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一个例子典型的一些老师家长参与计划不起作用体现在马丁内斯和Valazquez 2000篇关于西班牙裔移民工人。他们写,教师通常期望家长参与孩子的教育应该围绕准备孩子的学校,来到学校主办活动,老师要求做的活动。然而,许多拉美裔移民工人的生活环境阻止他们实现这个角色。当这些人缺乏时间,流利的英语,和受教育程度,他们发现他们无法达到老师的期望。这并不是说他们不愿意——那就是他们无法得到他们的情况。证据表明,让父母参与孩子的学校只会导致积极的结果,但很多家长在我们的多元文化社会无法反映典型的“父母”的形象,许多教师作为标准。就业的影响可以阻碍时间用于帮助在教室里,和尴尬有关教育水平或语言能力阻止那些原本可以活跃在教室里。一篇由棉花和Wickelund(1989)指出,父母来自弱势背景就能改变和感觉有价值的在教室里如果有适当的培训和鼓励由学校管理和教师。


An example of how the typical parental involvement scheme of some teachers doesn’t work is evidenced in Martinez and Valazquez’s 2000 article on Hispanic migrant workers. They write that teachers typically hold the expectation that parent involvement in their children’s education should revolve around preparing children for school, coming to school-sponsored events, and doing activities the teacher requests. However, the life circumstances of many Hispanic migrant workers prevent them from fulfilling this role. When these individuals lack time, fluency in English, and educational attainment, they find they are unable to meet teacher expectations. It is not that they are unwilling – it is that they are incapable given their situation.Evidence shows that getting parents involved in their children’s schools can only lead to positive results, but many parents in our multicultural society are unable to mirror the typical “involved parent” image many teachers hold as a standard. Influences of employment can hinder the time available for helping in the classroom, and embarrassment about educational level or language proficiency deter those who would otherwise be able to be active in the classroom. An essay by Cotton and Wickelund (1989) points out that parents from disadvantaged backgrounds can make a difference and feel worthwhile in the classroom if given proper training and encouragement by the school administration and teacher.


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