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Author: Alison Francis Publisher: ISBN: Category : Early childhood education Languages : en Pages : 204
Book Description
"There is an abundance of research on family STEM learning in community spaces such as museums and zoos which identifies the ways in which families interact during visits and provides best practices for program developers (Tuttle et al., 2017; Wood & Wolf, 2010; Zimmerman & McClain, 2016). However, little is known about early childhood family STEM learning in public schools and the ways in which these programs influence parental beliefs about and behaviors towards STEM education. Using Bronfenbrenner's (1995) bioecological model this qualitative study explores parental perceptions about the micro and macrosystems, the relationships of the persons within and between these contexts, and the processes occurring. Data were collected through face to face interviews with nine parents who participated in a Family STEM program with at least one child between the ages of 3-5. The results identified two themes and six sub-themes. The two themes are microsystems and parent behaviors. Parents identified attributes of the microsystem which they believed enhanced their enjoyment and their children's STEM learning. These findings confirm the importance of the microsystem on proximal processes and outcomes. Additionally, parents shared how STEM programming influenced what they believed their role to be in their children's education, their participation in child-centered activities, and the specific ways in which they interacted with their children. These findings are significant because they highlight how early childhood family STEM programs can positively influence parents' behaviors in their children's STEM education"--Author's abstract.
Author: Alison Francis Publisher: ISBN: Category : Early childhood education Languages : en Pages : 204
Book Description
"There is an abundance of research on family STEM learning in community spaces such as museums and zoos which identifies the ways in which families interact during visits and provides best practices for program developers (Tuttle et al., 2017; Wood & Wolf, 2010; Zimmerman & McClain, 2016). However, little is known about early childhood family STEM learning in public schools and the ways in which these programs influence parental beliefs about and behaviors towards STEM education. Using Bronfenbrenner's (1995) bioecological model this qualitative study explores parental perceptions about the micro and macrosystems, the relationships of the persons within and between these contexts, and the processes occurring. Data were collected through face to face interviews with nine parents who participated in a Family STEM program with at least one child between the ages of 3-5. The results identified two themes and six sub-themes. The two themes are microsystems and parent behaviors. Parents identified attributes of the microsystem which they believed enhanced their enjoyment and their children's STEM learning. These findings confirm the importance of the microsystem on proximal processes and outcomes. Additionally, parents shared how STEM programming influenced what they believed their role to be in their children's education, their participation in child-centered activities, and the specific ways in which they interacted with their children. These findings are significant because they highlight how early childhood family STEM programs can positively influence parents' behaviors in their children's STEM education"--Author's abstract.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309388570 Category : Social Science Languages : en Pages : 525
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Carla C. Johnson Publisher: Routledge ISBN: 0429664648 Category : Education Languages : en Pages : 619
Book Description
The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discussion of research within the individual content areas. The Handbook of Research on STEM Education explores the most pressing areas of STEM within an international context. Divided into six sections, the authors cover topics including: the nature of STEM, STEM learning, STEM pedagogy, curriculum and assessment, critical issues in STEM, STEM teacher education, and STEM policy and reform. The Handbook utilizes the lens of equity and access by focusing on STEM literacy, early childhood STEM, learners with disabilities, informal STEM, socio-scientific issues, race-related factors, gender equity, cultural-relevancy, and parental involvement. Additionally, discussion of STEM education policy in a variety of countries is included, as well as a focus on engaging business/industry and teachers in advocacy for STEM education. The Handbook’s 37 chapters provide a deep and meaningful landscape of the implementation of STEM over the past two decades. As such, the findings that are presented within provide the reader with clear directions for future research into effective practice and supports for integrated STEM, which are grounded in the literature to date.
Author: Essa D. Alrehaly Publisher: ISBN: Category : Languages : en Pages : 63
Book Description
The purpose of this study was to explore the manner in which parents' attitudes toward science learning influences their children's attitudes and the effect of ethnicity on attitudes toward science learning. The results of this study show that parental attitudes toward science learning were influenced by both parents' early life experiences and their own early science learning experiences in school. Also in this study, even though the parents' attitudes, as seen across ethnicities, were found to be positive toward science learning, their attitudes failed to be transformed into serious actions taken to influence their children's attitudes toward science learning. In the absence of real parental involvement, parents' attitudes, displayed as beliefs and intentions, have been found to be of limited importance in influencing either student attitudes or attainments. Cultural, ethnic and social effects were found difficult to measure. In sum, this study concluded that there are three major factors that could heavily influence student academic success in science across cultures and ethnicities: (a) parental attitudes toward science education (b) parental involvement in science education and (c) parents' social stratification. Parents' subculture and social construction block or promote many opportunities for individual performance. (Contains 2 tables and 2 figures.).
Author: Margaret Caspe Publisher: IAP ISBN: 1641132825 Category : Education Languages : en Pages : 188
Book Description
The technology revolution has made it critical for all children to understand science, technology, engineering, and math (STEM) or risk being left behind. Promising Practices for Engaging Families in STEM Learning explores how families, schools, and communities can join together to promote student success in STEM by building organized and equitable pathways for family engagement across all of the settings in which students learn – including, schools, early childhood programs, homes, libraries and museums –from the earliest years through adolescence. This thought-provoking monograph includes three main sections with chapters from leading thinkers in the field: > The first section provides the theoretical and research base for the importance of family engagement in STEM and draws out the challenges and opportunities that exist– from the transmission of adults’ anxiety and lack of confidence in their own STEM skills, to inequalities in out-of-school learning opportunities, to biases and misconceptions about the kinds of STEM supports offered by families from low-income and immigrant homes. > The second section builds on this research by presenting success stories, best practices, and approaches to engaging families in STEM. > The final section focuses on how policies at the local, state, and federal level can support the promotion of family engagement in STEM. Taken together, the monograph shows that STEM is a powerful mechanism to connect, engage, and empower families. > STEM provides opportunities for parents and children to spend time together asking fun and meaningful questions that link in-and out-of-school learning. > STEM creates new experiences for families to co-construct and support learning with their children from the earliest years throughout formal schooling and onto college and career pathways. > STEM also presents possibilities for families to build confidence and agency in supporting children’s interests; especially those families who might be marginalized because of their economic or language status, race, or culture.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Philip Hui Li Publisher: Taylor & Francis ISBN: 1003828345 Category : Education Languages : en Pages : 245
Book Description
This book informs best practice for enhancing young children’s STEM learning experiences in formal settings such as preschool environments and less formal settings such as home environments. It is the first collection of multidisciplinary and multinational studies on early STEM programs worldwide and presents diverse, authentic, and current STEM-relevant scenarios that address two fundamental problems: where are we in early STEM education? and where shall we go? The book explores factors that influence young learners’ abilities to make informed choices in authentic, problem-based, STEM-relevant scenarios and how those abilities have been identified, documented, and enhanced. Chapters address topics related to curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education from a variety of international settings including Australia, Germany, Hong Kong, Mainland China, Singapore, and the United States. Each chapter is based around a research project and describes relevant background information from the research literature, details of how the study was designed, findings from the study, and discussion as to what the findings mean for practical implementation. Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences will be a key resource for researchers and practitioners of early childhood education and care, STEM education, educational psychology, educational research, and educational technology. This book was originally published as a special issue of the journal Early Education and Development.
Author: Professor Carmen-Pilar Martí Ballester Publisher: Academic Conferences and publishing limited ISBN: 1914587987 Category : Social Science Languages : en Pages : 515
Book Description
These proceedings represent the work of contributors to the 7th International Conference on Gender Research (ICGR 2024), hosted by The Universitat Autonoma de Barcelona, Spain on 25-26 April 2024. The Conference Chair was Professor Carmen-Pilar Martí Ballester, from the Universitat Autonoma de Barcelona, Spain. ICGR is a well-established event on the academic research calendar and now in its 7th year the key aim of this diverse conference is to provide an opportunity for participants from different backgrounds and cultures to share ideas and meet the people who hold them. The scope of papers ensured an interesting two days. The subjects covered in these proceedings illustrate the wide range of topics that fall into this important and ever-growing area of research.
Author: Yvette C. Latunde Publisher: Springer ISBN: 1137591463 Category : Education Languages : en Pages : 197
Book Description
This book examines the process of conducting research on parental involvement in an effort to promote academic achievement across all school levels, income levels, and racial lines, theories, and research. Latunde explores the policies that have emerged to support the role of families and home-school collaboration in the education of youth, and evidence supporting home school collaboration and the need for parental involvement to improve student outcomes. She defines parental research and its role in our understanding of parental involvement and student outcomes and examines federal and state mandates for parental involvement and shares specific parental involvement resources. The nuances in parental involvement are critical to understanding the roles family play in the academic achievement youth, and how schools may partner with parents for success.
Author: Alison Francis
Author: Alison Francis
Author: National Academies of Sciences, Engineering, and Medicine
Author: Carla C. Johnson
Author: Essa D. Alrehaly
Author: Margaret Caspe
Author: Joyce L. Epstein
Author: Philip Hui Li
Author: Charles Desforges
Author: Professor Carmen-Pilar Martí Ballester 
Author: Yvette C. Latunde