Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios.
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| Title: | Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios. |
|---|---|
| Language: | English |
| Authors: | Paratore, Jeanne R. |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 1994 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Case Studies, Elementary Education, Immigrants, Literacy, Parent Participation, Parent School Relationship, Parent Student Relationship, Parent Teacher Conferences, Parent Teacher Cooperation, Portfolios (Background Materials), Reading Research |
| Geographic Terms: | U.S.; Massachusetts |
| Abstract: | A study examined the nature of parent/teacher interactions when discussions and conferences were centered around artifacts of children's literacy learning in both home and school contexts. Four parent/teacher dyads in a small community where the majority of families are new immigrants to the United States were selected on the basis of the interest and willingness to participate of both members of the parent/teacher pair. Parents (who were participating in an intergenerational literacy program) and teachers were interviewed, parent/teacher conferences were audiotaped, and teachers' journals and portfolios documenting children's use of literacy at home were analyzed. Results indicated that the creation of a home/school portfolio may provide a starting point where teachers and parents can ground a discussion about children's developing literacy. As teachers and parents addressed the artifacts that children completed at home and at school, they began to see the connections between home and at school. Teachers saw how children practiced school literacy, and as well, how they practiced literacy behaviors that had not yet been addressed in school. Parents used the samples to ground questions that had been troubling them about particular assignments or about specific practices they had observed. Findings suggest that the process has the potential to affirm parents' awareness and knowledge of their children's learning, thereby including them as valuable informants in assessing children's performance and progress, and that the process has the potential to inform teachers about the ways parents and children engage in literacy. (Contains 15 references.) (Author/RS) |
| Notes: | Paper presented at the Annual Meeting of the National Reading Conference (44th, San Diego, CA, November 30-December 3, 1994). |
| Journal Code: | RIEJUL1995 |
| Entry Date: | 1995 |
| Accession Number: | ED379601 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED379601 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Paratore%2C+Jeanne+R%2E%22">Paratore, Jeanne R.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 35 – Name: DatePubCY Label: Publication Date Group: Date Data: 1994 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Student+Relationship%22">Parent Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Conferences%22">Parent Teacher Conferences</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Massachusetts%22">U.S.; Massachusetts</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A study examined the nature of parent/teacher interactions when discussions and conferences were centered around artifacts of children's literacy learning in both home and school contexts. Four parent/teacher dyads in a small community where the majority of families are new immigrants to the United States were selected on the basis of the interest and willingness to participate of both members of the parent/teacher pair. Parents (who were participating in an intergenerational literacy program) and teachers were interviewed, parent/teacher conferences were audiotaped, and teachers' journals and portfolios documenting children's use of literacy at home were analyzed. Results indicated that the creation of a home/school portfolio may provide a starting point where teachers and parents can ground a discussion about children's developing literacy. As teachers and parents addressed the artifacts that children completed at home and at school, they began to see the connections between home and at school. Teachers saw how children practiced school literacy, and as well, how they practiced literacy behaviors that had not yet been addressed in school. Parents used the samples to ground questions that had been troubling them about particular assignments or about specific practices they had observed. Findings suggest that the process has the potential to affirm parents' awareness and knowledge of their children's learning, thereby including them as valuable informants in assessing children's performance and progress, and that the process has the potential to inform teachers about the ways parents and children engage in literacy. (Contains 15 references.) (Author/RS) – Name: Note Label: Notes Group: Note Data: Paper presented at the Annual Meeting of the National Reading Conference (44th, San Diego, CA, November 30-December 3, 1994). – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEJUL1995%22">RIEJUL1995</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 1995 – Name: AN Label: Accession Number Group: ID Data: ED379601 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 35 Subjects: – SubjectFull: Case Studies Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Immigrants Type: general – SubjectFull: Literacy Type: general – SubjectFull: Parent Participation Type: general – SubjectFull: Parent School Relationship Type: general – SubjectFull: Parent Student Relationship Type: general – SubjectFull: Parent Teacher Conferences Type: general – SubjectFull: Parent Teacher Cooperation Type: general – SubjectFull: Portfolios (Background Materials) Type: general – SubjectFull: Reading Research Type: general – SubjectFull: U.S.; Massachusetts Type: general Titles: – TitleFull: Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Paratore, Jeanne R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 1994 |
| ResultId | 1 |
