• Altering the Home Literacy Environment: A Look into How Teachers are Supporting Families Through Home Literacy Interventions

      Piatek, Kaitlyn (State University of New York at Fredonia, 2019-05)
      This empirical research study investigated the following two research questions: what are kindergarten, first and second-grade teachers currently using to make improvements to the home literacy environments of their students and what supports are teachers providing to families of their students to make these improvements successful. In this study, nine elementary teachers were surveyed. An online survey containing qualitative and quantitative questions was used. The first finding from this research study was that teachers are currently provided families with literacy resources/activities to complete at home with their child/children. The second finding for this research study was that teachers stated that it would be possible to positively influence the home literacy environments of their students but they needed more literacy resources in order to adequately support their students’ literacy learning at home. The third finding was that the participants were confident in their ability to support families with home literacy practices and were knowledgeable about the most effective home literacy practices that families could use. The findings from this research study showed that kindergarten, first and second-grade teachers were supporting the home literacy environments and the families of their students by sending home literacy resources.
    • Local teachers' and parents' perceptions of the Common Core learning standards.

      Musty, Katlynn N. (2015)
      The purpose of this phenomenological research study was to explore and understand how the Common Core Learning Standards (CCLS) affect teachers’ perceptions toward their career and parents’ perceptions toward their child’s education. This study sought to answer the following research questions: What are parents’ perceptions of the impact of the CCLS on their child’s learning? What are the teachers’ perceptions of the CCLS on their teaching? Data sources included six interviews of parents with a child in Kindergarten through seventh grade and five interviews of general education teachers of Kindergarten through fifth grade classrooms. This study concluded the Common Core Learning Standards are perceived in a generally negative manner by parents and teachers.
    • A Look into the Feelings and Perceptions of Parent-Teacher Conferences and the Effectiveness they Have

      Swank, Karen (State University of New York at Fredonia, 2018-07)
      Parent-teacher communication and relationships are an important component to student success. Parent-teacher conferences are a time for relationships to be built and to establish direct one-on-one communication. This study looks into teachers' and parents' feelings and perceptions of parent-teacher conferences in a rural school setting. The results show that there are similar feelings between both parties and suggests areas where improvements can be made. Future research could continue to examine the feelings and perceptions of parents and teachers in other areas, as well as examine the effects any improvements could have on parent-teacher conferences.
    • Parent and teacher attitudes toward bilingual education.

      Morgan, Evan N. (2015)
      The amount of English language learners (ELLs) in the United States has steadily increased over the past several decades and continues to grow (Nieto, 2004; Ovando, Collier, & Combs, 2006). This increase in ELLs has driven many to contemplate how to best address the learning needs of these growing numbers of students (Slavin & Cheung, 2005). While there are currently several existing models for teaching ELLs, many researchers have promoted the effectiveness of bilingual education as a means for teaching these students (Besel, Glass, Montoya-Tannatt, & Bachelor, 1982; Lindholm-Leary, 2001; Rolstad, Mahoney & Glass, 2005). However, there is still a need for more research regarding the attitudes and beliefs of the teachers and parents of these students regarding bilingual education, particularly in areas where bilingual education is not yet offered and yet is often required via a policy change. Therefore, the goal of this study was to determine the attitudes and beliefs of parents and teachers regarding bilingual education being implemented in their school district, before a new law mandating it is enforced. The participants of this study included parents and teachers in four elementary and middle schools in a large, urban district in Western New York. A paper-based Likert-scale survey was used to collect data from teachers and parents. Results indicated that parents and teachers are generally supportive of bilingual education and its principles and that the creation of bilingual education programs is warranted in the future. This study intends to add to the existing literature and research in this area.
    • Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

      Simon, Barbara (State University of New York at Fredonia, 2018-08)
      Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also faced with questions from parents about which types of program are best or they find themselves with students who have varying degrees of knowledge. The goal of this research was to examine the perceptions of parents and teachers when it comes to the pre-K programs and the literacy development that they see within their child from these various pre-K programs. The major questions driving this research are What are parents' perceptions of their child's Pre-K program? How do they feel the program affects their child's literacy development? What are teachers' perceptions of the various pre-K programs? How do they feel the different program options impact students' learning of literacy? The participants completed a survey and the data was analyzed quantitatively through Google Forms and qualitatively using descriptive coding and pattern coding (Saldana, 2016). The main findings from the data were that parents found the curriculum and various activities that the children do throughout the day to be important, parents of full day children saw more literacy growth within their child, all teachers regardless of the program that they taught believed that full day would be the most beneficial, and that all children from various programs showed literacy growth.
    • What are the Parent Perceptions of Daily Homework Assignments Within a Kindergarten Classroom?

      Vara, Jessica (State University of New York at Fredonia, 2019-05)
      With the increasing educational demands and homework assignments within primary grade levels, it is important to understand the different structures and supports, or lack of structures and supports, that parents/guardians implement during homework completion. This study examined the views, beliefs, opinions and practices of the parents/guardians in regards to daily homework assignments within a kindergarten classroom and the overall home to school connection/relationship. Data for this study was collected from a parent/guardian survey that asked the participants to reflect on their parental involvement during their children’s homework completion. Findings indicated that parents/guardians established homework routines, offered support and assistance as necessary during homework completion and valued the homework assignments as a useful tool for children to understand how and when to complete homework as they become older. Findings also showed that that parents/guardians were made aware of all important happenings within the classroom, curriculum and school and felt comfortable engaging in open means of communication with their children’s teacher as necessary.