You are here:

Case Studies to Deepen Understanding and Enhance Parental Involvement Skills in Pre-Service Teacher Training Programs
PROCEEDING

, Georgia Southern University, United States ; , USF St. Petersburg, United States ; , Georgia Southern University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

Preservice teachers are required to learn why parent involvement in schools is a vital component of their learning and how to deal with parental involvement issues before they enter classrooms. However, many preservice teachers find the theories and concepts they learn in university classrooms too abstract to help address parental involvement issues they encounter in schools. Case study method and case writing are two approaches that have been used in teacher education programs to connect theory and practice. This study describes a technology-based case study analysis approach to preparation of preservice and inservice teachers for dealing with parents.

Citation

Unal, A., Unal, Z. & Bodur, Y. (2016). Case Studies to Deepen Understanding and Enhance Parental Involvement Skills in Pre-Service Teacher Training Programs. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2394-2401). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2022 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Chavkin, N.F., & Williams, D.L. (1988). Critical issues in the teaching training for parent involvement. Educational Horizons, 66, 87-89.
  2. Chi, M.T., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R.J. Stemberg (Ed.), Advances in the psychology of human intelligence (pp. 7-77). Hillsdale, NJ: Erlbaum.
  3. De Kanter, A., Ginsberg, A.L., & Milne, A.M. (1987). Parent involvement strategies: A new emphasis on traditional parent roles. Washington, DC: U.S. Department of Education.
  4. Hancock, R. (1998). Building Home School Liaison into Classroom Practice: a need to understand the nature of a teacher’s working day. British Educational Research Journal, 24(4), 379-381.
  5. Harrington, H.L., Quinn-Leering, K., & Hodson, L. (1996). Written case analyses and critical reflection. Teaching and Teacher Education, 12(1), 25-37.
  6. Henderson, A.T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education.
  7. Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63-85.
  8. Keith, T.Z., & Keith, P.B. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22 (3), 474-496.
  9. Koonce, D., & Harper, W. (2005). Engaging African American parents in the schools: A community-based consultation model. Journal of Educational and Psychological Consultation, 16(1), 55-74.
  10. Lazar, A., Broderick, P., Mastrilli, T., & Slostad, F. (1999). Educating teachers for parent involvement, Contemporary Education, 70(3), 5-10.
  11. Liontos, L.B. (1992). At-risk families and schools becoming partners. Eugene: University of Oregon, ERIC Clearinghouse on Educational Management.
  12. Meacham, J.A., Emont, N.C. (1989). The interpersonal basis of everyday problem solving. In J.D. Sinnott (Ed.), Everyday problem solving: Theory and applications (pp. 7-23). New York: Praeger.
  13. Merseth, K.K. (1991). Case studies and teacher education. Teacher Education Quarterly, 17(1), 53-62.
  14. Merseth, K.K. (1990). The early history of case-based instruction: Insights for teacher education today. Journal of Teacher Education, 42(4), 2433-2439.
  15. Shin, N., Jonassen, D.H., & MaGee, S. (2003). Predictors of Well-Structured and Ill-Structured Problem Solving in an Astronomy Simulation. Journal of Research in Science Teaching, 40(1), 7-27.
  16. Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(12), 4-14.
  17. Stevenson, D.L., & Baker, E.P. (1987). The family-school relation and the child’s school performance. Child Development, 58, 1348-1357.
  18. Tozer, S.E., Senese, G., & Violas, P.C. (2006). School and society historical and contemporary perspectives (5 th ed.). New York: The McGraw-Hill.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read