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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
FullText Text:
  Availability: 0
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  Data: School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece
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  Data: <searchLink fieldCode="SO" term="%22REDIMAT+-+Journal+of+Research+in+Mathematics+Education%22"><i>REDIMAT - Journal of Research in Mathematics Education</i></searchLink>. Oct 2015 4(3):234-259.
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  Data: 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
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  Data: 28
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  Data: 2015
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Greece+%28Athens%29%22">Greece (Athens)</searchLink>
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  Data: 2014-3621
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
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  Data: 19
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1111778
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1111778
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 234
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Mathematics
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Fathers
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Nonparametric Statistics
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Greece (Athens)
        Type: general
    Titles:
      – TitleFull: School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece
        Type: main
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            NameFull: Moutsios-Rentzos, Andreas
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            NameFull: Chaviaris, Petros
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            NameFull: Kafoussi, Sonia
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              M: 10
              Type: published
              Y: 2015
          Identifiers:
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              Value: 2014-3621
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              Value: 4
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              Value: 3
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            – TitleFull: REDIMAT - Journal of Research in Mathematics Education
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