ERIC Number: ED468905
Record Type: RIE
Publication Date: 2002-Feb-20
Parents and Teachers Talk about Literacy Success. CIERA Report.
Orellana, Marjorie Faulstich; Monkman, Karen; MacGillivray, Laurie
This study examines how parents and teachers in a Central Los Angeles Mexican/Central American immigrant community talk about "successful development" for children. In order to examine how parents and teachers talk about children's academic and social development, the report draws from multiple data sources, such as field notes based on participant observation in homes, classrooms, and community programs; transcriptions of four focus groups with parents; and notes on informal and semi-informal interviews with parents and teachers. The report suggests implications for teachers and researchers working in immigrant populations, such as: teachers will benefit from more specific understanding of families' daily lives; sociocultural studies of literacy can help teachers; and teachers should explore how they can build in their literacy classrooms on the concrete practices in which families engage. (Contains 26 references.) (PM)
Descriptors: Academic Achievement, Elementary Education, Family Attitudes, Hispanic Americans, Immigrants, Literacy, Mexican Americans, Parent Attitudes, Parent School Relationship, Parent Teacher Cooperation, Teacher Attitudes
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. Web site: http://www.ciera.org.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.
Note: Research funded by the Center for the Improvement of Reading Education, the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood, and the Institute of Human Development at the University of California Berkeley. Paper originally presented at the Annual Meeting of the National Reading Conference (48th, Austin, TX, December 2-5, 1998).