ERIC Number: ED440752
Record Type: RIE
Publication Date: 2000-Apr-27
Primary Teachers' Beliefs Regarding Family Competence for Providing Input To Help Meet Children's Educational Needs.
Moseman, Cindy C.
This study examined the views of kindergarten, first-, and second-grade teachers regarding families' competence to contribute knowledge to their child's educational process. In the first part of the study, 33 teachers from a variety of schools participated in small-group nominal group technique discussions. Their beliefs then contributed to the development of Q statements, which were later sorted by 43 kindergarten, first- and second-grade teachers. Seven teachers, representing the varied beliefs expressed through the Q sort, were interviewed to clarify the three factors emerging from the Q analysis. Three perspectives were identified: (1) Valuers, who place value on family influence to varying degrees; (2) Categorizers, who tend to dichotomize families as competent or not and family input as worthy or not, and who felt that families could not provide decision making about their child at school; and (3) Tunnel Visioners, who see limited uses and benefits of family classroom influences and feel that families are competent only regarding information on their own child's education at school. Further analysis of these perspectives showed all the Categorizers and Tunnel Visioners were also Low Valuers. High Valuers were more likely to have wide-ranging family competency beliefs than Low Valuers, Categorizers, or Tunnel Visioners. High Valuers used information obtained from families to understand their interests, activities, and circumstances, whereas Categorizers, Tunnel Visioners, and Low Valuers used such information to evaluate or judge families. Only some High Valuers took an active role in encouraging many areas of family influence. (Contains 37 references.) (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).