A Study on Parent-Teacher Communication with Those Mothers Who Are New Immigrants－Example of Elementary School

Author(s):

HSUEH-SHAN CHANG

Conference:

ECER 2008

Network:

7. Social Justice and Intercultural Education

Format:

Paper

Session Information

07 SES 07B, Teachers and Stereotypes

Paper Session

Time:

2008-09-11

15:30-17:00

Room:

B1 113

Chair:

Chris Gaine

Contribution

“Immigrant marriage” is becoming very popular in Taiwan last couples of years. The issues about ”foreign spouse” or “new immigrant” are rising significantly and generates some important phenomena in Taiwan. Education is one of the issues. With the increase of population of foreign spouse by last couples of years, “next generation from those foreign marriages” is also increasing significantly. Until 2003, 14 of 100 new-born are from those families. The population percentage of those families increase each year and are playing more important roles in Taiwan society. Those new-born children from those families have started to enter pre-school and elementary school. The effects on between students from those families and education system should be understood and pay more attention by education organization. This research is to investigate how new immigrant spouse participate in and, more, involve in parent-teacher communication. In education system, parent-teacher communication plays a very important role. After survey of researches about parent-teacher communication, most studies on parent-teacher communication fail to show much concern about the process of new female immigrants’ participation. Therefore, the purpose of this research is to explore the cognition and the experience of the parent-teacher role of the elementary school’s teachers and the parents who are new female immigrants .To find out the point of view of the elementary school’s teachers and the foreign spouses on the way of the parent-teacher-communication, the difficulties and the influential factors in parent-teacher-communication, the experiences and the feelings they have within the process of the parent-teacher-communication and the expectations and suggestions of parents and teachers for parent-teacher-communication. The questions of this research are: (1)What are the ways and contents of the parent-teacher communication with those parents who are new female immigrants? (2)What are the difficulties and the influential factors in parent-teacher-communication with those parents who are new female immigrants? (3)What are the experiences and the feelings parents who are new female immigrants and teachers have within the process of parent-teacher-communication？ (4)What are the expectations and suggestions of parents who are new female immigrants and teachers for parent-teacher-communication?

Method

To accomplish the above objectives, first, it is going to collect and study the related papers. Second, a semi-structural depth interview is going to be constructed. Third, the semi-structural depth interview is used to collect data and understand the cognition and the experience of the parent-teacher role of the elementary school’s teachers and the parents who are New female Immigrants. The elementary school’s teachers and parents who are New female Immigrants at elementary schools in Taichung County will be considered as the sample source. Ten volunteers from the sample are invited to participate this research. All of them will go through depth interview. The open coding method is used to analyze the interview recording. The above-analyzed data is to be categorized and to be used to understand the point of view of the elementary school’s teachers and the parents who are New female Immigrants on the way of the parent-teacher-communication, the difficulties and the influential factors in parent-teacher-communication, the experiences and the feelings they have within the process of the parent-teacher-communication and the expectations and suggestions of parents and teachers for parent-teacher-communication.

Expected Outcomes

Expected Outcomes: 1.Collect and integrate articles about the new female immigrants and parent-teacher-communication. 2.Initial study of parent-teacher communication with those mothers who are new Immigrants in the elementary school. 3.To understand the ways and contents of the parent-teacher communication with those parents who are new female immigrants. 4.To understand the difficulties and the influential factors in parent-teacher-communication with those parents who are new female immigrants. 5.To understand the experiences and the feelings parents who are new female immigrants and teachers have within the process of parent-teacher-communication. 6.To understand the expectations and suggestions of parents who are new female immigrants and teachers for parent-teacher-communication. 7.Those elementary school’s teachers and parents who participate this study could also upgrade their parent-teacher-communication efficiency. 8.The results of this study could provide useful information for the families with foreign spouses, the elementary school’s teachers, the elementary school, the social workers and the related researchers.

References

(1)Chinese Resource Chang,Wei-Chung （2005）.A Research of Parental Attitudes, Self-efficacy and Peer relationship of Migrant Brides’ Children, Who Study Higher Grades of Elementary School. Chinese culture University, Master Dissertation. Chang,Hsueh-shan（2001）. The model of Parents-teacher Cooperation in Elementary School. Journal of Elementary Education, 146, 49-54. Chang,Hsueh-shan（2002）. A Study of Parent Participation in Schooling and the Related Variables in Elementary Schools in Taichung city. Providence University Project, project number: 91 11100 B10. Miao-Ju Wang （2004）.A study of Foreign Spouses' Involvement in Elementary School Education in Dunlin County. Ming Dao University, Master Dissertation. MINISTRY OF THE INTERIOR（2005）.The statistic of foreign partner and mainland china partner. Wu, Jin-Hui (2005）.The Study on the educational problems and curriculum adjustment of children of foreign brides. National Tainai University, Master Dissertation. (2)English Resource Alejandro, R. (2000). Influence strategies by an elementary school principal, teachers, and support staff to involve low socio-economic Mexican-American parents in their children’s education. Unpublished doctoral dissertation, The University of Texas at Austin. De silva, S. S. (2001). Cultural differences and attitudes towards parent involvement: A Case study of preschool parents. Southern Illinois university. DAO Document Reproduction Service No.AAT 3030897. Markham, R. (1995). Parent communication: Preparing for parent-teacher conferences. (ERIC Document Reproduction Service No. ED 378 626). Maynard, S., & Howley, A. (1997). Parent and community involvement in rural schools (Report No. EDO-RC-97-3). Charleston, WV: Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No.ED 408 143) Nicolau, S. & Ramos, C. L. (1990). Together is better: Building strong relationships between schools and Hispanic parents. New York: Hispanic Policy Development Project, Inc. Okagaki, L. & Sternberg, R. L. (1993). Parental beliefs and children’s school performance. Child development, 64, 36-56. Pappas, G. (1997). Foeging home-school partnerships with Latino families. (ERIC Document Reproducation Service NO. ED 406466) Pena, D. C. (2001). Parent Involvement: Influencing Factors and Implications. Journal of Educational Research, 94(1),Retrieved December 3, 2001 from EBSCO database (Master file) on the World Wide Web:http://www.ebsco.com Politis, C. (2004). When Parent Won’t Get Involved. Early Childhood Today, 18(4), 10-11. Relationship .London: Hodder and Stonghtom . Windsor, N. L. (1999). Analysis of parent-teacher communication preferences in rural elementary schools and parent involvement. Unpublished doctoral Dissertation.

Author Information

HSUEH-SHAN CHANG

PROVIDENCE UNIVERSITY

TEACHER EDUCATION CENTER

TAICHUNG

215

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