NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1101491
Record Type: Journal
Publication Date: 2016-May
Pages: 25
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: EISSN-2164-0246
Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students
Lore, Millicent D.; Wang, Aubrey H.; Buckley, M. Toni
Journal of Catholic Education, v19 n3 Article 8 May 2016
Catholic social teaching affirms the primary role of parents in their children's education, as well as the importance of forging a positive home-school partnership. The purpose of this article is to provide empirical evidence for further cultivating a collaborative, home-school relationship aimed at improving the mathematics performance of Catholic school first grade students by training parents as providers of at-home numeracy support. The participants included 60 parents (29 Black; 2 Asian; 1 Latino; 26 White; and 2 other) from two urban, Catholic schools. Parents randomly assigned to the experimental group received numeracy training and materials and, then, implemented a 15-week home numeracy intervention. Results revealed that students in the treatment group (or those who received the parent-child home numeracy intervention) made large and statistically significant gains in their mathematics achievement, measured by a standardized test, as compared to the control group.
Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A