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This practicum was designed to change parents' attitudes toward their children's learning, so that parents would understand the importance of student-centered and student-directed learning activities and have a better understanding of their children's actual learning activities. An initial telephone survey of four parents of students in a combined grade two-three class found that three considered teacher-directed activities more conducive to learning than student-directed activities. To help change this attitude, a 12-week program of increased teacher-parent interaction on the students' reading, spelling, and mathematics activities was implemented. This included having the teacher work with individual students on an activity during a parent visit to the classroom, sending photographs of a classroom activity home with students, and writing letters to parents about classroom activities. A questionnaire was forwarded to the parents of 21 students at the end of the program, with the goal of having the parents of at least 11 students express favorable attitudes toward student-directed active learning. Although 10 of the 11 responses were highly or somewhat supportive of active learning instruction, the poor response rate resulted in none of the four expected outcomes being achieved. (A copy of the parent questionnaire is appended.) (MDM)

Descriptors: Attitude Change, Class Activities, Educational Attitudes, Experiential Learning, Foreign Countries, Mathematics Skills, Parent Attitudes, Parent Participation, Parent Student Relationship, Parent Teacher Cooperation, Primary Education, Questionnaires, Reading Skills, Spelling, Student Centered Curriculum











Autor: Johnston, Betty

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7929&id=ED371897







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