Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Field Methods
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Weisner, T.
Right arrow Articles by Gallimore, R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Behavior Sampling and Ethnography: Complementary Methods for Understanding Home-School Connections among Latino Immigrant Families

Thomas Weisner

University of California, Los Angeles

Gery W. Ryan

RAND

Leslie Reese

University of California, Los Angeles

Kendall Kroesen

Southern Arizona VA Health Care System

Lucinda Bernheimer

University of California, Los Angeles

Ronald Gallimore

University of California, Los Angeles

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.

Field Methods, Vol. 13, No. 1, 20-46 (2001)
DOI: 10.1177/1525822X0101300102
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Field MethodsHome page
M. Koro-Ljungberg, R. Bussing, P. Williamson, and F. M'Cormack-Hale
Reflecting on the Experience Sampling Method in the Qualitative Research Context: Focus on Knowledge Production and Power during the Data-Collection Process
Field Methods, November 1, 2008; 20(4): 338 - 355.
[Abstract] [PDF]

Home page
 Journal of Adolescent ResearchHome page
S. D. Holloway, A. I. Mirny, J. Bempechat, and Jin Li
Schooling, Peer Relations, and Family Life of Russian Adolescents
Journal of Adolescent Research, July 1, 2008; 23(4): 488 - 507.
[Abstract] [PDF]