Browsing by Subject "Home and school"
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Item The effect of extracurricular activity participation on the relationship between parent involvement and academic performance in a sample of third grade children(2007) Roberts, Gabrielle Amy, 1978-; Keith, Timothy, 1952-Previous research has suggested that parent involvement with children at home and in school is positively related to academic performance. Children with little to no parent involvement are at a distinct academic disadvantage. In light of this disadvantage, the present study examined the possibility that participation in extracurricular activities might serve as an alternative option for the school success of these children. Past research has found a significant positive association between participation in extracurricular activities and performance in school. Thus, this study tested the hypothesis that the relationship between parent involvement and school performance depended upon participation in extracurricular activities. In other words, children with low parent involvement who participated in extracurricular activities were expected to academically outperform children with low parent involvement who did not participate in extracurricular activities. This study also contributed to the literature on parent involvement and extracurricular activity participation by testing the relationship of each to academic performance. Participants came from a longitudinal, nationally representative data set and included 8410 third grade children. Parent involvement was measured with a composite variable including home-based and school-based involvement items (derived from parent and teacher report). Extracurricular activity participation was measured by parent report. Each child's academic performance was measured by teacher report of academic competence in reading and math. This study controlled for sex, race/ethnicity, previous achievement and family structure. Contrary to what was expected, the interaction between parent involvement and extracurricular activities was not significant. Although the relation between extracurricular activity participation and academic performance was statistically significant, that of parent involvement and academic performance was not. Supplementary analyses revealed a positive, statistically significant association between school-based parent involvement and school performance; a negative, statistically significant relation was found between home-based parent involvement and school performance. Previous research supporting home-based parent involvement has utilized parent training provided by schools and teachers. Results of the current study, which did not involve formal parent training, may therefore suggest that children stand to gain more from home-based parent involvement when schools and teachers encourage, train, and support parents. In response to the encouraging finding with respect to extracurricular activity participation, future researchers may wish to delve further into the topic by examining the activities or characteristics of those activities that prove most beneficial for the academic performance of children.Item Ethnic identity, children's perception of expectations of the teachers, and feelings about school of Mexican-American and White children(Texas Tech University, 2003-12) Apparala, Malathi LathaMany factors have been investigated to determine what contributes to Mexican American students' school dropout rate. Earlier studies focused on deficits in the culture and or the children themselves. More recent approaches focus on children's perceptions and understanding of stereotypes and how these are manifested in the school system. This dissertation is unique in that it attempted to better understand how the effect of Mexican American and White children's perceptions about teacher expectations influences their feelings about school, examining the possible mediating role of the strength of their ethnic identity development. The children were recruited at several local community organizations and centers in the city of Lubbock, Texas. The sample (134 Hispanic and 131 Anglo) included 265 children (124 boys and 141girls). A highly trained research assistant interviewed each child in one individual interview session (30 minutes). The main findings indicated that Hispanic children who rank ordered their ethnicity as less important than other personal descriptions, and White children who rank ordered their ethnicity as more important stated that they perceived Hispanics teachers to expect less ofHispanic children. Hispanic older children assigned more importance to ethnicity compared to Hispanic younger children, and overall Hispanic children assigned more importance to ethnicity compared to White children at all grades. Hispanic children's strength of ethnic identity was higher compared to White children at all grades, with 6th graders having slightly higher ethnic identity scores than 1st and 3rd graders. Other results revealed that children in the first grade reported liking school more than children in the upper grades. Girls reported having more positive teacher related feelings about school than boys did. For White children, the findings suggest that when the mother is more educated the child likes the school least. The most significant finding of the present study was that for Hispanic children. White teacher's expectation about a Hispanic child's performance was the strongest predictor of feelings about school.Item School achievement in economically deprived families(Texas Tech University, 1968-06) Allen, Shirley PriscillaNot available