Search

Search Results

• 1. [Article] Parental assessment of family life education content: analysis of one elementary school

  In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of ...

  Citation × Citation Citation Abstract Copy Title: Parental assessment of family life education content: analysis of one elementary school Author: Siefke, William Richard Year: 1972 In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of the child was historically documented. The components of the family life education movement were analyzed as were the social forces which contributed to its growth and development. The incorporation of family life education into the schools was reviewed. The active involvement of several disciplines and numerous national organizations, as well as the federal government, was identified in this process. The opposition to family life education being taught in the schools was identified as the problem to be examined in this study. The writer postulated that parents would be in favor of the school's teaching family life education if their knowledge concerning what was being taught was correct. Furthermore, it was hypothesized that if parents did not have correct information they would be more likely to disagree with the school's teaching family life education. A randomly selected parent sample was drawn from an elementary school to test the hypothetical relationship between variables. A pre-test contributed to the development of a questionnaire that was better suited for use in this study. Nine representative family life education topics were included in a matrix format and five questions were asked to measure their knowledge and attitudes. Personal data concerning the age, occupation, ages of children, education, and church affiliation was supplied by the parents. A second instrument was designed to assess what was actually being taught by the teachers of the school. The same topics were used as on the parents' questionnaire. The final response rate for the parents was 87. 5% and for the teachers the return was 65. 3%. Limitations in the data collected prevented the verification of the hypothesized relationship between the variables. However, the parents of this study reflected higher levels of education than anticipated as 60% had completed various levels of college. Their occupations indicated a higher amount of professional and white collar workers than blue collar workers. These parents supported the school's teaching of the family life topics by a definite majority. However, opposition was expressed by 17% of the sample to "human sexuality" being taught. Another 14% opposed teaching "about one's family." A significant finding of this study was the widespread uncertainty by the parents concerning what was being taught. For seven of the nine topics 40% to 60% of the sample was uncertain if it was being taught. Concern for the training and beliefs of those teaching the topics was expressed by 20% of the sample. Further study in the area of the causes of the parental ambivalence concerning the teaching of family life education and the need to compare this study' s findings and the personal profile of these parents to other schools was indicated. The paradox between the parents' support of the school teaching family life education and the uncertainty as to what was actually being taught suggests a need for further study into the causes of this phenomena. Title: Parental assessment of family life education content: analysis of one elementary school Author: Siefke, William Richard Year: 1972 In this study the trends of social work were examined and the importance of the family in social work practice was identified. The changing role of the school and its relevance to the total welfare of the child was historically documented. The components of the family life education movement were analyzed as were the social forces which contributed to its growth and development. The incorporation of family life education into the schools was reviewed. The active involvement of several disciplines and numerous national organizations, as well as the federal government, was identified in this process. The opposition to family life education being taught in the schools was identified as the problem to be examined in this study. The writer postulated that parents would be in favor of the school's teaching family life education if their knowledge concerning what was being taught was correct. Furthermore, it was hypothesized that if parents did not have correct information they would be more likely to disagree with the school's teaching family life education. A randomly selected parent sample was drawn from an elementary school to test the hypothetical relationship between variables. A pre-test contributed to the development of a questionnaire that was better suited for use in this study. Nine representative family life education topics were included in a matrix format and five questions were asked to measure their knowledge and attitudes. Personal data concerning the age, occupation, ages of children, education, and church affiliation was supplied by the parents. A second instrument was designed to assess what was actually being taught by the teachers of the school. The same topics were used as on the parents' questionnaire. The final response rate for the parents was 87. 5% and for the teachers the return was 65. 3%. Limitations in the data collected prevented the verification of the hypothesized relationship between the variables. However, the parents of this study reflected higher levels of education than anticipated as 60% had completed various levels of college. Their occupations indicated a higher amount of professional and white collar workers than blue collar workers. These parents supported the school's teaching of the family life topics by a definite majority. However, opposition was expressed by 17% of the sample to "human sexuality" being taught. Another 14% opposed teaching "about one's family." A significant finding of this study was the widespread uncertainty by the parents concerning what was being taught. For seven of the nine topics 40% to 60% of the sample was uncertain if it was being taught. Concern for the training and beliefs of those teaching the topics was expressed by 20% of the sample. Further study in the area of the causes of the parental ambivalence concerning the teaching of family life education and the need to compare this study' s findings and the personal profile of these parents to other schools was indicated. The paradox between the parents' support of the school teaching family life education and the uncertainty as to what was actually being taught suggests a need for further study into the causes of this phenomena. Close

• 2. [Image] The Language of Home: An Oral History of Education, Identity, and Pride

  	Blanca's story begins with her life in regards to her mother and the importance of family. She moves a few times and talks of the disconnect from her family and community. Blanca discussed the advantage ...
  	Citation × Citation Citation Abstract Copy Title: The Language of Home: An Oral History of Education, Identity, and Pride Year: 2013 Blanca's story begins with her life in regards to her mother and the importance of family. She moves a few times and talks of the disconnect from her family and community. Blanca discussed the advantage of English, providing a much smoother path for her to become Valedictorian and make her way to college. We discuss the cultural implications of identifying as Latino, and how this has affected her growing up as an intelligent student, a member of her community, and her identity as it is intertwined with her mother. Title: The Language of Home: An Oral History of Education, Identity, and Pride Year: 2013 Blanca's story begins with her life in regards to her mother and the importance of family. She moves a few times and talks of the disconnect from her family and community. Blanca discussed the advantage of English, providing a much smoother path for her to become Valedictorian and make her way to college. We discuss the cultural implications of identifying as Latino, and how this has affected her growing up as an intelligent student, a member of her community, and her identity as it is intertwined with her mother. Close

• 3. [Article] STEM learning activity among home-educating families

  Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest.  Ethnographic methods recorded learning activity (video, ...

  Citation × Citation Citation Abstract Copy Title: STEM learning activity among home-educating families Author: Bachman, Jennifer Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest.  Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents’ values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council’s science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a current gap regarding STEM learning among home-educating families, a small, but growing part of society's STEM learning infrastructure for which little research exists. Title: STEM learning activity among home-educating families Author: Bachman, Jennifer Science, technology, engineering, and mathematics (STEM) learning was studied among families in a group of home-educators in the Pacific Northwest.  Ethnographic methods recorded learning activity (video, audio, fieldnotes, and artifacts) which was analyzed using a unique combination of Cultural-Historical Activity Theory (CHAT) and Mediated Action (MA), enabling analysis of activity at multiple levels. Findings indicate that STEM learning activity is family-led, guided by parents’ values and goals for learning, and negotiated with children to account for learner interests and differences, and available resources. Families' STEM education practice is dynamic, evolves, and influenced by larger societal STEM learning activity. Parents actively seek support and resources for STEM learning within their home-school community, working individually and collectively to share their funds of knowledge. Home-schoolers also access a wide variety of free-choice learning resources: web-based materials, museums, libraries, and community education opportunities (e.g. afterschool, weekend and summer programs, science clubs and classes, etc.). A lesson-heuristic, grounded in Mediated Action, represents and analyzes home STEM learning activity in terms of tensions between parental goals, roles, and lesson structure. One tension observed was between 'academic' goals or school-like activity and 'lifelong' goals or everyday learning activity. Theoretical and experiential learning was found in both activity, though parents with academic goals tended to focus more on theoretical learning and those with lifelong learning goals tended to be more experiential. Examples of the National Research Council’s science learning strands (NRC, 2009) were observed in the STEM practices of all these families. Findings contribute to the small but growing body of empirical CHAT research in science education, specifically to the empirical base of family STEM learning practices at home. It also fills a current gap regarding STEM learning among home-educating families, a small, but growing part of society's STEM learning infrastructure for which little research exists. Close

• 4. [Article] Race Differences in Cohort Effects on Nonmarital Fertility in the United States

  48 p.

  Citation × Citation Citation Abstract Copy Title: Race Differences in Cohort Effects on Nonmarital Fertility in the United States Author: Stone, Joe A. (Joe Allan), 1948-, Gray, Jo Anna, Stockard, Jean, O'Brien, Robert Year: 2009, 2008 48 p. Title: Race Differences in Cohort Effects on Nonmarital Fertility in the United States Author: Stone, Joe A. (Joe Allan), 1948-, Gray, Jo Anna, Stockard, Jean, O'Brien, Robert Year: 2009, 2008 48 p. Close

• 5. [Article] Child guidance attitudes of parents who have children in cooperative nursery schools and those who do not

  Citation × Citation Citation Abstract Copy Title: Child guidance attitudes of parents who have children in cooperative nursery schools and those who do not Author: Pehrson, June Title: Child guidance attitudes of parents who have children in cooperative nursery schools and those who do not Author: Pehrson, June Close

• 6. [Image] Testimony of Izza Porter

  	As an undergrad student studying Ethnic Studies, I am grateful to have had the opportunity to be a part of such a special project that highlighted the history of Latinos in Oregon. It has been an amazing ...
  	Citation × Citation Citation Abstract Copy Title: Testimony of Izza Porter Year: 2013 As an undergrad student studying Ethnic Studies, I am grateful to have had the opportunity to be a part of such a special project that highlighted the history of Latinos in Oregon. It has been an amazing experience learning about Oregon’s history and connecting with Izza Porter who emigrated with her family from Monterrey to Oregon. I’m excited to use the skills that I learned while making this documentary later in my life. Title: Testimony of Izza Porter Year: 2013 As an undergrad student studying Ethnic Studies, I am grateful to have had the opportunity to be a part of such a special project that highlighted the history of Latinos in Oregon. It has been an amazing experience learning about Oregon’s history and connecting with Izza Porter who emigrated with her family from Monterrey to Oregon. I’m excited to use the skills that I learned while making this documentary later in my life. Close

• 7. [Article] Gender, Education and the One-Child Policy: The Lived Experiences of Young Chinese Women in Urban China

  Many studies have interpreted the positive and negative consequences of China's One-Child Policy on Chinese women, but few have relied upon contribution from Chinese women and only children themselves. ...

  Citation × Citation Citation Abstract Copy Title: Gender, Education and the One-Child Policy: The Lived Experiences of Young Chinese Women in Urban China Author: Gammons, Samantha Year: 2014 Many studies have interpreted the positive and negative consequences of China's One-Child Policy on Chinese women, but few have relied upon contribution from Chinese women and only children themselves. However, by valuing personal, lived experience, researchers may discourage the propagation of Western media stereotypes of what it means to be a young Chinese woman in urban China. The use of an intersectionality framework showcases how Chinese women's lived experiences must be framed more widely than a single aspect of their identity and that gender, educational experiences, family dynamic, and single child status (among other identity markers) form a more complex and holistic identity than any marker considered individually. This thesis argues that the intersectionality of lived experience makes it necessary to consider each individual's story as valuable and that commonalities and differences are both crucial to understanding how individual's lives intersect in the context of this complex birth policy Title: Gender, Education and the One-Child Policy: The Lived Experiences of Young Chinese Women in Urban China Author: Gammons, Samantha Year: 2014 Many studies have interpreted the positive and negative consequences of China's One-Child Policy on Chinese women, but few have relied upon contribution from Chinese women and only children themselves. However, by valuing personal, lived experience, researchers may discourage the propagation of Western media stereotypes of what it means to be a young Chinese woman in urban China. The use of an intersectionality framework showcases how Chinese women's lived experiences must be framed more widely than a single aspect of their identity and that gender, educational experiences, family dynamic, and single child status (among other identity markers) form a more complex and holistic identity than any marker considered individually. This thesis argues that the intersectionality of lived experience makes it necessary to consider each individual's story as valuable and that commonalities and differences are both crucial to understanding how individual's lives intersect in the context of this complex birth policy Close

• 8. [Image] A Journey to Survival

  	Testimony of Gustavo Presidente
  	Citation × Citation Citation Abstract Copy Title: A Journey to Survival Year: 2015 Testimony of Gustavo Presidente Title: A Journey to Survival Year: 2015 Testimony of Gustavo Presidente Close

• 9. [Image] Transcript of interview with Evan Bosch

  	Transcript of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011.
  	Citation × Citation Citation Abstract Copy Title: Transcript of interview with Evan Bosch Year: 2011 Transcript of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011. Title: Transcript of interview with Evan Bosch Year: 2011 Transcript of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011. Close

• 10. [Image] Testimony of Evan Bosch

  	Testimony of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011.
  	Citation × Citation Citation Abstract Copy Title: Testimony of Evan Bosch Year: 2011 Testimony of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011. Title: Testimony of Evan Bosch Year: 2011 Testimony of Julia Thornton's interview with Evan Bosch on March 9th, 2011 for ANTH/J-410/510 Latino Roots class, Spring 2011. Close