Locating Common Ground: An Exploration of Adult Educator Practices that Support Parent Involvement for School-Age Children

Autor/in	Shiffman, Catherine Dunn
Titel	Locating Common Ground: An Exploration of Adult Educator Practices that Support Parent Involvement for School-Age Children
Quelle	In: School Community Journal, 23 (2013) 2, S.185-206 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Parent Participation; Adult Students; Adult Educators; Comparative Analysis; Case Studies; English (Second Language); Second Language Programs; Adult Basic Education; High School Equivalency Programs; Observation; Semi Structured Interviews; Parent Role; Knowledge Level; Experience; Self Efficacy; Social Capital; Educational Practices; Parent Student Relationship; Maryland + Suchen Sie Ihr Suchwort? Elternmitwirkung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Beobachtung; Parental role; Elternrolle; Wissensbasis; Erfahrung; Self-efficacy; Selbstwirksamkeit; Sozialkapital; Bildungspraxis
Abstract	This article explores linkages between adult educator practices and the parent involvement needs of adult students with school-age children. A comparative case study examined the knowledge, experiential, self-efficacy, and social capital dimensions of adult educator practices that inform parent involvement efforts. One English as a Second Language (ESOL) program and one Adult Basic Education (ABE)/General Educational Development (GED) program served as the cases. Data sources include observations, semi-structured interviews with instructors and program leaders, and program and school district documents. Both explicit and implicit connections between adult education and parent involvement are identified. The degree to which these connections are recognized and encouraged is determined by the program emphasis, characteristics of the student population served, and the adult educator. Individual educator's understanding and efforts to make connections are framed by how each defines his or her role, language, social networks, and prior experiences with K-12 schools. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10