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ERIC Number: ED168721
Record Type: RIE
Publication Date: 1979-Apr
Pages: 15
Abstractor: N/A
Reference Count: 0
An Observational Study of Parental Teaching Behaviors and Their Relationship to Child Achievement.
Olmsted, Patricia P.
This evaluation study had two aims: (1) to compare the teaching behavior of parents who had been participating in the Parent Education Follow Through (PEFT) Program to that of parents who had not, and (2) to examine the relationship between child achievement and parents' use of the 10 desired teaching behaviors (DTBs) emphasized by the PEFT program. Subjects were 63 program families and 46 nonprogram families at two PEFT sites. All were low-income families. PEFT families were in the second year of program participation. Non-PEFT families had never been involved in a home visitation program. Two parent-child interaction situations were used to collect the data on videotape: a matching-faces activity and a book-reading activity. The Total Reading and Total Mathematics subtest scores on the Stanford Achievement Test Primary Level 1 Battery (1973) were used to assess achievement. It was found that in only one of the two communities were PEFT parents using significantly more DTBs than non-PEFT parents. In that community the number of DTBs used by PEFT parents was significantly related to both reading and mathematics achievement test scores of their children. Differences between communities may reflect different program emphases. Findings are interpreted as evidence that the way parents teach their children is related to the child's school performance. The DTBs of the PEFT program are seen to be important ones. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: North Carolina Univ., Chapel Hill. School of Education.
Identifiers: Parent Education Follow Through Program; Parent Teaching Behaviors
Note: For related documents, see PS 010 487, PS 010 489-491; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 8-12, 1979)