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ERIC Number: ED093554
Record Type: Non-Journal
Publication Date: 1974-Aug-25
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Parent Reaction to Educational Innovation in North Dakota: A Theoretical Perspective and an Empirical Assessment.
Patton, Michael Quinn
Parental reaction to open education in North Dakota was studied. The hypotheses predicted that there would be less parental acceptance of and support for the open classroom according to: the greater the classroom openness; the less the parents' cosmopoliteness, the smaller the town population, the older the parents, the lower the informational level about the innovation, the less parental involvement with and experience in open classrooms, the less the degree children are perceived as being happy with school; the less parents perceive their children as progressing in school, and the greater the perceived home discipline problems. Data were based on interviews with 276 parents with children in open classrooms during the 1971-72 school year in 16 communities. Interviews obtained data on the parents' (1) factual knowledge about the classroom, (2) reactions to the classrooms attitudinally; (3) perceptions of how the classroom may have affected their child's home behavior, (4) information about and perceptions of open education and the children, and (5) personal information. Both closed, multiple choice items and short-answer, open-ended questions were used. Results of a stepwise multiple regression analysis were presented, with preference for more detailed, nonparametric statistical analyses. Findings indicated that the child's perceived progress, town size, child's comparative enthusiasm for school, parent observed classroom, parent classroom participation, and changes in home discipline problems were first on the stepwise process. (Author/NQ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Dakota