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HOME-SCHOOL RELATIONSHIPS AND MATHEMATICS LEARNING IN- AND OUT-OF-SCHOOL: COLLABORATION FOR CHANGE: A QUALITATIVE CASE STUDY IN A BAHRAINI PRIMARY SCHOOL. Osama Almahdi

HOME-SCHOOL RELATIONSHIPS AND MATHEMATICS LEARNING IN- AND OUT-OF-SCHOOL: COLLABORATION FOR CHANGE: A QUALITATIVE CASE STUDY IN A BAHRAINI PRIMARY SCHOOL. Osama Almahdi

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Published by Osama_mahdi
HOME-SCHOOL RELATIONSHIPS AND MATHEMATICS LEARNING IN- AND OUT-OF-SCHOOL: COLLABORATION FOR CHANGE: A QUALITATIVE CASE STUDY IN A BAHRAINI PRIMARY SCHOOL.
(PhD thesis, Bristol University) By: Osama Mahdi Al-Mahdi
This study aimed to learn more about the perceptions of parents, children and teachers regarding home-school relationships and mathematics learning in and out-of-school in Bahrain, to introduce new ideas which emphasise the social and cultural dimension of mathematics learning, and utilise these new ideas to design and implement novel mathematical learning activities. These activities aimed to encourage social interaction between parents and their children and utilise home resources to enrich school learning.

This study draws on theoretical ideas and research which call for more recognition and utilisation of the social and cultural resources available in children’s homes and out-of-school environments. This small scale case study drew on action research ideas carried out in one classroom in a primary boys school in Bahrain. The data collection process included: semi-structured interviews with teachers and parents, focus groups with children, visual data, namely photographs taken by children, and analysis of school documents. The project also included novel mathematics learning activities carried out by the children at home and in the classroom.

The results indicated there were variations between the different groups of parents and between parents and teachers in terms of their perceptions about home-school relationships and mathematics learning in- and out-of-school. Parents with different social and cultural backgrounds can have different relationships and types of communication with school. More work is needed to improve home-school communication and to involve parents more in their children’s education. The results also indicated that children's out-of-school mathematical practices were not highly recognised and utilised by the participant teachers and parents in the process of children's mathematics learning. Finally, the outcomes of the project indicated that this intervention was successful in finding ways to improve some aspects of home-school communication through providing opportunities of home-school knowledge exchange and two-way communication; and, in enriching and extending children's mathematics learning by providing more opportunities for parental involvement in this area of learning as well as making some connections between children’s in- and out-of-school mathematics practices.

HOME-SCHOOL RELATIONSHIPS AND MATHEMATICS LEARNING IN- AND OUT-OF-SCHOOL: COLLABORATION FOR CHANGE: A QUALITATIVE CASE STUDY IN A BAHRAINI PRIMARY SCHOOL.
(PhD thesis, Bristol University) By: Osama Mahdi Al-Mahdi
This study aimed to learn more about the perceptions of parents, children and teachers regarding home-school relationships and mathematics learning in and out-of-school in Bahrain, to introduce new ideas which emphasise the social and cultural dimension of mathematics learning, and utilise these new ideas to design and implement novel mathematical learning activities. These activities aimed to encourage social interaction between parents and their children and utilise home resources to enrich school learning.

This study draws on theoretical ideas and research which call for more recognition and utilisation of the social and cultural resources available in children’s homes and out-of-school environments. This small scale case study drew on action research ideas carried out in one classroom in a primary boys school in Bahrain. The data collection process included: semi-structured interviews with teachers and parents, focus groups with children, visual data, namely photographs taken by children, and analysis of school documents. The project also included novel mathematics learning activities carried out by the children at home and in the classroom.

The results indicated there were variations between the different groups of parents and between parents and teachers in terms of their perceptions about home-school relationships and mathematics learning in- and out-of-school. Parents with different social and cultural backgrounds can have different relationships and types of communication with school. More work is needed to improve home-school communication and to involve parents more in their children’s education. The results also indicated that children's out-of-school mathematical practices were not highly recognised and utilised by the participant teachers and parents in the process of children's mathematics learning. Finally, the outcomes of the project indicated that this intervention was successful in finding ways to improve some aspects of home-school communication through providing opportunities of home-school knowledge exchange and two-way communication; and, in enriching and extending children's mathematics learning by providing more opportunities for parental involvement in this area of learning as well as making some connections between children’s in- and out-of-school mathematics practices.

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Categories:Types, School Work
Published by: Osama_mahdi on Feb 10, 2009
Copyright:Attribution Non-commercial

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05/10/2014

 
 
HOME-SCHOOL RELATIONSHIPS AND MATHEMATICSLEARNING IN- AND OUT-OF-SCHOOL: COLLABORATIONFOR CHANGE
A QUALITATIVE CASE STUDY IN A BAHRAINI PRIMARY SCHOOLA thesis submitted for the degree of Doctor of Philosophy awardedby University of BristolByOsama Mahdi Al-MahdiGraduate School of Education, University of BristolFebruary 2009
i
 
ABSTRACT
This study aimed to learn more about the perceptions of parents, children andteachers regarding home-school relationships and mathematics learning in andout-of-school in Bahrain, to introduce new ideas which emphasise the socialand cultural dimension of mathematics learning, and utilise these new ideas todesign and implement novel mathematical learning activities. These activitiesaimed to encourage social interaction between parents and their children andutilise home resources to enrich school learning.This study draws on theoretical ideas and research which call for morerecognition and utilisation of the social and cultural resources available inchildren’s homes and out-of-school environments. This small scale case studydrew on action research ideas carried out in one classroom in a primary boysschool in Bahrain. The data collection process included: semi-structuredinterviews with teachers and parents, focus groups with children, visual data,namely photographs taken by children, and analysis of school documents. Theproject also included novel mathematics learning activities carried out by thechildren at home and in the classroom.The results indicated there were variations between the different groups ofparents and between parents and teachers in terms of their perceptions abouthome-school relationships and mathematics learning in- and out-of-school.Parents with different social and cultural backgrounds can have differentrelationships and types of communication with school. More work is needed toimprove home-school communication and to involve parents more in theirchildren’s education. The results also indicated that children's out-of-schoolmathematical practices were not highly recognised and utilised by theparticipant teachers and parents in the process of children's mathematicslearning. Finally, the outcomes of the project indicated that this intervention wassuccessful in finding ways to improve some aspects of home-schoolcommunication through providing opportunities of home-school knowledgeexchange and two-way communication; and, in enriching and extendingchildren's mathematics learning by providing more opportunities for parentalinvolvement in this area of learning as well as making some connectionsbetween children’s in- and out-of-school mathematics practices.
ii
 
 
AUTHOR'S DECLARATION
I declare that the work in this dissertation was carried out in accordance with theRegulations of the University of Bristol. The work is original, except whereindicated by special reference in the text, and no part of the dissertation hasbeen submitted for any other academic award. Any views expressed in thedissertation are those of the author.Signed Date
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