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dc.contributor.advisor Lotfipour, Shahnaz en
dc.contributor.author Ju-Ong, Linda en
dc.date.accessioned 2019-02-09T00:00:12Z en
dc.date.available 2019-02-09T00:00:12Z en
dc.date.issued 2019-02-08 en
dc.identifier.uri http://hdl.handle.net/10211.3/207967 en
dc.description.abstract Parents are the first teachers for their children. They are the primary “teachers” that nurture their children’s social, emotional, and cognitive development. Developing literacy in the home is a function of the entire family. Parental involvement, school and community partnership, and family literacy are essential elements of a child’s educational and academic success. Studies show that parents with low socioeconomic status and low English literacy proficiency levels have limited resources in participate in family literacy and parental involvement at home or school (Graham-Clay, 2005). The California Comprehensive Center defines parental involvement as “the communication of information, purposeful interaction, and meaningful participation between parents and schools to support student learning and achievement” (McGuire & Walker, 2014, p. 24). Another study identifies that parents’ involvement has positive effects on their children’s academic achievement (Park & Holloway, 2013; Ma, Shen, Krenn, Hu, & Yuan, 2016). Sheldon and Epstein’s research points out that more effective parental involvement is linked to improved student academic success in school (Sheldon & Epstein, 2005). The value of parental involvement needs to be recognized by educators, community advocates, and state and federal policymakers. One way to increase parental involvement is to integrate the use of technology. Email would be one of the easiest ways of using technology to improve communication. Not only does email opens up the two-way conversation between teachers and parents, but it can also be used in a variety of styles, ranging from a general group email that sends direct information to the parents about school or class activities to emails about a specific student (Zieger & Tan, 2012). The benefit of email is its asynchronous nature, which allows parents and teachers to communicate without having to be available at the same time (Zieger & Tan, 2012). Although there are many positive factors in using technology to increase communication between teachers and parents; it is especially challenging to engage the parents who have low- English literacy skills (Roger & Wright, 2008). The goal of family literacy is to strengthen family interactions and help families develop more English skills and self-confidence so they can feel more energized and capable of working to improve their local communities. Parents who support and expand their children's learning contribute to their children's successes both in school and in life (Wilson, 2013). Many parents understand the importance of being actively involved in their children’s school activities. However, economically disadvantaged and Low-English literacy parents are the ones that lack time, language skills and knowledge about parental involvement. Despite language barriers, increasing family literacy activities at home by incorporating activities that engage different languages and cultures will help families feel welcome and comfortable in school and other community settings. The purpose of this project was to create an online interactive, self-paced eLearning module to promote family literacy and parental involvement with the integration of technology. This project included the current state standards, the resources for parental involvement, as well as strategies, tools, and access to community resources for family literacy. Additionally, it included topics such as Parent as Teacher, Parent as Partner, and Student as Scholar with multimedia elements such as videos, audios and interactive games. Due to the target audience’s English literacy levels, Spanish translation or audio was available throughout the project. The target audience was adult ESL students with varying English literacy levels. An anonymous questionnaire was open to the target audience once they had completed the field-testing. The summative data from the survey was to point out the effectiveness of the eLearning module. The results showed that the eLearning module was an alternative and effective methods to provide parents to improve their family literacy and parental involvement. This eLearning module demonstrated the need for more accessible and inclusive parental involvement materials. en
dc.format.extent 74 pgs. en
dc.language.iso en en
dc.publisher California State Polytechnic University, Pomona en
dc.rights.uri http://www.cpp.edu/~broncoscholar/rightsreserved.html en
dc.subject family literacy en
dc.subject parental involvement en
dc.subject eLearning module en
dc.title Family Literacy and Parental Involvement: an eLearning Module en
dc.type Thesis en
dc.contributor.department Department of Education en
dc.description.degree M.A. en
dc.contributor.committeeMember Kalousek, Julie en
dc.rights.license All rights reserved en


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