Improving the School-Home Connection for Low-Income Urban Parents. ERIC/CUE Digest Number 41.

Autor/in	Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Improving the School-Home Connection for Low-Income Urban Parents. ERIC/CUE Digest Number 41.
Quelle	(1988), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Educational Improvement; Elementary Secondary Education; Employed Parents; Flexible Scheduling; Hispanic Americans; Home Instruction; Low Income Groups; Lower Class Parents; Minority Groups; One Parent Family; Parent Attitudes; Parent Influence; Parent Participation; Parent Student Relationship; Parent Teacher Cooperation; Teacher Attitudes; Urban Education + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Teaching improvement; Unterrichtsentwicklung; Flexible working hours; Flexible Arbeitszeit; Hispanic; Hispanoamerikaner; Heimunterricht; Ethnische Minderheit; Single parent family; Ein-Eltern-Familie; Elternverhalten; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Stadtteilbezogenes Lernen
Abstract	The importance of parent participation in a child's education is undisputed, and low-income urban parents can and want to help with their children's schooling, both at home and at school, as much as do middle class parents. However, most poor urban children live in single-parent, female-headed households--often Black or Hispanic--and many school officials tend to decide in advance that single and working parents cannot be approached or relied upon. Since parents' involvement in school activities can be related to the flexibility of leave policies on their jobs employers should be encouraged to allow flextime to enable working parents to observe their children in the classroom or attend meetings. Home-based learning is one of the most efficient ways for parents to spend their time; when teachers help parents help their children, these parents' activities can be as effective as those of parents with more education and leisure, whom teachers expect to help their children. Suggestions are offered for improving both school-based participation and home-based learning. A list of references is included. (BJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC