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"PASSport to Success": An Examination of a Parent Education Program
Abstract
This report highlights the evaluation of a parent education program conducted with an urban middle school in Southern California. The program called "PASSport to Success" enables parents to learn study skills and how to better teach their children how to study in school. This evaluative report conducted a pretest and a posttest on student academic performance as well as interviews with parents throughout the eight weeks. The program, administered to low-socioeconomic status parents over an 8-week workshop series, showed positive academic gains in their children's grades. (Contains 2 tables and 2 figures.)
... As a professor in the faculty of education and a teacher in her first year of teaching, we must admit that at one time or another in our careers, we were likely guilty of perpetuating this narrative (Auerbach, 1989;McKenna & Millen, 2013;Moll, Amanti, Neff, & González, 1992;Pushor, 2011Pushor, , 2012Ramirez, 2004). Perhaps we forgot to check our assumptions at the door, prejudging families, comparing one to another, and/or stacking them up against impossible expectations. ...
This paper traces the journey of a community of schools, bound together by a geographical radius that sees some students travelling one hour each direction, as they attempt to interrupt institutional discourses and question the assumptions that underlie family-school engagement practices through collaborative inquiry and community-based research. We offer reconsideration of family (dis)engagement, and a set of principles to guide family-school engagement that recognizes the diversity of the relationship, and the need for both families and schools to meet each other where they are, repositioning both parties as partnered, harmonic voices in the education of children.
... This scarcity is especially true for studies looking at children between one and four years of age, as much of the research in early music development focuses on either infants or older children (Gordon, 2003;Young, 2002Young, & 2005Zdzinski, 1992). One promising avenue of investigation seems to be parent education programs, which can actively engage parents in the process of their child's educational experience, thereby helping their child be more successful in their academic pursuits (Ramirez, 2004). ...
The purpose of this mixed-methods experimental study is twofold. First, the researcher examined the relationship between parents’ musical self-concept and intentional music-making with their young children (four years of age and under.) An intentional music-making episode (IMME) is defined as a consciously parent-initiated activity or extension of an activity, either spontaneous or planned beforehand, in which both parent and child are musically engaged. Second, the research considers the impact of active and passive parent education methods on frequency of IMME. In order to assess musical self-concept, a modified version of Asmus’ Motivation for Music test was administered to subjects before treatment. Subjects were randomly distributed into one of two groups. The Active Group comprised those receiving weekly electronic newsletters about music-making with young children and who were also enrolled in a 10-week parent/child music class. The Passive Group only received the weekly e-newsletters about music-making with young children. All subjects took a researcher-constructed survey pre- and post-treatment to assess for any change in IMME. Analysis indicated that variability in IMME attributable to MSC was low (R² =.0030), and that there was no significant difference in IMME of subjects who completed Active and Passive treatments. That is, no connection was identified linking subjects’ MSC and the amount of musical engagement with their children, lending evidence to the idea that music is a fundamental human drive and intrinsic to the parent/child relationship. A Repeated Measures ANCOVA revealed a positive relationship between both Active and Passive treatment conditions and IMME, as the entire sample demonstrated statistically significant improvement from pre- to posttest IMME scores (p < .001). Limited qualitative data revealed that Active Group parents finished the treatment with more confidence in their own ability to be musical with their child, as well as a strong commitment to continued intentional music-making with their children in the future. Taken together, these findings support the idea that music specialists can play a valuable role in educating parents about music-making with their young children, thereby strengthening the crucial early musical development of future students.
... These positive relationships have resulted in parents acquiring a deeper and more complete knowledge of their children's learning capabilities (Fen & Chen, 2001). Such knowledge enable parents to become more aware of changes they can use in the home, including the development of parent initiated positive learning environments (Quiocho & Daoud, 2006;Ramirez, 2004). Recent research has affirmed the important role that home environment and by proxy, parents, play in development of early skills for preschoolers (Sénéchal & LeFevre, 2014;Skwarchuk, Sowinski, & LeFevre, 2014). ...
The combination of mathematics and reading in family reading time can positively impact children’s ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their preschool aged children together attended training sessions to learn and practice how to create a home environment supportive of both reading and mathematics. Each parent completed questionnaires about implementation of the four training sessions with their child. Parent responses were overwhelmingly positive regarding the suggested behaviors for creating a pro-reading/mathematics home environment. Parents reported that the reading and mathematics home instruction activities gave children learning opportunities from combining early mathematics skills and reading skills and they also learned new vocabulary. Home learning activities also helped children learn effortful control skills when reading and talking about mathematics storybooks. There was also rapport building through family conversations that were attributed to parents’ use of instructional activities.
... Mexican parents often face from their children's schools (Chavkin & Williams, 1989;Epstein & Dauber, 1991;Peña, 2000;Ramirez, 2004). ...
This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
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