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Parental involvement on learning and academic achievement: a cultural perspective
Title
Parental involvement on learning and academic achievement: a cultural perspective.
Creator
Conant, Alison
Abstract / Description
The goal of this study was to investigate how parents from minority and non-minority groups construct their expectations of academic achievement and the impact these expectations have on academic success for the student within a learning environment. Quan-qual mixed methods was used to investigate the relationship between parental expectations and academic success for their children. The variable of socioeconomic status (SES) was a consideration throughout this study. The research data was...
Show moreThe goal of this study was to investigate how parents from minority and non-minority groups construct their expectations of academic achievement and the impact these expectations have on academic success for the student within a learning environment. Quan-qual mixed methods was used to investigate the relationship between parental expectations and academic success for their children. The variable of socioeconomic status (SES) was a consideration throughout this study. The research data was gathered by using The Parent Survey of Family and Community Involvement in the Elementary and Middle School Grades (PSFCL) (Sheldon, S.B & Epstein, J. L., 2007) with 131 parents of fourth grade students in one suburban school in Southwest Florida. The results of the survey were compared to testing data from 3rd grade FCAT reading scores from the year 2009-2010. For the qualitative phase of the study, an open ended questionnaire was conducted to the same convenience sample of parents. The quantitative and qualitative findings were merged for the final interpretation of this research study. The quantitative phase of this study aimed to answer 1) Do measures of parental involvement at school differ by minority and non-minority status? 2) Do measures of parental involvement at home differ by minority and non-minority status? 3) What is the relationship between overall parental involvement and academic achievement? The hypotheses were 1) Mean Parent Involvement at School (PIS) scores will be statistically significantly different among parents of minority and non-minority groups. 2) Mean Parent Involvement at Home (PIH) scores will be statistically significantly different among parents of minority and non-minority groups. 3) There is a positive correlation between Overall Parent Involvement (OPI) and the FCA T Reading Developmental Scale Scores (DSS). The findings suggest that there is a weak effect of minority status on academic achievement as measured by the reading FCA T DSS. Though the results also suggest there is no effect of minority status of parental involvement in school, there was a significantly statistical difference found in parental involvement at home (PIH) based on minority status. These quantitative statistical findings were supported by the qualitative data. The two qualitative research questions for this study were 4) How does cultural and socioeconomic status (SES) influence parents' educational and career goal expectations of their children? 5) How are parents' academic expectations related to their children 's achievement? Three themes emerged during the qualitative phase of the study; education and career expectations, parenting styles, and social networking. Minority and non-minority subgroups stressed the importance of their child completing college to better their child's future however, parents of the lower SES subgroup also stated that completion of high school would be acceptable for their child as long as they could find a job. Parenting styles varied from authoritarian for those students exceeding competency levels, to more of a collaborative style of parenting for the students meeting academic competency levels. Parent communication and modeled goal-setting strategies also revealed an implementation difference between minority status and SES status.
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Date Issued
2011-04
Identifier
fgcu_ETD_0458
Format
Document (PDF)
Perceptions of Succession Planning in Educational Organizations: A Mixed-Method Study of Four Florida School Districts
Title
Perceptions of Succession Planning in Educational Organizations: A Mixed-Method Study of Four Florida School Districts.
Creator
Parfitt, Christopher Michael, College of Education
Abstract / Description
Through a mixed-method, sequential-explanatory study, perceptions of succession planning were researched in four school districts in the State of Florida. The study was conducted in two phases. For the quantitative phase, 99 participants responded to an online survey. The survey contained 44 items in five categories: (a) demographic information, (b) identification of talent, (c) development and mentoring, (d) retention of talent, and (e) organizational culture. The categories were created...
Show moreThrough a mixed-method, sequential-explanatory study, perceptions of succession planning were researched in four school districts in the State of Florida. The study was conducted in two phases. For the quantitative phase, 99 participants responded to an online survey. The survey contained 44 items in five categories: (a) demographic information, (b) identification of talent, (c) development and mentoring, (d) retention of talent, and (e) organizational culture. The categories were created based on scholarly research. Results were analyzed using SPSS, and separate MANOVAs found there were no statistically significant differences among independent variables: (a) age range, (b) position, (c) school district, (d) school level, and (e) years of experience. The respondents indicated input, development, and review of a succession plan were conducted infrequently. According to respondents, opportunities for development and a clear list of the requisite qualifications for administrative positions occurred frequently. Based on the quantitative survey answers, 12 interview questions were developed for the qualitative phase of the study. A total of 11 individuals participated in the follow-up interviews comprising a collective case study. The qualitative findings included five major themes pertaining to succession planning: (a) culture, including a lack of consideration and politics; (b) mentoring, and the importance of informal mentoring; (c) situational input, in which a person was provided an opportunity for input, with no guarantee of the final result; (d) job complexity and a lack of resources, and (e) a lack of input from various stakeholders. The complete findings may be used by school districts to create and revise succession plans, by using multiple measures to identify candidates, provide targeted and specific development and mentoring opportunities, and retain the highest performing employees, all while honoring the unique organizational culture.
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Date Issued
2017-06-06
Identifier
Parfitt_fgcu_1743_10255
Format
Document (PDF)
The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy
Title
The effect of an interdisciplinary career exploration course on college students' career decision-making and career decision-making self-efficacy.
Creator
Gallo, Jamie, College of Education
Abstract / Description
This dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the...
Show moreThis dissertation explored the effects of a one-credit, semester long career exploration course offered at a mid-size comprehensive university in the southeastern United States and the effects the course had on students’ major decision-making and decision-making self-efficacy. Participants were undergraduate students enrolled in an interdisciplinary career course (SLS 1301) who ranged from freshman to senior year, in all different majors, including undecided. Students were assessed during the beginning and end of the fall 2014, spring 2015, and fall 2015 semesters. The assessments used were the Career Decision Scale and the Career Decision-Making Self-Efficacy Scale. The main purpose of this quantitative study was to measure students’ decision making and decision making self-efficacy growth before and after participating in the course curriculum. The research indicated that students reported higher levels of career decision certainty, and lower levels of career indecision upon completion of the interdisciplinary career course. The research also indicated higher levels of career decision-making self-efficacy upon completion of the interdisciplinary career course.
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Date Issued
2017-12-15
Identifier
Gallo_fgcu_1743_10267
Format
Document (PDF)
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS
Title
THE EFFECTIVENESS OF INQUIRY-BASED VS. DIDACTIC TEACHING METHODS ON STUDENT PERFORMANCE IN UNDERGRADUATE STATISTICS.
Creator
Nichols, Robert Lee, College of Education
Abstract / Description
This study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for...
Show moreThis study explored the impact of instructional style in the teaching of introductory statistics on students’ attitudes towards statistics and on students’ academic outcomes in statistics courses. Four university statistics instructors were surveyed to identify their instructional style. In addition, their students’ (n=313) mean course scores and mean scores on the Learning Outcomes for Statistical Methods instrument were analyzed. Based on an independent measure of learning outcomes for students, the data indicate instructional styles that are more inquiry-based may be more effective overall for student achievement on the Learning Outcomes for Statistical Methods instrument. There was a significant decrease found between pre- and post-survey SATS-36 means for the students’ Value, Interest, and Effort component scores. This indicates students found less value, interest, and effort required for statistics after taking a statistical methods course. In addition, students who score higher on the pre-SATS-36 Affect, Cognitive, and Effort sub-scores tended to have higher final course averages. In an analysis of gender, male students view statistics more favorably than female students, male students believe statistics is more difficult than female students, and male students believe statistics requires less effort than female students. Finally, students with a higher stress level tended to have a lower Learning Outcomes for Statistical Methods average.
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Date Issued
2017-05
Identifier
Nichols_fgcu_1743_10252
Format
Document (PDF)
The lived experience of in-service teachers using synchronous technology: A phenomenological study
Title
The lived experience of in-service teachers using synchronous technology: A phenomenological study.
Creator
Vasquez, Sarah, College of Education
Abstract / Description
Unlike most online professional development opportunities, synchronous technology affords immediate communications for discussion and feedback while interacting with participants simultaneously through text, audio, video, and screen sharing. The purpose of this study is to find answers to meet the practical need to inform, design, and implement in-service teacher’s professional development with a focus on using synchronous technology for learning and instruction. The study examined the...
Show moreUnlike most online professional development opportunities, synchronous technology affords immediate communications for discussion and feedback while interacting with participants simultaneously through text, audio, video, and screen sharing. The purpose of this study is to find answers to meet the practical need to inform, design, and implement in-service teacher’s professional development with a focus on using synchronous technology for learning and instruction. The study examined the following questions: 1) what is the lived experience of in-service teachers going through professional development when using synchronous technology; and 2) what is the lived experience of in-service teachers using synchronous technology after the professional development. The participants in this phenomenological study included nine in-service teachers located in four states. The study used questionnaires, individual interviews, a focus group interview, online meeting sessions, and online surveys to answer the research questions. The data was analyzed exercising a reiterative process allowing time to process the information, code for themes, write, and reflect on the findings. The analysis uncovered in-service teachers were apprehensive when it came to using synchronous technology for professional development, but also held a desire to learn more. Furthermore, teachers believed using synchronous technology could help them better connect with other educators and found many conveniences once they became more familiar with it. Additionally, they expressed a need for continued support as they learned and used the technology, and were anxious to continue to use it. This study fills the current gap in professional literature that reveals the lived experience of in-service teachers using synchronous technology for professional development purposes and for learning and instruction. The findings inform professional development program developers of the lived experience of in-service teachers in an effort to support stronger designs and implementations of professional development programs delivered through synchronous technology. The findings also offer implications for integrating synchronous technology by in-service teachers at schools to learn and improve their teaching practice.
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Date Issued
2017
Identifier
Vasquez_fgcu_1743_10260
Format
Document (PDF)
THE RELATIONSHIP AMONG PARENTAL INVOLVEMENT, LEARNING, AND ACADEMIC ACHIEVEMENT: A CULTURAL PERSPECTIVE
Title
THE RELATIONSHIP AMONG PARENTAL INVOLVEMENT, LEARNING, AND ACADEMIC ACHIEVEMENT: A CULTURAL PERSPECTIVE.
Creator
Alison Carole, Conant
Abstract / Description
The goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the Elementary and Middle Schools Grades with a purposive sample of 211 parents of fourth grade students in the school year 2012-2013. Survey results were...
Show moreThe goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the Elementary and Middle Schools Grades with a purposive sample of 211 parents of fourth grade students in the school year 2012-2013. Survey results were compared to testing data from reading scores. For the qualitative phase of the study, a focus group and an open ended questionnaire were used. This study investigated 5 research questions. The quantitative research questions were analyzed using descriptives, a one-way ANOVA and a Pearson Correlation Coefficient analysis and aimed to answer 1) What is the relationship between overall parental involvement (OPI) and academic achievement? 2) Do measures of parental involvement at school (PIS) differ by ethnic group? 3) Do measures of parental involvement at home (PIH) differ by ethnic group? The findings suggest no relationship between OPI and academic achievement. There was a significantly statistical difference found in PIH and OPI based on minority status. The qualitative research questions examined were 4) In what ways does cultural background and socioeconomic status influence parents' education and career goal expectations? 5) In what ways are parents' academic expectations related to their children's achievement? Three themes emerged during the qualitative portion of the study; education and career expectations, parenting styles, and social networking.
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Date Issued
2013
Identifier
Conant_fgcu_1743_10001
Format
Document (PDF)
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS
Title
 BRIDGING THE GAP: A QUALITATIVE PHENOMENOLOGY FOCUSING ON THE PERSPECTIVES OF PRE-SERVICE AND FIRST-YEAR TEACHERS.
Creator
Scrant, Jennifer Nicole, College of Education
Abstract / Description
Retaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired...
Show moreRetaining first-year teachers in the school district under study was challenging. During the 2013-2014 school year, approximately 309 newly hired teachers separated from the district. This number slightly decreased in 2015-2016, with approximately 307 new first-year teachers hired and 30 of these newly hired teachers separating from the district during that year (District, 2017). Most recently, during 2016-2017, approximately 372 new first-year teachers were hired and 23 of these newly hired teachers separated from the district (District, 2017). Two in-depth interviews and one focus group were conducted to capture the lived experiences of eight pre-service teachers entering into their first-year of teaching in the school district. Despite their teacher preparation program, these first-year teachers were caught off guard by the realities of teaching Three common themes permeated throughout the study were teacher preparation, classroom management and administrative support. Each participant also experienced three of Moir’s Phases of First-Year Teaching; Anticipation, Survival and Reflection. The findings from this study provided insight to the university, district personnel and administrative teams about how to bridge the gap from being a pre-service teacher to becoming a first-year teacher. It was critical that administrative teams, district personnel, and teacher educators were aware of the recommendations so they could continue to enhance or modify their current programs, professional development trainings and support systems for first-year teachers. Based on the participants’ lived experiences, areas for improvement included improved networking, review of current systems or programs, and extended field experience.
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Date Issued
2017
Identifier
Scrant_fgcu_1743_10262
Format
Document (PDF)