This inquiry project is dedicated to inform people how parent involvement can positively and negatively effect students but also how parents can get involved.
Material Type: Homework/Assignment
Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students concerning students' academic abilities affected parents' involvement and teachers' facilitation of school programs for involvement.
Material Type: Reading, Teaching/Learning Strategy
Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.
Material Type: Teaching/Learning Strategy
This professional development course is a series of Next Generation Science Standards-focused workshops developed by IslandWood with funding from the OSPI ClimeTime Grant. A PowerPoint slide deck and accompanying handouts are available to supplent the course outline.
Material Type: Activity/Lab, Full Course, Lesson Plan, Teaching/Learning Strategy
This goal of this course is to introduce learners to phonological awareness, a foundational component of reading development in young children. This unit is meant to introduce pre-service teachers to the concepts of phonological awareness and how to work with English Learners in their oral language development. Phonological awareness is often misunderstood, therefore not addressed accurately in classroom settings. The course is intended to supplement an existing course in foundational reading development.
Material Type: Activity/Lab, Assessment, Reading, Teaching/Learning Strategy
