Home-School Communication and Expectations of Recent Chinese Immigrants

Dyson, Lily L.

doi:10.2307/1602177

Cited by 74 publications

(49 citation statements)

References 22 publications

(8 reference statements)

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“…For school families who did not speak English as their main language, educators reported lower parent involvement, reduced frequency of informal talks and the use of fewer strategies to involve families. These findings are consistent with Dyson (2001), who found parents who did not speak English as their first language communicated less frequently with their child's teacher than parents who did speak English as their first language. Findings are also consistent with Epstein and Dauber's (1991) research, which found that teachers reported that they are less likely to know the parents of children who are culturally different from their own background and are more likely to believe these parents are less interested in their children's schooling when compared to families from backgrounds similar to their own.…”

Section: Discussionsupporting

confidence: 90%

“…Cultural background: language spoken at home Dyson (2001) found that in a setting where English was the dominant language, parents who did not speak English as their first language communicated less frequently with their child's teacher than parents for whom English is their first language. Another study found that teachers reported that they were less likely to know the parents of children who are culturally different from their own background and more likely to believe these parents are less interested in their children's schooling than families from backgrounds similar to their own (Epstein & Dauber, 1991).…”

Section: Parent Educationmentioning

confidence: 99%

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Changing patterns of parent–teacher communication and parent involvement from preschool to school

Murray

McFarland

Harrison

2014

Early Child Development and Care

103

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This study investigated the nature of parent involvement and parent-educator communication in prior-to-school early childhood settings and school, to explore relations to social capital variables and consistencies and changes in practices over time. Parent interview and teacher questionnaire data from two waves of the Longitudinal Study of Australian Children were analysed. Results indicated that parental involvement and communication decreased as children moved from prior-to-school settings to school. Educators in both settings reported using similar strategies to promote parent involvement and communication, but there were setting differences for parents' ratings of communication effectiveness. Using regression analyses, family socio-economic position (SEP), home language (English versus other), Indigenous status and home educational activities were examined as predictors of parent involvement and communication strategies, and effectiveness. Results showed that parents who were more engaged in education activities at home were more involved in their child's early childhood and school settings, had more frequent communication with educators and rated educator communication effectiveness more highly. SEP and home language were less consistent predictors, and Indigenous status was not associated with any of the measures.

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Section: Discussionsupporting

confidence: 90%

Section: Parent Educationmentioning

confidence: 99%

Changing patterns of parent–teacher communication and parent involvement from preschool to school

Murray

McFarland

Harrison

2014

Early Child Development and Care

103

View full text Add to dashboard Cite

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“…As an explanation for this, it is possible that cooperative learning as an instructional strategy is still novel for Chinese teachers given that inclusion is a relatively new concept and practice in China. Moreover, the emphasis by teachers in China on cultivating skill competences in students with disabilities to prepare them for social interaction is consistent with the observation that academic and skill competencies are highly valued by the Chinese society, as reported by Chinese immigrant parents living in Canada (Dyson, 2001).…”

Section: Discussionsupporting

confidence: 80%

Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

Dyson

2012

International Journal of Disability, Development and Education

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This study examined social integration in 11 primary schools in Canada and 19 primary schools in China as reported by teachers in terms of the strategies employed to promote social integration and success in achieving social integration. Structured interviews were conducted with 64 Canadian and 52 Chinese general education teachers. The results showed that the strategies used to promote social integration were largely similar in both countries. Major strategies included the provision of a positive social environment, the promoting of positive attitudes toward individuals with disabilities, and the implementation of cooperative learning techniques. These teachers in the two nations differed mainly in the degree of emphasis on the strategies and the levels of success. The author suggests that future studies involve more nationally representative samples.

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“…It has presented that general parent meetings on determined issues is ineffective for school-parent cooperation and it has prevented to develop higher levels of behaviours. (Epstein, 1986;Çelik, 2005;Dyson, 2001). …”

Section: Related Researchesmentioning

confidence: 99%

Opinions and Expectations of Parents on Integration of Mobile Technologies to Education and School Family Cooperation

Özdamlı¹,

Yildiz²

2017

Int. J. Interact. Mob. Technol.

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Abstract-This study underlines the importance of mobile technologies in school family cooperation process. The aim is to specify expectations from mobile technologies and parent's opinions and capacity of mobile learning whose children attend to elementary and primary schools at Nicosia, TRNC. In this study which is conducted in a survey model frame, 790 parents involved in the study group to specify parent's level of using mobile tools, their opinions on usage of mobile devices in an educational purpose and on improvement of school-family cooperation with mobile technologies.In the study, a 2 dimensioned survey form used as data collection tool and gathered data processed appropiately to statistical teqniques with SPSS 21 package application. In data analysis, frequency, percentage values, t-test and Kruskal-Wallis tests are used. This is confirmed that parent's opinion on the usage of mobile devices in an educational pupose is generally positive. On the other hand, this is also clear that the parent's opinions on school-family cooperation and family participation with mobile technologies are positive. Parents stated that they can take education and information from relevant people of school with mobile technologies on child development and education. Also they specified the necessity of communicating with mobile technologies to take school-family cooperation to an advanced level.

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Home-School Communication and Expectations of Recent Chinese Immigrants

Cited by 74 publications

References 22 publications

Changing patterns of parent–teacher communication and parent involvement from preschool to school

Changing patterns of parent–teacher communication and parent involvement from preschool to school

Strategies for and Successes with Promoting Social Integration in Primary Schools in Canada and China

Opinions and Expectations of Parents on Integration of Mobile Technologies to Education and School Family Cooperation

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