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Thereby the research benefits over the qualitative approach in the sense that it tends to develop and convey the research developments numerically. A quantitative approach in this case extends many benefits such as the numerical conclusions so arrived at favor a long term perspective towards research and provide a pragmatic possibility for arriving at foresight results. A quantitative approach also happens to be simple and straightforward in its scope. The results arrived at numerically also allow for the application of a range of quantitative techniques in the course of the foresight exercises. It also allows for a clear cut comparison of conclusions under varied circumstances. The subject of this research were the 35,057 children falling in the age group 3-5, who were enrolled in the 311 preschools in the state of Illinois in the Financial Year 1994-1995. In the context of setting, the code of Illinois State Board of Education’s exclusively extends grants to public school districts, to conduct preschool education programs for children falling in the age group 3-5. This program has an essential parent education component. In that context, in the Financial Year 1994-1995, 389 types of program services were offered by Illinois preschools. These services included either exclusive classroom based instruction or a combination of class room based and home based instruction. A few schools extended only home based instruction. A majority of the schools that is 85 percent offered only classroom

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based instruction. All the schools running these programs were required to have parent education services and parent involvement activities. Nearly 38 percent of the preschools made parent involvement a requirement in these programs. The parent involvement categories included classroom activities, field trips, and enrichment activities involving children. These programs also had a parent education component that comprised of parent-child interaction activities, workshops pertaining to child development and parenting skill development activities. The teachers participating in these programs were sufficiently competent, with 73.4 percent of them having early childhood education certificates. The analysis of the collected data tended to be twin pronged. First a descriptive analysis was carried on to identify the type of involvement that was assessed by the families. Secondly the researchers resorted to regressive progression analysis to gauge the link between demographic characteristics of the families and the type of involvement or participation resorted to by them. In this analysis the dependent variables selected by researchers were the parental involvement in classroom activities, at home enrichment activities, other activities, parent teacher conferences and nil involvement in any of the available opportunities. The selected independent variables happened to be family income, child’s gender, family structure, child’s age, child’s health status, family ethnicity. Findings of the Study The research found out that parent teacher conferences happened to be the specific choice of a majority of the parents. 78 percent of the parents affiliated to parent teacher conferences. Besides, 61.5 percent of the parents participated in at home enrichmen

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Article Review Name of the Student Education Name of the Concerned Professor January 15, 2013 Article Review Research Study under Consideration Bhagwanji, Y., & McCollum, J.A. (1998). Parent Involvement in Preschool Programs for Children at Risk for Academic Failure…
Author : zhettinger
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