HOMEWORK HELP
2
Parental and their support
Article 1: Parental Academic Support
Question 1
This research tends to offer parental academic support pieces of evidence that are valid. It does that by coming with a Parental Academic Support Scale (PASS) that contains 16 items that entail assessing the child's support in terms of performance in academics, preparation, hostile peer interactions, behavior in the classroom, and health-wise. A correlation was observed between two aspects: the PASS and the teacher-parent contact scale, in that validity evidence that is concurrent, was realized. The relationship the parental academic support scale possesses with a child's success implies that the scale has relation to other similar constructs, hence providing evidence that is initial construct validity(Mazer& Thompson, 2016, p. 214).
Question 2
Concurrent validity is attained when there is a correlation with the former validated instrument that entails assessing similar constructs or somewhat different constructs but related. Scores of the parents on the scale of teacher-parent contact show a positive relation to thespecific scores on the PASS. Construct validity involves addressing significance of a construct fulfilling the required relationships with other constructs. There is an inverse relationship between the perceptions of the parents on the children's success in studies and parental academic support(Mazer & Thompson, 2016, p. 216).
Question 3
The parents' scores on the Teacher parent contact scale show a positive relation to their parental academic support scale (Mazer & Thompson, 2016, p. 215).
Question 4
Assessment of academic support that is from parents was done using Thompson and Mazer’s measure having 16 items. Likert- type scale having 5 points were responded to by the participants. Teacher parent contact assessment was carried out through the 12 things of Seitsinger, depicting how often parents contact the teacher. Success in school, here parents were given a 3 item scale to give out their child's perceptions (Mazer & Thompson, 2016, p. 218).
Question 5
Pearson correlation was employed to evaluate the relationships between teacher-parent contact scale and parental support in terms of academic, the perceptions of the parentson the learners’ success, academic performance, peer interaction that are hostile, preparation, health and classroom related behavior showed a positive relationship with the teacher-parent contact scale scores. The Pearson correlation confirmed associations that are inverse withthe five factors mentioned above(Mazer& Thompson, 2016, p. 218).
Question 6
One month duration for the study was little as the parent-teacher interaction possesses differences in how often it is done in a semester. The sample mostly entailed mothers' responses concerning their female children, which becomes a limitation in that the parental academic support scale carries out measurements of parents' perceptions in terms of interactions that are supportive. Challenges in terms of the measures' self-reported nature become an issue to those seeking to research young students (Mazer & Thompson, 2016, p. 220).
Article 2: The Changing Nature of Parent-Teacher Communication: Mode Selection in the Smartphone Era.
Question 1
This research talks about the evolution of technology from e-mail communication to smartphone technology. It entails how this smartphone has increased parent-teacher communication, posing a relationship between parental academic support and the achievements of the students(Thompson, Mazer, & Flood Grady, 2015, p. 187).
Question 2
Smartphones can be employed in communication through social media and broadly do lead to increased parent-teacher interaction. Media richness entails the understanding of the use or selection of effective media for teacher-parent communication. The PASStakes the measurements of the frequency communication of parent-teacher takes place across the modes as well as along preparation, academic performance, behavior in the classroom, peer interaction that are hostile and health(Thompson, Mazer, & Flood Grady, 2015, p. 180-190).
Question 3
What modes do the parents choose to use, including the latest communication technologies to communicate support in education? (Thompson, Mazer, & Flood Grady, 2015, p. 190).
Question 4
The frequency related to parent-teacher communication was assessed using a parental and academic support scale that contains 16 items, a multidimensional measure in which the respondents do the rating on the five factors mentioned earlier. Questions that are open- ended in nature were presented to determine why parents go for specific communication modes (Thompson, Mazer, & Flood Grady, 2015, p. 192).
Question 5
It was discovered that often parents employed e-mail (about 12.6%) followed by a face to face communication that is about 5.3%, phone communication entailed about 2.7%, communication in terms of writing took about 1.2%, messaging through texts took about 0.2% while Skype zero percent in terms of academic support. It was also realized that parents do not choose richer modes for complex topics, and they used learner mode that is e-mail, many times for the instrumental contents.The parents recognized academic support as the most significant support on hostile peer interactions, classroom behaviors, preparation, and then health(Thompson, Mazer, & Flood Grady, 2015, p. 193).
Question 6
The scale of measuring gives the framework of assessment of the parents' selection modes, but it fails to include the teachers who could have provided the insights on the challenges linked to the methods. The other one is that even if there was a higher response, responses that were written did not allow for the follow-up questions to ensure the modes' effectiveness(Thompson, Mazer, & Flood Grady, 2015, p. 205).
Article 3: Parent-Teacher Communication
Question 1
The purpose of this research study is laying emphasize how parent-teacher communication proves to be having several significance to the students. It improves the performance of the students. Better parent-teacher communication can result in increased parental involvement, hence leading to the development of public interest and support for the schools (Work & Stafford, 1987,p. 182).
Question 2
The parent-teacher conference is the very first form of parent-teacher communication that is predominant. It is the most valued by the parents as it is of great benefit to the child. The deficit of skills on the teachers’ side has rendered them to view it as inappropriate. We called home- school communication, which refers to the transmission of information to home by the school and transmission of information to school from home. This tends to be effective with parent-teacher meetings and workshops, visits to homes by the teachers(Work & Stafford, 1987, p.183-184).
Question 3
A relationship exists between the student behavior and the parent-teacher communication (Work & Stafford, 1987, p. 183)
Question 4
There exist a lot of shared experiences with the teachers and students and the families of the learners. This is caused by the changes in society due to historical purposes that led to school centralization. Now the teachers seem not to be part of the community outside the school or even attend social functions like churches. The relationship of parent-teacher and performance or behavior can be depicted in terms of the students' behavior and academic performance (Work & Stafford, 1987, p. 184).
Question 5
To ensure there is affectivity in the home- school communication, the teachers should understand the students' family structure and affirmation of respect for all the families. Parents' involvement needs to be valued a lot and given time and space. Sensitivity to the parents enhances their sense of belonging. Parents are now moving to the phase of becoming vocal in the decision making regarding education. Parent-teacher communication should be in line with the changes in family structures and needs. Improvement of the parent-teacher conferences can be achieved by seeking alternative information-sharing methods (Work & Stafford, 1987, p. 185).
Question 6
Teachers have fallen to a delicate position because they have to know more than 100 family structures since there are even more than 100 students. It is tough to know every learner's family, needs, goals, and problems(Work & Stafford, 1987, p. 186).
References
Mazer, J. P., & Thompson, B. (2016). Parental academic support: A validity report. Communication Education, 65(2), 213-221.
Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature of parent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207.
Work, W., & Stafford, L. (1987). Parent‐teacher communication.