School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece
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| Title: | School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece |
|---|---|
| Language: | English |
| Authors: | Moutsios-Rentzos, Andreas, Chaviaris, Petros, Kafoussi, Sonia |
| Source: | REDIMAT - Journal of Research in Mathematics Education. Oct 2015 4(3):234-259. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Foreign Countries, Parent Participation, Mathematics Instruction, Mathematics Education, Statistical Analysis, Elementary School Students, Elementary School Mathematics, Ethnicity, Grade 5, Grade 6, Mothers, Fathers, Parents, Comparative Analysis, Nonparametric Statistics, Sociocultural Patterns, Likert Scales, Institutional Characteristics |
| Geographic Terms: | Greece (Athens) |
| ISSN: | 2014-3621 |
| Abstract: | In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the "multi-cultural" seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed. |
| Abstractor: | As Provided |
| Number of References: | 19 |
| Entry Date: | 2016 |
| Accession Number: | EJ1111778 |
| Database: | ERIC |
| Abstract: | In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the "multi-cultural" seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed. |
|---|---|
| ISSN: | 2014-3621 |
