Epstein’in Ebeveyn Katılımı Modeli: Kentsel Okullarda Ebeveyn Algıları

Year 2019, , 81 - 100, 23.12.2019

Nicole Newman , Alesha Northcutt Aarek Farmer Bryan Black

https://doi.org/10.35207/later.559732

Cited By: 3

Abstract

Bu çalışmanın amacı, Epstein’in (2007) altı ebeveyn katılımı tipolojisine (etnisite, eğitim düzeyi, sosyo-ekonomik durum, evdeki çocuk sayısı) dayanarak çeşitli demografik gruplar arasında ebeveynlerin ebeveyn katılımına ilişkin sıklık ve etkinlik algıları bakımından istatistiksel olarak anlamlı bir fark olup olmadığını tespit etmektir. Ebeveynlerden, çocuklarının okulunun, Epstein’in Ebeveyn Katılımı Modelinin altı ebeveyn katılımı tipolojisi tarafından bildirilen faaliyetleri (ebeveynlik, iletişim, gönüllülük, evde öğrenme, karar verme ve işbirliği yapma gibi.)  gerçekleştirme derecesini ifade etmeleri istenmiştir. Bulgular, bu çalışmadaki ebeveynlerin etkili ebeveyn katılımı davranışlarının okullar tarafından uygulanmasına ilişkin olarak oldukça farklı görüşlere sahip olduğunu göstermiştir. Çalışmadan elde edilen sonuçlar bölgelere, ailelere nasıl daha iyi hizmet edeceklerinin yanı sıra ev ve okul arasındaki iletişimdeki boşluğu kapatmak konusunda bilgi sağlayacaktır.

Keywords

ebeveyn, öğretmen, kentsel okullar, ebeveyn katılımı

Epstein's Model of Parental Involvement: Parent Perceptions in Urban Schools

Abstract

The purpose of this study was to determine if there was a statistically significant difference in parents’ perceptions of frequency and effectiveness regarding parental involvement among various demographic groups (ethnicity, education level, socio-economic status, number of children in the home) based on Epstein’s (2007) six typologies of parental involvement. Parents were asked to reflect on the degree to which their child’s school carried out the activities informed by the six parental involvement typologies of Epstein’s Model of Parental Involvement (i.e., parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community). Findings indicated that parents in this study had significantly different views regarding the implementation of effective parental involvement behaviors by schools. Results from the study will provide districts with knowledge on how to better serve parents as well as close the gap in communication between home and school.

Keywords

parent, teacher, urban schools, parent involvement

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