Family Involvement at the Secondary Level: Learning from Texas Borderland Schools

Autor/inn/en	Carpenter, Bradley W.; Young, Michelle D.; Bowers, Amanda; Sanders, Kimberly
Titel	Family Involvement at the Secondary Level: Learning from Texas Borderland Schools
Quelle	In: NASSP Bulletin, 100 (2016) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636516648208
Schlagwörter	Foreign Countries; Hispanic American Students; High Achievement; Parent Participation; Secondary School Students; Parent Role; School Community Relationship; School Effectiveness; Qualitative Research; Interviews; Coding; Attitude Measures; Surveys; Observation; Teacher Attitudes; Administrator Attitudes; Middle Schools; High Schools; Mexico; Texas + Suchen Sie Ihr Suchwort? Ausland; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternmitwirkung; Sekundarschüler; Parental role; Elternrolle; Schuleffizienz; Qualitative Forschung; Interviewing; Interviewtechnik; Codierung; Programmierung; Survey; Umfrage; Befragung; Beobachtung; Lehrerverhalten; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Mexiko
Abstract	The purpose of this study is to provide an understanding of how successful secondary schools located along the Texas-Mexico border, particularly those enrolling predominantly Latino students, have supported high achievement among their student population and promoted parental involvement. The roles and perspectives of parents and school community members in the family-school relationship are examined through a secondary data analysis, as we explore how different views affect both the definitions of, as well as reasons for, involvement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01