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Purpose Of A Qualitative Study

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Chapter 1

Problem Statement
Research (Semke & Sheridan, 2012) is indicative that active parental involvement in a child’s educational advancement has continuing, powerful effects. The lack of parental involvement is one of the most prevalent problems facing public schools, especially in rural American with evidence of extreme poverty (Semke & Sheridan, 2012). With proliferating accountability, educators are challenged to overcome inequalities that are evident because of parents taking a participatory role in their child’s education. The problem is that this study will address the facilitation of parental involvement, define barriers created by poverty, and suggest methodologies for decreasing academic learning disparities among students in …show more content…

Parents and educators were asked to communicate the mindset of parental involvement and perceived barriers that inhibit parents from becoming stakeholders in the school climate and taking a participatory role in their child’s education. The significance of this study is to characterize hindrances and impediments averting parents from participating in the education process as a method for reducing the learning gaps displayed among student’s enrolled in grades K-12. This study will help identify and cultivate strategies for connecting schools, families, and communities on building respectful and trusting relationships among the school, staff, and families which are effective in creating and sustaining sound connections among key stakeholders, including families that begins with positive, momentous relationships. (Howland, Anderson, Smiley & Abbott, …show more content…

In fact, a high degree of consistency exists with regard to several key points. First, family contributions to student achievement are critical throughout the education process. Additionally, efforts to improve and sustain academic achievement of the student are generally more effective and long-term when parents are involved. Second, parent involvement in school encourages and promotes student success and longevity. Third, families, school, and community stakeholders all contribute to student achievement and success and can have a significant, lasting impact when working collaboratively. Historically, research has validated students with a family support system achieve greater academic success. A child’s first learning experience begins with the parents as the first teacher and the home as the first classroom (Anfara & Mertens, 2008). Therefore, parental involvement has a strong impact on the success of students’ achievement in a structured, supportive learning environment. Individuals who are actively involved in a child’s education may comprise of biological parents, grandparents, extended family, legal guardians, or older siblings (DeCastro-Ambrosetti, & Cho,

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Harpo Allen’s current culture and climate is one of “you stay on your side of the property line, and I will stay on mine”. Parents must feel welcomed and needed when they walk into the doors of the school or classrooms. If parents do not feel valued, or are made to feel less than adequate, they will not make an effort to participate, and to be honest, why should they? It is critical that Principal Allen and his staff begin to reshape the perceptions of the parents and begin to treat the parent/student/teacher dynamic as a partnership. Programs should be implemented both related to social aspect of school as well academic aspect in which parents are invited to come in and participate in a non-threatening environment.

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Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.

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One strategy to help parents would be to conduct a workshop, or multiple session workshops, for parents in help them learn how to participate in their children’s learning process. It is also stated that schools must empower parents who may feel “less useful in school work due to lack of formal literacy skills” (Njeru, 2015). Many parents in low SES communities do not have the skills to work with their children at home. Classes should be held in order to teach the skills that parents need. Once parents are given the training that they need they can help their students succeed.

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The reason children’s interests in education have plummeted are because of the parents. Barber explains, “And parents will have to be drawn in not just because they have rights or because they are politically potent but because they have responsibilities and their children are unlikely to learn without parental engagement.” (Barber, 2014 p. 217) Parents need to engage with their children. Nowadays kids do their own things, and parents do not care or know about their children’s life.

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In order to encourage parents to participate in this way, schools need to improve communication across linguistic and cultural barriers. Schools can create organizational structures to help parents participate in schools. Schools can hire an intermediary such as a bilingual liaison who can can make Latino parents aware of the power structure of US schools and provide linguistic support to help them navigate it. In the US, parents play important role in students’ education, so it is important to develop relationships with parents (Quiocho & Daoud, 2006; Zarate, 2007).

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America’s school system is lacking in what it can offer its students. The inequality in our society causes lower income families to be treated less than someone of higher class. Unfortunately, this difference in status means a difference in the education a child would receice. Even though there are programs, grants, and other sources of help for these children, why are there still children struggling to gain such a basic need? The educational structure is varied from state to state and country to country.

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Looking at the city and the crime that has occurred in the city will take some practical research. Research serves a multitude of purposes and in law enforcement it is constantly used to evaluate and re-evaluate areas and situations. The purpose right now is to identify, by using research, where the city’s highest crime rates are so adequate personnel can be strategically assigned to those problem areas. In order to do this, the purposes of research need to be looked at and understood so the correct method of research can be used for this particular task. Four different purposes of research exist, and for some studies it may take more than one to explore the problem, but it is useful to examine them separately because each has different implications

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CHAPTER 3: METHODOLOGY A. Philosophical Worldview The researchers will utilize the constructivist philosophical worldview since it understands the concerns of the elderly women as they experience being placed in Homes for the Aged. Social constructivists believe that individuals seek understanding of the world in which they live and work. Individuals develop subjective meanings of their experiences — meanings directed toward certain objects or things (Creswell, 2013). B. Research Design For this study, the researchers will utilize a qualitative research design because the scope of this type of research is in line with the researcher’s aim to find out what experiences an elderly woman living in Home for the Aged usually encounters .

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According to the data developed from the ECLS, the more important factor in determining a child’s success on a standardized test is what a parent is. In my opinion, this does not mean that all parents who try to make education first fail. It means that parents who are more educated or have more resources are able to give their children. I believe this is a strange conclusion because what a parent is reflects what a parent does usually. This chapter discusses how a child’s environment is not a direct correlation to their success.

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Section B 1.Purpose of the study: What was the aim of the research study? The aims of the Quality of life after percutaneous coronary intervention research study were to assess the holistic quality of life of patients who have undergone percutaneous coronary intervention and to also identify the significant dissimilarities in quality of life among the subgroups of patients by their demographic characteristics and perceived cardiac risk factors. (Cassar & Baldacchino, 2012) 2.Research design: What type of quantitative/qualitative methodology was used?

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We can notice students ' academic achievement are increasing when parents involve in the education of their children (Ramirez, 2003). On the other hand, some parents do not make any effort to help their children at home although "the family is the most influential context for learning" (Copple & Bredekamp, 2009). Maybe they think teachers have a better understanding of how to educate their children, therefore they avoid of becoming involved in the classroom or talking with teachers too much. As Latino parents mention that, we have to help our children in every way possible.

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Purpose of the Study The purpose of this qualitative study is to examine the effectiveness of [present-day Learning Assistance Centers within the California Community College system] through an [Activity Theory] lens, to investigate what [factors increase associate-level college student comprehension and retention levels] through the implementation of a [technology-based pedagogy]. A qualitative study, based on Activity Theory, could suggest ways to improve or redesign current Learning Assistance Centers within the California Community College system. Introduction The following chapter serves as a review of literature related to the topic of discovering ways learning assistance centers (LACs) contribute to student academic success from an

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the family plays a big impact on the motivation of the student because if there are family problems in their family, it will most probably make the student have less good grades and on a long-time period, the student has no motivation. The support of the family for the student at school is more than very important for

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Dietz(1997) argued that when a school limits parental involvement to a particular type of involvement (e.g. fundraising, committee membership) then only a small proportion of parents become involved. As a result the school neither really involves parents, nor reaps the potential benefits from involvement. Instead, a more comprehensive model of parental involvement which elicits a wide variety of parental involvement is advocated (Dauber & Epstein, 1993). Epstein and colleagues (Epstein, 1992) thus developed a typology which aimed to comprehensively categorise the variety of involvement activities in which could potentially engage. These are summarised in the table below.

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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