Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

The purpose of the researcher was to investigate the opinions of migrant parents and regular classroom teachers toward migrant education. A status survey factorial design was employed. The independent variables investigated were: position (parent and teacher), age (parent and teacher), gender (parent and teacher), amount of formal education (parent and teacher), parent involvement, number of children in school, number of years taught, level taught, and migrant students in class. The dependent variables were scores from the following subscales of the Opinion Toward Migrant Education Questionnaire: Migrant Students, Migrant Parents, Migrant Education, Regular Classroom Teacher, Migrant Classroom Teacher and Total. The sample consisted of 34 migrant parents and 136 regular classroom teachers. Four composite null hypotheses were tested at the .05 level of significance employing three-way analysis of variance (general linear model). A total of 144 comparisons were made plus 19 recurring. Of the 144 comparisons, 60 were for main effects and 84 were for interactions. Of the 60 main effects, 10 were statistically significant at the .05 level. Of the 84 interactions, 13 were statistically significant at the .05 level. Results of the present study appeared to support the following generalizations: 1. classroom teachers view the scale Migrant Parents more positive than migrant parents, 2. classroom teachers view the scale Migrant Education more positive than migrant parents, 3. classroom teachers view the scale Migrant Classroom Teacher more positive than migrant parents, 4. classroom teachers view the scale Total (the entire set of items) more positive than migrant parents, 5. classroom teachers with B.S. Degrees view the scale Migrant Students more positive than classroom teachers with M.S. Degrees or higher , 6. classroom teachers with more than 15 years of experience view the scale Migrant Students more positive than classroom teachers with 7 through 15 years of experience . 7. classroom teachers who had no migrant students in class view the scale Migrant Students more positive than classroom teachers who had migrant students in class, 8. classroom teachers with more than 15 years of experience view the scale Migrant Classroom Teacher more positive than classroom teachers with 7 through 15 years of experience, 9. classroom teachers who had no migrant students in class view the scale Total (the entire set of items) more positive than classroom teachers who have migrant students in class, 10. the age and gender of classroom teachers should be interpreted concurrently for Regular Classroom Teacher, 11. position, age and gender for classroom teachers and parents should be interpreted concurrently for Regular Classroom Teacher, 12. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Parents, 13. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Education, 14. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Teacher, 15. parent involvement and number of children in school should be interpreted concurrently for Migrant Teacher, 16 . amount of parent formal education and parent involvement should be interpreted concurrently for Total (the entire set of items), 17. amount of formal education, number of years taught and level taught should be interpreted concurrently for Migrant Students, 18. amount of formal education and level taught should be interpreted concurrently for Migrant Teacher, 19. number of years taught and level taught should be interpreted concurrently for Migrant Teacher, 20. amount of formal education and number of years should be interpreted concurrently for Migrant Teacher, 21. amount of formal education and migrant students in class should be interpreted concurrently for Migrant Teacher, and 22. amount of formal education and years taught should be interpreted concurrently for Total.

Keywords

Education Administration

Advisor

Michael Slattery

Date of Award

Summer 1996

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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