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A qualitative phenomenological study of Hispanic parent perspectives on school readiness.

机译：对西班牙裔父母对入学准备的看法的定性现象学研究。

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摘要

This study sought to discover the essence and lived experiences of six Hispanic immigrant families as they prepare their children for entrance into Kindergarten in a Tennessee public school district. Data collection occurred in the form of semi-structured interviews with parents during the spring semester of 2016 in a Middle Tennessee public school district. The research questions are: a) From a Hispanic parent's perspective, what are the most important factors that impact the school readiness of your child? b) What are significant obstacles faced by parents when considering the school readiness levels of their child entering Kindergarten? c) From a parents' perspective, what school and community support would assist Hispanic families as they strive to prepare their child for a successful transition from home-to-school? Interview transcripts were coded to identify emerging themes. The themes were evaluated to determine connections with the research questions, identified literature and the conceptual framework. Four findings emerged from participant interviews: (a) The sense of a strong familial bond characterized by attitudes and actions that demonstrate a supportive and encouraging environment is conducive to early gains in school preparedness; (b) Parent concerns about their personal levels of educational attainment and the resultant economic limitations they faced attributed to an early exit from schooling; (c) Parent experiences indicated that a lack of English language proficiency significantly impacted their ability to do what they instinctively knew would better prepare their children for successful entrance into Kindergarten and (d) When limited levels of English proficiency existed for parents, they believed critical school and community-based services were instrumental for their children to experience educational preparedness. Recommendations were crafted for schools and school districts, the community, Hispanic parents, and for policy and future research considerations. Representative of a qualitative phenomenology which aims at going deep to the essence and lived experiences of a small number of research participants involving a common phenomenon, recommendations should be considered in light of the reader's environmental and contextual experiences.
机译：这项研究旨在发现六个西班牙裔移民家庭的精髓和生活经验，他们准备自己的孩子进入田纳西州公立学区的幼儿园。数据收集以2016年春季学期在田纳西州中部公立学区与父母进行的半结构化访谈的形式进行。研究问题是：a）从西班牙裔父母的角度来看，影响您孩子入学准备的最重要因素是什么？ b）在考虑子女进入幼儿园的入学准备水平时，父母面临哪些重大障碍？ c）从父母的角度来看，什么西班牙裔美国人的家庭在努力为子女成功完成从家庭到学校的过渡做准备时，哪些学校和社区的支持将对他们有帮助？采访记录被编码以识别新出现的主题。对主题进行了评估，以确定与研究问题，确定的文献和概念框架的联系。参加者的访谈有四个发现：（a）以态度和行动为特征的牢固的家庭纽带感，表现出支持和鼓励的环境，有助于早日做好学校准备； （b）父母担心他们的个人受教育程度以及由于早退学业而面临的由此带来的经济限制； （c）父母的经验表明，英语水平的缺乏严重影响了他们本能地做的事情的能力，这将更好地为孩子成功进入幼儿园做好准备；以及（d）当父母的英语水平有限时，他们认为至关重要学校和社区服务有助于他们的孩子体验教育准备。针对学校和学区，社区，西班牙裔父母以及政策和未来研究考虑制定了建议。定性现象学的代表旨在深入了解少数涉及一种常见现象的研究参与者的本质和生活经验，应根据读者的环境和背景经验来考虑建议。

著录项

  • 作者

    Kirkpatrick, Lee.;

  • 作者单位

    Tennessee State University.;

  • 授予单位 Tennessee State University.;
  • 学科 Educational leadership.;Hispanic American studies.;Educational administration.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 239 p.
  • 总页数 239
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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