TY - JOUR
T1 - An analysis of cultural diversity and recurring themes in preservice teachers' online discussions of Epstein's six types of parent involvement
AU - Nathans, Laura Lynn
AU - Revelle, Carol
PY - 2013/6/1
Y1 - 2013/6/1
N2 - This study used a qualitative, grounded theoretical framework to examine integration of Joyce Epstein's six typologies of family involvement in responses to discussion questions for an online parent involvement course. Fifty-two undergraduate students' responses were axially coded. Overarching themes were then determined with the constant comparative method. Participant responses demonstrated varying degrees of effective integration of each of Epstein's six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement, but failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes. Responses reflected limited knowledge of how educators can engage culturally diverse families. The participants integrated knowledge of cultural diversity in responses addressing family-friendly schools, communication, and volunteering but not parenting, decision-making and advocacy, learning at home, or building relationships with the community. Recommendations are given for improvement in online discussions from a design-based research perspective.
AB - This study used a qualitative, grounded theoretical framework to examine integration of Joyce Epstein's six typologies of family involvement in responses to discussion questions for an online parent involvement course. Fifty-two undergraduate students' responses were axially coded. Overarching themes were then determined with the constant comparative method. Participant responses demonstrated varying degrees of effective integration of each of Epstein's six types of involvement. Participants demonstrated comprehensive understanding of communication methods and barriers and benefits of community involvement, but failed to recognize relationships between involvement types or effectively integrate personal knowledge and anecdotes. Responses reflected limited knowledge of how educators can engage culturally diverse families. The participants integrated knowledge of cultural diversity in responses addressing family-friendly schools, communication, and volunteering but not parenting, decision-making and advocacy, learning at home, or building relationships with the community. Recommendations are given for improvement in online discussions from a design-based research perspective.
UR - http://www.scopus.com/inward/record.url?scp=84878129641&partnerID=8YFLogxK
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U2 - 10.1080/10476210.2013.786890
DO - 10.1080/10476210.2013.786890
M3 - Article
AN - SCOPUS:84878129641
VL - 24
SP - 164
EP - 180
JO - Teaching Education
JF - Teaching Education
SN - 1047-6210
IS - 2
ER -