Graduate Thesis Or Dissertation

 

Transition to kindergarten for children with disabilities: school practices and parent involvement Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/6682x738r

Descriptions

Attribute NameValues
Creator
Abstract
  • Using Pianta and Walsh's (1996) Contextual Systems Model (CSM), this study analyzed parent involvement in school as a key element for transition to kindergarten for children with disabilities and their families, along with the practices schools employ to improve school-family collaboration. Focusing on the relationship between the school system and the family/child system, this research explored the parent involvement and the factors influencing it using the views of Hoover-Dempsey and Sandler (1995), Eccles and Harold (1996), and Smith et al. (1997). The study drew from the Early Childhood Longitudinal Study Kindergarten Year of 1998-1999 (ECLS-K) a subsample of 1,016 children who have Individualized Education Programs (IEP). A profile of kindergarten-aged children with disabilities was created. School practices related to families were found to be low-intensity, formalized, and poorly correlated in number with degree of parent involvement. Parent involvement was assessed using seven items from the parent interviews. The items measured whether or not a parent participated in parent involvement activities with the schools during the kindergarten year. A composite variable measuring the number of types of activities a parent was involved in during the kindergarten year was created and used in a Linear Regression. A second parent involvement variable measuring the total number of activities that parents reported was created and used in a second Linear Regression. Parent involvement was unbalanced; i.e., parents tended to become involved in some types of parent involvement activities, but not in all types, and they chose different types. Family demographics (education, language), other family characteristics (perceptions, expectations, involvement at home) were found to be significant predictors for parent involvement. These results are discussed, and recommendations are offered.
Resource Type
Date Available
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Academic Affiliation
Non-Academic Affiliation
Subject
Rights Statement
Publisher
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6770A in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
Replaces
Additional Information
  • description.provenance : Submitted by Tamera Ontko (toscannerosu@gmail.com) on 2011-08-10T20:12:52Z No. of bitstreams: 1 DogaruCristianM2005.pdf: 1040478 bytes, checksum: b9759aa75e38ff8a88fadcd88e1cf0d5 (MD5)
  • description.provenance : Made available in DSpace on 2011-08-15T23:15:01Z (GMT). No. of bitstreams: 1 DogaruCristianM2005.pdf: 1040478 bytes, checksum: b9759aa75e38ff8a88fadcd88e1cf0d5 (MD5) Previous issue date: 2004-10-13
  • description.provenance : Approved for entry into archive by Anna Opoien(anna.opoien@oregonstate.edu) on 2011-08-15T22:44:31Z (GMT) No. of bitstreams: 1 DogaruCristianM2005.pdf: 1040478 bytes, checksum: b9759aa75e38ff8a88fadcd88e1cf0d5 (MD5)
  • description.provenance : Approved for entry into archive by Anna Opoien(anna.opoien@oregonstate.edu) on 2011-08-15T23:15:01Z (GMT) No. of bitstreams: 1 DogaruCristianM2005.pdf: 1040478 bytes, checksum: b9759aa75e38ff8a88fadcd88e1cf0d5 (MD5)

Relationships

Parents:

This work has no parents.

In Collection:

Items