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Association: Name: NCA 94th Annual Convention URL: http://www.natcom.org
Citation: URL: http://www.allacademic.com/meta/p259304_index.html Direct Link: HTML Code:

Luebke, Megan. "A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, Nov 20, 2008 <Not Available>. 2009-10-27 <http://www.allacademic.com/meta/p259304_index.html>

Luebke, M. E. , 2008-11-20 "A Qualitative Study on Having a Parent as Teacher and its Effects on Student Academic Achievement and Relationships in a Non-Collegiate, Public School Setting" Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA Online <PDF>. 2009-10-27 from http://www.allacademic.com/meta/p259304_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: This study works to understand the effects that dual role of parent/teacher has on the child/student’s academic achievement. The relationship between the child/student and peers was additionally studied. Ten participants from a private, Midwestern college were recruited and interviewed based on having had a parent as a teacher in a public, non-collegiate classroom. Contrary to previous research, the close relationship of parent and child in the classroom environment made no significant impact on academic success.

Social Class, Teacher-Student Relationships and Classroom Participation

Explaining Race Differences in Academic Achievement: The Relative Contribution of Student, Peer, and School Characteristics

Interrogating Assumptions of Home-School Relationship Discourse: Creating Future Teachers Cognizant of Differences in Socially Constructed Perspectives About Schooling

Is Parent-Child Communication More Beneficial to Lower or Higher SES Students? : A comparative study of reading literacy among 15-year olds in Korea and the United States