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作者 Connelly, Susan
書名 Role perceptions and communication in partnerships between preschool teachers and families
說明 225 p
附註 Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1318
Adviser: Judith A. Niemeyer
Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2007
This study sought to illuminate the process of partnering between early childhood teachers and families. Specific emphasis was placed on how individual perceptions of roles impacted communications. Additionally the study sought to illuminate how teachers and families in early childhood settings defined meaningful participation of families. To support this examination a conceptual framework was presented illustrating the social process of partnership
This model of the partnership process was illustrated in the study through interviews, observations and a review of documents in five separate cases. Each case consisted of one preschool teacher and families of children in their classroom. Participants were asked to articulate the roles that they perceived each party should play in parent/teacher partnerships. Teachers and families were also asked to provide their definitions of meaningful participation in interviews. These perceptions were examined in the context of interviews as well as observations and a review of documents. The relationship between reported expectations and observed parent and teacher interactions was examined
Findings in the study indicate that individual perceptions of roles become similar as repeated communications drove the process of partnership. Additionally, communications between families and the teacher in early childhood classrooms emerge as a reflection of agreement in roles. Finally individual perceptions of meaningful participation of families differed within each case and across the cases and thus emerged as a factor independent of the process of partnership
School code: 0154
DDC
Host Item Dissertation Abstracts International 68-04A
主題 Education, Early Childhood
Sociology, Individual and Family Studies
0518
0628
Alt Author The University of North Carolina at Greensboro. School of Education: Curriculum and Instruction
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