parent involvement in the literacy development of homeless children lyn burningham, ed.d,...
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Parent Involvement in the Literacy Development of
Homeless Children
Parent Involvement in the Literacy Development of
Homeless ChildrenLyn Burningham, Ed.D,
[email protected] Crosby, [email protected]
NAEHCY ConferenceNovember 11-14. 2006
Lyn Burningham, Ed.D, [email protected]
Connie Crosby, [email protected]
NAEHCY ConferenceNovember 11-14. 2006
PurposePurpose Collect information about the experiences, activities, characteristics, and outcomes of programs that increase parent involvement or act as barriers in the literacy development of children who are homeless.
Collect information about the experiences, activities, characteristics, and outcomes of programs that increase parent involvement or act as barriers in the literacy development of children who are homeless.
Research QuestionsResearch Questions What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning?
How are parents of children who are homeless participating in their children’s literacy learning?
What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning?
How are parents of children who are homeless participating in their children’s literacy learning?
Research QuestionsResearch Questions What are the barriers to parent involvement?
What changes would be recommended to better meet the needs of children who are homeless?
What are the barriers to parent involvement?
What changes would be recommended to better meet the needs of children who are homeless?
StatisticsStatistics Utah
2003-2004 - 7882 children 2004-2005 - 9258 children 2005-2006 - 10,087 children
District 2003-2004 - 1561 children 2004-2005 - 1702 children 2005-2006 - 2254 children
62% rise in families with children (Deseret News, March 23, 2006)
Utah 2003-2004 - 7882 children 2004-2005 - 9258 children 2005-2006 - 10,087 children
District 2003-2004 - 1561 children 2004-2005 - 1702 children 2005-2006 - 2254 children
62% rise in families with children (Deseret News, March 23, 2006)
Type of StudyType of Study Qualitative study using phenomenological methods
Lived experiences of families Philosophical perspectives
Social Constructivist Lens Reality Knowledge Learning
Qualitative study using phenomenological methods
Lived experiences of families Philosophical perspectives
Social Constructivist Lens Reality Knowledge Learning
HistoryHistory Large suburban school district 87 schools 77,000 students
1702 identified homeless students (2004-2005) 2254 identified homeless students (2005-2006)
McKinney Vento funding $145,279 Formula $30,000 Competitive
Large suburban school district 87 schools 77,000 students
1702 identified homeless students (2004-2005) 2254 identified homeless students (2005-2006)
McKinney Vento funding $145,279 Formula $30,000 Competitive
Demographics - ShelterDemographics - ShelterAge 20-50 yrs. Gender Males - 19
Females - 52Ethnicity
42 (58%) Caucasian19 (27%) Hispanic8 (11%) African American3 (4%) Native American
Age 20-50 yrs. Gender Males - 19
Females - 52Ethnicity
42 (58%) Caucasian19 (27%) Hispanic8 (11%) African American3 (4%) Native American
Demographics (cont.)Demographics (cont.) Children in Family 0-7 Marital Status
Single 18 Married 27 Separated 15 Divorced 9
Education Some high school 16 High school grad/GED 21/6 Some college 18 College grad 3 Other 8
Children in Family 0-7 Marital Status
Single 18 Married 27 Separated 15 Divorced 9
Education Some high school 16 High school grad/GED 21/6 Some college 18 College grad 3 Other 8
SitesSites 5 Shelters in district 3 shelters used for study
Seasonal conditional use shelter Families with children
Domestic abuse shelter Men and women w/wo families
Transitional female shelter Women w/children to 10 yrs
5 Shelters in district 3 shelters used for study
Seasonal conditional use shelter Families with children
Domestic abuse shelter Men and women w/wo families
Transitional female shelter Women w/children to 10 yrs
Data CollectionData Collection Triangulation mixed methods design
8 months - December 2004-July 2005
93 unduplicated participants Parents - 75 Principals - 3 Classroom & shelter teachers - 13 Shelter staff - 2
Triangulation mixed methods design
8 months - December 2004-July 2005
93 unduplicated participants Parents - 75 Principals - 3 Classroom & shelter teachers - 13 Shelter staff - 2
Data Collection (cont.)Data Collection (cont.) Surveys
72/75 returned - 96% return rate Focus groups
35 parents 10 educators 2 shelter staff
Individual interviews 3 principals 8 teachers
Surveys 72/75 returned - 96% return rate
Focus groups 35 parents 10 educators 2 shelter staff
Individual interviews 3 principals 8 teachers
Epstein FrameworkEpstein Framework School Community Family
Epstein, J. (1995). Phi Delta Kappan 77(9)
School Community Family
Epstein, J. (1995). Phi Delta Kappan 77(9)
Epstein FrameworkEpstein Framework
Community School
Family
Framework ThemesFramework Themes
Educational Support Parent Literacy Involvement
Involvement Barriers
Educational Support Parent Literacy Involvement
Involvement Barriers
Revised FrameworkRevised Framework
Educational Support(Shelter/Community)
Educational Support(School)
Parent LiteracyInvolvement
FINDINGSFINDINGS
Educational Support (school)
Educational Support (school)
75% supported schools 44% didn’t know or participate in parenting
classes Communication
Positive notes Daily reports, contracts, homework folders
Motivation/Self Confidence Processes and Procedures District Support Teams
75% supported schools 44% didn’t know or participate in parenting
classes Communication
Positive notes Daily reports, contracts, homework folders
Motivation/Self Confidence Processes and Procedures District Support Teams
Educational Support (shelter)
Educational Support (shelter)
Strong collaboration between schools/shelters
After-school programs Parent classes
GED Adult literacy classes Parenting skills
Literacy materials
Strong collaboration between schools/shelters
After-school programs Parent classes
GED Adult literacy classes Parenting skills
Literacy materials
Parent Literacy Involvement
Parent Literacy Involvement
Highly involved - different perceptions
Importance of reading to and with children Wanted children to listen/pay attention Concerned with stress on children Wanted to help but needed “know-how” Wanted to play an active role
Highly involved - different perceptions
Importance of reading to and with children Wanted children to listen/pay attention Concerned with stress on children Wanted to help but needed “know-how” Wanted to play an active role
Involvement BarriersInvolvement Barriers
Educational Support(Shelter/Community)
Educational Support(School)
Parent LiteracyInvolvement
Literacy MaterialsFacilities
School Expectations:Time
Parent SkillsKnowledge
Special ProgramsSpecial Ed.
Early Childhood
School Access
TransportationNo Car
Disabled Access
BureaucracyRed Tape
Family IssuesStressHealthMoney
Childcare
RecommendationsRecommendations
Educational Support Develop a school training module Organize a parent resource center Develop snapshot parenting classes
Educational Support Develop a school training module Organize a parent resource center Develop snapshot parenting classes
RecommendationsRecommendations
Parent Literacy Involvement Provide a literacy kit for parents
Collaborate with shelters for structure and consistency during reading time
Parent Literacy Involvement Provide a literacy kit for parents
Collaborate with shelters for structure and consistency during reading time
RecommendationsRecommendations
Overcoming Involvement Barriers Build positive relationships Provide an activity bus Provide childcare for school activities
Promote a volunteer center at the shelters
Encourage healthcare classes Obtain access to job opportunities
Overcoming Involvement Barriers Build positive relationships Provide an activity bus Provide childcare for school activities
Promote a volunteer center at the shelters
Encourage healthcare classes Obtain access to job opportunities
Future ImplicationsFuture Implications
Collaborate with local & state agencies
Approach research from an educational level
Enhance a study using participant observation
Encourage professional development
Collaborate with local & state agencies
Approach research from an educational level
Enhance a study using participant observation
Encourage professional development