Transition to Kindergarten Videos and Their Relationship to Family Engagement
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| Title: | Transition to Kindergarten Videos and Their Relationship to Family Engagement |
|---|---|
| Language: | English |
| Authors: | Walsh, Bridget A., Jeon, Hyun-Joo, Dove, Meghan, Su, Shu |
| Source: | International Journal of Technology in Teaching and Learning. 2018 14(2):55-64. |
| Availability: | International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Student Adjustment, Educational Technology, Technology Uses in Education, Video Technology, Parents, Self Efficacy, Parent Teacher Cooperation, Interpersonal Communication, Experience, Family Involvement |
| ISSN: | 1551-2576 |
| Abstract: | Transition to kindergarten videos (in English and Spanish) are one proposed technology tool to promote parental engagement. Regression analyses were conducted to examine links between parents' video experience and parental self-efficacy, teacher communication, and school communication. High parental self-efficacy was associated with more positive perceptions about teacher communication but less positive perceptions about school communication. Parents' experience of the transition video was not associated with their parental self-efficacy. Viewing videos with children was only associated with lower levels of parental self-efficacy. Implications for practice and future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1211982 |
| Database: | ERIC |
| Abstract: | Transition to kindergarten videos (in English and Spanish) are one proposed technology tool to promote parental engagement. Regression analyses were conducted to examine links between parents' video experience and parental self-efficacy, teacher communication, and school communication. High parental self-efficacy was associated with more positive perceptions about teacher communication but less positive perceptions about school communication. Parents' experience of the transition video was not associated with their parental self-efficacy. Viewing videos with children was only associated with lower levels of parental self-efficacy. Implications for practice and future research are discussed. |
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| ISSN: | 1551-2576 |
