Home and School Cooperation in Social and Motivational Development.

Autor/in	Ames, Carole
Institution	Illinois Univ., Champaign. Coll. of Education.
Titel	Home and School Cooperation in Social and Motivational Development.
Quelle	(1992), (227 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Classroom Techniques; Educational Strategies; Elementary Education; High Risk Students; Intervention; Learning Disabilities; Parent Attitudes; Parent Participation; Parent School Relationship; Personal Autonomy; Program Effectiveness; Self Esteem; Social Development; Student Motivation; Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; Lehrstrategie; Elementarunterricht; Problemschüler; Learning handicap; Lernbehinderung; Elternverhalten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Individuelle Autonomie; Self-esteem; Selbstaufmerksamkeit; Soziale Entwicklung; Schulische Motivation; Survey; Umfrage; Befragung; Lehrerverhalten
Abstract	Elementary teachers and parents designed, implemented, and evaluated an intervention program directed toward positively influencing the self-esteem and confidence, sense of autonomy and independence, and social development and motivation of students with learning disabilities and at-risk students. This final project report describes the field testing of a comprehensive intervention program which includes strategies aimed at changing the task, authority, reward, grouping, evaluation, and time structures of children's classroom and home experiences. The specific program strategies were integrated within a theoretical perspective that places special importance on both the school and home experiences of the child. The project also examined the relationship between the teacher's parent involvement practices, parents' perceptions, support, and attitudes, and the child's resulting motivation. The first year of the project focused on program development with collaborative involvement of teachers and initial field-testing. In the second and third years of the project, the program as a whole and its components were evaluated to determine its preventative and remedial effectiveness. The project provides information on specific intervention strategies and techniques that can be assimilated into ongoing school and classroom activities. Appendices include a case study, teacher evaluations of the project, and a summary of a parent survey. (Contains 123 references.) (Author/CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01