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Dissertation/Thesis Abstract

Family engagement as a relationship: Relational beliefs and practices that strengthen Latino family engagement
by Hart, Julie Kaye, Ed.D., University of Colorado at Denver, 2014, 267; 3667228
Abstract (Summary)

The number of children in the United States for whom English is not the language spoken at home is increasing. The National Center for Education Statistics (as cited in Hammer, Scarpino, & Davison, 2011) reported that, in 2007, 10.8 million school-age children in the U.S. spoke a native language other than English, an 11% increase in just 25 years. Of these English language learners (ELLs), Latinos represent almost 80% (Jerome, 2009). Numerous studies have shown the importance to both students and schools of meaningfully engaging families in the school environment. This comparative case study focuses on the practices of two elementary schools that successfully promote the engagement of families of Latino ELL students and is intended to increase understanding of the necessary relational components, or the ways that individuals are connected, that promote family engagement in school environments with populations of primarily Latino students and a majority of English language learners (ELLs).

Indexing (document details)
Advisor: Nocon, Honorine D., Davis, Alan
Commitee: Anguiano, Ruben V.
School: University of Colorado at Denver
Department: Educational Studies and Research
School Location: United States -- Colorado
Source: DAI-A 76/04(E), Dissertation Abstracts International
Subjects: School administration, Educational psychology, Individual & family studies, Hispanic American studies
Keywords: Family engagement, Family involvement, Latino families, Parent involvement, Relationship
Publication Number: 3667228
ISBN: 978-1-321-41190-4
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