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Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California.
作者:	Cooper, Lisa.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Secondary education.
標題:	Individual & family studies.
標題:	Linguistics.
ISBN:	9781321610338
摘要、提要註:	The purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3685321

Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California.
Cooper, Lisa.

Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California. - 161 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Pepperdine University, 2015.

The purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.

ISBN: 9781321610338Subjects--Topical Terms:

629989
Secondary education.

Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California.
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245 1 0 $a Building home-school partnerships with parents of English language learners in a high school community: A mixed methods phenomenological study of one high school in Southern California.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
500 $a Adviser: Linda Purrington.
502 $a Thesis (Ed.D.)--Pepperdine University, 2015.
520 $a The purpose of this mixed methods study was to examine home-school partnerships practices between the high school community and English Language Learner (ELL) parents. More specifically, this study examined the experiences and benefits, if any, of ELL parents who participated in 1 or more of the following four ELL parent engagement practices implemented at 1 high school in Southern California during the 2009-2012 school years: 1. ELAC Parent education meetings; 2. ELL Parent Handbook; 3. ELL Parent Orientation Day; 4. ELL Guidance Counselor.
520 $a The convergent parallel mixed methods design allowed for qualitative data of parent interviews and quantitative data of student performance scores to be used in parallel, analyzed separately, and then summarized separately, looking for contradictions or relationships between the 2 data sets. A total of 7 parents participated in the interview process. The parent interview responses were coded to highlight key words and statements, forming them into emerging themes in regard to the 4 implemented parent engagement practices. The quantitative data of student performance scores on the California English Language Development Test (CELDT), Math California Standards Test (CST), and English language arts CST were compared among the students whose parents participated in 1 or more of the engagement practices to the total population of identified ELL students at this one school site during the 2009-2012 school years. The quantitative data also compared ELL student performance scores from the year prior to the implementation of the parent engagement practices.
520 $a The findings of this study support the following conclusions. Existing ELL parent engagement practices are viewed by ELL parents as valuable; however, new means need to be explored to benefit a larger number of parents. ELL parents benefit from and place higher value on practices that provide opportunities for 2-way communication. ELL parents value sharing their personal experiences with other ELL parents in support of student learning. Specifically designed ELL parent engagement practices prompted parents to communicate with their children. Lastly, parent participation in 1 or more of the 4 implemented practices may have contributed to greater student success.
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