works that school
give to their child.
•parents must know about their child's relation with their teachers
and other students. And they must encourage and motivate their
child to learn, achieve, and to be successful.
•Parents must ask for equal treatment for all students and equal
opportunities.
•Teachers must know what is going in her/his students lives for
example they have problems in their lives so teacher can
encourage her/his students to learn in the class and forget what is
going in the home.

15. 3- Expectations of involvement.
•All parents must be involved in their child's education without
seeing their gender, education and qualifications, culture,
work status, and family structure.
•Also parents must be involved through helping in doing home
works, asking about what is going in the school, and
participating in school activities.
•There are some parents who don't give time for their child
and they said that they are not interested in it and they are so
busy or maybe they said that school must think first about our
demand then we will involve for example they ask school to
give her/his child special care, so they don’t motivate their
child to learn effectively so s/he will not do well at school and
not be a successful person.

16. 4- Into the future.
• In the future teachers must develop this
kind of involvement because they think that
it help students to get higher grade so they
can graduate a good persons for the future
who can develop their countries.

17. •The authors advocated greater attention to families in
teacher education; because it is the only way we can see
to make the relationships more equitable.
•Capitalizing on the interpretive scholarship that shown
that opportunities are available to only certain groups.
•Focusing on teaching as a responsive act, one that
requires knowledge and respect for the skills and
competencies of those being taught.
•If students are located within key family relationships,
responding to families is part of teaching.
•the aim of suggestions is to helping prospective teachers
to understand the rich potentials inherent in school-home
relations.
•The suggestions are based on both the result of survey
and previous scholarship.

18. •Prospective teacher come to their professional education with well-developed notions
of the interactions that families should have with school.
•They have lived a life that included family interaction with educators.
•have a developing conceptualization of how home and school might productive interact.
•Personal understanding of potential roles for parents were quite traditional, with
moderate support of school agendas and limited collaboration.
•Parents knowledge was long term, individual, biased and familial while teacher
knowledge was professional, unbiased and based on experience with large number of
children.
•Few parents were seen as likely to be uninvolved, primarily those who lacked the
resources of time, money, or language.
•Respondents worried about two kinds of parents those who cared too much and asker
for more attention than was equitable for their children those who cared too little,
refusing to provide support.
•Prospective teacher were much more likely to do school based activities such as holding
parent teacher conferences or calling home than they were to reach out into the
community by holding out of school family get togethers or do some visits.
•Teacher attitudes are strongly related to teacher activity with families.

19. They concluded that prospective teachers come to their
professional education with well-developed notions of the
interactions that families should have with schools.
Their ascription of parent and teacher knowledge could be
described as either complementary or conflicting with very
little overlap for the two groups. Parent knowledge was
long term, individual, biased and familial while teacher
knowledge was professional, un-biased and based on
experience with large number of children.

20. ** what do we miss by giving lip service to
parental roles in education but not working
systematically to foster those roles in teacher
education? Teachers are losing key
opportunities for support, knowledge, and
collaboration by holding parents at arms’
length.