Fostering Parental Support for Children's Mathematical Development: An Intervention with Head Start Families

By P. Starkey, Alice E. Klein. 2000

247 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/326974e6d3ffffa0b7061173ce8901b3e4f18dea

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In Clinical Psychology

In Education

In Statistics and Probability

Citations in the corpus

Parental Involvement in Homework: A Review of Current Research and Its Implications for Teachers, After School Program Staff, and Parent Leaders. (2004, unknown): “Programs that help parents engage in this kind of involvement may also offer demonstrations of developmentally appropriate teaching activities, opportunities for practice of varied strategies, and information about assessing students’ progress (e.g., Starkey & Klein, 2000).”
Mathematics Learning and Participation as Racialized Forms of Experience: African American Parents Speak on the Struggle for Mathematics Literacy (2006, background): “Designing interventions to foster reinvestment in mathematics learning among parents is something that math education reform has quietly overlooked (e.g., Civil et al., 2000; Starkey & Klein, 2000).”
Fostering At-Risk Preschoolers' Number Sense (2009, unknown): “Several long-term early interventions have had a positive impact on at-risk children (Kim, Charmaraman, Klein, & Starkey, 2000; Klein & Starkey, 2004; Sarama, 2004; Sophian, 2004; Starkey & Klein, 2000; Wright, Martland, & Stafford, 2000; Wright, Martland, Stafford, & Stanger, 2002).”
“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning (2008, background): “Starkey and Klein (2000) found that parents vary greatly in how much they think it is the responsibility of the preschool teacher to facilitate children’s mathematics learning.”
The impact of socio‐economic status on participation and attainment in science (2009, methodology): “Many US studies have shown that, irrespective of a child’s background, parental involvement has a positive impact on academic achievement (Dryfoos, 2000 ; Epstein, Clark, Salinas, & Sanders, 1997 ; Shaver & Wallis, 1998 ; Starkey & Klein, 2000 ; Wang et al, 1996 ).”
Parent Involvement in Education: Toward an Understanding of Parents' Decision Making (2007, unknown): “We screened the measured variables for outliers, skewness, and kurtosis recommended by Ullman (2001) and explored the assumptions for path analysis (Kaplan, 2000).”
Improving Preschoolers’ Numerical Abilities by Enhancing the Home Numeracy Environment (2016, background): “…such as the Early Years Learning Framework for Australia, few attempts have been undertaken to support parents in creating a favorable home numeracy environment (HNE) for their children, and few interventions targeting the family and a child’s numeracy learning exist (e.g., Starkey & Klein, 2000).”
Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046. (2012, background): “Extensive research exists on the importance of parental involvement in children’s education (e.g., Jordan, Snow, and Porche 2000; Starkey and Klein 2000; Gutman and Midgley 2000; Shumow and Miller 2001).”
Effectiveness of Parent–Child Number Board Game Playing in Promoting Chinese Kindergarteners’ Numeracy Skills and Mathematics Interest (2017, result): “In fact, consistent with results of previous training studies (Starkey & Klein, 2000; Vandermaas-Peeler et al., 2009), the present studies show that parents could be trained to become effective facilitators of young children’s numeracy learning, even when their education level might not be very…”
Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “Furthermore, at home, without specific training interventions, low-income parents tend to provide little support for the development of young children’s mathematical skills (Starkey and Klein, 2000).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, methodology): “The curriculum-based interventions (Noble et al., 2012; Starkey and Klein, 2000), which were comprehensive and long term, demonstrated positive effects on children’s math skills.”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “Schools may also increase the effectiveness of invitations by offering workshops designed to increase parents’ understanding of learning goals across curriculum areas (e.g., Gonzalez & Chrispeels, 2004; Shaver & Walls, 1998; Starkey & Klein, 2000).”
Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment (2008, background): “In contrast, many economically disadvantaged parents provide a comparatively narrow base of support (Starkey & Klein, 2000, 2008).”
Preschool Teachers' Beliefs About Appropriate Early Literacy and Mathematics Education for Low- and Middle-Socioeconomic Status Children (2007, background): “…students’ parents may not be able to provide the material advantages that the children’s middle-SES peers enjoy, teachers should nevertheless encourage and assist the parents to work with their children to sustain academics learning at home (Dickinson & Tabors, 2002; Starkey & Klein, 2000).”
Parental support of numeracy during a cooking activity with four-year-olds (2012, background): “In particular, children from low income families are at higher risk for school failure and particularly in mathematics (Starkey and Klein 2000 , 2008 ).”
Early mathematical experiences: Observing young Black and White children’s everyday activities (2004, background): “Low-income mothers, however, tend to believe that preschool teachers are responsible for providing instruction in mathematics (Holloway, Rambaud, Fuller, & Eggers-Pierola, 1995; Starkey & Klein, 2000).”
Parental Involvement in Homework (2001, unknown): “Programs that help parents engage in this kind of involvement may also offer demonstrations of developmentally appropriate teaching activities, opportunities for practice of varied strategies, and information about assessing students’ progress (e.g., Starkey & Klein, 2000).”