Education Life of Students from Parents’ Perspective (A Qualitative Analysis in the context of Memories)

Abstract

The purpose of this research is to examine memories of parents about education life of their children that they experience and consider memories significant. This study based on narrative inquiry of qualitative research methodology. In the study, memories of 143 people were studied. Data were collected by semi-structured interview technique and were analyzed by content analysis. As a result of study three themes were come to exist: Student-centered, parent-centered and teacher-centered. The majority of categories that constitute theme of parent-centered memories characterized cases as negative. Student achievement, starting to school, social activities, overcoming the difficulties to study, unexpected behavior from student, get harm/damage to the child and take a lesson from undesired situation are the most emphasized categories that constitute the theme of student-centered memories. Teacher’s attention and guidance, making discrimination of teacher and teacher-family collaboration are the most emphasized categories of teacher-centered memories theme. It is seen that family involvement is one of the variables explaining student achievement. Parents should be actively involved in the education of their children and should be in constant contact with their teachers.