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School Community Journal, v16 n2 p27-46 Fall-Win 2006

This article reports on a sample of 26 middle-class Chinese immigrant parents' perspectives on their children's reading, writing, mathematics learning, and homework, and on the parents' involvement in and communication with mainstream American schools. Findings suggested both consistencies and discrepancies between their beliefs and practices. Areas of discrepancies include their reported involvement in their children's reading and their attitudes toward homework. However, the parents were more consistent in their beliefs and practices in writing and mathematics involvement. These consistencies and discrepancies may be influenced by the parents' familiarity with school instructions in the particular skill areas. These findings argue for more effort to enhance Chinese parents' knowledge base on how American school functions and to build stronger school-home communication and collaboration. (Contains 10 tables and 2 endnotes.)

Descriptors: Homework, Mathematics Education, Familiarity, Parent School Relationship, Literacy, Immigrants, Middle Class, Parent Attitudes, Chinese Americans, Writing Instruction, Reading Instruction, Parent Child Relationship

Academic Development Institute. 121 N. Kickapoo Street, Lincoln, IL 62656. Tel: 217-732-6462; Fax: 217-732-3696; Web site: http://www.adi.org/journal





Autor: Li, Guofang

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6222&id=EJ794796



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