The Italian American Parent Training Institutes.

Autor/in	Lombardo, Maria
Institution	National Italian American Foundation, Washington, DC.
Titel	The Italian American Parent Training Institutes.
Quelle	(1985), (131 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Elementary Education; Home Study; Italian Americans; Parent Attitudes; Parent Education; Parent Participation; Parent School Relationship; Parent Workshops; Reading Achievement; Reading Skills; School Involvement; Massachusetts (Boston); New York (New York) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Elementarunterricht; Elternverhalten; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternkurs; Leseleistung; Reading skill; Lesefertigkeit; Schulmitwirkung
Abstract	To help parents of Italian descent take an active part in their children's education, a 2-year program was implemented in New York City and Boston. The project attempted to examine the impact of training upon (1) parents' active participation in the schools and the bilingual programs; (2) parents' home activities with their children; and (3) the reading achievement of bilingual children of elementary age. The program consisted of a series of workshops for 60 parents. Presentations introduced parents to the structure of the American school, bilingual education, and reading activities that they could perform with their children on a daily basis. The development of a formalized parent training program was motivated by experience in bilingual communities suggesting that parents do not participate in schools. However, research has found that the home environment influences IQ and that children's attitudes toward and achievement in school are factors of their home experience. Outcomes of the first year of the program included the development of parent advisory committees, the organization of parents to make their opinions known to school officials, the voting of parents at school board elections, and the training of parents to work as aides in the bilingual program. As a result of an intensive course during the second year, parents conducted reading activities at home. Results of pretesting and posttesting indicated an increase in the children's reading levels over a 3-year period. Workshop outlines are attached; appendices include demographic information about the parents and the results of parent attitude questionnaires. (Author/CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC