An Asset Model: Preparing Preservice Teachers To Work With Children and Families “of Promise”

Blasi, Maryjane

doi:10.1080/02568540209595003

Cited by 25 publications

(22 citation statements)

References 7 publications

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“…Perhaps one of the most essential is for teachers to possess a positive attitude toward families and the family-school relationship process (Graue 2005). According to Blasi (2002), teachers are most likely to experience success in their interactions with families when they look for potential, strengths, and resilience rather than focusing on perceived family deficits. A positive relationship between teachers and families offers important benefits for young children.…”

Section: A Positive Attitude Toward Families and The Familyschool Relmentioning

confidence: 98%

Dispositions Toward Families and Family Involvement: Supporting Preservice Teacher Development

Baum

Swick

2007

Early Childhood Educ J

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Section: A Positive Attitude Toward Families and The Familyschool Relmentioning

confidence: 98%

Dispositions Toward Families and Family Involvement: Supporting Preservice Teacher Development

Baum

Swick

2007

Early Childhood Educ J

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“…However, it is worth noting that early childhood education pays particular attention to valuing, managing and preparing teachers for the relationships between parents and schooling (see, for example, Blasi, 2002;Branscomb & Ethridge, 2010;Freeman, 2010;Hujala, Turja, Gaspar, Veisson, & Waniganayake, 2009;McBride, Bae, & Wright, 2002;Prosser, 2009). While our study focused particularly on primary and secondary school teacher preparation, we note that parent engagement appears less consistently in these programs than in early childhood teacher education.…”

Section: Discussion: Overlap Discontinuity and Prior Experiencementioning

confidence: 99%

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Saltmarsh

Barr

Chapman

2014

Asia Pacific Journal of Education

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Abstract:Parent-school engagement is widely embraced as a policy and educational ideal, yet to date there are few studies of how teacher education prepares students for this important aspect of their professional lives. In this paper, we consider findings from a recent Australian study that explored how the issue of parent-school relations is currently addressed in Australian initial teacher education programs. The study is situated within the broader policy context of teaching standards. Our findings challenge suggestions that parent-school engagement is largely absent from preservice programs, and although the study recognizes gaps and discontinuities, it also identifies four key domains in which initial teacher education currently prepares students for parent engagement. We argue that students are being prepared for parentschool engagement in a variety of ways, but that there is insufficient continuity to ensure that all beginning teachers have a thorough understanding of how to work effectively with parents. Background: preparing pre-service teachers for parent engagementThe relationship between schools and parents is complex, dynamic and at times, difficult and problematic. Research in Australia echoes concerns internationally that identifies parent-school relations as a contested domain with significant implications for school students, teachers, families and communities (Archer, 2010;Avvisati,

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“…Çeşitli çalışmalar öğretmen adaylarının aile katılımına ilişkin tutumlarının ailelerle çalışma noktasında belirleyici olduğunu ortaya koymaktadır. (Arsenault, 1991;Barnett, 1997;Baum ve McMurray-Schwarz, 2004, Blasi, 2002Giboney, 1998;Katz ve Bauch, 1999;Longley, 1998;McBride, 1991;McQueen, 2002;Slostad, 1991;Tichenor, 1998) …”

Section: Tartişma Ve Sonuçunclassified

Öğretmen Adayları İçin Aile Katılımına Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Güler¹

2014

BUEFAD

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I S S N : 1 3 0 8 -7 1 7 7 C i l t / V o l u me : 3 2 0 1 4 -3 S a y ı / I s s u e : 2 K ı ş / Wi n t e r 2 0 1 4 U l u s l a r a r a s ı H a k e m l i D e r g i I n t e r n a t i o n a l R e f e r e e d J o u r n a l Sınıf Fen ve Teknoloji Öğretim Programı Canlılar Dünyasını Gezelim Tanıyalım Ünitesinin Sağlamlığının İncelenmesi Examining the Adequacy of the Lesson Unit of Let's Learn about the World of Biology in the Elementary School Fifth-Grade Course of Science and Technology Development of a Scale of Attitude towards Family Involvement for Preservice Teachers: A Validity and Reliability StudyAbstract: The aim of the study is to develop a scale to determine the attitudes of preservice teachers towards family involvement and to conduct validity and reliability analyses. The trial scale composed of 36 items, formed with this aim, has been applied to 298 preservice teachers. The scale consisted of two factors named "Attitudes supporting collaboration-15 items" and "Attitudes preventing collaboration-10 items" and and a total of 25 items according to the results of exploratory and confirmatory factor analysis. These two factors explain % 43.62 of the total variance. The results of Confirmatory factor analysis revealed that the model showed consistency with the data and consequently proved the scale had structural validity (χ²=619.86; sd=274, p.01; χ²/sd=2.26; SRMR=0.057; RMSEA=0.065; CFI=0.90; IFI=0.90). The internal consistency coefficient (Cronbach Alpha) of "The Scale of Attitude toward Family Involvement" was .92. As a conclusion, the scale has enough psychometric features and is a valid and reliable scale that can be used to examine attitudes of preservice teachers towards family involvement.

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An Asset Model: Preparing Preservice Teachers To Work With Children and Families “of Promise”

Cited by 25 publications

References 7 publications

Dispositions Toward Families and Family Involvement: Supporting Preservice Teacher Development

Dispositions Toward Families and Family Involvement: Supporting Preservice Teacher Development

Preparing for parents: how Australian teacher education is addressing the question of parent-school engagement

Öğretmen Adayları İçin Aile Katılımına Yönelik Tutum Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

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