Research Findings. Research Question 1 How do the parents of Latino male students in middle school define parent involvement, and what does it mean to them? Based on the qualitative data gleaned from the participant interviews, the researcher concluded that the parents in the study defined involvement in their sons' education as something that takes place at home, not just in the school. Their participation was manifested in multiple ways, bit firmly based on a robust parent-child communication system. They asked their sons about the school day, listened to them, gave advice, shared their own childhood experiences, spoke Spanish in the home, and shared their values, expectations, and aspirations. Overall, in concert with previous studies, parents reported more home-based participation than school-based (Chrispeels & Xxxxxx, 0000; Hill, 2009; Xxxxx, 2001; Marrun, 2018). Research Question 2 What factors affect Latino parents' involvement in the education of their sons? The main factors which impacted the parents' participation in school were limited time and work hours. The parents stressed that their responsibilities at work limited the amount of free time to connect with school staff or check homework assignments. The outcome is consistent with research by Xxxxx., Xxxxx, & Shatrova (2008), who found that Latino parents had limited time to be present at the school because of demanding work schedules. One participant shared her work schedule and how it directly impacted involvement in her son's school, Por las largas horas que trabajo, es muy duro para mi poder ir a los eventos especiales. Dependiendo en lo que la escuela necesita de mí, yo lo haría, pero por tiempo muy limitado. Yo trabajo de1as 10:00 de la mañana a 8:00 de la noche. Tengo un largo día y es de lunes a viernes. [Because of the long hours I work, it is hard for me to attend special events. Depending on what the school needs from me, I would volunteer but on a limited basis. I cannot because of my job. I work from 10:00 in the morning to 8:00 at night. I have a long day and, it is from Monday to Friday.] These factors also kept parents from attending school functions more often and not volunteering to help. However, when participants shared, they attended school meetings, workshops, or critical events such as Back to School Night and Open House. They regarded their attendance in those functions as a form of school involvement. Parents who did not work said they had the time to connect with teachers and volunteer...
Research Findings. The Sandwich Deli:
Research Findings. One way ANOVA indicated that programs not serving children receiving subsidies were rated higher on overall quality, language and reasoning, learning activities, and social interactions. Teacher salary was significantly correlated with overall quality, and after controlling for teacher salary, subsidy density did not uniquely predict variance in overall quality. (2)
Research Findings. 1. Party A, the PI, and the Co-PI shall submit the research results within the specified period in the Plan. If there are no provisions in the Plan, the following methods shall be followed. （1） Party A, the PI, and the Co-PI shall deliver to Party B a mid-term research report within seven months from the beginning of the research period specified in Article 3.
Research Findings. 67 Research Question 1 .................................................................................................. 67 Research Question 2 .................................................................................................. 68 Research Question 3 .................................................................................................. 69 Research Question 4 .................................................................................................. 69 Key Findings .............................................................................................................. 70 Implications for Practice ............................................................................................ 70 Recommendations for Further Research.................................................................... 71 Conclusion ................................................................................................................. 72 Perspectives................................................................................................................ 74 Parents........................................................................................................................ 74 School Counselors ..................................................................................................... 75 REFERENCES ...................................................................................................................... 76 APPENDICES 101 Appendix A: Site Authorization 101 Appendix B: IRB Authorization to Conduct Research Study 000 Xxxxxxxx X: Telephone Call Script to Parents Soliciting Interview 104 Appendix D: Telephone Call Script to Parents Soliciting Interview Spanish Translation 105 Appendix E: IRB Consent to Participate Form 106 Appendix F: IRB Consent to Participate Form - Spanish 000 Xxxxxxxx X: IRB Consent to Use Audio Form 110 Appendix H: IRB Consent to Use Audio Form - Spanish 111 Appendix I: Parent Pilot Survey 112 Appendix J: Responses to Pilot Parent Survey 116 Appendix K: Counselor Pilot Survey 118 Appendix L: Responses to Pilot Counselor Survey 119 Appendix M: Parent Demographic Survey 000 Xxxxxxxx X: Encuesta Demográfica Para Los Padres - Spanish 122 Appendix O: Parent Interview Questions and Prompts 125 Appendix P: Parent Interview Questions and Prompts – Spanish 000 Xxxxxxxx X: Counselor Survey 129 LIST OF TABLES Table 1. 1. Themes from Data Analysis – Parent-participants Delta Middle School .....
Research Findings. The Community Health Strategy in Gichagi seeks to improve the health of the slum’s residents by providing basic and preventive care and health education to the community via trained community health workers. In presenting the findings from my assessment, I aim to establish whether the program is meeting its goals and provide insight into the following research questions: • Are Gichagi residents aware of the community health services offered in Gichagi? • How do residents of Gichagi view community health services and community health workers? • Do residents of Gichagi feel that the CHW program has positively impacted their health? • What benefits and constraints do CHWs experience in fulfilling their roles? Community Survey Table 1: Languages Spoken in the Home Language Frequency Percent Kikuyu 84 70% English 37 30.8% Kamba 8 6.7% Luhya 6 5% Kisii 4 3.3% Maasai 2 1.7% Meru 2 1.7% Embu 1 0.8% French 1 0.8% The survey was divided into four sections: demographic information, awareness of available community health services, attitude towards community health providers, and utilization of community health services. Demographic information indicated that 80.3% of the 120 respondents were female, and the median age was between 30 and 39 years. When asked what languages respondents spoke in their homes, the three most commonly reported languages were Kiswahili, Kikuyu and English (see Table 1). The majority of respondents reported being married at 68.33%, while 16.67% were single, 8.33% were widowed, and 5% were separated. The average number of household members was 4.6, with a range from 1 to 17. Primary school was the most commonly completed level of schooling by 34.17% of respondents, while secondary school was completed by 13.33% of respondents and vocational schooling by 10.83%. Are Gichagi residents aware of the community health services offered in Gichagi? Out of 120 respondents, 65.83% said they were aware of community health services in Gichagi. The most commonly reported services of which they were aware were deworming at 58.2%, community level health education at 51.5%, and home-based care at 29.1% (see Table 2). When asked to identify their community health provider, 47.9% of respondents reported being aware of their CHW’s name. Respondents offered a variety of names, the most frequently cited being the head of the CHC at 37.74% (n=20/53). Additionally, over half of the 22 names provided were not those of current CHWs. Only 50.83% of respondents conside...
Research Findings. Content required by the form in QERI for submitting the results of Research and evaluations involving Queensland state schools and other Departmental Sites and/or data. It contains provision for the inclusion of information on: the title of the research; content keywords; the location of the research, research questions, research methodology; a summary of major findings; research limitations; relationship with other research; additional research needed; practical implications; end-users likely to benefit from the research findings; value of the research; list of relevant publications; and Researcher’s contact information. Research Principles – The research principles as described in the Research Plan located at xxxx://xxxxxxxxx.xxx.xxx.xx/xxxxxxxxx/xxxxxxxx/xxxx/xxxxxxxx-xxxx-0000.xxx. They are the principles that inform the Department’s Research activity and investment and ensure that anticipated benefits of Research are achieved and communicated, namely that the Research should be:
Research Findings. 6.1 The Researcher must provide a summary of the Research Findings, using a format, language and concepts that are non-technical, to:
Research Findings. The present chapter illustrates the current e-Governance training status and training needs research findings. The findings are split into two parts, presented in two different sections. Information regarding e-Governance training programs is presented in section 3.1 and survey/workshop results related to e-Governance training needs are presented in section 3.2.
Research Findings. Living memories of de-industrialisation and urban decline In the course of our research in the Xxxxxxx Art Gallery and Museum we came to realise that in the course of investigating the memories of the ‘difficult past’ we had been documenting a widespread atmosphere of the ‘depressing present’ of contemporary life in de-industrialised urban centres. Such a finding is not surprising; after all memory is as much about the present as the past (Mah, 2010). People are involved in on-going memory work when they re-interpret the meanings of past events in order to make sense of the present and, perhaps, project possible trajectories for the future (Hamilakis and Labany, 2008). This feeling of the ‘depressing present’ arguably is a lasting legacy of the 1970s-80s socio-economic transformations and political upheavals. In a way, the more traumatic memories of de-industrialisation in such industrial centres as Coventry are continuing to be lived in by an increasingly marginalised working-class population of the city. These memories are ‘living memories’ for many in Coventry partly because the closure of the manufacturing industries which provided the majority of work places in Coventry and surrounding area has continued right up until 2006 when the Peugeot plant was closed. At the same time, the future of the LTI plant that manufactures the popular ‘black cabs’ and is the last car-manufacturing plant remaining in the city is uncertain (Waddington, 2012). De-industrialisation has resulted in what Watt (2006) calls ‘urban decline’ in the working-class areas of British cities. Therefore, for many of our respondents ‘the depressing present’ is experienced as living memories of urban decline which constituted the everyday experience for at least three generations of working-class people in Britain. This feeling of living through difficult times has been clearly articulated by one of our experts at the Xxxxxxx Art Gallery and Museum: ‘I think it’s a bit depressing, but I think you reach an age where you start to see things repeating themselves so, you know. I’m somebody that as a child in the 70s was... I think I’d have found it difficult to articulate it at the time, but I was very aware that this...I was growing up in a time of depression. You know, all the strikes and the power cuts, I was kind of aware of those things going on and then to be a teenager in the 80s during the Xxxxxxxx years. You know, I come from a very socialist background, from a socialist family and s...
