Date of Award

2011

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Zhou, George (Education)

Keywords

Education, General.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Using mixed methods research design, this study aimed to explore and examine Chinese immigrant parents' communication experiences with their children's school teachers. First, quantitative data was collected through 167 survey questionnaires in order to identify Chinese immigrant parents' experiences, satisfaction, challenges, and expectations of communicating with school teachers. Semi-structured interviews were then conducted with eight Chinese immigrant parents to get qualitative data for an in-depth understanding of the issues discovered through the survey. Results showed that Chinese parents felt highly responsible for communicating with teachers and were very willing to maintain timely, effective and regular communications with teachers. They sought detailed information of children's development and progress in different aspects and hope to get assistance in becoming effective co-educator at home. Their attitudes toward previous experiences varied significantly depending on how these expectations were matched with teachers' feedbacks and responses.

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