Changing Parental Perceptions of Math and Science Curriculum Through Hands-on Workshops

Many parents hold negative perceptions of math and science because they have never been taught these domains from a hands-on, constructivist approach. Only 20 - 30% of adults have actually experienced activity-based science inquiry. Instead, these individuals were exposed to didactic science programs that emphasize drill, skill and memorization (Shymanksy, 2000). This has had a negative impact upon their content knowledge in these areas and their perceptions of math and science. Consequently, parents are hesitant to incorporate math and science into their home life. There is a dire need to determine if parental perceptions of math, science, and their content knowledge will be positively effected as a result of participation in hands-on science workshops.

Parental Involvement between Two Different Urban Communities

Parent involvement is an integral part of a child’s educational progress. In some cases, students’ academic achievement can be directly related to the level of parental involvement exhibited in schools. Families’ perception of roles toward parental involvement in schools may vary among groups from diverse cultures. In today’s urban schools, the increasing diversity of cultures may contribute to differences in levels of parental involvement. The purpose of this research is to address the need to promote parental participation in the educational process of their children. This study will focus on three research questions: Are there differences in levels of parental involvement after participating in a program designed to assist them with their children’s reading skills? Are there changes in the attitudes of families towards parental involvement after participating in the instructional cycle? Is there a relationship between the level of parental involvement and student academic achievement?

Parents Acquiring Learning Strategies (PALS): How Empowering Hispanic Parents Increases Parental Involvement and Student Achievement

Some Hispanic parents in Miami-Dade County show limited involvement in the educational process of their children. Currently, Miami-Dade County Public schools consists of an increasingly high number of language minority students who come from homes where parents are limited in their English proficiency. Consequently, these parents have difficulty assisting their children with schoolwork and often feel they lack adequate skills to involve themselves in school curricula. The lack of parental involvement by this population has a negative impact on students’ learning and their academic achievement. The purpose of this study is to impact the level of participation of these families and to study its ultimate effect on students’ academic achievement.

How Can Teachers Alleviate Parental Anxiety in High Stakes Testing?

In Florida, third and tenth graders are required to take the Florida Comprehensive Assessment Test (FCAT), a high stakes test. Third graders must score a Level 2 or higher on the Sunshine States Standards portion of the FCAT or fifty-one percent or higher on the Normreference portion of the FCAT in order to be promoted. In 2003, the Florida Department of Education reported 31 percent of third graders in Miami-Dade County were retained (2003). The purpose of the study is to investigate how third grade teachers can decrease the level of parental anxiety for this high stakes test and determine if there are different levels of parental anxiety based upon certain variables. Parent workshops will be offered to families focusing on FCAT strategies and relaxation techniques designed to increase parental efficacy and decrease parental anxiety related to high stakes testing.

Classroom Reform with CMPLE: A Cogenerative Mediation Process for Learning Environments

We have designed a classroom goal setting process whereby students and instructors rank, discuss, and combine their learning preferences and then rate their classroom with respect to those preferences. All participants have the opportunity to be collectively engaged in building a preferred learning environment.

Parental and cultural influences on Hispanic college women's verbal intimate partner violence victimization: An examination of within group differences

Prior research has shown that college women in the United States are experiencing significantly high rates of verbal intimate partner violence (IPV); estimates indicate that approximately 20-30% of college women experience verbal IPV victimization (e.g., Hines, 2007; Muñoz-Rivas, Graña, O'Leary, & González, 2009). Verbal IPV is associated with physical consequences, such as chronic pain and migraine headaches, and psychological implications, including anxiety, depression, suicidal ideation, and substance use (Coker et al., 2002). However, few studies have examined verbal IPV in college populations, and none have focused on Hispanic college women who are members of the largest minority population on college campuses today (Pew Research Center, 2013), and experience higher rates of IPV victimization (Ingram, 2007). The current dissertation sought to address these gaps by examining the influence of familial conflict strategies on Hispanic college women's verbal IPV victimization. Further, within group differences were explored, with specific attention paid to the role of acculturation and gender role beliefs. A total of 906 from two Hispanic Serving Institutions (HSI) in the southeastern (N=502) and southwestern (N=404) United States participated in the three part study. Study one examined the influence of parental conflict strategies on Hispanic women's verbal IPV victimization in current romantic relationships. Consistent with previous research, results indicated that parental use of verbal violence influenced verbal IPV victimization in the current romantic relationship. A unidirectional effect of paternal use of verbal aggression towards the participant on maternal verbal aggression towards the participant was also found. Study two examined the influence of parental conflict strategies, acculturation, and gender role beliefs on victimization. Acculturation and gender role beliefs were found to not have an influence on participants' verbal IPV victimization. Study three examined within-group differences using Study two's model. Differences were found between the southeastern and southwestern participants; gender role beliefs increased rates of verbal IPV victimization in the southeastern population. The current dissertation fills a gap in the literature on IPV experiences in Hispanic college populations, the importance of examining verbal IPV trends, and highlights importance differing cultural influences within populations traditionally viewed as homogenous. The implications for future research are discussed.^

The genetic and environmental effects of parental age on the expression of psychopathology in adoptees

Secondary analysis of 581 adoptees was utilized to determine if parental age is related, either genetically or environmentally, to the development of psychopathology. The significant results showed that proband adoptees (with psychopathology in biologic relatives) with younger birthparents had increased alcohol abuse and those with younger birthfathers had increased antisocial personality while adoptees with older birthparents had increased depression. Analyses on control adoptees (with background free of known genetic disturbances) showed that those with younger adoptive mothers had increased antisocial personality and drug abuse and those with younger adoptive fathers had increased antisocial personality while adoptees with older adoptive fathers had increased depression. Implications of these findings are that adoptees with both younger birth and adoptive parents are more likely to have externalizing symptoms, while adoptees with both older birth and adoptive parents are more like to have internalizing symptoms. This information is beneficial to those involved in adoption placement.

Comparison of parental perception and therapist interpretation of child's performance of the Peabody Fine Motor Scale

Public Law 102-119 (Individuals with Disabilities Education Act of 1991), mandates that family members, if they wish, participate in developing a plan of treatment for their child. Traditionally, therapist have not relied on parental assessments based upon the assumption that parents overestimate their child's abilities. The present study compared parental perceptions about the developmental status of their child's fine motor abilities to the therapist's interpretation of a standardized assessment using the Peabody Developmental Motor Scale (Fine Motor). Thirty seven children, enrolled in an early intervention program, and their parents were recruited for the study. The results indicated that the parents and the therapist estimates were highly correlated and showed no significant differences when paired t-tests were computed for developmental ages and scaled scores. However, analyses of variances were significantly correlated for gender and number of siblings.

The Impact of a Family Home-learning Program on levels of Parental/Caregiver Efficacy

This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

Parental Involvement

This study investigates the relationship between parent involvement, academic achievement, and behavior. Participants in this action research project will be the researcher’s 40 second grade students. Parental data will be captured through surveys. Student data will be captured through surveys, behavior checklists and Florida Assessment for Instruction in Reading scores.