Preference for school involvement strategies by mothers of at-risk and peer-model kindergarten children Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/rf55z980g

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  • The purpose of this study was to explore and describe the attitudes and preferences regarding home/school involvement strategies of 23 mothers of kindergarten students who had been identified as at-risk for failure in school and 18 mothers of kindergarten students who had been designated as peer models. Data were collected through semi-structured interviews. Chi square and t-tests were used at the .05 level to determine if there were significant differences between the responses of the two groups. Respondents were asked to express their preferences for programs and services designed to support families, potential use of these programs and services, views concerning the importance of different home/school involvement strategies, comfort level with different home/school involvement strategies, preferences for topics for parent education, and preferences for ways of learning about helping their children. A significant difference was found between the two groups regarding potential use of programs and services, views concerning the importance of different home/school involvement strategies, and preferences for ways of learning about their children. Mothers of at-risk students favored one-way communication with schools and strategies that were not social in nature. Mothers of at-risk students showed an interest in parent education topics which discussed general development and family maintenance over discipline. The mean age at the birth of the first child for mothers of at-risk students was 19.4 years while the mean age at the birth of the first child of mothers of peer model students was 24.3 years.
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