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ERIC Number: EJ827691
Record Type: Journal
Publication Date: 2009-Feb
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
When Two Elephants Fight the Grass Suffers: Parents and Teachers Working Together to Support the Literacy Development of Sudanese Youth
Walker-Dalhouse, Doris; Dalhouse, A. Derick
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n2 p328-335 Feb 2009
Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations; Home-school relationships/interactions; Teacher expectations and practices. Results reflect the willingness of Sudanese parents to work with teachers; the need for teachers to form strong parent-teacher relationships; and for teacher practices that support students' literacy within the classroom context. Teacher interviews were used to provide a better understanding of Sudanese home-school relationships and educational issues.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Parents; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sudan