Behavior Sampling and Ethnography: Complementary Methods for Understanding Home-School Connections among Latino Immigrant Families
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | RAND, University of California, Los Angeles, Southern Arizona VA Health Care System |
| ANO | 2001 |
| TIPO | Artigo |
| PERIÓDICO | Field Methods |
| ISSN | 1525-822X |
| E-ISSN | 1552-3969 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/1525822x0101300102 |
| CITAÇÕES | 4 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
3166a63fddaa515802b4587c913bf817
|
Resumo
Both ethnography and experience-sampling methods (ESMs) are effective for assessing children's home activities. The authors combined them to examine home activities that were school-like, complementary to school, or unrelated to school. The activities were then related to children's school achievement in a sample of low-income Latino immigrant families and their tento eleven-year-old children at risk for low school achievement. Children reported a wide variety of types of activities in their evening routines. Children with higher school achievement were engaged in chores; homework; monitored outside activities; family social activities and hobbies; and self-directed, goal-oriented activities. Children with lower levels of school achievement tended to be engaged in more television, video games, peer and solitary play, and resting. ESMs are a valuable and effective complement to ethnographic and school achievement data in the study of home activities and home-school relationships.