Teacher Perceptions of Parent Involvement in Middle School

2002 ◽  
Vol 23 (1) ◽  
pp. 59-69
Author(s):  
Douglas W. Smith
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Teacher Perceptions

An Analysis on Factors of Parent Involvement in Middle School Using Multi-Level Model

2018 ◽  
Vol 18 (5) ◽  
pp. 521-540
Author(s):  
Eunyoung Kim ◽  
◽  
Soonbum Kwon ◽  
Meejung Chin ◽  
◽  
...  
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Level Model ◽  
Multi Level

Preservice Teacher Perceptions on the Design of a U-Pace Online Course Compared to a Conventional Face-to-Face Mathematics Content Course

2020 ◽  
pp. 99-118
Author(s):  
Mary N. Gichobi ◽  
Todd Dresser ◽  
Nathan Kraftcheck
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Teacher Perceptions ◽  
Preservice Teacher ◽  
Learning Outcomes ◽  
Learning Opportunities ◽  
Online Course ◽  
Face To Face ◽  
Mathematics Content Course ◽  
Elementary And Middle School

This chapter examines preservice teachers' (PSTs) perceptions on the design of both an online and face-to-face mathematics content course for elementary and middle school preservice teachers. The chapter describes the instructor's design goals, considerations, and describes PSTs' experiences in the process of completing the course. Further, the chapter describes the features of the course that provided productive learning opportunities for PSTs. Drawing from PSTs' reflection after completing an online course and face-to-face course, the chapter compares PSTs' experiences and learning outcomes from the online course compared to a traditional face-to-face course. Finally, the authors explicate the affordances and constraints encountered by both the instructor and the students as they completed the online course.

Middle school parent involvement: Perceptions of teachers and parents

2021 ◽  
Vol 52 (4) ◽  
pp. 33-42
Author(s):  
Jessica VanValkenburgh ◽  
Jennifer Putnam ◽  
Mitch Porter
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Teachers And Parents ◽  
Perceptions Of Teachers

Examining congruence in parent–teacher perceptions of middle school supports for students and families

2021 ◽  
Author(s):  
S. Andrew Garbacz ◽  
Rachel T. Santiago ◽  
Derek Kosty ◽  
Miranda Zahn ◽  
Elizabeth A. Stormshak ◽  
...  
Keyword(s):  
Middle School ◽  
Teacher Perceptions ◽  
School Supports

scholarly journals “You Need to Be More Responsible”: How Math Homework Operates as a Status-Reinforcing Process in School

2020 ◽  
Author(s):  
Jessica McCrory Calarco ◽  
Ilana Horn ◽  
Grace A. Chen
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Standardized Testing ◽  
Student Outcomes ◽  
Ability Grouping ◽  
Ethnographic Study

Practices like ability grouping, tracking, and standardized testing operate as status-reinforcing processes—amplifying then naturalizing unequal student outcomes. Using a longitudinal, ethnographic study following students from elementary to middle school, we examine whether math homework can operate similarly. Because of inequalities in families’ resources for supporting homework, higher-SES students’ homework was more consistently complete and correct than lower-SES students’ homework. Teachers acknowledged these unequal homework production contexts. Yet, official policies treated homework as an individual endeavor, leading teachers to interpret and respond to homework in status-reinforcing ways. Students with consistently correct and complete homework were seen as responsible, capable, and motivated and rewarded with praise and opportunities. Other students were seen as irresponsible, incapable, and unmotivated; they were punished and docked points. These practices were status-enhancing for higher-SES students and status-degrading for lower-SES students. We discuss implications for homework policies, parent involvement, and interpretations of inequalities in school.

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