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Date of Award

2003

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Fred Muskal

First Committee Member

Dennis Brennan

Second Committee Member

Bea Lingenfelter

Third Committee Member

Louis Wildman

Abstract

In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity.

Pages

216

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