Human Development & Quantitative Methodology
Permanent URI for this communityhttp://hdl.handle.net/1903/2248
The departments within the College of Education were reorganized and renamed as of July 1, 2011. This department incorporates the former departments of Measurement, Statistics & Evaluation; Human Development; and the Institute for Child Study.
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Item Reframing Parent Involvement: The Role of a Museum Program in Connecting Parents and Schools(2009) Luke, Jessica Judith; Torney-Purta, Judith; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Using grounded theory methods, a qualitative study was conducted to generate theoretical propositions about the nature of parent involvement generally, and the role that a museum program can play in facilitating parent involvement more specifically. In-depth retrospective interviews were conducted via telephone with 20 parents who had participated in the museum program. Data were analyzed using the constant comparative method and drawing from the Ecologies of Parent Engagement framework (Calabrese Barton et al., 2004). At the core of the analysis is the phenomenon of parent engagement - as opposed to parent involvement - that emphasizes the social and cultural negotiations through which parent engagement occurred, and the more informal, personal manifestations of engagement through the museum program. At a more micro level, analysis revealed the mechanisms through which the museum program facilitated engagement, namely building capital and authoring. Findings culminate with an adapted version of the Ecologies of Parent Engagement model, revised to reflect the role of a museum program in facilitating parent engagement. Overall, study results have implications for theoretical understandings of parent involvement, providing a more holistic picture of why and how parents are engaged, and what forms their engagement takes. Establishing hypotheses about parent engagement processes makes it possible for educators to reconsider practical strategies for bringing parents and schools together in support of children's development, and in particular to broaden their thinking about the spaces in which parent engagement occurs.Item The Associations of Autonomy Support and Conceptual Press with Engaged Reading and Conceptual Learning from Text(2004-11-24) Perencevich, Kathleen Cox; Guthrie, John T.; Human Development; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined the associations of autonomy support and conceptual press, with reading engagement and conceptual learning from text. When students perceive their teacher to be supporting autonomy, it means that student choice, ownership, and personal goals are emphasized. When students perceive their teacher to be supporting conceptual press, it means that the teacher (a) promotes understanding of the substantial principles of a domain; (b) helps students use information integration strategies during reading, such as concept mapping, and (c) promotes persistence on moderately challenging tasks. Based on the self-process model of motivation (Connell & Wellborn, 1990) and an engagement perspective of reading (Baker, Dreher & Guthrie, 2000), it was hypothesized that as students perceived their instruction to be motivating, their reading engagement would increase. In turn, as engaged reading increases, conceptual learning from text would increase. For this investigation, 244 fourth- and fifth-grade students reported their perceptions of their teachers' use of conceptual press and autonomy support in reading instruction. Multifaceted components of reading engagement were measured. Reading engagement was defined as the manifestations of affective, behavioral, and cognitive processes during reading. In addition, participants completed a reading performance assessment in the domain of science designed to measure prior knowledge, strategic reading, and conceptual learning from text. Structural equation modeling was used to compare alternative theoretical models depicting the relations among motivated reading instruction, engaged reading, and conceptual learning from text. The direct effects model had a direct path connecting motivating reading instruction with conceptual learning from text whereas the hypothesized indirect effects model contained an indirect path from motivating reading instruction to conceptual learning from text via engaged reading. Results confirmed the hypothesis that the model including an indirect effect of motivating reading instruction on conceptual learning from text through engaged reading explained the data more fully than a direct effect model. This is consistent with the self-process model of motivation (Connell & Wellborn, 1990). These results have implications for theories of the role of social contexts in engagement and achievement, particularly in the domain of reading, and also suggest ways by which teachers might foster reading engagement among students.