Journal Article

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

Gonzales, Sandra M., Gabel, Susan L.

2017

Overview

In the United States parental involvement is an important part of a child’s education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

• Publisher: Eastern College, Department of Education,International Journal of Multicultural Education (IJME),International Journal of Multicultural Education
• Subject: Academic Achievement / Acculturation / Age Differences / Beliefs / Bilingual Students / Childrens Attitudes / Classrooms / Company business management / Correlation / Critical Theory / Cultural Capital / Cultural Differences / Cultural Pluralism / Economic Status / Education / Educational Objectives / Educational Practices / Educational Strategies / Educational Theories / Elementary Secondary Education / English (Second Language) / English Language Learners / English Learners / Expectation / Instructional Materials / Interviews / Management / Multicultural Education / Outcomes of Education / Parent Participation / Parent School Relationship / Parent Teacher Cooperation / Periodicals / Qualitative Research / School Demography / School Policy / Second Language Learning / Student Development / Teacher Attitudes / Teacher centers / Teacher centres / Teacher Education / Teachers / Training