- Kelley, Kathy Gizelle
- It was hypothesized that parents would have perceived needs for
parent education which in some way corresponded to their demographic
characteristics, e.g., that parents of an only child would have different needs
than older parents; that the perceived needs of parents of very young
children would differ from those of parents with older children, and so on.
A "Parent Opinion Survey" was developed, consisting of 24
questions, to survey parents on both their demographics and preferences for
parent education. The survey included characteristics of age, marital status,
educational level, income, number of children, prior participation in parent
education offerings, their perceived need of parent education offerings in
the various phases of parenting, and how important they felt parent
education was in face of other life considerations.
Of the 145 survey forms distributed in the greater San Francisco
Bay area, eighty-one (81) were returned completed. The survey population
was a predominantly high socioeconomic status group with high income
and educational levels. A large proportion of the sample had participated
in parent education.
The data were analyzed using cross correlations yielding Pearson
r coefficients and on Chi-Square. Frequency data were also calculated. All
three types of statistics were utilized in the analysis and for formulation of
conclusions and recommendations.
A number of variables yielded statistically significant results. Age
of parent, both at birth of first child and currently, correlated positively with
reasons for participation and non-participation in parent education
offerings. Age also correlated significantly with types of parent education
preferred. Older parents tended to participate in parent education early in
their parenting experience, to experience less need of parent education later,
and to prefer peer-support group format.
In contrast, younger parents tended not to participate early in
parenthood and to experience more need later on. These and parents of
more than one child appeared to prefer instructor-taught classes and
support groups with a leader. Income proved to be one of the variables
most frequently correlated with reasons for both participation and nonparticipation.
The lower income group cited reasons of tiredness, the
importance of spending time with their children, the expense of courses and
childcare, and unavailability of formats acceptable to them as reasons for
Due to the non-representative, skewed nature of this population,
the results are viewed with caution. Nevertheless, the hypothesis was
accepted as supported by the data from the current sample based on
numerous significant correlations on a number of variables.
Further research, including replication of the study with a more
representative sampling of the general population, is recommended.
Recommendations are made as to design and presentation of parent
education curricula based on these early findings.
- Resource Type:
- Campus Tesim:
- East Bay
- Perkins, Jana Lynn
- The purpose of this study is to determine the impact that vocabulary strategies
have on the reading comprehension of second language learners at the high school
level. According to the research reviewed, students benefit from strategy
instruction that enables them to be self-monitoring about their vocabulary
learning. If students make connections and use context to make meaning of what
they read, they will improve in their reading comprehension. Second language
learners at the high school level are in need of making gains in their reading in a
short amount of time due to high stakes standardized testing and graduation
requirements. This action research was done on two classes of equally matched
second language learners. One class of 9th graders served as the control group,
and a 10-12th grade class was the experimental group. At the completion of the
l2-week intervention of extensive instruction in clarification vocabulary
strategies, a posttest was given. Through quantitative analysis the study shows
that there are significant statistical gains in reading comprehension when students
receive vocabulary strategy instruction. Suggestions for further research may be
in the area of amount of instruction time given to the intervention.
- Resource Type:
- Campus Tesim:
- East Bay