Parent Involvement in the Literacy Development of

Homeless Children

Parent Involvement in the Literacy Development of

Homeless ChildrenLyn Burningham, Ed.D,

lyn.burningham@jordan.k12.ut.usConnie Crosby, connie.crosby@jordan.k12.ut.us

NAEHCY ConferenceNovember 11-14. 2006

Lyn Burningham, Ed.D, lyn.burningham@jordan.k12.ut.us

Connie Crosby, connie.crosby@jordan.k12.ut.us

NAEHCY ConferenceNovember 11-14. 2006

PurposePurpose Collect information about the experiences, activities, characteristics, and outcomes of programs that increase parent involvement or act as barriers in the literacy development of children who are homeless.

Collect information about the experiences, activities, characteristics, and outcomes of programs that increase parent involvement or act as barriers in the literacy development of children who are homeless.

Research QuestionsResearch Questions What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning?

How are parents of children who are homeless participating in their children’s literacy learning?

What do principals, teachers, and parents perceive as strengths and weaknesses of programs currently in place to assist parents who are homeless to become engaged in their children’s literacy learning?

How are parents of children who are homeless participating in their children’s literacy learning?

Research QuestionsResearch Questions What are the barriers to parent involvement?

What changes would be recommended to better meet the needs of children who are homeless?

What are the barriers to parent involvement?

What changes would be recommended to better meet the needs of children who are homeless?

StatisticsStatistics Utah

2003-2004 - 7882 children 2004-2005 - 9258 children 2005-2006 - 10,087 children

District 2003-2004 - 1561 children 2004-2005 - 1702 children 2005-2006 - 2254 children

62% rise in families with children (Deseret News, March 23, 2006)

Utah 2003-2004 - 7882 children 2004-2005 - 9258 children 2005-2006 - 10,087 children

District 2003-2004 - 1561 children 2004-2005 - 1702 children 2005-2006 - 2254 children

62% rise in families with children (Deseret News, March 23, 2006)

Type of StudyType of Study Qualitative study using phenomenological methods

Lived experiences of families Philosophical perspectives

Social Constructivist Lens Reality Knowledge Learning

Qualitative study using phenomenological methods

Lived experiences of families Philosophical perspectives

Social Constructivist Lens Reality Knowledge Learning

HistoryHistory Large suburban school district 87 schools 77,000 students

1702 identified homeless students (2004-2005) 2254 identified homeless students (2005-2006)

McKinney Vento funding $145,279 Formula $30,000 Competitive

Large suburban school district 87 schools 77,000 students

1702 identified homeless students (2004-2005) 2254 identified homeless students (2005-2006)

McKinney Vento funding $145,279 Formula $30,000 Competitive

Demographics - ShelterDemographics - ShelterAge 20-50 yrs. Gender Males - 19

Females - 52Ethnicity

42 (58%) Caucasian19 (27%) Hispanic8 (11%) African American3 (4%) Native American

Age 20-50 yrs. Gender Males - 19

Females - 52Ethnicity

42 (58%) Caucasian19 (27%) Hispanic8 (11%) African American3 (4%) Native American

Demographics (cont.)Demographics (cont.) Children in Family 0-7 Marital Status

Single 18 Married 27 Separated 15 Divorced 9

Education Some high school 16 High school grad/GED 21/6 Some college 18 College grad 3 Other 8

Children in Family 0-7 Marital Status

Single 18 Married 27 Separated 15 Divorced 9

Education Some high school 16 High school grad/GED 21/6 Some college 18 College grad 3 Other 8

SitesSites 5 Shelters in district 3 shelters used for study

Seasonal conditional use shelter Families with children

Domestic abuse shelter Men and women w/wo families

Transitional female shelter Women w/children to 10 yrs

5 Shelters in district 3 shelters used for study

Seasonal conditional use shelter Families with children

Domestic abuse shelter Men and women w/wo families

Transitional female shelter Women w/children to 10 yrs

Data CollectionData Collection Triangulation mixed methods design

8 months - December 2004-July 2005

93 unduplicated participants Parents - 75 Principals - 3 Classroom & shelter teachers - 13 Shelter staff - 2

Triangulation mixed methods design

8 months - December 2004-July 2005

93 unduplicated participants Parents - 75 Principals - 3 Classroom & shelter teachers - 13 Shelter staff - 2

Data Collection (cont.)Data Collection (cont.) Surveys

72/75 returned - 96% return rate Focus groups

35 parents 10 educators 2 shelter staff

Individual interviews 3 principals 8 teachers

Surveys 72/75 returned - 96% return rate

Focus groups 35 parents 10 educators 2 shelter staff

Individual interviews 3 principals 8 teachers

Epstein FrameworkEpstein Framework School Community Family

Epstein, J. (1995). Phi Delta Kappan 77(9)

School Community Family

Epstein, J. (1995). Phi Delta Kappan 77(9)

Epstein FrameworkEpstein Framework

Community School

Family

Framework ThemesFramework Themes

Educational Support Parent Literacy Involvement

Involvement Barriers

Educational Support Parent Literacy Involvement

Involvement Barriers

Revised FrameworkRevised Framework

Educational Support(Shelter/Community)

Educational Support(School)

Parent LiteracyInvolvement

FINDINGSFINDINGS

Educational Support (school)

Educational Support (school)

75% supported schools 44% didn’t know or participate in parenting

classes Communication

Positive notes Daily reports, contracts, homework folders

Motivation/Self Confidence Processes and Procedures District Support Teams

75% supported schools 44% didn’t know or participate in parenting

classes Communication

Positive notes Daily reports, contracts, homework folders

Motivation/Self Confidence Processes and Procedures District Support Teams

Educational Support (shelter)

Educational Support (shelter)

Strong collaboration between schools/shelters

After-school programs Parent classes

GED Adult literacy classes Parenting skills

Literacy materials

Strong collaboration between schools/shelters

After-school programs Parent classes

GED Adult literacy classes Parenting skills

Literacy materials

Parent Literacy Involvement

Parent Literacy Involvement

Highly involved - different perceptions

Importance of reading to and with children Wanted children to listen/pay attention Concerned with stress on children Wanted to help but needed “know-how” Wanted to play an active role

Highly involved - different perceptions

Importance of reading to and with children Wanted children to listen/pay attention Concerned with stress on children Wanted to help but needed “know-how” Wanted to play an active role

Involvement BarriersInvolvement Barriers

Educational Support(Shelter/Community)

Educational Support(School)

Parent LiteracyInvolvement

Literacy MaterialsFacilities

School Expectations:Time

Parent SkillsKnowledge

Special ProgramsSpecial Ed.

Early Childhood

School Access

TransportationNo Car

Disabled Access

BureaucracyRed Tape

Family IssuesStressHealthMoney

Childcare

RecommendationsRecommendations

Educational Support Develop a school training module Organize a parent resource center Develop snapshot parenting classes

Educational Support Develop a school training module Organize a parent resource center Develop snapshot parenting classes

RecommendationsRecommendations

Parent Literacy Involvement Provide a literacy kit for parents

Collaborate with shelters for structure and consistency during reading time

Parent Literacy Involvement Provide a literacy kit for parents

Collaborate with shelters for structure and consistency during reading time

RecommendationsRecommendations

Overcoming Involvement Barriers Build positive relationships Provide an activity bus Provide childcare for school activities

Promote a volunteer center at the shelters

Encourage healthcare classes Obtain access to job opportunities

Overcoming Involvement Barriers Build positive relationships Provide an activity bus Provide childcare for school activities

Promote a volunteer center at the shelters

Encourage healthcare classes Obtain access to job opportunities

Future ImplicationsFuture Implications

Collaborate with local & state agencies

Approach research from an educational level

Enhance a study using participant observation

Encourage professional development

Collaborate with local & state agencies

Approach research from an educational level

Enhance a study using participant observation

Encourage professional development