WorldWideScience

Sample records for parent school system

  1. Eliciting Parents' Individual Requirements for an Inclusive Digital School System.

    Science.gov (United States)

    Eftring, Håkan; Rassmus-Gröhn, Kirsten; Hedvall, Per-Olof

    2016-01-01

    Parents often have a busy time sorting out their life puzzles, including getting information about their children's activities in school. More and more communication between teachers and parents take place via digital school systems. It can be hard for parents to find the information they are looking for and the teacher decides when information is sent and what communication method to use. All parents, but especially parents with disabilities, might have individual preferences on how to receive information and how to adapt meetings at school. In this paper we present a project where we involved parents and teachers in focus groups, an idea workshop and iterative user trials of a digital prototype. The goal was to elicit parents' individual requirements for an inclusive digital school system, where they can store their individual preferences about how and when to receive information from school and what requirements they have on meetings at school. Preliminary results show that we managed to create open and focused discussions among parents and teachers. The parents reacted very positively on an onboarding page with the possibility to quickly and easily enter preferences after their first log in, but more work needs to be done on how preferences are categorized on the onboarding page. Finally, parents need to get clear feedback from teachers and school when they have entered or updated preferences, so they can trust that their preferences will be met.

  2. Cooperation between parents and school nurses in primary schools: parents' perceptions.

    Science.gov (United States)

    Mäenpää, Tiina; Astedt-Kurki, Päivi

    2008-03-01

    Cooperation between pupils' parents and school nurses is an important part of health promotion in primary schools. Developing frank and trusting relationships contributes to easy and uninhibited cooperation. Cooperation between parents and school nurses has not been widely researched internationally. This article reports on parents' views on cooperation with school nurses in primary schools. The study aims at contributing to school nurses' work so that instead of focusing only on the children, family nursing approaches could be improved. Nineteen parents from 13 families from southern Finland were interviewed for the study in 2004. The data were analysed by grounded theory and the constant comparative method was utilized. Six concepts describing parents' views on cooperation were generated on the basis of the data. Cooperation consists of supporting the child's well-being. School nurses take children's and parents' concerns seriously and intervene effectively if the child's health is threatened. School nurses' expertise is not very visible within school communities. Hoping to receive information and desiring parental involvement are important concepts of cooperation with the school nurse. The child's family is not sufficiently known or taken holistically into consideration when the child's health is promoted. Parents are the initiators of cooperation within school health care and parents describe this by the concept of one-sided communication. Parents do not know about school nurses' work and school health services. They would like to be more involved in school nursing activities. When developing children's health services, parents' expertise in their children's well-being should be paid more attention. This study enhances the knowledge of family nursing by describing Finnish parents' perceptions of cooperation with school nurses. The findings facilitate the understanding of cooperation in school health services.

  3. Parent Participation in the Spanish School System: School Councils

    Science.gov (United States)

    Cobano-Delgado, Verónica

    2015-01-01

    Parents of pupils participate in the supervision and management of Spanish schools through the School Council ["Consejo Escolar"], which is the principal body through which such participation and oversight is channeled. Through it families, pupils, teachers and non-teaching staff contribute collectively to making the important decisions…

  4. Immigrant parents as ‘coaches’ for their children in the Danish school system

    DEFF Research Database (Denmark)

    Viala, Eva Silberschmidt

    generation (im)migrant parents and the school has proved particularly difficult. According to school teachers, cultural differences, socio-economic problems combined with (im)migrants’ uncertainty and feelings of powerlessness as to the upbringing of their child/children in a new cultural setting constitute......)migrants’ perspectives are not well researched and understood. Based on theories from social and cultural psychology and drawing on my research on (im)migrant parents’ experience with the Danish school system, this paper discusses these parents’ views on the parenting culture promoted by the Danish state and the school...

  5. Arab Parents' Involvement in School Reform in Israel

    Science.gov (United States)

    Arar, Khalid; Abu-Asbah, Khaled; Nasra, Muhammed Abu

    2014-01-01

    Current research indicates that parental involvement positively influences children's academic success. This study investigates parental involvement in the Arab education system in Israel, highlighting involvement in the New Horizon reform. We interviewed school principals and parent committee chairpersons from 15 Arab schools. The study confirmed…

  6. Parents' Experiences as Predictors of State Accountability Measures of Schools' Facilitation of Parent Involvement

    Science.gov (United States)

    Elbaum, Batya; Blatz, Erin T.; Rodriguez, Raymond J.

    2016-01-01

    The aim of this study was to ascertain which dimensions of parents' experiences with schools are most strongly associated with parents' perceptions that schools are or are not facilitating parent involvement as mandated by the federal accountability system under the Individuals With Disabilities Education Act (IDEA). Participants were 92 parents…

  7. Parents' Expectations of High Schools in Firearm Violence Prevention.

    Science.gov (United States)

    Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H

    2017-12-01

    Firearm violence remains a significant problem in the US (with 2787 adolescents killed in 2015). However, the research on school firearm violence prevention practices and policies is scant. Parents are major stakeholders in relation to firearm violence by youths and school safety in general. The purpose of this study was to examine what parents thought schools should be doing to reduce the risk of firearm violence in schools. A valid and reliable questionnaire was mailed to a national random sample of 600 parents who had at least one child enrolled in a public secondary school (response rate = 47%). Parents perceived inadequate parental monitoring/rearing practices (73%), peer harassment and/or bullying (58%), inadequate mental health care services for youth (54%), and easy access to guns (51%) as major causes of firearm violence in schools. The school policies perceived to be most effective in reducing firearm violence were installing an alert system in schools (70%), working with law enforcement to design an emergency response plan (70%), creating a comprehensive security plan (68%), requiring criminal background checks for all school personnel prior to hiring (67%), and implementing an anonymous system for students to report peer concerns regarding potential violence (67%). Parents seem to have a limited grasp of potentially effective interventions to reduce firearm violence.

  8. 2014-2015 Student/Parent Handbook. Wake County Public School System

    Science.gov (United States)

    Wake County Public School System, 2015

    2015-01-01

    This handbook was produced as a resource for students and parents to explain the policies, rules, and regulations governing all students in the Wake County Public School System. Numbers that appear in some portions of the handbook refer to specific Board of Education policies. In some instances the entire policy is cited; at other times, only the…

  9. Parental Involvement in Norwegian Schools

    Science.gov (United States)

    Paulsen, Jan Merok

    2012-01-01

    This article examines findings on key challenges of school-parent relations in Norway. The review is based on recent large-scale studies on several issues, including formalized school-parent cooperation, parental involvement in the pedagogical discourse, and teacher perspectives on the parents' role in the school community. Findings suggest a…

  10. What do parents really want? Parents' perceptions of their children's schooling

    Directory of Open Access Journals (Sweden)

    Corinne Meier

    2015-05-01

    Full Text Available International evidence confirms that parental involvement has substantial benefits for families and schools, as well as long-term economic benefits for developed and developing countries. To implement sound parental involvement two-way communication between home and school is essential. Schools worldwide tend to focus on communication from the school to the home, and afford parents fewer opportunities to express their perceptions of the quality of schooling. However, researcher-based, national and international surveys of parent opinion indicate that school endeavours to improve learner outcomes depend to a large extent on the data provided by parents. This article examines parents' perceptions of their child's schooling, gathered by means of an annual questionnaire administered in a public primary school in Gauteng, South Africa. A researcher-designed questionnaire administered annually over two consecutive years (2012 and 2013 was used to gauge parents' opinions of school culture, home-school communication, classroom instruction and classroom organisation. The results indicate that parents were generally satisfied with all four areas. However, parents indicated concerns about reporting on an individual learner's progress, academic achievement, and social and emotional wellbeing, as well as academic enrichment opportunities, and ways for parents to assist learning at home. In terms of classroom instruction and organisation, variations in parent responses emerged according to grade levels, and over the two-year reporting period. Recommendations were made, which could benefit other schools wishing to improve two-way communication with families through parent questionnaires.

  11. Boundary Dynamics: Implications for Building Parent-School Partnerships

    Science.gov (United States)

    Price-Mitchell, Marilyn

    2009-01-01

    This article draws on systems theory, complexity theory, and the organizational sciences to engage boundary dynamics in the creation of parent-school partnerships. These partnerships help children succeed through an emergent process of dialogue and relationship building in the peripheral spaces where parents and schools interact on behalf of…

  12. Parental perspectives of diabetes management in Alabama public schools.

    Science.gov (United States)

    Skelley, Jason P; Luthin, David R; Skelley, Jessica W; Kabagambe, Edmond K; Ashraf, Ambika P; Atchison, Joycelyn A

    2013-04-01

    The purpose of this study was to assess parental perceptions of the current state of care for children with diabetes in the Alabama public school system, identify existing disparities, and determine what resources would most improve diabetes management in this setting. There is a significant need for such information because of the paucity of published data on the current state of diabetes care in Alabama public schools. We based our survey on the American Diabetes Association guidelines and collected responses on the Internet via SurveyMonkey and by paper surveys. We distributed surveys to parents of children with diabetes through the Children's Hospital endocrinology clinic, a diabetes camp, and through the Alabama Association of School Nurses e-mail listserv. A majority of children had type 1 diabetes mellitus. Students who could conveniently check their blood glucose levels (BGLs) at school were significantly more likely to participate in all school activities and their parents were significantly more likely to be satisfied with their child's diabetes care at school. Compared with minority students (defined as all races other than white), white students were more likely to be able to conveniently check their BGLs at school. The accommodation and care for children with diabetes is highly variable within much of the Alabama public school system. The ability to conveniently check BGLs at school is key for participation in all school activities and for parental satisfaction with diabetes care at school. Institution of a uniform, statewide diabetes training protocol for school personnel could improve care and parental satisfaction.

  13. The Transformation of a School System: Principal, Teacher, and Parent Perceptions of Charter and Traditional Schools in Post-Katrina New Orleans. Technical Report

    Science.gov (United States)

    Steele, Jennifer L.; Vernez, Georges; Gottfried, Michael A.; Schwam-Baird, Michael

    2011-01-01

    Hurricane Katrina set the stage for a transformation of public education in New Orleans, replacing the city's existing school system with a decentralized choice-based system of both charter and district-run schools. Using principal, teacher, and parent surveys administered three years after Katrina, this study examined schools' governance and…

  14. The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors

    Science.gov (United States)

    Chikoko, Vitallis

    2008-03-01

    This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary.

  15. Schools, Schooling, and Children's Support of Their Aging Parents.

    Science.gov (United States)

    Brauner-Otto, Sarah R

    2009-10-01

    Intergenerational transfers play an important role in individuals' lives across the life course. In this paper I pull together theories on intergenerational transfers and social change to inform our understanding of how changes in the educational context influence children's support of their parents. By examining multiple aspects of a couple's educational context, including husbands' and wives' education and exposure to schools, this paper provides new information on the mechanisms through which changes in social context influence children's support of their parents. Using data from a rural Nepalese area I use multilevel logistic regression to estimate the relationship between schooling, exposure to schools, and the likelihood of couples giving to their parents. I find that both schooling and exposure to schools itself have separate, opposite effects on support of aging parents. Higher levels of schooling for husbands was associated with a higher likelihood of having given support to husbands' parents. On the other hand, increased exposure to schools for husbands and wives was associated with a lower likelihood of having given to wives' parents. Findings constitute evidence that multiple motivations for intergenerational support exist simultaneously and are related to social context through different mechanisms.

  16. Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents

    Science.gov (United States)

    Kong, Siu-Cheung

    2018-01-01

    This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school-parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey…

  17. Parenting Education at Medford and Churchill High Schools.

    Science.gov (United States)

    Jensen, Mary Cihak

    1986-01-01

    Nationally, interest in family life and parenting programs has grown amidst concern for "basic education." Parenting education in today's schools may be justified because of increased family stress and deteriorating family support systems. Most parenting and family life courses are offered within home economics departments, have a narrow…

  18. Measuring parent perceptions of school climate.

    Science.gov (United States)

    Schueler, Beth E; Capotosto, Lauren; Bahena, Sofía; McIntyre, Joseph; Gehlbach, Hunter

    2014-03-01

    Parents' attitudes about their children's schools matter. Their views can shape their children's attitudes about school, affect their levels of family-school engagement, and influence their residential and school enrollment decisions. In this article, we describe the development of a survey scale to assess parent perceptions of the climate of their child's school. Our comprehensive scale development process incorporated feedback from academics and potential respondents from the outset of the design process to enhance scale quality. We conducted 3 studies with national samples of parents (n = 385; n = 253; n = 266) to gather evidence of scale score reliability and valid score inferences based on convergent and discriminant validity. Through confirmatory factor analysis, we identified a theoretically grounded factor structure that fit the data well but found no evidence that parental response patterns distinguish between academic and social elements of school climate. Furthermore, we found that parents of younger children, on average, had a more positive perception of the school's climate than did parents of older children. We conclude by discussing how researchers and Pre-K-12 schools and districts can use the scale to aid school improvement efforts. 2014 APA

  19. Determinants of Parent Involvement in Romanian Schools

    OpenAIRE

    Diana Damean

    2010-01-01

    The paper is focused on exploring the factors that facilitate parent involvement in their child’s education and school life. A sample of 670 Romanian school principals from the Cross-National Survey of School Principals in South East Europe (SEE) countries 2008 was used. Two-step linear regressions were run in order to predict parent participation in school meetings, parent engagement in school activities and parent influence in school governance, as reported by school principals. The results...

  20. Parent-School Councils in Beijing, China

    Science.gov (United States)

    Lewis, Wayne D.; Bjork, Lars G.; Zhao, Yuru; Chi, Bin

    2011-01-01

    This exploratory study examines how schools in Beijing have responded to a Chinese national policy mandate to establish and maintain parent councils. We surveyed principals and parent council members across schools in the Beijing municipality about the establishment and functions of their schools' parent councils. Survey results provide insights…

  1. Determinants of Parent Involvement in Romanian Schools

    Directory of Open Access Journals (Sweden)

    Diana Damean

    2010-12-01

    Full Text Available The paper is focused on exploring the factors that facilitate parent involvement in their child’s education and school life. A sample of 670 Romanian school principals from the Cross-National Survey of School Principals in South East Europe (SEE countries 2008 was used. Two-step linear regressions were run in order to predict parent participation in school meetings, parent engagement in school activities and parent influence in school governance, as reported by school principals. The results indicated that the level of parents’ organizations influence on school governance, school administration, and teaching methods is as important as the school background (size, location, budget, principal’s experience, and shares of vulnerable children.

  2. The "Generacion Diez" after-school program and Latino parent involvement with schools.

    Science.gov (United States)

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

    The current study examines associations between participation in after-school programs and change in Latino parent involvement with schools. Hierarchical linear regression analyses demonstrated that parents of children who had higher after-school program attendance rates were significantly more likely to report increases in the quality of relationships with their children's teachers, frequency of parent-teacher contact, and engagement with their children's schooling over a two-year period. However, greater home educator contacts were related to decreases in quality and quantity of parent-school involvement. A primary implication is that attendance in school-based after-school programs may draw parents into children's regular-day school context. Editors' Strategic Implications The authors illustrate the promising practice of using after-school programs to promote parent involvement and to help integrate the often disparate family and school contexts for Latino children.

  3. Predicting Parental Home and School Involvement in High School African American Adolescents

    Science.gov (United States)

    Hayes, DeMarquis

    2011-01-01

    Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

  4. Adolescent-parent relations in Hong Kong: parenting styles, emotional autonomy, and school achievement.

    Science.gov (United States)

    McBride-Chang, C; Chang, L

    1998-12-01

    This 4-phase study of Hong Kong Chinese adolescent-parent relationships (906 adolescents and 1,091 parents) revealed the following: (a) Adolescents and their parents differ in their perceptions of parenting style. (b) Autonomy is negatively associated with parents' perceived authoritative parenting style and school achievement. (c) Neither parenting style nor measures of parents' beliefs in training their children (R. Chao, 1994) are associated with self-reports of school achievement. However, (d) parents of students from the highest (Band 1) academically oriented schools in Hong Kong rated themselves as higher in authoritativeness and lower in authoritarianism than parents of adolescents from the lowest academically oriented (Band 5) schools. Findings are discussed in relation to posited differences in adolescent-parent relationships in Western and Chinese cultures.

  5. Parental Schooling and Child Development: Learning from Twin Parents

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    . By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers' schooling has a positive causal effect on child schooling but mothers' does not. However, this is reversed for parents born after 1945, when mothers' schooling has...

  6. Impact of parenting practices on adolescent achievement: authoritative parenting, school involvement, and encouragement to succeed.

    Science.gov (United States)

    Steinberg, L; Lamborn, S D; Dornbusch, S M; Darling, N

    1992-10-01

    This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.

  7. Parental Schooling and Child Development

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    . By differencing within identical twin pair we are able to take heritable endowments transmitted from parent to child into account. For all outcomes OLS is found to be upward biased. Father schooling is found to have no causal effect on infant and early childhood health. Mother schooling increases birth weight...... and the probability of high school completion. For older cohorts, we are able to replicate the findings of Behrman & Rosenzweig (2002) that fathers’ schooling has a positive causal effect on child schooling but mothers’ does not. However, this is reversed for parents born after 1945, when mothers’ schooling has...

  8. Parents' Perspectives of School Mental Health Promotion Initiatives Are Related to Parents' Self-Assessed Parenting Capabilities

    Science.gov (United States)

    Askell-Williams, Helen

    2016-01-01

    Achieving broad-scale parent engagement with school initiatives has proven elusive. This article reports survey data from 287 Maltese parents about their perceptions of the quality of their child's school's initiatives for promoting students' wellbeing and mental health. Findings indicate that, on average, parents rated school initiatives highly.…

  9. "As a Parent You Become a Tiger": Parents Talking about Bullying at School.

    Science.gov (United States)

    Hale, Rebecca; Fox, Claire L; Murray, Michael

    2017-01-01

    Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent's perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts identified two main themes: 'perceived institutional factors' and 'being a good parent'. It was found that parents viewed their principal role as protecting their child; they referred to this as an instinct and fundamental to them being a good parent. However, during their attempts to help their child, many parents talked about difficulties working with schools and this triggered frustration and distrust towards teachers. The findings highlight the importance of communication between parents and teachers and ensuring that parents are kept informed of progress when teachers are trying to address the problem. Additionally, the findings indicate that parents may hold different views to teachers about their role in school bullying situations. This would suggest that parents looking at the situation from the teacher's perspective, and vice versa, could help to build better parent-teacher relationships when tackling school bullying.

  10. Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes.

    Science.gov (United States)

    Nichols, Emily B; Loper, Ann B; Meyer, J Patrick

    2016-06-01

    The United States has the highest incarceration rate in the world, and as a result, one of the largest populations of incarcerated parents. Growing evidence suggests that the incarceration of a parent may be associated with a number of risk factors in adolescence, including school drop out. Taking a developmental ecological approach, this study used multilevel modeling to examine the association of parental incarceration on truancy, academic achievement, and lifetime educational attainment using the National Longitudinal Survey of Adolescent Health (48.3 % female; 46 % minority status). Individual characteristics, such as school and family connectedness, and school characteristics, such as school size and mental health services, were examined to determine whether they significantly reduced the risk associated with parental incarceration. Our results revealed small but significant risks associated with parental incarceration for all outcomes, above and beyond individual and school level characteristics. Family and school connectedness were identified as potential compensatory factors, regardless of parental incarceration history, for academic achievement and truancy. School connectedness did not reduce the risk associated with parental incarceration when examining highest level of education. This study describes the school related risks associated with parental incarceration, while revealing potential areas for school-based prevention and intervention for adolescents.

  11. Parents and School

    NARCIS (Netherlands)

    Ria Vogels

    2002-01-01

    Original title: Ouders bij de les. The government is increasingly withdrawing from playing a foreground role in primary and secondary education, transferring competences to local authorities, school boards and school management. Parents are also assigned a role in this process, based on

  12. Teacher-Families Online Interactions and Gender Differences in Parental Involvement through School Data System: Do Mothers Want to Know More than Fathers about Their Children?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2012-01-01

    The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher-student and teacher-parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning "feedback"…

  13. School climate: perceptual differences between students, parents, and school staff

    Science.gov (United States)

    Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.

    2016-01-01

    Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

  14. Parent Perceptions of School-Based Occupational Therapy Services

    Science.gov (United States)

    Benson, Jeryl D.; Elkin, Kathleen; Wechsler, Julie; Byrd, Lindsey

    2015-01-01

    This study aims to explore the perceptions of parents of children receiving occupational therapy in educational settings, understand the importance of the parent/occupational therapist relationship and its impact on the outcomes of therapy. In addition, this study aims to reveal best practices when providing services within the school system in…

  15. Children of Incarcerated Parents: Implications for School Counselors

    Science.gov (United States)

    Petsch, Priscilla; Rochlen, Aaron B.

    2009-01-01

    The recent increase in prison populations has given rise to an unprecedented number of children in the school system with incarcerated parents. To cope with stressors before, during, or after parents' incarceration, children can exhibit a range of problematic and maladaptive behaviors. This article explores the negative behaviors these children…

  16. Parenting practices and school dropout: a longitudinal study.

    Science.gov (United States)

    Blondal, Kristjana S; Adalbjarnardottir, Sigrun

    2009-01-01

    Adolescents' perceptions of parenting style and parental involvement in their education were examined longitudinally and related to school dropout among Icelandic youth (N = 427). Results indicated that adolescents who, at age 14, characterized their parents as authoritative (showing acceptance and supervision) were more likely to have completed upper secondary school by age 22 than adolescents from non-authoritative families, controlling for adolescents' gender, socioeconomic status (SES), temperament, and parental involvement. Parenting style seems to more strongly predict school dropout than parental involvement. Further, parenting style may moderate the relationship between parental involvement and dropout, but not in all groups; only in authoritative families does parental involvement decrease the likelihood of school dropout. Furthermore, even after controlling for previous academic achievement, adolescents from authoritative families were less likely to drop out than adolescents from authoritarian and neglectful families. These findings emphasize the importance of encouraging quality parent-child relationships in order to reduce the likelihood of school dropout.

  17. Contribution of school to building up the partnership with parents

    Directory of Open Access Journals (Sweden)

    Polovina Nada

    2008-01-01

    Full Text Available This paper studies the way in which headmasters and class masters perceive and estimate the factors, obstacles and incentives to building up a partnership between school and parents. The sample consists of 60 headmasters and 305 class masters from 60 schools (37 urban and 23 rural in Serbia. Headmasters and teachers filled in separate, but parallel questionnaires (modified only in the segment of different roles that were created for the purposes of research. Questionnaire items inquire about the factors contributing to the inclusion of parents, the obstacles in developing the cooperation between parents and school and the peculiarities of school environment that can contribute to the development of that cooperation, as well as about the peculiarities of the communication with parents. Research findings indicate that headmasters and teachers assess the importance of different components in the field of cooperation with parents in a similar, but not identical way. Most similarities are found in the perception of obstacles for establishing cooperation (the problems of coordinating time periods for meetings, previous bad experiences of parents regarding cooperation. The majority of differences lie in perceiving the importance of cooperation factors (headmasters emphasise the "parent factor", while teachers do so both for the "parent factor" and "child factor", as well as in perceiving the necessary incentives for the improvement of cooperation between school and parents (headmasters emphasise the spatial-temporal organization components, and teachers do so for spatial components and personal initiatives. In the assessments of both the headmasters and teachers we obtained differences marked by gender, the longitude of years of service, size of the settlement where the school is located (town-village. The general conclusion indicates that the topic of cooperation between school and parents is highly and in many ways context sensitive, and that the

  18. A School for Parents: An Innovation in an Elementary School.

    Science.gov (United States)

    Nash, Edna M.

    1979-01-01

    This paper describes the preparation, planning, and operation of a parent education project in an elementary school in British Columbia, based on Adlerian theory and practice. Reported benefits to the school and families support the appropriateness of school-based parent education, and the need for trained counselors to facilitate it. (Author)

  19. Parental Divorce and Children's Schooling in Rural Malawi.

    Science.gov (United States)

    Chae, Sophia

    2016-12-01

    A growing body of literature has examined the impact of different types of family structures on children's schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children's schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children's schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children's schooling.

  20. Can We Teach Parenting in Our Schools?

    Science.gov (United States)

    Noddings, Nel

    2014-01-01

    The quality of parenting is a crucial factor in children's school success, and yet the schools teach almost nothing about parenting. This essay suggests ways in which we can teach about parenting without risking indoctrination or adding special courses.

  1. Parent Involvement: Perceptions of Recent Immigrant Parents in a Suburban School District, Minnesota

    Science.gov (United States)

    Nam, Bu-Hyun; Park, Duk-Byeong

    2014-01-01

    The study aimed to examine the perceptions of immigrant parents regarding their school's efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school…

  2. “As a parent, you become a tiger”: Parents talking about bullying at school

    OpenAIRE

    Hale, R; Fox, CL; Murray, MP

    2017-01-01

    Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent?s perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts...

  3. Development of the Parent Responses to School Functioning Questionnaire.

    Science.gov (United States)

    Barber Garcia, Brittany N; Gray, Laura S; Simons, Laura E; Logan, Deirdre E

    2017-10-01

    Parents play an important role in supporting school functioning in youth with chronic pain, but no validated tools exists to assess parental responses to child and adolescent pain behaviors in the school context. Such a tool would be useful in identifying targets of change to reduce pain-related school impairment. The goal of this study was to develop and preliminarily validate the Parent Responses to School Functioning Questionnaire (PRSF), a parent self-report measure of this construct. After initial expert review and pilot testing, the measure was administered to 418 parents of children (ages 6-17 years) seen for initial multidisciplinary chronic pain clinic evaluation. The final 16-item PRSF showed evidence of good internal consistency (α = .82) and 2-week test-retest reliability (intraclass correlation coefficient = .87). Criterion validity was demonstrated by significant correlations with school absence rates and overall school functioning, and construct validity was demonstrated by correlations with general parental responses to pain. Three subscales emerged capturing parents' personal distress, parents' level of distrust of the school, and parents' expectations and behaviors related to their child's management of challenging school situations. These results provide preliminary support for the PRSF as a psychometrically sound tool to assess parents' responses to child pain in the school setting. The 16-item PRSF measures parental responses to their child's chronic pain in the school context. The clinically useful measure can inform interventions aimed reducing functional disability in children with chronic pain by enhancing parents' ability to respond adaptively to child pain behaviors. Copyright © 2017 American Pain Society. Published by Elsevier Inc. All rights reserved.

  4. Parents and Students and Healthy Indoor School Environments

    Science.gov (United States)

    School-aged children spend a great deal of time inside school buildings. Parents can play an important role in creating healthy indoor school environments. Parents and students alike can make a powerful case for protecting health in schools.

  5. Measuring Parenting Practices among Parents of Elementary School-Age Youth

    Science.gov (United States)

    Randolph, Karen A.; Radey, Melissa

    2011-01-01

    Objectives: The objective of this study is to establish the factor structure of the Alabama Parenting Questionnaire (APQ), an instrument designed to measure parenting practices among parents of elementary school children. Methods: Exploratory (EFA) and confirmatory factor analytic (CFA) procedures are used to validate the APQ with 790 parents of…

  6. Parent Involvement on School Committees as Social Capital to Improve Student Achievement

    Directory of Open Access Journals (Sweden)

    Ravik Karsidi

    2014-01-01

    Full Text Available This study explores how the participation of parents on school committees improves student achievement. In decentralized education systems like the one in Indonesia, parents’ participation has become a focal point for improving the quality of education. The data for this study were collected using questionnaires distributed to 250 students in state senior high schools, selected by quota-purposive sampling. The qualitative findings of this research are threefold: most parents participated in student learning only by providing material aspects, such as tuition and books; most parents had a misconception that it was the school that should solely be responsible for the education of their children; busy parents tended to ignore the progress of their children’s learning. In order to create social capital for their children, parents need to be active in the learning process, cooperate with school officials, and get involved in the planning of social activities.

  7. The Attitudes of Mexican Parents Toward School Discipline

    Science.gov (United States)

    Ogletree, Earl J.; Rodriquez, Margarita

    1978-01-01

    Surveys the attitudes of Mexican parents toward school discipline of primary-level children in terms of the following questions: 1) will parents accept the use of corporal punishment in schools?, 2) what form of disciplinary measure will they accept or recommend?, 3) if parents accept corporal punishment, who will be the school disciplinarian, and…

  8. Parent-school relationships and children's academic and social outcomes in public school pre-kindergarten.

    Science.gov (United States)

    Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R

    2010-08-01

    Two dimensions of parent-school relationships, parental school involvement and parents' perceptions of teacher responsiveness to child/parent, were examined in state-funded pre-kindergarten classrooms in a large urban school district. Children's social and academic outcomes were individually assessed in the fall and spring. Hierarchical Linear Modeling analyses revealed that parental school involvement positively predicted children's social skills (d=.55) and mathematics skills (d=.36), and negatively predicted problem behaviors (d=.47). Perceived teacher responsiveness to child/parent was positively related to children's early reading (d=.43), and social skills (d=.43), and negatively to problem behaviors (d=.61). All analyses controlled for quality of teacher interaction with children in the classroom, parental home involvement, parental education level, and child race/ethnicity. Copyright 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  9. Parent Interest in a School-Based, School Nurse-Led Weight Management Program

    Science.gov (United States)

    Kubik, Martha Y.; Lee, Jiwoo

    2014-01-01

    Because one in three children is already overweight or obese, school-based interventions targeting secondary obesity prevention merit consideration. This study assessed parent interest in participating in a school-based, school nurse-led weight management program for young school-aged children. A random sample of parents ("n" = 122) of…

  10. Turkish Parents' Perceptions of Their Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2013-01-01

    Parent involvement has an influence on children's educational engagement during the elementary years. The purpose of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

  11. Parents' Perceptions of Their Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif; Knoeppel, Robert C.

    2018-01-01

    Parent involvement has an influence on children's educational engagement during the elementary years. The objective of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

  12. School-Based Health Promotion Intervention: Parent and School Staff Perspectives

    Science.gov (United States)

    Patino-Fernandez, Anna M.; Hernandez, Jennifer; Villa, Manuela; Delamater, Alan

    2013-01-01

    Background: The prevalence of childhood obesity is high, particularly among minority youth. The objective of this article was to evaluate parent and school staff perspectives of childhood health and weight qualitatively to guide the development of a school-based obesity prevention program for minority youth. Methods: Hispanic parents (N?=?9) of…

  13. e-Leadership of School Principals: Increasing School Effectiveness by a School Data Management System

    Science.gov (United States)

    Blau, Ina; Presser, Ofer

    2013-01-01

    In recent years, school management systems have become an important tool for effective e-leadership and data-based decision making. School management systems emphasize information flow and e-communication between teachers, students and parents. This study examines e-leadership by secondary-school principals through the Mashov school management…

  14. Perceptions of Elementary School Children's Parents Regarding Sexuality Education

    Science.gov (United States)

    Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

    2015-01-01

    This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

  15. Perceptions of School Heads on Parents? Involvement on the Zimbabwean Primary Schools

    OpenAIRE

    THEMBINKOSI TSHABALALA

    2013-01-01

    The involvement of parents in Zimbabwean schools is governed by Statutory Instrument 87 of 1992 (SI87) for non-government schools and Statutory Instrument 379 of 1998 (SI379) (Bowora and Mpofu, 1998) for government schools. Non-government schools are run by School Development Committees (SDCs) and government schools are run by School Development Associations (SDAs). It is argued that comprehensive parent involvement is a pre-requisite for improving the culture of teaching and learning in scho...

  16. Maternal Parenting Styles, School Involvement, and Children's School Achievement and Conduct in Singapore

    Science.gov (United States)

    Stright, Anne Dopkins; Yeo, Kim Lian

    2014-01-01

    This study examined the roles of children's perceptions of maternal parenting styles (warmth, psychological control, and behavioral control) and maternal involvement in school-focused parenting practices (home-based involvement, home-school conferencing, and school-based involvement) predicting children's school achievement and conduct in…

  17. Parents' and providers' attitudes toward school-located provision and school-entry requirements for HPV vaccines.

    Science.gov (United States)

    Vercruysse, Jessica; Chigurupati, Nagasudha L; Fung, Leslie; Apte, Gauri; Pierre-Joseph, Natalie; Perkins, Rebecca B

    2016-06-02

    To determine parents' and providers' attitudes toward school-located provision and school-entry requirements for HPV vaccination. Parents/guardians of 11-17 y old girls and pediatric healthcare providers at one inner-city public clinic and three private practices completed semi-structured interviews in 2012-2013. Participants were asked open-ended questions regarding their attitudes toward school-located provision and school-entry requirements for HPV vaccination. Parents' answers were analyzed with relationship to whether their daughters had not initiated, initiated but not completed, or completed the HPV vaccine series. Qualitative analysis was used to identify themes related to shared views. 129 parents/guardians and 34 providers participated. 61% of parents supported providing HPV vaccinations in schools, citing reasons of convenience, improved access, and positive peer pressure. Those who opposed school-located provision raised concerns related to privacy and the capacity of school nurses to manage vaccine-related reactions. Parents whose daughters had not completed the series were more likely to intend to vaccinate their daughters in schools (70%) and support requirements (64%) than parents who had not initiated vaccination (42% would vaccinate at school, 46% support requirements) or completed the series (42% would vaccinate at school, 32% support requirements; p parents whose children have not completed the series, indicating that this venue might be a valuable addition to improve completion rates. Support for school-entry requirements was limited among both parents and healthcare providers.

  18. Parental Divorce and Children’s Schooling in Rural Malawi

    Science.gov (United States)

    Chae, Sophia

    2016-01-01

    A growing body of literature has examined the impact of different types of family structures on children’s schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children’s schooling. The present study uses three waves of data from the Malawi Longitudinal Study of Families and Health (MLSFH) to investigate the effect of parental divorce on children’s schooling and the possible mechanisms driving this relationship. Unlike prior studies, this study uses child-level fixed-effects models to control for selection into divorce. Results show that parental divorce is associated with lower grade attainment and a larger schooling gap, defined as the number of years a child is behind in school (among children currently attending school). Although no association exists between parental divorce and current school attendance, girls affected by divorce are significantly less likely to be attending school. Differences in economic resources, maternal coresidence, or maternal psychological well-being do not explain the relationship between parental divorce and children’s schooling. PMID:27822897

  19. School-based influenza vaccination: parents' perspectives.

    Directory of Open Access Journals (Sweden)

    Candace Lind

    Full Text Available School-age children are important drivers of annual influenza epidemics yet influenza vaccination coverage of this population is low despite universal publicly funded influenza vaccination in Alberta, Canada. Immunizing children at school may potentially increase vaccine uptake. As parents are a key stakeholder group for such a program, it is important to consider their concerns.We explored parents' perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools, and obtained suggestions for structuring such a program.Forty-eight parents of children aged 5-18 years participated in 9 focus groups. Participants lived in urban areas of the Alberta Health Services Calgary Zone.Three major themes emerged: Advantages of school-based influenza vaccination (SBIV, Disadvantages of SBIV, and Implications for program design & delivery. Advantages were perceived to occur for different populations: children (e.g. emotional support, families (e.g. convenience, the community (e.g. benefits for school and multicultural communities, the health sector (e.g. reductions in costs due to burden of illness and to society at large (e.g. indirect conduit of information about health services, building structure for pandemic preparedness, building healthy lifestyles. Disadvantages, however, might also occur for children (e.g. older children less likely to be immunized, families (e.g. communication challenges, perceived loss of parental control over information, choices and decisions and the education sector (loss of instructional time. Nine second-level themes emerged within the major theme of Implications for program design & delivery: program goals/objectives, consent process, stakeholder consultation, age-appropriate program, education, communication, logistics, immunizing agent, and clinic process.Parents perceived advantages and disadvantages to delivering annual seasonal

  20. Functions of parental involvement and effects of school climate on bullying behaviors among South Korean middle school students.

    Science.gov (United States)

    Lee, Chang-Hun; Song, Juyoung

    2012-08-01

    This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a) bridging the negative experiences within the family with bullying behaviors at schools, and (b) influencing school climate. Bullying behaviors were measured by a modified Korean version of Olweus' bully/victim questionnaire (reliability range: .78-.84) from 1,238 randomly selected Korean middle school students in 2007. Findings from structural equation modeling (SEM) analyses showed that (a) individual traits are one of the most important influence on bullying, (b) negative experiences in the family do not have direct influence on bullying behaviors at school, (c) parental involvement influences school climate, and (d) positive school climate was negatively related to bullying behaviors.

  1. The experience of parents implementing authoritarian parenting for their school-age children.

    Science.gov (United States)

    Benga Olla, Marice; Catharina Daulima, Novy Helena; Eka Putri, Yossie Susanti

    2018-02-01

    To explore families' experiences who use an authoritarian parenting style in caring for school-age children. This was a qualitative study employing a phenomenological approach. The sampling method was to interview parents of school-age children living in the Central Maluku district in Indonesia. The findings of this study generated the following themes: (1) parents strictly controlled their children to achieve the parental values and expectations, (2) children failed to meet the parental values and expectations, and (3) problems experienced by the children were the results of the parenting style. This study suggested nursing professionals provide adequate information for parents with respect to parenting styles that may facilitate the optimal growth and development of the children. Future studies pertinent to cultural factors associated with authoritarian parenting were also suggested to better understand the cultural context of this parenting style. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  2. Trust and Parents' Involvement in Schools of Choice

    Science.gov (United States)

    Strier, Michal; Katz, Hagai

    2016-01-01

    Education researchers and policymakers have been focusing for the last three decades on increasing parental involvement in schools. Their work focused on the positive effects that parental involvement has on varied aspects of school quality and functioning. In this study we examined "trust," a known predictor of parental involvement in…

  3. Parents, Quality, and School Choice: Why Parents in Nairobi Choose Low-Cost Private Schools over Public Schools in Kenya's Free Primary Education Era

    Science.gov (United States)

    Zuilkowski, Stephanie Simmons; Piper, Benjamin; Ong'ele, Salome; Kiminza, Onesmus

    2018-01-01

    Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS…

  4. Parents' Networking Strategies: Participation of Formal and Informal Parent Groups in School Activities and Decisions

    Science.gov (United States)

    Wanat, Carolyn L.

    2010-01-01

    This case study examined parent groups' involvement in school activities and their participation in decision making. Research questions included the following: (1) What is the nature of parent groups in schools? (2) What activities and issues gain parent groups' attention and participation? (3) How do parent groups communicate concerns about…

  5. Parents' Views on Mixed and Single-Sex Secondary Schools.

    Science.gov (United States)

    West, Anne; Hunter, Jay

    1993-01-01

    Reports on two studies of British parental attitudes toward coeducational and single-sex secondary schools. Finds few differences between the parents of primary school girls and boys who will attend secondary schools in the future. Also finds a large majority of boys' parents believe that social advantages accrue for boys educated with girls. (CFR)

  6. Parental involvement in elementary school-aged child’s creativity

    Science.gov (United States)

    Suparmi; Suardiman, S. P.; Kumara, A.

    2018-01-01

    This study aims at describing the parental involvement in cultivating elementary school-aged child’s creativity. The qualitative research was designed with multidisciplinary study approach. Eight students and some parents from public elementary schools of Ngawen 4th of Gunungkidul, Yogyakarta, and 4 students from an elementary school in Sleman, Yogyakarta were involved in the process of collecting the data. In-depth interview, observation, and documentation were used simultaneously to collect the data. The results showed that: 1) the subject had a level of intelligence quotient; the intelligence of verbal creativity above the average level, and creative behaviour on average, 2) interaction of parents and child-related discussions, experiences, and plans, academic problems in school were needed to boost the students’ creativity, 3) interactions of parents and school-related participations in school were also encouraged to implant students’ social awareness, 4) interaction among parents communicated each other to have a better result of academic awareness, and 5) Parents should install family norms to cultivate children’s intelligence quotient.

  7. Parental attitudes towards soft drink vending machines in high schools.

    Science.gov (United States)

    Hendel-Paterson, Maia; French, Simone A; Story, Mary

    2004-10-01

    Soft drink vending machines are available in 98% of US high schools. However, few data are available about parents' opinions regarding the availability of soft drink vending machines in schools. Six focus groups with 33 parents at three suburban high schools were conducted to describe the perspectives of parents regarding soft drink vending machines in their children's high school. Parents viewed the issue of soft drink vending machines as a matter of their children's personal choice more than as an issue of a healthful school environment. However, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies.

  8. “As a Parent You Become a Tiger”: Parents Talking about Bullying at School

    OpenAIRE

    Hale, R.; Fox, C. L.; Murray, M.

    2017-01-01

    Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent’s perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts...

  9. Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

    Science.gov (United States)

    Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

    2016-01-01

    Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

  10. Understanding the dynamics of parent involvement in schooling ...

    African Journals Online (AJOL)

    Understanding the dynamics of parent involvement in schooling within the poverty context. ... South African Journal of Education ... understand the realities and dynamics facing parents when attempting to be involved in their child\\'s schooling.

  11. "My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

    Science.gov (United States)

    Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

    2016-01-01

    Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

  12. Alabama Parenting Questionnaire-9: Longitudinal Measurement Invariance Across Parents and Youth During the Transition to High School.

    Science.gov (United States)

    Gross, Thomas J; Fleming, Charles B; Mason, W Alex; Haggerty, Kevin P

    2017-07-01

    The Alabama Parenting Questionnaire nine-item short form (APQ-9) is an often used assessment of parenting in research and applied settings. It uses parent and youth ratings for three scales: Positive Parenting, Inconsistent Discipline, and Poor Supervision. The purpose of this study is to examine the longitudinal invariance of the APQ-9 for both parents and youth, and the multigroup invariance between parents and youth during the transition from middle school to high school. Parent and youth longitudinal configural, metric, and scalar invariance for the APQ-9 were supported when tested separately. However, the multigroup invariance tests indicated that scalar invariance was not achieved between parent and youth ratings. Essentially, parent and youth mean scores for Positive Parenting, Inconsistent Discipline, and Poor Supervision can be independently compared across the transition from middle school to high school. However, comparing parent and youth scores across the APQ-9 scales may not be meaningful.

  13. Later School Start Times: What Informs Parent Support or Opposition?

    Science.gov (United States)

    Dunietz, Galit Levi; Matos-Moreno, Amilcar; Singer, Dianne C; Davis, Matthew M; O'Brien, Louise M; Chervin, Ronald D

    2017-07-15

    To investigate parental knowledge about adolescent sleep needs, and other beliefs that may inform their support for or objection to later school start times. In 2014, we conducted a cross-sectional, Internet-based survey of a nationally representative sample of parents as part of the C.S. Mott Children's Hospital National Poll on Children's Health. Parents with teens aged 13-17 years reported their children's sleep patterns and school schedules, and whether the parents supported later school start times (8:30 am or later). Responses associated with parental support of later school start times were examined with logistic regression analysis. Overall, 88% of parents reported school start times before 8:30 am, and served as the analysis sample (n = 554). In this group, 51% expressed support for later school start times. Support was associated with current school start times before 7:30 am (odds ratio [OR] = 3.1 [95% confidence interval (CI) 1.2, 8.4]); parental opinion that their teen's current school start time was "too early" (OR = 3.8 [1.8, 7.8]); and agreement with American Academy of Pediatrics recommendations about school start times (OR = 4.7 [2.2, 10.1]). Support also was associated with anticipation of improved school performance (OR = 3.0 [1.5, 5.9]) or increased sleep duration (OR = 4.0 [1.8, 8.9]) with later school start times. Conversely, parents who anticipated too little time for after-school activities (OR = 0.5 [0.3, 0.9]) and need for different transportation plans (OR = 0.5 [0.2, 0.9]) were often less supportive. Parental education about healthy sleep needs and anticipated health benefits may increase their support for later school start times. Educational efforts should also publicize the positive experiences of communities that have made this transition, with regard to limited adverse effect on after-school activity schedules and transportation. © 2017 American Academy of Sleep Medicine

  14. Principals' and Teachers' Practices about Parent Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2016-01-01

    Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

  15. Parental Learning and School Readiness in the Gearing Up for Kindergarten Program

    Directory of Open Access Journals (Sweden)

    Sharon Query

    2013-06-01

    Full Text Available Entering kindergarten is a key moment in a young child’s life, and parents are a child’s first teacher. What can guide parents as they assist children with school readiness? Gearing Up for Kindergarten is an intensive parent education and school readiness program designed to help parents and children prepare for school. Gearing Up for Kindergarten is a parent education program that combines early learning opportunities for pre-kindergarten children with parent education opportunities for adults. This study presents findings from evaluation efforts conducted with 59 Gearing Up for Kindergarten adult participants during the 2006-2007 school year. Participants in the program demonstrated (1 high satisfaction with program quality and experiences, (2 impacts on parental knowledge and confidence, and (3 significant and positive changes in parental practices related to school readiness. Implications for parent education and programs intended to strengthen school readiness among pre-kindergarten children are explored. Parent education on school readiness can provide a substantive resource as parents help their children develop and become ready for the school years.

  16. Parents' Views of Schools' Involvement Efforts

    Science.gov (United States)

    Rodriguez, Raymond J.; Blatz, Erin T.; Elbaum, Batya

    2014-01-01

    Individual and focus group interviews were conducted with 96 parents of students with disabilities in 18 schools to explore parents' views of schools' efforts to engage them in their child's education. A mixed-methods approach was used to identify and evaluate the relative importance of eight themes related to schools' efforts…

  17. Empowering Parents' Choice of Schools: The Rhetoric and Reality of How Hong Kong Kindergarten Parents Choose Schools under the Voucher Scheme

    Science.gov (United States)

    Fung, Kit-Ho Chanel; Lam, Chi-Chung

    2011-01-01

    School choice gives parents greater power over their children's education. But ever since the Pre-primary Education Voucher Scheme (PEVS) was introduced in Hong Kong in 2007, school choice has become a hotly debated topic. The scheme was introduced to empower kindergarten parents in choosing a school for their children by offering them direct fee…

  18. Influence of parenting style on the academic performance of middle school students

    Directory of Open Access Journals (Sweden)

    María José Domínguez

    2014-06-01

    Full Text Available Students who don't succeed in school are a persistent problem in our educational system. This fact shows that all the efforts to reduce this problem are not succeeding. One third of our students are left behind by the educational system; their results are discouraging. The measures to fight the academic failure are not working and that we have to put into practice new ways of analysis and treatment of this problem. This research explores the relationship between the way children perceive the parenting style of their parents and his o her own academic performance. In the intersection of both phenomena we find our hypothesis: the way parents socialise their children influences significantly on their academic performance. This research is orientated to decision taking process: the aim is to define the level of influence of the parenting style on academic outcomes. The main result is that parents acceptation/implication appears to be significantly linked to the school performance (this evidence shows a big area for new researches: the family. Our research confirms and frames the correlation between these two variables and underlies the family as a new scenario of pedagogical concern to explain and treat school failure.

  19. Adolescents' Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools

    Science.gov (United States)

    Cripps, Kayla; Zyromski, Brett

    2009-01-01

    Adolescence is a critical period of development. Previous research suggests parent involvement in school directly impacts student success. However, different types of parental involvement and the efforts of middle school personnel to educate parents about these effective practices have received scant attention in the literature. The level and type…

  20. Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS.

    Science.gov (United States)

    Santiago, Catherine Decarlo; Pears, Gillian; Baweja, Shilpa; Vona, Pamela; Tang, Jennifer; Kataoka, Sheryl H

    2013-12-01

    This study explored parent engagement in an evidence-based treatment, the Cognitive Behavioral Intervention for Trauma in Schools (CBITS), which was delivered in a school setting. To examine the successes and challenges in engaging parents in this school-based program, we conducted qualitative interviews by phone to obtain data from clinicians, parents, and other school personnel across eleven schools from 3 different regions of the United States. Almost all of these schools served low-income and ethnically diverse communities. We describe general impressions of parent engagement, parent reactions and preferences with regard to CBITS, barriers to parent engagement, and how to overcome barriers from multiple perspectives. Parent engagement across schools varied, with extensive outreach and relatively good parent engagement in CBITS described in some schools, while in other schools, efforts to engage parents were not as consistent. Implications for future efforts to engage parents in school-based treatments are discussed.

  1. Factors Affecting School Choice: What Do Malaysian Chinese Parents Want?

    Science.gov (United States)

    Siah, Poh Chua; Christina Ong, Sook Beng; Tan, Swee Mee; Sim, Chzia Poaw; Xian Thoo, Raphael Yi

    2018-01-01

    Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs…

  2. Parents and the School Dropout Problem.

    Science.gov (United States)

    Ferguson, Earl E.; Killingsworth, Jerry

    1987-01-01

    The school dropout problem is discussed, with suggestions for parents on ensuring that their children do not become part of the dropout population, including; monitoring children's school attendance patterns; making sure children understand how important school and attendance is; maintaining close contact with teachers; and helping children…

  3. The Intergenerational Transmission of Parental Schooling and Child Development

    DEFF Research Database (Denmark)

    Bingley, Paul; Christensen, Kaare; Jensen, Vibeke Myrup

    Understanding the causal relationship between parental schooling and child development is important to create polices raising schooling level. We use unique Danish administrative data with information on identical twins to estimate the effect of parental schooling on short-run and long-run outcomes....... By applying within twin fixed effect techniques we are able to take heritable endowments transmitted from parent to child into account. We find OLS to be consistently upward biased due to endowments. Further, paternal schooling has no causal effect on infant and early childhood health but increases children...

  4. [Children with learning disabilities and handicaps in inclusive schools or in special schools? The view of parents and professionals].

    Science.gov (United States)

    Bode, H; Hirner, V

    2013-03-01

    To investigate the view of parents and professionals on sending children with special educational needs to inclusive schools. 54 preschool children in the year before school entry and 155 school children attending a Social Pediatric Center. They displayed motor-, mental-, speech- or sensory handicaps, learning or behavioral disabilities. Questionnaires for parents of preschool- and of school children and questionnaires for the professional caring for the child were evaluated and compared. Parental expectations, experiences concerning school and the severity of disability were determined. 135 pupils attended special schools and 20 integrative schools. The parents were generally very content with both types of schools despite the fact that 33% of parents had not have a free choice of the school. They had a positive attitude to inclusive education. Preference for inclusive schooling decreased with increasing severity of the child's disability. The severity of disability was rated similar by parents and by professionals. Parents of preschool children tended more often and parents of school children less often than professionals towards sending the individual child to an inclusive school. Some parents of children with special educational needs would like to send their child to a special school, others prefer inclusive schools. It is paramount to improve the professional advice and guidance to parents since parental options to choose the school for their child are increasing in Germany. © Georg Thieme Verlag KG Stuttgart · New York.

  5. What's in Your Portfolio? How Parents Rank Traditional Public, Private, and Charter Schools in Post-Katrina New Orleans' Citywide System of School Choice

    Science.gov (United States)

    Lincove, Jane A.; Cowen, Joshua M.; Imbrogno, Jason P.

    2018-01-01

    We examine the characteristics of schools preferred by parents in New Orleans, Louisiana, where a "portfolio" of school choices is available. This tests the conditions under which school choice induces healthy competition between public and private schools through the threat of student exit. Using unique data from parent applications to…

  6. Providing a Platform for Parents? Exploring the Nature of Parental Engagement with School Learning Platforms

    Science.gov (United States)

    Selwyn, N.; Banaji, S.; Hadjithoma-Garstka, C.; Clark, W.

    2011-01-01

    This paper investigates how schools are supporting parents' involvement with their children's education through the use of "Learning Platform" technologies--i.e. the integrated use of virtual learning environments, management information systems, communications, and other information and resource-sharing technologies. Based on in-depth…

  7. Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    Science.gov (United States)

    Turney, Kristin; Kao, Grace

    2009-01-01

    Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant…

  8. Child and Parent Report of Parenting as Predictors of Substance Use and Suspensions from School

    Science.gov (United States)

    Fleming, Charles B.; Mason, W. Alex; Thompson, Ronald W.; Haggerty, Kevin P.; Gross, Thomas J.

    2016-01-01

    This study examined how child and parent reports of parenting were related to early adolescent substance use and school suspensions. Data were from two time points 6 months apart on 321 families with an eighth-grade student attending one of five schools in the Pacific Northwest. Child- and parent-report measures of family management practices were…

  9. Formal and Informal Parental Involvement in School Decision-Making in Denmark.

    Science.gov (United States)

    Ravn, Birte

    1998-01-01

    Discusses and critiques both formal and informal parental involvement in education decision making in Denmark's primary and lower secondary schools. Describes the educational and political trends that have led to an emphasis on decentralized decision making and home-school cooperation in the Danish Education System. Considers a model of joint…

  10. Parental survival, living arrangements and school enrolment of ...

    African Journals Online (AJOL)

    Parental survival, living arrangements and school enrolment of children in Malawi in the era of HIV/AIDS. ... findings are consistent with results from other countries that are hit hard by the AIDS epidemic and point to the critical role of the extended family system in taking care of the disadvantaged and vulnerable children.

  11. A Look at the Single Parent Family: Implications for the School Psychologist.

    Science.gov (United States)

    Burns, Christine W.; Brassard, Marla R.

    1982-01-01

    Reviews the effects on parents and children of living in a single parent family, and suggests ways in which school psychologists can aid schools and single parent families. Presents school-based interventions for children and parents. Suggests changes in administrative policies to meet the needs of single parent families. (Author)

  12. High School Students' Career Decision-Making Pattern across Parenting Styles and Parental Attachment Levels

    Science.gov (United States)

    Cenkseven-Onder, Fulya; Kirdok, Oguzhan; Isik, Erkan

    2010-01-01

    Introduction: The purpose of this research was to investigate career decision among high school students regarding to their parenting styles (authoritative, authoritarian, indulgent, and neglectful) and parental attachment levels. Method: With this purpose, 382 (200 females; 182 males) Turkish high school students aged 14-18 completed Career…

  13. Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners.

    Science.gov (United States)

    Goldberg, Abbie E; Smith, JuliAnna Z

    2014-10-01

    Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent-teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  14. Immigrant parents' perceptions of school environment and children's mental health and behavior.

    Science.gov (United States)

    Hamilton, Hayley A; Marshall, Lysandra; Rummens, Joanna A; Fenta, Haile; Simich, Laura

    2011-06-01

    Research has increasingly identified the perception of school environment as an influential factor in children's lives. There has been sparse research attention, however, on the potential importance of parents' perceptions of school environment on child adjustment. This study examined the relationship between parents' perceptions of school environment and children's emotional and behavioral problems. Data were derived from the New Canadian Children and Youth Study, a study of the children (aged 4-6 and 11-13) of immigrant parents. Analyses focused on a subsample of Mainland Chinese, Hong Kong Chinese, and Filipino immigrants in a large metropolitan area. Parental perception of school environment was negatively associated with physical aggression in children even after controlling for child age and gender, parental characteristics, family functioning, and aspects of acculturation. In contrast, parental perception was not significantly related to symptoms of emotional distress in children. There were some ethnic differences in perception of school environment. Parental perception of school environment is important to the well-being of the children of immigrant parents, and reinforces the relevance of initiatives to improve the dynamics between parents and schools. © 2011, American School Health Association.

  15. Determinants of Parental Choice in Schooling: The Coquitlam Experience.

    Science.gov (United States)

    Cogan, Susana

    Parents living in the Coquitlam School District in British Columbia can choose between public and private schools and between English language and French immersion programs in the public schools. This study investigates the choice-making behavior of parents enrolling their children in kindergarten in fall 1977 in terms of socioeconomic factors,…

  16. Mexican Parents' and Teachers' Views of Effective Elementary Schools

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

    We surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects…

  17. Parents' Attitudes to the Closure of Small Rural Primary Schools

    Science.gov (United States)

    Archbold, A.; Nisbet, J.

    1977-01-01

    Attitudes of 134 parents of children from 10 rural schools threatened with closure, and 56 parents of children from seven schools recently closed, were assessed by interview. Most parents opposed closure, and most gave educational reasons for their attitudes. (Author)

  18. Parenting and Temperament Influence on School Success in 9-13 Year Olds.

    Science.gov (United States)

    Checa, Purificación; Abundis-Gutierrez, Alicia

    2017-01-01

    Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9-13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance.

  19. The experiences of parents who report youth bullying victimization to school officials.

    Science.gov (United States)

    Brown, James R; Aalsma, Matthew C; Ott, Mary A

    2013-02-01

    Current research offers a limited understanding of parental experiences when reporting bullying to school officials. This research examines the experiences of middle-school parents as they took steps to protect their bullied youth. The qualitative tradition of interpretive phenomenology was used to provide in-depth analysis of the phenomena. A criterion-based, purposeful sample of 11 parents was interviewed face-to-face with subsequent phone call follow-ups. Interviews were taped, transcribed, and coded. MAX qda software was used for data coding. In analyzing the interviews, paradigm cases, themes, and patterns were identified. Three parent stages were found: discovering, reporting, and living with the aftermath. In the discovery stage, parents reported using advice-giving in hopes of protecting their youth. As parents noticed negative psychosocial symptoms in their youth escalate, they shifted their focus to reporting the bullying to school officials. All but one parent experienced ongoing resistance from school officials in fully engaging the bullying problem. In the aftermath, 10 of the 11 parents were left with two choices: remove their youth from the school or let the victimization continue. One paradigm case illustrates how a school official met parental expectations of protection. This study highlights a parental sense of ambiguity of school officials' roles and procedures related to school reporting and intervention. The results of this study have implications in the development and use of school-wide bullying protocols and parental advocacy.

  20. The Unique and Interactive Effects of Parent and School Bonds on Adolescent Delinquency.

    Science.gov (United States)

    Sabatine, Elaina; Lippold, Melissa; Kainz, Kirsten

    2017-11-01

    Parent and school bonds are protective against delinquency. This study used longitudinal data and multilevel Poisson regression models (MLM) to examine unique and interactive associations of parent and school bonds on youth delinquency in a sample of rural adolescents ( n = 945; 84% White). We investigated whether youth sex or transitioning to a new middle school moderated the linkages between parent and school bonds and later delinquency. Results indicated reduced delinquency was associated with positive parent and school relationships. Parent and school bonds interacted such that linkages between parent bonding and youth delinquency were stronger when youth also had high school bonding - suggesting an additive effect. However, interactive effects were only found when youth remained in the same school and became nonsignificant if they transitioned to a new school. Findings support prior evidence that parent and school bonds - and their interaction - play a unique role in reducing delinquency.

  1. Parents of elementary school students weigh in on height, weight, and body mass index screening at school.

    Science.gov (United States)

    Kubik, Martha Y; Fulkerson, Jayne A; Story, Mary; Rieland, Gayle

    2006-12-01

    School-based body mass index (BMI) screening and parent notification programs have been recommended as a childhood overweight prevention strategy. However, there are little empirical data available to guide decision making about the acceptability and safety of programs. A pilot study was conducted using a quasiexperimental research design. In fall 2004, children in 4 suburban elementary schools (kindergarten to sixth grade) in the St Paul/Minneapolis, MN, metropolitan area completed height/weight screening. The following spring, parents in 2 schools received letters containing height/weight and BMI results. A self-administered post-only survey examined parents' opinions and beliefs regarding school-based BMI screening and parent notification programs (response rate: 790/1133 = 70%). The chi2 test of significance was used to examine differences in program support by treatment condition, child's weight status, and sociodemographic characteristics. Among all parents, 78% believed it was important for schools to assess student's height/weight annually and wanted to receive height, weight, and BMI information yearly. Among parents receiving the letter, 95% read most/all of the letter. Most parents (80%) and children (83%) reported comfort with the information in the letter. Parents of overweight children were more likely to report parental discomfort as well as child discomfort with letter content. There was considerable parental support for school-based BMI screening and parent notification programs. Programs may be a useful overweight prevention tool for children. However, continued attention to how best to support parents and children affected by overweight is required.

  2. Parental concerns in parents of children attending pre- and primary school: analysis of the Portuguese population by District

    Directory of Open Access Journals (Sweden)

    Susana Algarvio

    Full Text Available Objective: In this study, our aim was to assess and analyze parental concerns by Portuguese District. Methods: The participants were 3842 parents of children between 3 and 10 years old, attending preschool and primary school, from 820 public schools in 18 Portuguese Districts. Parents completed a sociodemographic questionnaire, and a Parental Concerns Scale, composed by 5 subscales, family and school problems; feeding, sleep and physical complaints; preparation; fears; and negative behaviors. Results: Portuguese parents concerned about all the dimensions considered in this study. The highest level of concern was obtained in family and school problems, and the lowest level of concern about their children’s fears. There were significant differences between Districts, parents from Porto and Bragança showed the highest levels of concern. Parents from Coimbra, Évora, Beja e Portalegre, presented the lowest levels of concern. Conclusion: Parental concerns are an aspect of general parenting and must be considered by health professionals to promote healthier parents-children relationships. Geographic differences should be further investigated.

  3. "It's the Parents": Re-Presenting Parents in School Bullying Research

    Science.gov (United States)

    Herne, Karen E.

    2016-01-01

    Public discourse about school bullying is frequently underscored by debates about the relative roles and responsibilities of parents and schools in preventing bullying. Such debates are often characterised by a sense of recrimination, with blame apportioned according to perceived negligence. In this article, I provide a critique of ways in which…

  4. Predicting Parents’ School Engagement Among Lesbian, Gay, and Heterosexual Adoptive Parents of Kindergarteners

    Science.gov (United States)

    Goldberg, Abbie E.; Smith, JuliAnna Z.

    2014-01-01

    Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents’ self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child’s good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child’s behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children’s schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents’ relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children’s schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. PMID:25267169

  5. Parents as partners in black schools: so important, but why so unreliable?

    Directory of Open Access Journals (Sweden)

    J. Heystek

    1999-03-01

    Full Text Available Parents and schools are partners in the education of children because schools are a form a lised extension of the family, when it comes to the education of children. This partnership is also emphasised by recent legislation, like the South African Schools Act of 1996. This partnership is in line with the mission of parents to educate their children or assist in the education of their children. In spite of this demand for parental involvement in schools, the research in black schools underlying this article indicates that p a rental involvement in most black school activities is limited. Reasons like a negative attitude of parents towards schools and feelings of inferiority prevents parents to become effective partners of schools. The reasons for the lack of active participation in school activities and some possible solutions will receive attention in this contribution.

  6. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Directory of Open Access Journals (Sweden)

    Maria Marti

    2018-05-01

    Full Text Available The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

  7. Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

    Science.gov (United States)

    Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena

    2018-01-01

    The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362

  8. Strategic parenting, birth order, and school performance.

    Science.gov (United States)

    Hotz, V Joseph; Pantano, Juan

    2015-10-01

    Fueled by new evidence, there has been renewed interest about the effects of birth order on human capital accumulation. The underlying causal mechanisms for such effects remain unsettled. We consider a model in which parents impose more stringent disciplinary environments in response to their earlier-born children's poor performance in school in order to deter such outcomes for their later-born offspring. We provide robust empirical evidence that school performance of children in the National Longitudinal Study Children (NLSY-C) declines with birth order as does the stringency of their parents' disciplinary restrictions. When asked how they will respond if a child brought home bad grades, parents state that they would be less likely to punish their later-born children. Taken together, these patterns are consistent with a reputation model of strategic parenting.

  9. Parental Attitudes, Behaviors, and Barriers to School Readiness among Parents of Low-Income Latino Children

    Directory of Open Access Journals (Sweden)

    Jaime Peterson

    2018-01-01

    Full Text Available We sought to explore parental attitudes, behaviors, and barriers regarding school readiness in a county clinic serving low income, Latino children. Between December 2013–September 2014, we conducted a cross sectional survey of parents during 3–6 years well-child appointments about school readiness (SR across: (1 attitudes/behaviors; (2 barriers; and (3 awareness; and (4 use of local resources. Most parents (n = 210, response rate 95.6% find it very important/important for their child to know specific skills prior to school: take turns and share (98.5%, use a pencil and count (97.6%, know letters (99.1%, colors (97.1%, and shapes (96.1%. Over 80% of parents find education important and engage in positive SR behaviors: singing, practicing letters, or reading. Major barriers to SR were lack of knowledge for kindergarten readiness, language barriers, access to books at home, constraints on nightly reading, difficulty completing school forms, and limited free time with child. Awareness of local resources such as preschool programs was higher than actual utilization. These low-income, Latino parents value SR but lack knowledge to prepare their child for school and underutilize community resources such as free preschool programs. Pediatricians are uniquely positioned to address these needs, but more evidence-based interventions are needed.

  10. “My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

    Directory of Open Access Journals (Sweden)

    Armanda Pereira

    2016-11-01

    Full Text Available Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process, high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy has received little direct attention from researchers.These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with Cerebral Palsy. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level

  11. Parenting influences on Latino children's social competence in the first grade: parental depression and parent involvement at home and school.

    Science.gov (United States)

    Valdez, Carmen R; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

    2013-10-01

    Although it is widely accepted that parental depression is associated with problems with children's socioemotional adjustment, the pathways by which parental depression influences children's adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children's social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow.

  12. Understanding the direct involvement of parents in policy development and school activities in a primary school

    Directory of Open Access Journals (Sweden)

    Tobin Bernie

    2017-12-01

    Full Text Available It is acknowledged that parental engagement with children’s learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents’ involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest impact. However, unless parental involvement in learning is embedded in whole-school processes it is unlikely to as effective as possible. This paper documents an action research study that explores the inclusion of parents and home values in the construction of the teaching and learning environment. This was a small step towards positive parent-teacher collaboration, which allowed an exchange of knowledge, values and cultural background experiences. In acknowledging the ways in which the parents already engaged with their children’s learning, it began to enhance self-efficacy in their ability to directly affect this learning. This work has also provoked reflexive engagement of my influence and understanding of involving parents of children with additional and diverse learning needs. But, it also details the transformative journey that influenced my thinking about how we as a school could begin to develop whole-school processes to directly involve parents in policy development and school activities.

  13. Effective home-school partnership: Some strategies to help strengthen parental involvement

    Directory of Open Access Journals (Sweden)

    Chinedu I Okeke

    2014-03-01

    Full Text Available The primary aim of the study from which this paper derives was to investigate the level of parental involvement in the schooling of their children. The study employed a descriptive case study research design. All data were based on unstructured interviews with the 30 parents whose children attended one of the primary schools located in the London area of England, United Kingdom. The results of the study showed that parents care about their children's education, and want to get involved. However, results also showed that most parents do not always know how to get involved, and some are even intimidated by the operational structures within the school. The study concludes that to effectively involve parents in the affairs of the school, as well as in their children's education, certain strategies must be popularised within the school. It is recommended that parents be made aware of the strategies for their involvement in children's education if such strategies are to be effective.

  14. Parent to Parent: Insider's Guide for High School Parents = De Padre a Padre: Guia para Padres con Alumnos en la Escuela Superior.

    Science.gov (United States)

    United Parents Association of New York City, Inc., NY.

    This Spanish/English guide was written by parents for high school parents. The guide's first section deals with how to select the right high school. This is followed by a lengthy section on the high school years, which covers the following topics: how to keep up with what the student is doing; how to connect with the school; requirements for…

  15. A Parent Guide for the Misbehaving High School Student.

    Science.gov (United States)

    Hall, J. Phil

    1982-01-01

    Explores factors that may help parents understand and correct their adolescent's misbehavior in school. Discusses the communication process and the need to delineate clear expectations. Suggests the use of logical consequences for changing behavior. Reviews principles of behaviorism and discusses the parent-school relationship. (RC)

  16. “My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

    Science.gov (United States)

    Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro

    2016-01-01

    Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement

  17. Childhood cancer survivors' school (re)entry: Australian parents' perceptions.

    Science.gov (United States)

    McLoone, J K; Wakefield, C E; Cohn, R J

    2013-07-01

    Starting or returning to school after intense medical treatment can be academically and socially challenging for childhood cancer survivors. This study aimed to evaluate the school (re)entry experience of children who had recently completed cancer treatment. Forty-two semi-structured telephone interviews were conducted to explore parents' perceptions of their child's (re)entry to school after completing treatment (23 mothers, 19 fathers, parent mean age 39.5 years; child mean age 7.76 years). Interviews were analysed using the framework of Miles and Huberman and emergent themes were organised using QSR NVivo8. Parents closely monitored their child's school (re)entry and fostered close relationships with their child's teacher to ensure swift communication of concerns should they arise. The most commonly reported difficulty related to aspects of peer socialisation; survivors either displayed a limited understanding of social rules such as turn taking, or related more to older children or teachers relative to their peers. Additionally, parents placed a strong emphasis on their child's overall personal development, above academic achievement alone. Improved parent, clinician and teacher awareness of the importance of continued peer socialisation during the treatment period is recommended in order to limit the ongoing ramifications this may have on school (re)entry post-treatment completion. © 2013 John Wiley & Sons Ltd.

  18. The schooling of offspring and the survival of parents.

    Science.gov (United States)

    Friedman, Esther M; Mare, Robert D

    2014-08-01

    Contemporary stratification research on developed societies usually views the intergenerational transmission of educational advantage as a one-way effect from parent to child. However, parents' investment in their offspring's schooling may yield significant returns for parents themselves in later life. For instance, well-educated offspring have greater knowledge of health and technology to share with their parents and more financial means to provide for them than do their less-educated counterparts. We use data from the 1992-2006 Health and Retirement Study (HRS) to examine whether adult offspring's educational attainments are associated with parents' survival in the United States. We show that adult offspring's educational attainments have independent effects on their parents' mortality, even after controlling for parents' own socioeconomic resources. This relationship is more pronounced for deaths that are linked to behavioral factors: most notably, chronic lower respiratory disease and lung cancer. Furthermore, at least part of the association between offspring's schooling and parents' survival may be explained by parents' health behaviors, including smoking and physical activity. These findings suggest that one way to influence the health of the elderly is through their offspring. To harness the full value of schooling for health, then, a family and multigenerational perspective is needed.

  19. Parental perceptions of school-based influenza immunisation in Ontario, Canada: a qualitative study

    Science.gov (United States)

    MacDougall, Donna; Crowe, Lois; Pereira, Jennifer A; Kwong, Jeffrey C; Quach, Susan; Wormsbecker, Anne E; Ramsay, Hilary; Salvadori, Marina I; Russell, Margaret L

    2014-01-01

    Objective To understand the perspectives of Ontario parents regarding the advantages and disadvantages of adding influenza immunisation to the currently existing Ontario school-based immunisation programmes. Design Descriptive qualitative study. Participants Parents of school-age children in Ontario, Canada, who were recruited using a variety of electronic strategies (social media, emails and media releases), and identified as eligible (Ontario resident, parent of one or more school-age children, able to read/write English) on the basis of a screening questionnaire. We used stratified purposeful sampling to obtain maximum variation in two groups: parents who had ever immunised at least one child against influenza or who had never done so. We conducted focus groups (teleconference or internet forum) and individual interviews to collect data. Thematic analysis was used to analyse the data. Setting Ontario, Canada. Results Of the 55 participants, 16 took part in four teleconference focus groups, 35 in 6 internet forum focus groups and four in individual interviews conducted between October 2012 and February 2013. Participants who stated that a school-based influenza immunisation programme would be worthwhile for their child valued its convenience and its potential to reduce influenza transmission without interfering with the family routine. However, most thought that for a programme to be acceptable, it would need to be well designed and voluntary, with adequate parental control and transparent communication between the key stakeholder groups of public health, schools and parents. Conclusions These results will benefit decision-makers in the public health and education sectors as they consider the advantages and disadvantages of immunising children in schools as part of a system-wide influenza prevention approach. Further research is needed to assess the perceptions of school board and public health stakeholders. PMID:24902736

  20. Parental Involvement in Education during Middle School: Perspectives of Ethnically Diverse Parents, Teachers, and Students

    Science.gov (United States)

    Hill, Nancy E.; Witherspoon, Dawn P.; Bartz, Deborah

    2018-01-01

    Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors…

  1. Parental Involvement in School Governance and Decision Making in Israel

    Science.gov (United States)

    Nir, Adam E.; Bogler, Ronit

    2012-01-01

    A review of the memorandums set by the Israeli Ministry of Education reveals that they stress the importance of parental involvement for schools and children. A review of studies that focused on parental involvement in Israeli school governance suggests that parents' participation is usually confined to the provision of funds, equipment, or other…

  2. The Management of Parental Involvement in Multicultural Schools in South Africa: A Case Study

    Directory of Open Access Journals (Sweden)

    Sathiapama Michael

    2012-01-01

    Full Text Available The aim of this study was to investigate the management of parental involvement in three multicultural schools in the Umlazi District in Durban, South Africa. A literature survey resulting in a theoretical framework on parental involvement in schools, multicultural schools, and the managing of parental involvement in schools has been done. The contextual background of schools in contemporary South Africa is depicted. A qualitative research design has been used. Focus group discussions have been conducted, with a total of thirty-three principals, teachers and parents. It has found that there is a low level of meaningful contact between school and parents. Apathy exists on the side of parents, low expectations on the side of principals and teachers, and an organisational structure facilitating parent-school interaction is lacking. In managing parental involvement in multicultural schools, school managers display a lack of intercultural sensitivity.

  3. Technology-Related Involvement: The Effect of the MASHOV System on Parent Involvement in Israeli Junior Highs

    Science.gov (United States)

    Davidovitch, Nitza; Yavich, Roman

    2015-01-01

    The purpose of the study was to examine differences in parental involvement between two high schools that use the MASHOV program (an online learning management system) and one high school where parents receive updates regarding their children in other ways, with attention to parents' background variables: sex, income, and schooling. The study…

  4. Parenting and Temperament Influence on School Success in 9?13 Year Olds

    OpenAIRE

    Checa, Purificaci?n; Abundis-Gutierrez, Alicia

    2017-01-01

    Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control...

  5. Family Socialization and Children's School Outcomes: An Investigation of a Parenting Model.

    Science.gov (United States)

    Marjoribanks, Kevin

    1996-01-01

    Investigates the relationships between the characteristics of a parenting model and children's school outcomes. Utilizes interviews to identify and define parenting styles. Discovers that parenting styles affect academic achievement and school attitudes but do little to influence the relationship between intellectual ability and school outcomes.…

  6. ТHE INFLUENCE OF PARENTS ON PREPARING A CHILD FOR SCHOOL

    Directory of Open Access Journals (Sweden)

    Sonja Veličković

    2014-12-01

    Full Text Available : Starting school is an important developmental step / task not only for the child but also for their parents and family in which to grow up. The accomplishment of this task expands the boundaries of family / parent and the child's functioning in social, emotional and  cognitive sense. The aim of this paper is to highlight the need to educate the parents of the child going to school, which would contribute to parents with awareness and sensitivity to the nature of long-term process of entering the child's entry into school, to a child's socialization process related to school and proceeded in a favorable direction. The author emphasizes the importance of having a separate program prepares parents for the child starting school, as part of the annual program of preschools / schools that educators / teachers should realize and thus improve their educational work with one hand, while on the other hand its value will be reported in a balanced relation between child-school-family, but also to avert the potential emotional difficulties, or, the child's dysfunctional behavior. Participation of professional services and school teachers / teachers in the implementation of such programs can enhance compliance of educational values that are placed in front of the child in the family and in the school environment.

  7. Parenting Influences on Latino Children’s Social Competence in the First Grade: Parental Depression and Parent Involvement at Home and School

    Science.gov (United States)

    Valdez, Carmen R.; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

    2013-01-01

    Although it is widely accepted that parental depression is associated with problems with children’s socioemotional adjustment, the pathways by which parental depression influences children’s adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children’s social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow. PMID:23325021

  8. Support for comprehensive sexuality education: perspectives from parents of school-age youth.

    Science.gov (United States)

    Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D

    2008-04-01

    Controversy about school-based sexuality education in public schools has continued over the past decade, despite mounting evidence that comprehensive sexuality education effectively promotes sexual health and that parents support these programs in public schools. The present study replicates and expands upon previous findings regarding public views on school-based sexuality education. One thousand six hundred five parents of school-age children in Minnesota responded to telephone surveys in 2006-2007 (63% participation rate), including items regarding general sexuality education, 12 specific topics, the grade level at which each should be taught, and attitudes toward sexuality education. The large majority of parents supported teaching about both abstinence and contraception (comprehensive sexuality education [CSE]; 89.3%), and support was high across all demographic categories of parents. All specific sexuality education topics received majority support (63.4%-98.6%), even those often viewed as controversial. Parents believed most topics should first be taught during the middle school years. Parents held slightly more favorable views on the effectiveness of CSE compared to abstinence-only education, and these views were strongly associated with support for CSE (odds ratio [OR](CSE) = 14.3; OR(abstinence) = 0.11). This study highlights a mismatch between parents' expressed opinions and preferences, and actual sexuality education content as currently taught in the majority of public schools. In light of broad parental support for education that emphasizes multiple strategies for prevention of pregnancy and sexually transmitted infections (including abstinence), parents should be encouraged to express their opinions on sexuality education to teachers, administrators, and school boards regarding the importance of including a variety of topics and beginning instruction during middle school years or earlier.

  9. The Role of Student-Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts

    Science.gov (United States)

    Rodriguez, Raymond J.; Elbaum, Batya

    2014-01-01

    Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…

  10. Making the Difference with Active Parenting; Forming Educational Partnerships between Parents and Schools

    Science.gov (United States)

    Oostdam, Ron; Hooge, Edith

    2013-01-01

    Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe…

  11. Parental perception of the nutritional quality of school meals and its association with students' school lunch participation.

    Science.gov (United States)

    Ohri-Vachaspati, Punam

    2014-03-01

    This study explores the association between parental perception of the nutritional quality of school meals and whether students eat lunch served at school. We use data from five low-income cities in New Jersey that have high minority populations. Students whose parents perceive the quality of school meals to be healthy have greater odds of eating meals served at school. Recent changes in guidelines for the United States Department of Agriculture's National School Lunch Program met with resistance from several fronts. Advocates for and implementers of improved school meals may benefit from partnering with parents to increase the acceptance and utilization of improved school offerings. Copyright © 2013 Elsevier Ltd. All rights reserved.

  12. A survey of parental opinions on corporal punishment in schools.

    Science.gov (United States)

    Kelly, P C; Weir, M R; Fearnow, R G

    1985-06-01

    Forty-three states permit corporal punishment in schools. This practice continues despite the universal opposition of professional organizations, including the American Academy of Pediatrics. This study determines parental attitudes concerning the use of physical punishment in schools. The surveyed sample is drawn from parents of military dependents who brought their children to this clinic for routine physical examinations. One hundred and twenty-nine of 132 questionnaires were returned for a 98% response rate. Fifty-one percent of the parents supported the use of corporal punishment in schools, 37% disagreed (77% of these strongly), 11% had no opinion, and 1% did not respond to the question. Analysis of the responses displayed a relationship between parental attitudes on the use of corporal punishment and opinion of the positive effects of physical punishment on children's behavior (p less than 0.0001). No relationship was found between position on corporal punishment and the respondent (mother, father, or both), the age of parents, the military rank of the sponsor (the individual whose military service makes the child eligible for military medical care, i.e., father, mother, guardian, etc.), the sex of the children, the marital status of the parents, or the schools attended by the children (public or private). Thirty-four percent of parents believed corporal punishment would improve behavior, and 20% of parents felt that physical punishment would improve their child's academic performance.

  13. Is Parental Involvement Lower at Larger Schools?

    Science.gov (United States)

    Walsh, Patrick

    2010-01-01

    Parents who volunteer, or who lobby for improvements in school quality, are generally seen as providing a school-wide public good. If so, straightforward public-good theory predicts that free-riding will reduce average involvement at larger schools. This study uses longitudinal data to follow families over time, as their children move from middle…

  14. Parent and School Relations in Latvia

    Science.gov (United States)

    Bluma, Dainuvite; Ivanova, Ilze

    2013-01-01

    Families in Latvia know what is best for their children, and they make a major contribution to their education. Consequently, it is important to build close partnerships between school and family. This article reviews extant research that provides insight into the nature of school-parent relations in Latvia as the nation stands at the crossroads…

  15. Musical Home Environment, Family Background, and Parenting Style on Success in School Music and in School

    Science.gov (United States)

    Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian

    2015-01-01

    The purpose of this study was to examine influences of parental involvement-home music environment, family background, and parenting style factors on success in school music and in school. Participants (N = 1114) were music students in grades 4-12 from six regions of the United States. Data were gathered about parental involvement-home environment…

  16. Parents' Participation on School Councils Analysed through Arnstein's Ladder of Participation

    Science.gov (United States)

    Stelmach, Bonnie

    2016-01-01

    Although parent school councils are the archetypal arrangement for engaging parents in school improvement planning, their effectiveness is negligible when it comes to building parents' capacity for and confidence in educational decision-making. Using Arnstein's ladder of citizen participation, this qualitative case study investigated the nature…

  17. A Study of the Factors Influencing Parental Choice of a Charter School

    Science.gov (United States)

    Ekanem, Imaobong Columba

    2013-01-01

    The study discussed in this dissertation identified and examined the factors that influence parent charter school choice. The study was conducted for a rural K-8 charter school in Delaware. The survey instrument used was a parent questionnaire which contained questions that examined the reasons for parent charter school choice, the features of…

  18. What do parents think about parental participation in school-based interventions on energy balance-related behaviours? a qualitative study in 4 countries

    Science.gov (United States)

    2011-01-01

    Background Overweight and obesity in youth has increased dramatically. Therefore, overweight prevention initiatives should start early in life and target modifiable energy balance-related behaviours. Parental participation is often advocated as important for school-based interventions, however, getting parents involved in school-based interventions appears to be challenging based on earlier intervention experiences. The purpose of this study was to get insight into the determinants of and perspectives on parental participation in school-interventions on energy balance-related behaviours (physical activity, healthy eating, sedentary behaviours) in parents of ten- to twelve-year olds in order to develop an effective parental module for school-based interventions concerning energy balance-related behaviours. Methods Four countries (Belgium, Hungary, Norway and Spain) conducted the focus group research based on a standardised protocol and a semi-structured questioning route. A variation in parental socio-economic status (SES) and parental school involvement was taken into account when recruiting the parents. The audio taped interviews were transcribed, and a qualitative content analysis of the transcripts was conducted in each country. Results Seventeen focus group interviews were conducted with a total of 92 parents (12 men, 80 women). Physical activity was considered to be a joint responsibility of school and parents, nutrition as parent's responsibility but supported by the school, and prevention of sedentary behaviours as parent's sole responsibility. Parents proposed interactive and practical activities together with their child as the best way to involve them such as cooking, food tasting, nutrition workshops, walking or cycling tours, sport initiations together with their child. Activities should be cheap, on a convenient moment, focused on their children and not on themselves, not tutoring, not theoretical, and school-or home-based. Conclusions Parents want to

  19. Parental Divorce and Children’s Schooling in Rural Malawi

    OpenAIRE

    Chae, Sophia

    2016-01-01

    A growing body of literature has examined the impact of different types of family structures on children’s schooling in sub-Saharan Africa. These studies have investigated how living arrangements, gender of the household head, parental death, and paternal migration are related to schooling. Although many sub-Saharan African countries have high divorce rates, very few studies have explored the impact of parental divorce on children’s schooling. The present study uses three waves of data from t...

  20. The Relation of Parenting Style to Adolescent School Performance.

    Science.gov (United States)

    Dornbusch, Sanford M.; And Others

    1987-01-01

    Uses a reformation of Baumrind's typology of authoritarian, permissive, and authoritative parenting styles in the context of adolescent school performance. Authoritarian and permissive parenting were negatively associated with grades; authoritative parenting was positively associated with grades. (PCB)

  1. Planning for Parent Choice: A Guide to Parent Surveys and Parent Involvement in Planning for Parent and Professional Choice in the Public Schools. [Parent Choice and the Public Schools: Volume 2].

    Science.gov (United States)

    Clinchy, Evans

    This guide, second in a series of four volumes, offers a method of surveying parents' attitudes about choosing schools for their children and provides a survey instrument used over a period of 5 years in four Massachusetts urban school districts. Section 1 introduces the basic research questions pursued in the survey. Section 2, "The Parent…

  2. Perceived parental influences on motivational profiles of secondary school athletes

    OpenAIRE

    2011-01-01

    M.Sc. This study investigated the correlations between the motivational profiles as defined by Achievement Goal Theory (AGT) and parental expectations and criticism of secondary school children in South Africa who participate in sport. A sample of 267 secondary school athletes completed the Task and Ego Orientation in Sport Questionnaire (TEOSQ) as well as the Parental Expectations (PE) and Parental Criticism (PC) subscales of the Multidimensional Perfectionism Scale (MPS). Results indicat...

  3. Parent Involvement in Urban Charter Schools: New Strategies for Increasing Participation

    Science.gov (United States)

    Smith, Joanna; Wohlstetter, Priscilla; Kuzin, Chuan Ally; De Pedro, Kris

    2011-01-01

    Decades of research point to the benefits of parent involvement in education. However, research has also shown that White, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found…

  4. How Parents Were Involved in a Special School in Hong Kong

    Science.gov (United States)

    Ng, Shun Wing; Lee, Tai Hoi Theodore

    2015-01-01

    Purpose: The purpose of this paper is to report on a case study of 93 parents' attitude toward their involvement at various levels of school education in a special school. It also examines the relations between parents' education backgrounds and different levels of parental involvement. Design/methodology/approach: This study adopted quantitative…

  5. Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement.

    Science.gov (United States)

    Im, Myung Hee; Hughes, Jan N; West, Stephen G

    2016-12-01

    In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.

  6. Perceived parenting, school climate and positive youth development ...

    African Journals Online (AJOL)

    For this purpose, 400 female high school students of Kerman responded to the scale of parenting style perception, school climate perception, and positive youth development. The results of correlation analysis indicated a positive and significant correlation between school climate dimensions (teacher support, autonomy ...

  7. Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

    Science.gov (United States)

    Al-Alwan, Ahmed F.

    2014-01-01

    The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

  8. What do parents think about parental participation in school-based interventions on energy balance-related behaviours? a qualitative study in 4 countries

    Directory of Open Access Journals (Sweden)

    Van Lippevelde Wendy

    2011-11-01

    Full Text Available Abstract Background Overweight and obesity in youth has increased dramatically. Therefore, overweight prevention initiatives should start early in life and target modifiable energy balance-related behaviours. Parental participation is often advocated as important for school-based interventions, however, getting parents involved in school-based interventions appears to be challenging based on earlier intervention experiences. The purpose of this study was to get insight into the determinants of and perspectives on parental participation in school-interventions on energy balance-related behaviours (physical activity, healthy eating, sedentary behaviours in parents of ten- to twelve-year olds in order to develop an effective parental module for school-based interventions concerning energy balance-related behaviours. Methods Four countries (Belgium, Hungary, Norway and Spain conducted the focus group research based on a standardised protocol and a semi-structured questioning route. A variation in parental socio-economic status (SES and parental school involvement was taken into account when recruiting the parents. The audio taped interviews were transcribed, and a qualitative content analysis of the transcripts was conducted in each country. Results Seventeen focus group interviews were conducted with a total of 92 parents (12 men, 80 women. Physical activity was considered to be a joint responsibility of school and parents, nutrition as parent's responsibility but supported by the school, and prevention of sedentary behaviours as parent's sole responsibility. Parents proposed interactive and practical activities together with their child as the best way to involve them such as cooking, food tasting, nutrition workshops, walking or cycling tours, sport initiations together with their child. Activities should be cheap, on a convenient moment, focused on their children and not on themselves, not tutoring, not theoretical, and school-or home

  9. Parenting at Home and Bullying at School

    Science.gov (United States)

    Georgiou, Stelios N.; Stavrinides, Panayiotis

    2013-01-01

    The present study aimed at examining the relationship that may exist between specific parental practices at home and the child's bullying and victimization experiences at school. This study attempted to go beyond parental styles, a variable that most of the earlier studies have used and introduce three, relatively new parameters of bullying and…

  10. Child Physical Punishment, Parenting, and School Readiness

    Science.gov (United States)

    Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa

    2018-01-01

    This study explored how physical punishment (PP) and other parenting approaches may predict school readiness outcomes. By using the Canada-wide representative data, 5,513 children were followed over a 2-year period. Caregivers reported on their use of PP and other parenting approaches (i.e., literacy and learning activities and other disciplinary…

  11. New perspectives on the positioning of parents in children’s bullying at school

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

    for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces......This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...

  12. New perspectives on the positioning of parents in children’s bullying at school

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

    This article explores the subject of parents with respect to children’s bullying at school. The overarching claim is that parental agency and positions on children’s bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions...... for a constructive partnership between parents and schools in cases of bullying. This research adds to the existing literature in the field by suggesting that the connections between schools, parents and their children’s social behaviour at school must be seen as complexly entangled and involving a range of forces...

  13. School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned.

    Science.gov (United States)

    Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H; Chang, Vickie Y; Stein, Bradley D

    2016-01-01

    Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. Our study suggests that systematic postcrisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. © 2015, American School Health Association.

  14. Prevalence of parent-rated attention deficit hyperactivity disorder and associated parent-related factors in primary school children of Navi Mumbai--a school based study.

    Science.gov (United States)

    Ajinkya, Shaunak; Kaur, Darpan; Gursale, Akshay; Jadhav, Pradeep

    2013-03-01

    To study the prevalence of parent-rated attention deficit hyperactivity disorder and associated parent-related factors in primary school children of Navi Mumbai. One hundred twenty two children including both boys and girls aged between 6 y and 11 y were selected from a school at Navi Mumbai and their parents were given the National Innovative for Children's Healthcare Quality (NICHQ) Vanderbilt Assessment Scale to be filled and returned, which was subsequently analyzed using SPSS (version 16). The prevalence of attention deficit hyperactivity disorder was 12.3 % with boy to girl ratio of 3:2. It was more prevalent in nuclear type of family and in families where a single parent was working especially where the father was the sole breadwinner and doing semi-skilled or unskilled type of work. No significant relation was found between the numbers of work-related hours when parents were away from children and attention deficit hyperactivity disorder. Attention deficit hyperactivity disorder is prevalent in the primary school-going population of Navi Mumbai, especially in boys. The increased prevalence in nuclear families and families with single working parent should further be explored. Further studies with larger sample size and longer period of follow up may be recommended. The study also recommends screening of school children for symptoms of attention deficit hyperactivity disorder (ADHD) for early diagnosis and treatment.

  15. Challenges of Parental Involvement Within a Health Promoting School Framework in New Zealand

    Directory of Open Access Journals (Sweden)

    Tracy Clelland

    2013-01-01

    Full Text Available The study sought to identify key issues regarding parental involvement within a health promoting school (HPS approach directed at addressing children’s nutrition and physical activity. A case study research design was used, involving six primary schools in Auckland, New Zealand. Data were collected via six individual interviews with principals, six group interviews with a total of 26 teachers, 13 focus groups with a total of 92 children, and a survey of 229 parents. The study found that while schools agreed on the importance of schools and parents promoting the same healthy behaviours, there was a lack of agreement on the role of school staff in educating parents. School principals identified issues around managing the food brought from home and the extent to which they should regulate types of food. Parents stressed the importance of modelling healthy food and exercise practices in the home environment but identified factors that often made this difficult, a scenario that did not go unnoticed by their children. It is recommended that parental involvement be encouraged and supported so that schools and families can achieve consistency in health promotion practices across both school and home environments.

  16. THE PERSPECTIVE OF ECUADORIAN PARENTS ON THE PEDAGOGICAL CONTRACT BETWEEN FAMILY AND SCHOOL IN A MIGRATORY CONTEXT

    Directory of Open Access Journals (Sweden)

    Moscoso, María Fernanda

    2009-09-01

    Full Text Available The school subjectivities of children and young people are related to their role as students and, therefore, are crossed by verdicts that are measured by the school success. School success should be understood as the various relationships constructed among family and academic verdicts, which depend largely on the representations made by different actors around the pedagogical contract. The aim of this study is to explore the perceptions developed by a group of Ecuadorian parents around the participation of their children in the Spanish educational system. The paper considers three aspects: a brief characterization of the family migrant journey, a presentation of parents ideas about the education of children in a trans-national context and an analysis of the discourses on some key factors in the academic trajectories of children and young people such as school support, participation of parents in the institution, criteria for the election of the school and family expectations. I support the idea that the attitude of the parents towards school, instead of being shocking or incompatible confers legitimacy to school because it reaffirms the bases in which it stands. This paper is written in Spanish.

  17. Parental attachment as a mediator between parental social support and self-esteem as perceived by Korean sports middle and high school athletes.

    Science.gov (United States)

    Kang, Sangwook; Jeon, Hyunsoo; Kwon, Sungho; Park, Seungha

    2015-02-01

    This study examined whether parental attachment mediates the relationship between parental social support and self-esteem in Korean middle and high school athletes. 591 sports athletes attending middle and high schools that specialize in sport volunteered. Parental social support and parental attachment had a significant positive effect on self-esteem; parental attachment had a greater effect on self-esteem. In the structural relationship, direct effects of parental social support on self-esteem were weak, but indirect effects through parental attachment were strong. Therefore, parental attachment complementally mediated the relationship between parental social support and self-esteem. Metric invariance was supported for groups categorized by sex, region, and school level, confirming that the model could be applied to various groups.

  18. Gender Differences in Factors Associated with How Parents Communicate with School in Korea

    Science.gov (United States)

    Kim, Soyoung; Chin, Meejung

    2016-01-01

    The authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent-school communication: school briefing sessions and parent-teacher conferences. A total of 585 parents--295 mothers and 290 fathers from different households--who had at least one child enrolled in middle school in Korea were…

  19. An Investigation of the Views of Parents in Otago on Dental Care for Primary School-Aged Children by the Community Oral Health Service Prior to the Introduction of the Hub-Based Clinic System.

    Science.gov (United States)

    Drummond, B K; Gaffney, M; Marshall, K

    2016-12-01

    Prior to the introduction of the Southern District Health Board's reconfigured Community Oral Health Service in Otago, a project was undertaken with parents to investigate their knowledge, understanding and views of the historical School Dental Service and of the Community Oral Health Service that was being introduced. Focus groups were run during 2011 in ten selected schools (parents with children in years 1-8) across two areas in Otago to represent ur ban and rural settings and to represent parents who were already travelling to dental services. Parents valued the traditional School Dental Service in Otago highly, generally agreeing that the service based in schools was accessible and convenient for parents and children. Rural parents who had always taken their children to dental appointments viewed it as a normal process, accepting that there could not be a service located in every school. Parents were aware that facilities were out-of-date. They highlighted the challenges of locating therapists since they started moving from school to school in the later 1990s and felt it was difficult for children seeing different therapists at each recall. There were diverse views on the proposed new system. Some parents felt that school-aged children should go to dental clinics on their own or with peers, while other parents welcomed the opportunity to attend when their child was having health care. It appears that the Community Oral Health Services should have an ongoing process to seek the views of parents and children about the service.

  20. Survey of parents, nurses, and school principals on their perceptions of the controversial role of schools in health promotion.

    Science.gov (United States)

    Gross, Samuel; Cohen, Herman Avner; Kahan, Ernesto

    2006-02-01

    The aim of this paper was to study the perceptions of parents, nurses, and school principals of the role of the health services in elementary schools. A questionnaire was distributed to the heads of parents' committees, school nurses, and school principals of 35 randomly selected elementary public schools in Israel. Respondents were asked to qualify the degree of importance of the traditional and contemporary roles of the school health-care team. Response rates were 80.0% for parents, 100% for nurses, and 97.1% for principals. All respondents agreed that both the traditional and new roles are very important. Nurses rated three interconnected roles significantly lower than parents and school principals: 'Evaluation of students with behavioral problems', 'Evaluation of students with low academic performance', and 'Follow up and care of students with behavioral problems and low performance'. Nurses, parents and school principals in Israel agree that the traditional roles of health teams in elementary schools, that is, providing first aid and ensuring school hygiene, are very important. Most are ready to accept a move from an illness-based to a social-based model, with less time spent on screening and surveillance and more on identifying and managing special needs of children and staff.

  1. Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

    Science.gov (United States)

    McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

    2017-06-01

    This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Students' Perceptions of Unsafe Schools: An Ecological Systems Analysis

    Science.gov (United States)

    Hong, Jun Sung; Eamon, Mary Keegan

    2012-01-01

    In the aftermath of several school shooting incidents in recent years, students' perceptions of unsafe schools has been a major concern for parents, teachers, school officials, school practitioners, and policy-makers. Using Bronfenbrenner's ecological systems framework, we examined the micro-, meso-, and exosystem level factors associated with…

  3. School Quality, Child Wellbeing and Parents' Satisfaction

    Science.gov (United States)

    Gibbons, Stephen; Silva, Olmo

    2011-01-01

    Child wellbeing at school and enjoyment of the learning environment are important economic outcomes, in particular because a growing body of research shows they are strongly linked to later educational attainments and labour market success. However, the standard working assumption in the economics of education is that parents choose schools on the…

  4. Parenting Style and Only Children's School Achievement in China.

    Science.gov (United States)

    Xie, Qing; And Others

    This report describes a study which examined the relation of Chinese parenting style to only-children's academic achievement. Subjects, 186 middle-class parents of fifth and sixth graders (10-13 years old) from one Beijing elementary school, completed a Chinese translation of the Parental Authority Questionnaire (PAQ). Four approximately equal…

  5. Parenting Styles and Attachment in School-Aged Children Who Stutter

    Science.gov (United States)

    Lau, Su Re; Beilby, Janet M.; Byrnes, Michelle L.; Hennessey, Neville W.

    2012-01-01

    Parental input has been described as influential in early childhood stuttering yet the exact nature of this influence remains equivocal. The present study aimed to examine whether quantitative measures of parenting styles, parent and peer attachment patterns, and parent- and self-reported child behaviour could differentiate between school-aged…

  6. “Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program

    Directory of Open Access Journals (Sweden)

    Kimberly G. Noble

    2012-01-01

    Full Text Available Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.

  7. Predictors and Outcomes of Parental Involvement with High School Students in Science

    Science.gov (United States)

    Shumow, Lee; Lyutykh, Elena; Schmidt, Jennifer A.

    2011-01-01

    Demographic and psychological predictors of parent involvement with their children's science education both at home and at school were examined during high school. Associations between both types of parent involvement and numerous academic outcomes were tested. Data were collected from 244 high school students in 12 different science classrooms…

  8. Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

    Science.gov (United States)

    Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

    2014-01-01

    Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

  9. From Past to Present: How Memories of School Shape Parental Views of Children's Schooling

    Science.gov (United States)

    Miller, Kyle

    2015-01-01

    Internationally, there is growing interest in children's transition to school and their readiness for formal education. Parents' memories of school offer important insights into children's preparation for school and how families view schools; however, few studies consider the influence of educational histories. To address this gap, a sample of 24…

  10. Parents' perceptions of the role of schools in tobacco use prevention and cessation for youth.

    Science.gov (United States)

    Wyman, Jodi; Price, James H; Jordan, Timothy R; Dake, Joseph A; Telljohann, Susan K

    2006-06-01

    The purpose of this study was to examine Ohio parents' perceptions of the role of schools in smoking prevention, cessation, and anti-tobacco policy for their children. A 46-item questionnaire was based on the CDC Guidelines for School Health Programs to Prevent Tobacco Use and Addiction. Surveys (n = 800) were sent to a stratified random sample of parents of junior high and high school aged students and 57% responded. Parents were supportive of smoking prevention activities, but almost two-thirds believed their child's school should get parents' input. Furthermore, mothers/step-mothers were more likely than fathers/step-fathers to agree that the school had a role in smoking prevention activities. The majority of parents were also supportive of smoking cessation activities. However, only 8% of parent respondents supported schools providing nicotine gum or patches to students trying to quit smoking. Overall, the majority of parents were supportive of the seven recommendations developed by the CDC as guidelines for school health programs to prevent tobacco use and addiction. Schools have the opportunity to impact student smoking through prevention and cessation activities. Schools need to know that parents are supportive of these activities and want to be included in the process of implementing effective prevention or cessation programs.

  11. Parents' Handbook for Successful Schools = Manual de Padres para Escuelas de Exito.

    Science.gov (United States)

    Patterson, Chris

    This handbook is designed to help parents learn more about what is taking place in the schools their children attend and to help parents evaluate the effectiveness of the school's academic program. It offers tips for locating important information and identifies where assistance can be obtained. A checklist is provided to help parents identify the…

  12. Parent Social Networks and Parent Responsibility: Implications for School Leadership

    Science.gov (United States)

    Curry, Katherine A.; Adams, Curt M.

    2014-01-01

    Family-school partnerships are difficult to initiate and sustain in ways that actually promote student learning, especially in high-poverty communities. This quantitative study was designed to better understand how social forces shape parent responsibility in education. Based on social cognitive theory as the conceptual framework, the…

  13. Teenage Pregnancy and Parenting at School in Contemporary South African Contexts: Deconstructing School Narratives and Understanding Policy Implementation

    Science.gov (United States)

    Shefer, Tamara; Bhana, Deevia; Morrell, Robert

    2013-01-01

    South African national education policy is committed to promoting gender equality at school and to facilitating the successful completion of all young people's schooling, including those who may become pregnant and parent while at school. However, the experience of being pregnant and parenting while being a learner is shaped by broader social and…

  14. Parents' perceptions of causes of and solutions for school violence: implications for policy.

    Science.gov (United States)

    Bliss, Melanie J; Emshoff, James; Buck, Chad A; Cook, Sarah L

    2006-05-01

    This study explores perceptions of causes of and solutions for school violence in a sample of 202 parents interviewed in the wake of nationally publicized school shootings. We also investigate the effects the school shootings had on children, parents' perceptions regarding firearms, and changes in parenting behavior. Parents exhibited strong support for almost all proposed causes and solutions, and we address their desire for immediate and often invasive interventions to prevent future violence. We contrast parents' perceptions with their own parenting behaviors and with literature on effective interventions. Results are discussed within the context of policy implications.Editors' Strategic Implications: Parents' perceptions and behaviors are frequently influenced by history effects. The national attention received by school shootings provided an opportunity for exploration of those perceptions and self-reported behaviors. The authors provide evidence from timely surveys that parents struggle with identifying causal factors that may contribute to school violence and consequently support a myriad of strategies for intervention including very invasive environmental preventive strategies. The findings suggest that social scientists should play a proactive role in translating research-supported preventive strategies to effective replications in the community and make research available in formats that are available and comprehensible by the lay public.

  15. Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

    Science.gov (United States)

    Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

    2012-01-01

    Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

  16. Parents' perceptions of their children's schooling

    African Journals Online (AJOL)

    Hennie

    Items 1 - 10 ... South African Journal of Education, Volume 35, Number 2, May 2015. 1 .... theories dealing with the role of two-way home- school .... view of parent perceptions on the designated topics for 2012 and ..... Unpublished DEd thesis.

  17. Association of School Nutrition Policy and Parental Control with Childhood Overweight

    Science.gov (United States)

    Seo, Dong-Chul; Lee, Chung Gun

    2012-01-01

    Background: Schools and parents may play important roles in preventing childhood obesity by affecting children's behaviors related to energy balance. This study examined how school nutrition policy and parental control over children's eating and physical activity habits are associated with the children's overweight/obesity (hereafter overweight)…

  18. Connect-Text: Leveraging Text-Message Communication to Mitigate Chronic Absenteeism and Improve Parental Engagement in the Earliest Years of Schooling

    Science.gov (United States)

    Smythe-Leistico, Kenneth; Page, Lindsay C.

    2018-01-01

    Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on…

  19. Restrictive and Supportive Parenting: Effects on Children's School Affect and Emotional Responses

    Science.gov (United States)

    Annear, Karen D.; Yates, Gregory C. R.

    2010-01-01

    In this project upper primary school students were surveyed about their general liking for school, and reasons for going to school. Their parents were asked to respond on a questionnaire indicating their restrictiveness and also support for their child's autonomy. Data were collected from 92 middle SES two-parent families and analysed using…

  20. "It's Our Best Choice Right Now": Exploring How Charter School Parents Choose

    Science.gov (United States)

    Villavicencio, Adriana

    2013-01-01

    One of the underlying premises of the charter school movement is that quality drives consumer choice. As educational consumers, parents are viewed as rational actors who, if given the choice, will select better performing school. In examining the choice processes of charter school parents, however, this study calls into question the extent to…

  1. School personnel experiences in notifying parents about their child’s risk for suicide: lessons learned

    Science.gov (United States)

    Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Chang, Vickie Y.; Stein, Bradley D.

    2015-01-01

    BACKGROUND Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. METHODS This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. RESULTS Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. CONCLUSIONS Our study suggests that systematic post-crisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. PMID:26645415

  2. Reframing School Readiness: Case Studies of African-American and Latina Head Start Parents

    Science.gov (United States)

    King, Nicole Colette

    2017-01-01

    The "school readiness gap" has been attributed to differences in family life, home-school connections, and social inequalities. The current school-parent partnership model fails to acknowledge the ways in which parent roles in education, and the home-school relations in which they are embedded, reflect broader social inequalities that…

  3. Antecedents of Chinese parents' autonomy support and psychological control: the interplay between parents' self-development socialization goals and adolescents' school performance.

    Science.gov (United States)

    Wang, Qian; Chan, Hoi-Wing; Lin, Li

    2012-11-01

    Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents' endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one's actions, and establishing one's independence from others, as important for adolescents to develop) and adolescents' school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age = 13.30 years, 58 % female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses' endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents' grades were obtained from school records. Significant interactions were found between parents' socialization goals and adolescents' grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents' endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents' socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents' self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.

  4. School or Madrassa? Parents' Choice and the Failure of State-Run Education in Pakistan

    Science.gov (United States)

    Khan, Jehanzaib

    2012-01-01

    Two major assumptions have dominated much of the discourse on Islamic schools in Pakistan since the rise of the Taliban in the 1990s and following the US attack on Afghanistan in October 2001. First, the Pakistani state-run education system is failing. Because of the poor quality of education at public schools, parents choose to send their…

  5. Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships

    Science.gov (United States)

    Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.; Hill, Cokethea; Haines, Shana J.; Gross, Judith M. S.

    2016-01-01

    This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a)…

  6. What's "quickest and easiest?": parental decision making about school trip mode

    Directory of Open Access Journals (Sweden)

    Faulkner Guy EJ

    2010-08-01

    Full Text Available Abstract Background The potential benefits of active school travel (AST are widely recognized, yet there is consistent evidence of a systematic decline in the use of active modes of transportation to school since the middle part of the 20th century. This study explored parental accounts of the school travel mode choice decision-making process. Methods Thirty-seven parents of children (17 who walked; 20 who were driven from four elementary schools in Toronto, Canada participated in semi-structured interviews. The schools varied with respect to walkability of the built environment and socio-economic status. Thematic analysis of interview transcripts identified a two-stage decision-making process. Results An initial decision concerned the issue of escorting or chauffeuring a child to/from school. This decision appeared to be primarily influenced by concerns about traffic, the child's personal safety, and the child's maturity and cognitive ability regarding navigating his/her way to/from school safely. Following the escort decision, parents considered mode choice, typically selecting what they perceived to be the easiest and most convenient way to travel. The ascription of convenience to the various modes of transportation was influenced by perceptions of travel time and/or distance to/from school. Convenience became a particularly salient theme for parents who found it necessary to complete multi-activity trip chains. Conclusions The school travel mode choice decision process is complex. Future research and practice should continue to address safety concerns that are typically the focus of active school transport initiatives while addressing more explicitly the behavioural cost of competing mode choices.

  7. Utilisation and Satisfaction with Rehabilitation Services in Children with Primary Language Impairment Transitioning to School: Parents' Perspective

    Science.gov (United States)

    Mazer, Barbara; Dion, Karyne; Moryoussef, Aguy

    2017-01-01

    Children with disabilities require coordinated services to optimise transition into school. This study compared type, frequency and approach to service utilisation for children with primary language impairment transitioning from rehabilitation to the educational system, and examined parent satisfaction. Parents responded to a telephone…

  8. The perceptions of parents of their role in the democratic governance of schools in South Africa: are they on board?

    Directory of Open Access Journals (Sweden)

    Vuzi Mncube

    2009-02-01

    Full Text Available I argue that parent participation in SGBs is an important ingredient in building democracy in the schooling system, as well as in the wider society of South Africa. At some schools in South Africa, parents are not yet playing their full role as governors mandated by legislation. Parents at some rural schools are reluctant to participate in the decision-making by School Governing Bodies (SGBs as a result of their low educational level or of power struggles in SGBs. In some former model C schools, on the other hand, lack of participation is related to a level of education of parents in general, lack of education on parental involvement in school activities, a fear of ‘academic victimisation' of their children, language barrier, and difficulty in attending meetings. This lack of involvement is at its highest in school governing bodies. It appears therefore that while representation and debate are theoretically open and fair, there are still factors that inhibit SGBs from operating democratically. Although the political control of apartheid has gone, issues related to full democratic participation have not been resolved.

  9. Using a Computer-based Messaging System at a High School To Increase School/Home Communication.

    Science.gov (United States)

    Burden, Mitzi K.

    Minimal communication between school and home was found to contribute to low performance by students at McDuffie High School (South Carolina). This report describes the experience of establishing a computer-based telephone messaging system in the high school and involving parents, teachers, and students in its use. Additional strategies employed…

  10. Latino Parents' Choice of Magnet School: How School Choice Differs across Racial and Ethnic Boundaries

    Science.gov (United States)

    Haynes, Katherine Taylor; Phillips, Kristie J. R.; Goldring, Ellen B.

    2010-01-01

    Historically, magnet schools have served predominantly Black and Anglo populations. Consequently, little research exists on Latino parent's engagement in school choice and their patterns of participation. Magnet schools are increasingly part of the landscape for improving school achievement for all students. Yet Latino enrollment rates in magnet…

  11. Electronic Communication and Its Influence on Parental Involvement in High School

    Science.gov (United States)

    Watkins, Aaron

    2013-01-01

    This study investigated the effect of electronic communication has on parent's involvement with their high school child's education. The No Child Left Behind Act of 2001 (NCLB) specifically requires that schools find ways to increase parental involvement; this requirement stemmed from evidence that involvement tends to decline as the students…

  12. School Violence: The Role of Parental and Community Involvement

    Science.gov (United States)

    Lesneskie, Eric; Block, Steven

    2017-01-01

    This study utilizes the School Survey on Crime and Safety to identify variables that predict lower levels of violence from four domains: school security, school climate, parental involvement, and community involvement. Negative binomial regression was performed and the findings indicate that statistically significant results come from all four…

  13. Parental collaboration and children’s communities in school

    DEFF Research Database (Denmark)

    Kousholt, Dorte

    Research points to greater demands on the family to take part in and arrange family life to support their children’s school life – and solutions to children’s problems in class are increasingly designed to include the parents. Debates in relation to parental collaboration can be seen as expressions...... of conflicts about how Danish schools should prioritize, what is relevant in relation to learning, how children’s difficulties ought to be understood, and who is responsible. Therefore, the question of parental collaboration constitutes an interesting opportunity to discuss theoretical questions related...... to the challenge of conceptualizing the conflictual collaboration between parties positioned in a distribution of responsibility and influence. The paper takes departure in that the different parties perspectives on the problems are connected in a ‘common matter’ as well as differentiated by the different tasks...

  14. How accurate are parental responses concerning their fourth-grade children's school-meal participation, and what is the relationship between children's body mass index and school-meal participation based on parental responses?

    Directory of Open Access Journals (Sweden)

    Paxton-Aiken Amy E

    2012-03-01

    Full Text Available Abstract Background This article investigated (1 parental response accuracy of fourth-grade children's school-meal participation and whether accuracy differed by children's body mass index (BMI, sex, and race, and (2 the relationship between BMI and school-meal participation (based on parental responses. Methods Data were from four cross-sectional studies conducted from fall 1999 to spring 2003 with fourth-grade children from 13 schools total. Consent forms asked parents to report children's usual school-meal participation. As two studies' consent forms did not ask about lunch participation, complete data were available for breakfast on 1,496 children (51% Black; 49% boys and for lunch on 785 children (46% Black; 48% boys. Researchers compiled nametag records (during meal observations of meal participation on randomly selected days during children's fourth-grade school year for breakfast (average nametag days across studies: 7-35 and for lunch (average nametag days across studies: 4-10 and categorized participation as "usually" (≥ 50% of days or "not usually" ( Results Concerning breakfast participation and lunch participation, 74% and 92% of parents provided accurate responses, respectively. Parental response accuracy was better for older children for breakfast and lunch participation, and for Black than White children for lunch participation. Usual school-meal participation was significantly related to children's BMI but in opposite directions -- positively for breakfast and inversely for lunch. Conclusions Parental response accuracy of children's school-meal participation was moderately high; however, disparate effects for children's age and race warrant caution when relying on parental responses. The BMI results, which showed a relationship between school-meal participation (based on parental responses and childhood obesity, conflict with results from a recent article that used data from the same four studies and found no significant

  15. Parental psychological symptoms and familial risk factors of children and adolescents who exhibit school refusal.

    Science.gov (United States)

    Bahali, K; Tahiroglu, A Y; Avci, A; Seydaoglu, G

    2011-12-01

    To assess the levels of psychological symptoms in the parents of children with school refusal and determine the familial risk factors in its development. This study was performed on 55 pairs of parents who had children exhibiting school refusal and were compared with a control group. A socio-demographic data form, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and the Symptom Checklist-90 revised were applied to these parents. Parents of the school refusal group had higher anxiety and depression scores than the controls. Among the risk factors for school refusal, physical punishment by the parents, a history of organic disease in the parents or children, and a history of psychiatric disorders in the parents or other relatives were found to be significant. Depending on genetic and environmental factors, parents with psychiatric disorders appeared to be associated with development of psychiatric disorders in their children. Moreover, psychiatric disorders in parents negatively affected the treatment of their children and adolescents who exhibited school refusal. It is therefore vital to treat psychiatric disorders of parents with the children having psychiatric disorders, and thus increase parent participation in their children's therapeutic process.

  16. A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

    Directory of Open Access Journals (Sweden)

    Valerie J. Shute

    2011-01-01

    Full Text Available This paper reviews the research literature on the relationship between parental involvement (PI and academic achievement, with special focus on the secondary school (middle and high school level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a communication between children and parents about school activities and plans, (b parents holding high expectations/aspirations for their children's schooling, and (c parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

  17. Back to School for Parents: Implementing Responsible Parenting Agreements and Orders in Western Australia

    Science.gov (United States)

    Squelch, Joan

    2006-01-01

    Managing student behaviour is a primary task of principals and teachers, but it is not their responsibility alone. Parents are also responsible for their children's behaviour inside and outside school. As primary educators and caregivers parents have a duty of care and are responsible for nurturing, disciplining and socializing their children. In…

  18. Choice, Stability and Excellence: Parent and Professional Choice in Buffalo's Magnet Schools.

    Science.gov (United States)

    Clinchy, Evans

    1986-01-01

    Reports on teacher, principal, parent, and student reactions to a desegregation plan implemented in Buffalo, New York, which permits teachers to choose the magnet schools in which they desire to teach and parents to select their children's schools. (GC)

  19. The Communication Barriers between Teachers and Parents in Primary Schools

    Science.gov (United States)

    Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz

    2016-01-01

    Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of…

  20. Towards a Typology of Parental Behaviors, Attitudes, and Beliefs about School

    Science.gov (United States)

    Pelletier, Daniel; Collerette, Pierre; Turcotte, Gilles; Beaulieu, Alexandre

    2013-01-01

    The social and academic experiences of children and adolescents in school are a major concern for parents and their characteristics as protection or risk factors for their children's adaptation has been extensively studied. However, few studies have dealt with the behaviors, attitudes and beliefs of parents about the schools their children are…

  1. Parents' views on sex education in schools: How much do Democrats and Republicans agree?

    Science.gov (United States)

    Kantor, Leslie; Levitz, Nicole

    2017-01-01

    More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

  2. Parents' views on sex education in schools: How much do Democrats and Republicans agree?

    Directory of Open Access Journals (Sweden)

    Leslie Kantor

    Full Text Available More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

  3. A qualitative study to assess school nurses' views on vaccinating 12-13 year old school girls against human papillomavirus without parental consent.

    Science.gov (United States)

    Stretch, Rebecca; McCann, Rosemary; Roberts, Stephen A; Elton, Peter; Baxter, David; Brabin, Loretta

    2009-07-21

    In the UK, parental consent for the routine vaccination of 12-13 year olds schoolgirls against human papillomavirus (HPV) is recommended, although legally girls may be able to consent themselves. As part of a vaccine study conducted ahead of the National HPV Vaccine Programme we sought the views of school nurses on vaccinating girls who did not have parental consent. HPV vaccination was offered to all 12 year old girls attending schools in two Primary Care Trusts in Greater Manchester. At the end of the study semi-structured, tape-recorded interviews were conducted with school nurses who had delivered the vaccine (Cervarix). The interview template was based on concepts derived from the Theory of Planned Behaviour. Transcripts were analysed thematically in order to understand school nurses' intentions to implement vaccination based on an assessment of Gillick competency. School nurses knew how to assess the competency of under-16s but were still unwilling to vaccinate if parents had refused permission. If parents had not returned the consent form, school nurses were willing to contact parents, and also to negotiate with parents who had refused consent. They seemed unaware that parental involvement required the child's consent to avoid breaking confidentiality. Nurses' attitudes were influenced by the young appearance and age of the school year group rather than an individual's level of maturity. They were also confused about the legal guidelines governing consent. School nurses acknowledged the child's right to vaccination and strongly supported prevention of HPV infection but ultimately believed that it was the parents' right to give consent. Most were themselves parents and shared other parents' concerns about the vaccine's novelty and unknown long-term side effects. Rather than vaccinate without parental consent, school nurses would defer vaccination. Health providers have a duty of care to girls for whom no parental consent for HPV vaccination has been given

  4. Parental School Involvement in Relation to Children's Grades and Adaptation to School

    Science.gov (United States)

    Tan, Edwin T.; Goldberg, Wendy A.

    2008-01-01

    From an ecological perspective, it is important to examine linkages among key settings in the child's life. The current study focuses on parents' involvement in children's education both at school and at home. Ninety-one families with school-aged children (91 fathers and 91 mothers) participated in a survey study assessing the levels of parental…

  5. An Examination of Elementary School Students' Parental Style and Parental Internet Style with Respect to Various Variables

    OpenAIRE

    Deniz, Metin; Horzum, Mehmet Barış; Ayas, Tuncay; Koç, Mustafa

    2016-01-01

    Abstract: The aim of this study is to determine the relationship between parental style and internet parental style and find out whether student's parental style and parental internet style differ according to various variables. In this study, survey model was used. The study was performed with 296 students, attending at an elementary school in the second period of 2011-2012 academic years in Sakarya, Turkey. Parental style and parental internet style scales were used. Results indicated ...

  6. Vocational Aspirations of Chinese High School Students and Their Parents' Expectations

    Science.gov (United States)

    Hou, Zhi-Jin; Leung, S. Alvin

    2011-01-01

    This study examined the vocational aspirations and parental vocational expectations of high school students and their parents (1067 parent-child dyads). Participants completed a demographic questionnaire and an Occupations List. The Occupations List consisted of 126 occupational titles evenly distributed across the six Holland types. Parents were…

  7. The Relationship between Academic Achievement and the Emotional Well-Being of Elementary School Children in China: The Moderating Role of Parent-School Communication.

    Science.gov (United States)

    Lv, Bo; Zhou, Huan; Guo, Xiaolin; Liu, Chunhui; Liu, Zhaomin; Luo, Liang

    2016-01-01

    The relationship between academic achievement and the subjective well-being of elementary school children has received increasing attention. However, previous research on the relationship between these variables has yielded inconsistent conclusions - possibly due to the presence of potential moderating variables. This study investigated the relationship between the academic achievement and the emotional well-being (positive and negative affect) of elementary school children in China and the moderating effect of parent-school communication on this relationship. A total of 419 elementary school students and their parents participated. The elementary students' positive and negative affect, their academic achievement on both midterm and final examinations of the most recent semester, and the frequency of parent-school communication were assessed. Academic achievement of elementary students was positively correlated with positive affect and negatively correlated with negative affect. Parent-school communication significantly moderated this relationship. Regardless of positive or negative affect, the correlation was only significant in the high parent-school communication group (one standard deviation higher than the mean) and in the mean group, whereas in the low parent-school communication group, no association was observed. These results indicate that parental engagement with school impacts both the academic achievements and subjective well-being of children in China.

  8. Parent Involvement in Urban Charter Schools: A New Paradigm or the Status Quo?

    Science.gov (United States)

    Smith, Joanna; Wohlstetter, Priscilla

    2009-01-01

    Decades of research point to the benefits of parent involvement in education. Research has also shown that white, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found that…

  9. "Entre Familia": Immigrant Parents' Strategies for Involvement in Children's Schooling

    Science.gov (United States)

    Poza, Luis; Brooks, Maneka Deanna; Valdés, Guadalupe

    2014-01-01

    Teachers and administrators in schools with large, working-class Latino populations often complain of parents' indifference or lack of involvement in children's schooling because of their low visibility at school events and relatively little face-to-face communication with teachers and school administration. In a series of semi-structured…

  10. CREATING SUPPORTIVE LEARNING ENVIRONMENTS: EXPERIENCES OF LESBIAN AND GAY-PARENTED FAMILIES IN SOUTH AFRICAN SCHOOLS

    Directory of Open Access Journals (Sweden)

    Diana Breshears

    2016-06-01

    Full Text Available Through in-depth interviews with 21 parents and 12 children in lesbian/gayparented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children’s education and used these reflections to offer advice to teachers and administrators wishing better to support lesbian/ gay-parented families. The results of our study offer an understanding of the challenges and needs of this diverse family in the school system, as well as a starting point for administrators and teachers wanting to create inclusive environments for all family types.

  11. Teen and Parent Perceptions of a Secondary School Family Course

    Science.gov (United States)

    Stonely, Heather M.; Klein, Shirley R.

    2004-01-01

    Adolescent and parent focus groups were conducted to do a needs assessment and discover possible topics for a secondary school family class. Results included identifying teen and parent family-related needs and societal concerns; discovering where teens currently learn about family life; and receiving teen and parent feedback about a proposed…

  12. Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

    Science.gov (United States)

    Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

    2018-05-01

    The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

  13. Exploring high school science students' perceptions of parental involvement in their education.

    Science.gov (United States)

    Mji, Andile; Mbinda, Zoleka

    2005-08-01

    This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.

  14. Reliability and validity of the Safe Routes to school parent and student surveys

    Directory of Open Access Journals (Sweden)

    Evenson Kelly R

    2011-06-01

    Full Text Available Abstract Background The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Methods Students and parents from two Charlotte, NC (USA elementary schools participated. Tallies were conducted on two consecutive days using a hand-raising protocol; on day two students were also asked to recall the previous days' travel. The recall from day two was compared with day one to assess 24-hour test-retest reliability. Convergent validity was assessed by comparing parent-reports of students' travel mode with student-reports of travel mode. Two-week test-retest reliability of the parent survey was assessed by comparing within-parent responses. Reliability and validity were assessed using kappa statistics. Results A total of 542 students participated in the in-class student travel tally reliability assessment and 262 parent-student dyads participated in the validity assessment. Reliability was high for travel to and from school (kappa > 0.8; convergent validity was lower but still high (kappa > 0.75. There were no differences by student grade level. Two-week test-retest reliability of the parent survey (n = 112 ranged from moderate to very high for objective questions on travel mode and travel times (kappa range: 0.62 - 0.97 but was substantially lower for subjective assessments of barriers to walking to school (kappa range: 0.31 - 0.76. Conclusions The student in-class student travel tally exhibited high reliability and validity at all elementary grades. The parent survey had high reliability on questions related to student travel mode, but lower reliability for attitudinal questions identifying barriers to walking to school. Parent survey design should be improved so that responses clearly indicate

  15. Reliability and validity of the Safe Routes to school parent and student surveys.

    Science.gov (United States)

    McDonald, Noreen C; Dwelley, Amanda E; Combs, Tabitha S; Evenson, Kelly R; Winters, Richard H

    2011-06-08

    The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Students and parents from two Charlotte, NC (USA) elementary schools participated. Tallies were conducted on two consecutive days using a hand-raising protocol; on day two students were also asked to recall the previous days' travel. The recall from day two was compared with day one to assess 24-hour test-retest reliability. Convergent validity was assessed by comparing parent-reports of students' travel mode with student-reports of travel mode. Two-week test-retest reliability of the parent survey was assessed by comparing within-parent responses. Reliability and validity were assessed using kappa statistics. A total of 542 students participated in the in-class student travel tally reliability assessment and 262 parent-student dyads participated in the validity assessment. Reliability was high for travel to and from school (kappa > 0.8); convergent validity was lower but still high (kappa > 0.75). There were no differences by student grade level. Two-week test-retest reliability of the parent survey (n=112) ranged from moderate to very high for objective questions on travel mode and travel times (kappa range: 0.62-0.97) but was substantially lower for subjective assessments of barriers to walking to school (kappa range: 0.31-0.76). The student in-class student travel tally exhibited high reliability and validity at all elementary grades. The parent survey had high reliability on questions related to student travel mode, but lower reliability for attitudinal questions identifying barriers to walking to school. Parent survey design should be improved so that responses clearly indicate issues that influence parental decision making in regards to their

  16. Effectiveness of a parental training programme in enhancing the parent-child relationship and reducing harsh parenting practices and parental stress in preparing children for their transition to primary school: a randomised controlled trial.

    Science.gov (United States)

    Li, Ho Cheung William; Chan, Sophia S C; Mak, Yim Wah; Lam, Tai Hing

    2013-11-16

    Entering primary school is an important childhood milestone, marking the beginning of a child's formal education. Yet the change creates a time of vulnerability for the child, the parents and the parent-child relationship. Failure to adjust to the transition may place the family in a psychologically devastating position. The aims of this study were to test the effectiveness of a parental training programme in enhancing the parent-child relationship and decreasing parental stress by reducing harsh parenting in preparing children for the transition to primary school. A randomised controlled trial incorporating a two-group pre-test and repeated post-test was conducted in one of the largest public housing estates in Hong Kong. A total of 142 parents were recruited, with 72 parents randomly assigned to the experimental group and 70 to the control group. Harsh parenting practices, parent-child relationships and parental stress were assessed. In comparison to parents in the control group, those in the experimental group engaged in less harsh parenting practices and reported better parent-child relationships. However, parental stress scores did not differ significantly between the two groups. This study addressed a gap in the literature by examining the effectiveness of the training programme for enhancing parent-child relationship and decreasing parental stress at the time of a child's transition to primary school. The findings from this study provide empirical evidence of the effectiveness of the parental training programme and highlight the significance of parenting in promoting a smooth transition for children from kindergarten to primary 1. ClinicalTrials.gov: NCT01845948.

  17. Does parental education level interferes with the permanence of children in school?

    Directory of Open Access Journals (Sweden)

    Hilda Bayma-Freire

    2015-07-01

    Full Text Available The aim of this study is to verify whether the level of education of parents (father and mother of nuclear family, single-parent, reconstituted and absent fathers is a determining factor for school dropout among adolescents in development for the training. In this perspective, 504 students were investigated (between 15 and 17 years studying in Brazilian state school and their parents (father / mother. The results show that low educational level of parents (father / mother directly affects the continuity of children's studies, an adverse problem and a major impact in Brazilian lower classes.

  18. Effective Group Work for Elementary School-Age Children Whose Parents Are Divorcing.

    Science.gov (United States)

    DeLucia-Waack, Janice; Gerrity, Deborah

    2001-01-01

    Parental divorce is the issue of most concern for elementary school children. This article describes interventions for children-of-divorce groups for elementary school children. Suggests guidelines related to goal setting; securing agency and parental consent; leadership planning; recruitment, screening, and selection of members; group member…

  19. Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment.

    Science.gov (United States)

    Kocayörük, Ercan; Şimşek, Ömer Faruk

    2016-01-01

    The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.

  20. Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children

    Science.gov (United States)

    Byrne, Bridget; de Tona, Carla

    2014-01-01

    This paper considers the ways in which parents talk about choosing secondary schools in three areas of Greater Manchester. It argues that this can be a moment when parents are considering their own attitudes to, and shaping their children's experiences of, multiculture. Multiculture is taken as the everyday experience of living with difference. The paper argues that multiculture needs to be understood as shaped not only by racialized, ethnic or religious difference (as it is commonly understood) but also by other differences which parents may consider important, particularly class and approaches to parenting. We stress the need to examine what parents say about schooling in the context in which they are talking, which is shaped by local areas and the experiences of their children in primary schools. Based on interviews with an ethnically mixed groups of parents from different schools, we show how perceptions of the racialized and class demographics of schools can influence parents' choice of secondary schools. The paper also argues that attention needs to be paid to the ways in which terms such as ‘multicultural’ and ‘mix’ are applied uniformly to very different contexts, be they particular schools or local areas, suggesting there is a paucity of language in Britain when talking about multiculture. PMID:25506091

  1. Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations

    Science.gov (United States)

    Ryan, Carey S.; Casas, Juan F.; Kelly-Vance, Lisa; Ryalls, Brigette O.; Nero, Collette

    2010-01-01

    We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and…

  2. Effects of Chinese Parental Practices on Adolescent School Outcomes Mediated by Conformity to Parents, Self-Esteem, and Self-Efficacy

    Science.gov (United States)

    Shen, Yuh-Ling

    2011-01-01

    This study examines how the parental support and control affected school outcomes through conformity to parents, self-esteem, and self-efficacy in adolescence in Mainland China. The sample included 350 junior and senior high school students age ranging from 12 to 19 years, 48% of them were males. Using path model analysis, results showed that…

  3. Implementation of School Choice Policy: Interpretation and Response by Parents of Students with Special Educational Needs.

    Science.gov (United States)

    Bagley, Carl; Woods, Philip A.; Woods, Glenys

    2001-01-01

    Provides empirically based insights into preferences, perceptions, and responses of parents of students with special education needs to the 1990s restructured school system in England. Uses analyses of quantitative/qualitative data generated by a large-scale research study on school choice. Reveals depth and range of problems encountered by these…

  4. Ramifications of Absent Parenting on School-going Children in ...

    African Journals Online (AJOL)

    This study sought to explore the psycho-educational implications of parental migration on school going children in Masvingo, urban. The study further explored how these children adjust to parental migration. This study used a mixed methods approach to collect data, particularly employing the descriptive case study. A total ...

  5. Exploring Parental Involvement Strategies Utilized by Middle School Interdisciplinary Teams

    Science.gov (United States)

    Robbins, Chris; Searby, Linda

    2013-01-01

    Adolescents present a unique collection of characteristics and challenges which middle school interdisciplinary teams were designed to address. This article describes a research study which explored parental involvement strategies employed by interdisciplinary teaching teams from three very different middle schools: an affluent suburban school, a…

  6. School Response to Self-Injury: Concerns of Mental Health Staff and Parents

    Science.gov (United States)

    Kelada, Lauren; Hasking, Penelope; Melvin, Glenn A.

    2017-01-01

    Nonsuicidal self-injury (NSSI) among adolescents poses a significant problem for schools, adolescents, and their families. However, appropriate guidelines for addressing NSSI, including when to disclose the behavior to parents, are currently lacking. The present study aimed to understand how school mental health staff and parents of secondary…

  7. Authoritarian Parenting and Asian Adolescent School Performance: Insights from the US and Taiwan.

    Science.gov (United States)

    Pong, Suet-Ling; Johnston, Jamie; Chen, Vivien

    2010-01-01

    Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting-school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children's school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US.

  8. Parental work absenteeism is associated with increased symptom complaints and school absence in adolescent children

    Directory of Open Access Journals (Sweden)

    Mari Hysing

    2017-05-01

    Full Text Available Abstract Background Previous studies have proposed that having parents out of work may influence adolescent illness behaviour and school attendance. However, prior research investigating this question has been limited by retrospective reporting and case control studies. In a large epidemiological study we investigated whether parental work absence was associated with symptom complaints and increased school absenteeism in adolescents. Methods We analysed data from a large epidemiological study of 10,243 Norwegian adolescents aged 16–19. Participants completed survey at school, which included demographic data, parental work absence and current health complaints. An official registry provided school attendance data. Results Parental work absence was significantly related to the number of adolescent symptom complaints as well as school absenteeism. Having a father out of work was associated with an increased likelihood of being in the highest quartile of symptom reporting by an odds-ratio of 2.2 and mother by 1.6 (compared to the lowest quartile. Similarly, parental work absenteeism was associated with an increased likelihood of being in the highest quartile for school absence by an odds-ratio of 1.9 for a father being out of work and 1.5 for a mother out of work. We found that the number of adolescent symptom complaints mediated the relationship between parental work absenteeism and school absenteeism. Conclusion We found that parental work absence was significantly associated with the number of adolescent symptom complaints and school absenteeism. The results suggest that parents may play a critical modelling role in the intergenerational transmission of illness and disability behaviour.

  9. Parental work absenteeism is associated with increased symptom complaints and school absence in adolescent children.

    Science.gov (United States)

    Hysing, Mari; Petrie, Keith J; Bøe, Tormod; Sivertsen, Børge

    2017-05-12

    Previous studies have proposed that having parents out of work may influence adolescent illness behaviour and school attendance. However, prior research investigating this question has been limited by retrospective reporting and case control studies. In a large epidemiological study we investigated whether parental work absence was associated with symptom complaints and increased school absenteeism in adolescents. We analysed data from a large epidemiological study of 10,243 Norwegian adolescents aged 16-19. Participants completed survey at school, which included demographic data, parental work absence and current health complaints. An official registry provided school attendance data. Parental work absence was significantly related to the number of adolescent symptom complaints as well as school absenteeism. Having a father out of work was associated with an increased likelihood of being in the highest quartile of symptom reporting by an odds-ratio of 2.2 and mother by 1.6 (compared to the lowest quartile). Similarly, parental work absenteeism was associated with an increased likelihood of being in the highest quartile for school absence by an odds-ratio of 1.9 for a father being out of work and 1.5 for a mother out of work. We found that the number of adolescent symptom complaints mediated the relationship between parental work absenteeism and school absenteeism. We found that parental work absence was significantly associated with the number of adolescent symptom complaints and school absenteeism. The results suggest that parents may play a critical modelling role in the intergenerational transmission of illness and disability behaviour.

  10. Middle school student and parent perceptions of government-sponsored free school breakfast and consumption: a qualitative inquiry in an urban setting.

    Science.gov (United States)

    Bailey-Davis, Lisa; Virus, Amy; McCoy, Tara Alexis; Wojtanowski, Alexis; Vander Veur, Stephanie S; Foster, Gary D

    2013-02-01

    Universal free access to school breakfast is available in large urban schools, but participation rates are less than half of what they are at lunch. The purpose of this qualitative study was to understand the discrepancy between access and participation in school breakfast in a low-income, urban school district. Youth (n=23) and parents (n=22) were recruited from three middle schools where ≥ 50% of students were eligible for free or reduced-price meals. Parent focus groups (n=2) and student focus groups (n=4) were conducted in the fall/winter of 2009/2010. Content analysis was conducted to code transcripts and a constant comparative technique was used to identify emergent themes. Findings were validated using triangulation methods. The following themes emerged from the student and parent perceptions: sociocultural beliefs, physical availability, economic accessibility, social stigma, and consumption practices. There was agreement between students and parents across most themes, except consumption practices. Students were commonly purchasing food and beverages on the way to school, which was in conflict with parent rules. Parents desired access to copies of the school menus to be more involved in breakfast decisions with their child and students desired input into menu planning and taste testing to overcome school meal quality concerns. Future research aiming to improve participation in the breakfast program should examine the impact of student involvement in school menu planning and environmental modifications to reduce the social stigma associated with the program. Copyright © 2013 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  11. Relationship between attention deficit hyperactive disorder symptoms and perceived parenting practices of school-age children.

    Science.gov (United States)

    Kim, Dong Hee; Yoo, Il Young

    2013-04-01

    To examine the relationship between the perception on parenting practices and attention deficit hyperactivity disorder (ADHD) symptoms in school-age children. Psychosocial attention deficit hyperactivity disorder intervention approaches emphasise environmental risk factors at the individual, family and community level. Parenting variables are strongly related to attention deficit hyperactivity disorder symptom severity. A cross-sectional questionnaire survey. The participants were 747 children and their parents in two elementary schools. The instruments used were Korean Conners Abbreviated Parent Questionnaire and Korean version Maternal Behavior Research Instrument (measuring four dimensions of parenting practices: affection, autonomy, rejection, control). Descriptive and logistic regression analyses were performed. The rejective parenting practice was statistically significant in logistic regression controlling gender and age of children, family structure, maternal education level and socio-economic status. The rejection parenting is associated with attention deficit hyperactivity disorder symptoms in children (OR=1.356). These results suggest the importance of specific parenting educational programmes for parents to prevent and decrease attention deficit hyperactivity disorder symptoms. It would be more effective rather than focusing only on the child's attention deficit hyperactivity disorder symptoms, developing educational programmes for parents to prevent rejection parenting practice and improve parenting skills in the family system. When developing a treatment programme for children with attention deficit hyperactivity disorder, healthcare providers should consider not only the child's attention deficit hyperactivity disorder symptoms, but also the parenting practices. Comprehensive interventions designed to prevent rejection and improve parenting skills may be helpful in mitigating attention deficit hyperactivity disorder symptoms. © 2012 Blackwell

  12. National Forum: How Schools and Parents Can Work Together to Address Bullying

    Science.gov (United States)

    Australian Government Department of Education, Employment and Workplace Relations, 2012

    2012-01-01

    On 31 July 2012 the Minister for School Education, Early Childhood and Youth, Peter Garrett convened the "National Forum: How schools and parents can work together to address bullying" at Parliament House. The Forum brought together principals, parents groups, young people, as well as experts in education, child welfare, psychology and…

  13. Agent-Based Simulation of Children’s School Travel Mode with Parental Escort Decisions

    Directory of Open Access Journals (Sweden)

    Peng Jing

    2018-02-01

    Full Text Available In the last few years, the number of private cars has expanding quickly in China, more and more parents use cars to escort their children to school, thus cause serious traffic congestions near school in many cities. In this paper, we developed an agent-based model (ABM of the parents’ choice of escort mode. The core of this model is an escort mode choice motivation adjustment function that combines distance, traffic safety and social influence. We also used ABM to exhibit the emergent decoy effect phenomenon, which is a dynamic phenomenon that the introduction of a decoy to the choice-set could increase the share of other alternatives. The model reveals the parents’ inner psychological mechanism when facing competing escort mode choice in transportation system. The simulation results show that the proportion of parents to choose bus escort was 62.45% without the decoy effect was introduced, while the proportion of parents to choose bus escort increased to 74.29% with the decoy effect was entry. The use of the ABM method gives the potential to cope with the dynamic changes in studying parent escort mode choice behavior.

  14. Parenting styles perceived by teenagers and school achievement

    OpenAIRE

    Pires, Mónica; Paz, Telma

    2015-01-01

    Parenting styles (PS) are parents’ attitudes towards their child overall development and education. By setting family climate and parents’ behaviors, PS have been a focus on development psychology and family studies, namely, in relation to child outcomes. This cross-sectional study analyzes the impact of perceived PS by adolescents on their school achievement. 110 boys and 118 girls from the 5th to 9th school level, (M= 12.60, SD= 1.82) from a public school...

  15. Social support for youth physical activity: Importance of siblings, parents, friends and school support across a segmented school day

    Directory of Open Access Journals (Sweden)

    Kolt Gregory S

    2007-11-01

    Full Text Available Abstract Background Whilst evidence exists for the influence of encouragement on physical activity participation, the diversity of support sources and the type of physical activity examined previously is limited. This study examined the importance of perceived encouragement from parents, siblings/cousins, friends, and schools on participation levels across three time-specific activity opportunities that are available during a school day (after-school physical activities, lunchtime activity, and active transportation to and from school. Methods A cross-sectional sample of 12–18 year old high school students (n = 3,471 were recruited from low SES schools within South Auckland, New Zealand and categorised as either Junior (Years 9–11 or Senior (Years 12 & 13 students. Participants reported their physical activity levels and quantity of encouragement received from their parent(s, friend(s, sibling(s/cousin(s, and school to be active. For each physical activity variable participants were dichotomized as being either "active" or "less active". For each social support source, participants were grouped into either receiving "high" or "low" levels of support. Binary logistic regression analyzes were conducted to calculate odd ratios and 95% confidence intervals. Results Low parental support (Juniors, OR: 0.47, 95% CI: 0.38–0.58; Seniors, OR: 0.41, 95% CI: 0.29–0.60 and low peer support (Juniors, OR: 0.61, 95% CI: 0.51–0.74; Seniors, OR: 0.49, 95% CI: 0.35–0.69 were associated with reduced odds of being regularly active after school. For lunchtime activity, low peer support (Juniors, OR: 0.39, 95% CI: 0.32–0.48; Seniors, OR: 0.41, 95% CI: 0.29–0.57 was associated with reduced odds of being categorized as active. While no variables were significantly related to active transportation among senior students, low peer support was associated with reduced odds of actively commuting for Junior students (OR: 0.78, 95% CI: 0.66–0.92. Irrespective

  16. Parents and schools that grow in the 21st century

    Directory of Open Access Journals (Sweden)

    Eulalia Torrubia Balagué

    2017-07-01

    Full Text Available The University Pontificia of Salamanca a few years ago has offered a program of parental training for families who come to the Master of clinical intervention of Logopedia, by teacher Dolors Rivas Serrat. Children with disorders in language and development receive speech-language intervention. Parents participate in a training program every week and the children receive educational guidance, intervention in learning problems and study support. Some of the issues addressed between parents and education professionals are covered in this article and have to do with changes in the Spanish family, new family models or lack of authority in educational relationships established in the family. And at school. The work we do is developed through a parent school. This methodology is indispensable in the family formation processes. They are privileged spaces of participation and learning, constitute an adequate methodology for educators, counselors and other professionals of education. Pedagogy, as normative science, explains the most adequate family models, the risks of certain educational styles or the importance of authority in family-school relations. These are some of the conclusions that we have reached and which we set out below.

  17. New Perspectives on the Positioning of Parents in Children's Bullying at School

    Science.gov (United States)

    Hein, Nina

    2017-01-01

    This article explores the subject of parents with respect to children's bullying at school. The overarching claim is that parental agency and positions on children's bullying at school are produced and made possible by an apparatus of multiple, concurrent forces that provide poor conditions for a constructive partnership between parents and…

  18. Parental Expectations of the Swedish Municipal School of Arts

    Science.gov (United States)

    Lilliedahl, Jonathan; Georgii-Hemming, Eva

    2009-01-01

    This article draws on a study designed to analyse parental expectations of the Swedish municipal school of arts (hereafter MSA) (in Swedish: kommunal musik- och kulturskola). The study is based on in-depth interviews conducted and informed by grounded theory. Although parental expectations are scarcely uniform, the study reveals a hope that the…

  19. Parents' expectations of public schooling in the Northern Province of ...

    African Journals Online (AJOL)

    Not only have residential areas become largely mixed but also schools. This is, of course, a result of the abolishing of apartheid-era policies and legislation that enforced racial segregation. However, the phenomenon sketched above was accompanied by parents moving children from public schools to independent schools ...

  20. Test anxiety, attitude to schooling, parental influence, and peer ...

    African Journals Online (AJOL)

    This study investigated test anxiety, attitude to schooling, parental influence, and peer pressure as predictors of cheating tendencies in examination among secondary school students in Edo State, Nigeria. Ex-post facto research design was adopted for the study. Using stratified random sampling technique, 1200 senior ...

  1. Climate schools plus: An online, combined student and parent, universal drug prevention program

    Directory of Open Access Journals (Sweden)

    Louise K. Thornton

    2018-06-01

    Full Text Available Early initiation of substance use significantly increases one's risk of developing substance use dependence and mental disorders later in life. To interrupt this trajectory, effective prevention during the adolescent period is critical. Parents play a key role in preventing substance use and related harms among adolescents and parenting interventions have been identified as critical components of effective prevention programs. Despite this, there is currently no substance use prevention program targeting both students and parents that adopts online delivery to overcome barriers to implementation and sustainability. The Climate Schools Plus (CSP program was developed to meet this need. CSP is an online substance use prevention program for students and parents, based on the effective Climate Schools prevention program for students. This paper describes the development of the parent component of CSP including a literature review and results of a large scoping survey of parents of Australian high school students (n = 242. This paper also includes results of beta-testing of the developed program with relevant experts (n = 10, and parents of Australian high school students (n = 15. The CSP parent component consists of 1 a webinar which introduces shared rule ranking, 2 online modules and 3 summaries of student lessons. The parent program targets evidence-based modifiable factors associated with a delay in the onset of adolescent substance use and/or lower levels of adolescent substance use in the future; namely, rule-setting, monitoring, and modelling. To date, this is the first combined parent-student substance use prevention program to adopt an online delivery method. Keywords: Development, Prevention, Adolescent, Alcohol, Parent

  2. Single-Sex Classes in a Coeducational High School Highlighting Parents' Perspectives

    Science.gov (United States)

    Leder, Gilah C.; Forgasz, Helen J.

    1997-11-01

    A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

  3. The Burden of Difference? School Welfare Personnel’s and Parents’ Views on Wellbeing of Migrant Children in Finland

    Directory of Open Access Journals (Sweden)

    Minna Säävälä

    2012-01-01

    Full Text Available The school welfare system faces a challenge in the linguistically and culturally diversifying school. This article examines how school welfare personnel, native language teachers, and migrant parents conceptualize the wellbeing of migrant children in Finland. The data analyzed by thematic content analysis consists of group and individual interviews of a total of 47 persons: nurses, psychologists, social workers, a headmaster, special education teachers, native language teachers, and migrant parents in the Helsinki metropolitan area. The school welfare professionals and migrant parents views stressed different factors as risks and resources of migrant childrens wellbeing. In school welfare personnels view, school wellbeing is secured by downplaying difference between children of diverse cultural backgrounds; moreover, they do not see negative attitudes, discrimination, or bullying of migrant children as a particular problem. Migrant parents and native language teachers in turn consider or at least fear their childrens wellbeing to be jeopardized by social exclusion, prejudice or discrimination. The school personnel find it difficult to recognize the power imbalance between minorities and the national majority that lies behind these different conceptualizations. This reduces trust and impedes the cooperation of migrant homes and school, particularly in situations when an intervention is imperative for securing child wellbeing.

  4. 34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

    Science.gov (United States)

    2010-07-01

    ... process must be designed to ensure— (1) The equitable participation of parentally-placed private school... which the private schools that they attend are located. (Approved by the Office of Management and Budget... 34 Education 2 2010-07-01 2010-07-01 false Child find for parentally-placed private school...

  5. Sending Children to School "Back Home": Multiple Moralities of Punjabi Sikh Parents in Britain

    Science.gov (United States)

    Qureshi, Kaveri

    2014-01-01

    This article explores how Punjabi Sikh parents in Britain try to produce "good children" through moral reasoning about their schooling. Parents compare schooling in Britain with India and sometimes wonder about sending their children to school "back home", in the hope of immersing them in Indian culture, traditions and…

  6. The Development of Reading Skills in Kindergarten Influence of Parental Beliefs about School Readiness, Family Activities, and Children's Attitudes to School

    Science.gov (United States)

    Jung, Eunjoo

    2016-01-01

    Children's early home learning experiences are important influences on children's adjustment and achievement in the early years of school. This study explores the relationships between parental beliefs about school readiness, family engagement in home learning activities, on children's attitudes to school as reported by parents, and children's…

  7. Engaging Parents through Better Communication Systems

    Science.gov (United States)

    Kraft, Matthew A.

    2017-01-01

    Matthew A. Kraft, an assistant professor of education and economics at Brown University, highlights new research showing that frequent, personalized outreach to parents can boost parent engagement and student achievement. He offers tips on how schools can create infrastructures, including digital technology tools, to better support such…

  8. A qualitative study to assess school nurses' views on vaccinating 12–13 year old school girls against human papillomavirus without parental consent

    Directory of Open Access Journals (Sweden)

    Baxter David

    2009-07-01

    Full Text Available Abstract Background In the UK, parental consent for the routine vaccination of 12–13 year olds schoolgirls against human papillomavirus (HPV is recommended, although legally girls may be able to consent themselves. As part of a vaccine study conducted ahead of the National HPV Vaccine Programme we sought the views of school nurses on vaccinating girls who did not have parental consent. Methods HPV vaccination was offered to all 12 year old girls attending schools in two Primary Care Trusts in Greater Manchester. At the end of the study semi-structured, tape-recorded interviews were conducted with school nurses who had delivered the vaccine (Cervarix™. The interview template was based on concepts derived from the Theory of Planned Behaviour. Transcripts were analysed thematically in order to understand school nurses' intentions to implement vaccination based on an assessment of Gillick competency. Results School nurses knew how to assess the competency of under-16s but were still unwilling to vaccinate if parents had refused permission. If parents had not returned the consent form, school nurses were willing to contact parents, and also to negotiate with parents who had refused consent. They seemed unaware that parental involvement required the child's consent to avoid breaking confidentiality. Nurses' attitudes were influenced by the young appearance and age of the school year group rather than an individual's level of maturity. They were also confused about the legal guidelines governing consent. School nurses acknowledged the child's right to vaccination and strongly supported prevention of HPV infection but ultimately believed that it was the parents' right to give consent. Most were themselves parents and shared other parents' concerns about the vaccine's novelty and unknown long-term side effects. Rather than vaccinate without parental consent, school nurses would defer vaccination. Conclusion Health providers have a duty of care to

  9. Using Email to Improve Parental Involvement in Middle School

    Science.gov (United States)

    Radin, Benjamin Theodore

    2013-01-01

    The purpose of this study was to test the relationship between the type of school-to-home communication (regularly sent, structured emails versus ad hoc emails), the originator of these emails (teacher or student), and Parental Involvement (PI) as measured according to the frequency of email contact and distribution of student and parent emails…

  10. Parental informal payments in Kyrgyzstani schools: Analyzing the strongest and the weakest link

    OpenAIRE

    Rubén Ruiz Ramas

    2016-01-01

    This paper aims to explain why parental informal payments emerge and then spread in different manners in Kyrgyzstani schools and to examine their interaction as informal institutions with the school as a formal one. It is argued that the main reason behind informal payments is the survival of the schools; parents' acceptance of them was a result of necessity. In a small percentage of experiences where marketization of public schools was successful, there was a socioeconomic segregation of pup...

  11. Participation of Parents of Elementary School Students in their Children’s Academic Activities

    Directory of Open Access Journals (Sweden)

    Ángel Alberto Valdés Cuervo

    2009-05-01

    Full Text Available This article describes the degree of parental involvement in the educational activities of elementary school children in the State of Yucatán. Based on the opinion of experts and references in the relevant literature, a Likert-type scale with 36 items was designed and applied to 106 parents of students at a public elementary school in the city of Mérida, capital of the state of Yucatan, in order to evaluate their involvement. The results show that the scale has an acceptable reliability coefficient (Cronbach’s alpha = .92 and its underlying structure, after a factor analysis with varimax rotation, consists of three unit factors: 1 Communication with the school; 2 Communication with the child, and 3 Knowledge of the school. Generally, the results show that parent involvement in children’s educational activities is low or precarious, especially in regard to the factors of Communication and Knowledge of the school, although mothers have a considerably higher level of involvement than fathers in these factors. The implications of these findings for the school as well as for research on parental participation in the educational process are discussed in light of the results.

  12. Parents' and Teachers' Perceptions of Effective Communication in Two Schools in One Division in Virginia

    Science.gov (United States)

    Lipscomb, Kecia O.

    2015-01-01

    Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer & Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents,…

  13. Filipino Parents' School Choice and Loyalty: A Factor Analysis

    Science.gov (United States)

    de Guzman, Allan B.; de Castro, Belinda V.; Aquino, Kieshia Albert B.; Buenaventura, Melinda Anne R.; Duque, Anna Celina C.; Enriquez, Mark Lawrence D. R.

    2008-01-01

    This quantitative study aims to ascertain the significant relationship existing between parents' profile, and their school choice and school loyalty. Data were gathered using the researcher's two-part made instrument. Respondents were first asked to fill in a "robotfoto" for purpose of profiling their baseline characteristics and were…

  14. Social Networks and Parent Motivational Beliefs: Evidence from an Urban School District

    Science.gov (United States)

    Curry, Katherine A.; Jean-Marie, Gaëtane; Adams, Curt M.

    2016-01-01

    Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the…

  15. The Relevance of Parents' Beliefs for Their Involvement in Children's School Life

    Science.gov (United States)

    Bubic, Andreja; Tošic, Antonela

    2016-01-01

    Parents play a very important role in all aspects of children's experiences, and parental involvement in children's school lives is associated with numerous educational outcomes. Therefore, the present study investigated the role of several parents' demographic characteristics, parental self-efficacy, as well as beliefs regarding the value of…

  16. Parental Overprotection: Effects on Self-Concept and Social and School Functioning.

    Science.gov (United States)

    Oh, Susan Y.; And Others

    Relationships between parental overprotection and fifth-graders' self-concept and level of social and school functioning were examined by means of systematic observations of parent-child interactions in the home, parent and child self-reports, teacher and peer ratings, grades, and achievement scores. Subjects were 43 middle-to-upper-middle income…

  17. Patterns of Parental Rearing Styles and Child Behaviour Problems among Portuguese School-Aged Children

    OpenAIRE

    Pereira, Ana I. F.; Canavarro, Cristina; Cardoso, Margarida F.; Mendonça, Denisa

    2008-01-01

    The majority of studies investigating the effects of parental behaviour on the child’s adjustment have a dimensional approach. We identified the existence of various patterns in parental rearing styles and analysed the relationship between different parenting patterns and behavioural problems in a group of school-aged children. A longitudinal, multi-informant study was conducted. The sample consisted of 519 school-aged children from the Portuguese general population. Parental rearing styles w...

  18. Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools.

    Science.gov (United States)

    Glasgow, K L; Dornbusch, S M; Troyer, L; Steinberg, L; Ritter, P L

    1997-06-01

    This article examined the contemporaneous and predictive relations between parenting styles, adolescents' attributions, and 4 educational outcomes. Data were collected from adolescents attending 6 high schools in California and 3 high schools in Wisconsin during the 1987-1988 and 1988-1989 school years. The results of path analyses partially confirmed the central hypotheses. Adolescents who perceived their parents as being nonauthoritative were more likely than their peers to attribute achievement outcomes to external causes or to low ability. Furthermore, the higher the proportion of dysfunctional attributions made for academic successes and failures, the lower the levels of classroom engagement and homework 1 year later. Although adolescents' attributional style provided a bridge between parenting style and 2 educational outcomes, it did not fully explain the impact of parenting on those outcomes. Additional analyses within gender and ethnic subgroups reinforced the overall pattern of findings observed within the entire sample.

  19. Adolescent Perceptions of School Safety for Students with Lesbian, Gay, Bisexual, and Transgender Parents

    Science.gov (United States)

    Russell, Stephen T.; McGuire, Jenifer K.; Lee, Sun-A; Larriva, Jacqueline C.; Laub, Carolyn

    2008-01-01

    A growing body of research indicates that lesbian, gay, bisexual, and transgender (LGBT) students are often unsafe at school. Little research has examined school safety for students with LGBT parents. We examined adolescents' perceptions of school safety for students with LGBT parents using data from a survey of 2,302 California sixth through…

  20. Parental involvement and bullying among middle-school students in North Africa.

    Science.gov (United States)

    Abdirahman, H; Fleming, L C; Jacobsen, K H

    2013-03-01

    Bullying, especially in developing countries, has not been much examined, especially the influence of parents on the risk of being bullied. The aim of this study was to determine whether active parenting is associated with reduced peer victimization among middle-school students in North Africa. A secondary analysis of data from more than 13,000 middle-school students who participated in the Global School-based Student Health Survey (GSHS) in Egypt, Libya, Morocco and Tunisia between 2006 and 2008, was conducted using multiple logistic regression models. About 60% of students in Egypt and one-third of students in Libya, Morocco and Tunisia reported having been bullied in the past month. In all 4 countries, boys reported more peer victimization than girls. In Egypt, Morocco and Tunisia, students who reported that their parents checked their homework, were understanding, and knew how the student spent free time had a reduced likelihood of peer victimization but this association was not significant in Libya. Interventions for reducing bullying should consider the positive impact of involved parents.

  1. A Group Randomized Controlled Trial Evaluating Parent Involvement in Whole-School Actions to Reduce Bullying

    Science.gov (United States)

    Cross, Donna; Lester, Leanne; Pearce, Natasha; Barnes, Amy; Beatty, Shelley

    2018-01-01

    Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents' knowledge, self-efficacy, attitudes, and skills related to parent-child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included…

  2. Working Together in a Deficit Logic: Home-School Partnerships with Somali Diaspora Parents

    Science.gov (United States)

    Matthiesen, Noomi Christine Linde

    2017-01-01

    Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home-school communication. It is…

  3. Parental knowledge of pre-school child oral health.

    Science.gov (United States)

    Prabhu, Anand; Rao, Arun Prasad; Reddy, Venugopal; Ahamed, Syed Shaheed; Muhammad, Shameer; Thayumanavan, Shanmugam

    2013-10-01

    The dental health of preschool children has extensive implications on the oral heath of the individual as he grows into an adult. Parents/guardians of preschool children play a central role in enforcing proper oral hygiene and preventive regime in these children. This study was conducted with the aim of describing the views of parents/guardians about the dental health of pre-school children. Response was obtained on a 21 point questionnaire from randomly visiting parents of the outpatient section of Rajah Muthiah dental college and Hospital, Annamalainagar, India. The findings of the present study point towards poor awareness among the parents/guardians of preschool children, pertaining to their childs' oral health and this could directly translate to poor oral health among the children in this area.

  4. Latino Parents of English Learners in Catholic Schools: Home vs. School Based Educational Involvement

    Science.gov (United States)

    Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin

    2017-01-01

    This study sought to expand the field's understanding of the educational involvement of Latino parents whose children were English Learners and attended Catholic schools. Specifically, we attempted to identify factors that facilitate as well as prohibit involvement in two home-based types of educational involvement and two specific school-based…

  5. High school drinking mediates the relationship between parental monitoring and college drinking: A longitudinal analysis

    Directory of Open Access Journals (Sweden)

    Vincent Kathryn B

    2008-03-01

    Full Text Available Abstract Background College drinking is a significant public health problem. Although parental monitoring and supervision reduces the risk for alcohol consumption among younger adolescents, few studies have investigated the impact of earlier parental monitoring on later college drinking. This study examined whether parental monitoring indirectly exerts a protective effect on college drinking by reducing high school alcohol consumption. Methods A longitudinal cohort of 1,253 male and female students, ages 17 to 19, attending a large, public, mid-Atlantic university was studied at two time points. First, data on high school parental monitoring and alcohol consumption were gathered via questionnaire during the summer prior to college entry. Second, during the first year of college, past-year alcohol consumption was measured via a personal interview. Multiple regression models tested the relationship between parental monitoring and past year alcohol use (i.e., number of drinks per drinking day. Results Holding constant demographics, SAT score, and religiosity, parental monitoring had a significant protective effect on both high school and college drinking level. However, the association between parental monitoring and college drinking level became non-significant once high school drinking level was held constant. Conclusion While parental monitoring did not directly influence college alcohol consumption, evidence for mediation was observed, whereby parental monitoring had an indirect influence on college drinking through reductions in high school drinking. Initiatives that promote effective parenting might be an important strategy to curb high-risk drinking among older adolescents. More research is needed to understand the nature and degree of parent-child communication that is necessary to extend the protective influence of parents into the college years.

  6. Parents' perception, students' and teachers' attitude towards school sex education.

    Science.gov (United States)

    Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

    2012-07-01

    Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

  7. Mutual attitudes and expectations of teachers, school counselors and parents in the context of cooperation between the school and the home

    Directory of Open Access Journals (Sweden)

    Barbara Šteh

    2011-04-01

    Full Text Available In this paper we focus on the role of some factors of quality co-operation between the school and the home, particularly focusing on the role of attitudes and expectations of parents, teachers and counselling workers towards each other. The empirical research was carried out in the 2007/08 school year on a representative sample of primary school teachers together with primary and secondary school counsellors and parents of children who attended the third, fifth/sixth and ninth primary school grades in Slovenia. One of the main findings is that teachers, counsellors and parents doubt each other's competences, which is not a sound basis for quality mutual co-operation. Establishment of successful co-operation is based primarily on awareness that both parents and the school share responsibility for the child's development and socialization and that in this shared responsibility they meet as equal interlocutors who confer, through their varied areas of expertise, skills, experiences and sources of power, concerning goals and tasks of mutual co-operation, aimed at supporting and encouraging the child's comprehensive personal development.

  8. Understanding the role played by parents, culture and the school ...

    African Journals Online (AJOL)

    Understanding the role played by parents, culture and the school curriculum in socializing young women on sexual health issues in rural South African communities. ... highlight a need for designing interventions that can create awareness for parents on the current developmental needs and sexual behavior of adolescents.

  9. The needs of parents of children with visual impairment studying in mainstream schools in Hong Kong.

    Science.gov (United States)

    Lee, Florence M Y; Tsang, Janice F K; Chui, Mandy M Y

    2014-10-01

    This study attempted to use a validated and standardised psychometric tool to identify the specific needs of parents of children with visual impairment studying in mainstream schools in Hong Kong. The second aim was to compare their needs with those of parents of mainstream school children without special education needs and parents having children with learning and behavioural problems. Cross-sectional survey. Mainstream schools in Hong Kong. Parents of 30 children with visual impairment who were studying in mainstream schools and attended assessment by optometrists at Child Assessment Service between May 2009 and June 2010 were recruited in the study (visual impairment group). Parents of 45 children with learning and behavioural problems recruited from two parent support groups (learning and behavioural problems group), and parents of 233 children without special education needs studying in mainstream schools recruited in a previous validation study on Service Needs Questionnaire (normal group) were used for comparison. Participants were invited to complete a self-administered Service Needs Questionnaire and a questionnaire on demographics of the children and their responding parents. The visual impairment group was asked additional questions about the ability of the child in coping and functioning in academic and recreational activities. Needs expressed by parents of the visual impairment group were significantly higher than those of parents of the normal group, and similar to those in the learning and behavioural problems group. Parents of children with visual impairment expressed more needs for future education and school support than resources for dealing with personal and family stress. Service needs of children with visual impairment and their families are high, particularly for future education and school support. More study on the various modes of accommodation for children with visual impairment and more collaborative work among different partners

  10. Educational Access Is Educational Quality: Indigenous Parents' Perceptions of Schooling in Rural Guatemala

    Science.gov (United States)

    Ishihara-Brito, Reiko

    2013-01-01

    This paper presents the findings and implications of a qualitative study conducted in Guatemala, which focused on rural, indigenous parents' perceptions of their children's schooling and educational quality. For these parents, the simple fact that their children had improved access to school signifies a satisfactory educational accomplishment;…

  11. Essential Measures for Student Success: Implementing Cooperation, Collaboration, and Coordination between Schools and Parents

    Science.gov (United States)

    Kirby, Edwena

    2012-01-01

    This book unveils "essential measures" that create a revitalized educational system of which educators and parents can use to promote student success. When these measures are applied properly, the benefits include, eradicating student fear, elevating student motivation, improving school attendance, and reducing student dropout rates. These…

  12. The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

    Directory of Open Access Journals (Sweden)

    Savina E.A.,

    2018-04-01

    Full Text Available The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers; and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.

  13. Experiences of parents of children with special needs at school entry: a mixed method approach.

    Science.gov (United States)

    Siddiqua, A; Janus, M

    2017-07-01

    The transition from pre-school to kindergarten can be complex for children who need special assistance due to mental or physical disabilities (children with 'special needs'). We used a convergent mixed method approach to explore parents' experiences with service provision as their children transitioned to school. Parents (including one grandparent) of 37 children aged 4 to 6 years completed measures assessing their perceptions of and satisfaction with services. Semi-structured interviews were also conducted with 10 parents to understand their experience with services. Post transition, parents reported lower perceptions of services and decreased satisfaction than pre-transition. The following themes emerged from the qualitative data: qualities of services and service providers, communication and information transfer, parent advocacy, uncertainty about services, and contrasts and contradictions in satisfaction. The qualitative findings indicate that parents were both satisfied and concerned with aspects of the post-transition service provision. While the quantitative results suggested that parents' experience with services became less positive after their children entered school, the qualitative findings illustrated the variability in parents' experiences and components of service provision that require improvements to facilitate a successful school entry. © 2017 John Wiley & Sons Ltd.

  14. Associations between Parental Limits, School Vending Machine Purchases, and Soft Drink Consumption among Kentucky Middle School Students

    Science.gov (United States)

    Nickelson, Jen; Roseman, Mary G.; Forthofer, Melinda S.

    2010-01-01

    Objective: To examine associations between parental limits on soft drinks and purchasing soft drinks from school vending machines and consuming soft drinks among middle school students. Design: Secondary analysis of cross-sectional data from the middle school Youth Risk Behavior Survey. Setting: Eight public middle schools in central Kentucky.…

  15. Boys' boarding school management: understanding the choice criteria of parents

    Directory of Open Access Journals (Sweden)

    Debbie Vigar-Ellis

    2013-01-01

    Full Text Available The South African secondary boarding school sector has become more competitive as schools attempt to attract and retain pupils. Management of such schools must not only address the educational and boarding needs of pupils, but also apply appropriate management and marketing principles to compete effectively with boarding schools throughout the country and beyond. Customers base their choices ofproducts and services on their perceptions of various offerings available, evaluated according to selection criteria they deem to be important. Marketing theory uses the term "positioning" to describe the process ofconstructing the place that a product occupies in the customer's mind relative to competing products. For schools in this sector to position themselves appropriately, they first need to determine the criteria parents use to evaluate one school against another. This study set out to determine these criteria. A sample of 169 parents and old boys, chosen using the database of a particular boys' boarding school in KwaZulu-Natal (KZN, South Africa, were sent questionnaires. Quantitative analysis was conducted to determine the most important criteria. The top two criteria were found to be a safe environment and competent staff.

  16. Comparing parent and teacher assessments of mental health in elementary school children.

    Science.gov (United States)

    Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof

    2016-03-01

    Screening instruments are often used for detecting mental health problems in children and adolescents. The Strengths and Difficulties Questionnaire (SDQ) is one instrument for screening children's mental health. The SDQ can be used for assessment by different informants, i.e. parents, teachers and by 11-16 year olds for self-reporting. The aim was to compare the precision and validity of parental and teacher SDQ assessments in elementary school children, and to analyze whether assessments were affected by the child's sex and by socio-demographic factors. A total of 512 primary school students were included in a cross-sectional study. Exploratory factor analysis, sensitivity/specificity analysis, Cronbach's alphas, and logistic regression were applied. Parents rated 10.9% and teachers 8.8% of the children as high-risk individuals, but the overlap was low (32.1%). Cronbach's alphas were 0.73 and 0.71 for parents and teachers, respectively. However, factor analysis showed that the five-factor solution could be confirmed only for teacher ratings. Moreover, only the parents' ratings were affected by maternal educational level and parental country of birth when rating the same children as the teachers. Construct validity was only confirmed for teacher assessments. However, parental assessments might capture a dimension of a child's mental health that seems to be sensitive to socioeconomic factors, which could be important when addressing equity issues, and for the dialogue between parents and school. © 2015 the Nordic Societies of Public Health.

  17. Reports of adolescent emotion regulation and school engagement mediating the relation between parenting and adolescent functioning in India.

    Science.gov (United States)

    Raval, Vaishali V; Ward, Rose M; Raval, Pratiksha H; Trivedi, Shwetang S

    2017-02-07

    Much like other parts of Asia, late adolescence in India is a particularly stressful time with academic pressures of a highly competitive examination system that determines future occupational success. The present study examined interrelations among reports of parenting, adolescents' regulation of academics-related emotions, school engagement, adolescent socio-emotional functioning and state-exam performance. Four hundred and fifty 10th and 12th graders from suburban high schools in India participated, along with their mothers. At the beginning of the school year, mothers completed measures of parenting, and adolescents completed measures of emotion regulation, school engagement and behaviour problems. At the end of the school year, grades from state exams were obtained from the schools. A multiple mediator model was tested using structural equation modelling. Authoritarian parenting was positively related to adolescent behaviour problems, but not adolescent state-exam performance. Maternal non-supportive responses to adolescent negative emotion were indirectly positively related to adolescent behaviour problems through adolescent emotion dysregulation. Adolescent school engagement mediated the positive relation between maternal supportive responses to adolescent negative emotion and adolescent state-exam performance. These findings underscore the relevance of adolescent emotions for their academic functioning, with implications for the development of interventions for those who struggle during these highly stressful years. © 2017 International Union of Psychological Science.

  18. Parent Involvement and Student Performance: The Influence of School Context

    Science.gov (United States)

    McNeal, Ralph B., Jr.

    2015-01-01

    Researchers focusing on parent involvement continue to concentrate their efforts on the relationship between involvement and student performance in isolation of the school context in which involvement occurs. This research outlines an ecology of involvement and how this social context affects parent involvement and student performance. Relying on…

  19. Competencies of Teachers Regarding School-Parent Relations: A Case of Antalya

    Science.gov (United States)

    Eres, Figen

    2016-01-01

    Aim of the study is to determine competence of classroom teachers and branch teachers regarding school-parent relations according to the opinions of school principals and supervisors. This study is based on a survey model. The population of this study consists of school principals who work in public primary and middle schools in the central…

  20. Reliability and validity of the Safe Routes to school parent and student surveys

    OpenAIRE

    McDonald, Noreen C; Dwelley, Amanda E; Combs, Tabitha S; Evenson, Kelly R; Winters, Richard H

    2011-01-01

    Abstract Background The purpose of this study is to assess the reliability and validity of the U.S. National Center for Safe Routes to School's in-class student travel tallies and written parent surveys. Over 65,000 tallies and 374,000 parent surveys have been completed, but no published studies have examined their measurement properties. Methods Students and parents from two Charlotte, NC (USA) elementary schools participated. Tallies were conducted on two consecutive days using a hand-raisi...

  1. Parental Involvement in Schools and Class Inequality in Education: Some Recent Findings from Hong Kong

    Science.gov (United States)

    Kwan, Paula; Wong, Yi-Lee

    2016-01-01

    Embedded in a new understanding of the concept of parental involvement is that parents work as a collaborator with the school to improve student learning; through involvement in school activities, parents tend to better understand the curriculum and be more closely connected with teachers. However, the literature shows that opportunity available…

  2. Black parental involvement in education | Singh | South African ...

    African Journals Online (AJOL)

    The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. SASA creates the expectation for parents to be meaningful partners in school governance. It envisages a system where school-based educators would collaborate with the parents to ensure quality ...

  3. Parental Involvement in English Homework Tasks: Bridging the Gap between School and Home

    Directory of Open Access Journals (Sweden)

    Nelly Patricia Ávila Daza

    2009-10-01

    Full Text Available This paper explores the concept of parental involvement in English homework tasks as a way to include parents in the educational community. This descriptive study was carried out in a female public school with 10 students from third and fourth grades and their parents. In order to obtain the information, different instruments were used: artifacts, interviews, questionnaires and observations. After analyzing the data, it was stated that parental involvement was seen as a means to bridge the gap between the school and home. The findings also showed the possibility of learning from each other and the importance of homework tasks as interactional and learning spaces among parents and children.

  4. Gender Differences in the Transmission of Smoking From Filipino Parents to Their Offspring: The Role of Parenting, School Climate, and Negative Emotions.

    Science.gov (United States)

    Barrera, Dan Jerome

    2017-09-19

    This article examines gender differences in the transmission of smoking, and the role of parenting, school climate, and negative emotions in the parental smoking-adolescent smoking relationship. The study used a nationally representative cross-sectional data on 5,290 Filipino secondary students. Results suggest that Filipino adolescents having parents who smoke, tend to smoke cigarettes. Maternal smoking affects both girls' and boys' smoking, but paternal smoking has no effect on both sexes. Further, parenting dimensions (support and knowledge), school climate (bullying victimization and peer support), and negative emotions (loneliness and anxiety) tend to moderate the effects of parental smoking on adolescent smoking. Some of these factors appear to protect adolescents from parental smoking, while others aggravate the effects of parental smoking. Conclusions/Importance: Current findings suggest important theoretical and practical implications on the relationship between parental and adolescent smoking.

  5. Recommendations for Working with African American Parents of Primary School Children in Low-Resourced Schools

    Science.gov (United States)

    Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael

    2007-01-01

    The purpose of this paper is to provide a strength-based discussion of the relationship between parenting values of low-income African Americans and the academic performance of their school-aged children. Using resilience theory as a framework (Seccombe, 2002), the authors suggest that African American parents in low-resourced communities have…

  6. Parents' asthma information needs and preferences for school-based asthma support.

    Science.gov (United States)

    Al Aloola, Noha Abdullah; Nissen, Lisa; Alewairdhi, Huda Abdullaziz; Al Faryan, Nawaf; Saini, Bandana

    2017-11-01

    This study sought to investigate parents' needs and preferences for school-based asthma support in Saudi Arabian primary schools. Semi-structured qualitative interviews were conducted in the period between November 2015 and February 2016, with a convenience sample that comprised Saudi parents and carers of children with asthma. Recruitment of participants was primarily driven through Saudi primary schools; passive snowballing and social networks were used to boost participation rates further. Interviews were audio-recorded, transcribed verbatim, translated and data were thematically organised using a latent content analysis approach. Twenty interviews were conducted. Six themes emerged from the interviews and were grouped into three major categories: (1) general asthma management issues; (2) school-based asthma management issues; and (3) communication dissatisfaction. Participants expressed concern at schools' social and physical environments and a lack of confidence in the ability of schools to manage their child's asthma, especially when their child was ill. Most of the participants advocated for staff training and school community engagement to improve the management of asthma in Saudi primary schools. This research clearly describes a need for school-based asthma support, including asthma-related policies, procedures and education on asthma and first aid in Saudi primary schools.

  7. Immigrant parents role in mental health promotion of their primary school children.

    OpenAIRE

    Adhikari, Shobha

    2012-01-01

    KEMI TORNIO UNIVERSITY OF APPLIED SCIENCES Health Care and Social Services Degree Programme in Nursing SHOBHA ADHIKARI IMMIGRANT PARENTS ROLE IN MENTAL HEALTH PROMOTION OF THEIR PRIMARY SCHOOL CHILDREN Bachelor’s Thesis 46 pages Advisors: Arja Meinilä and Hannele Pietiläinen ________________________________________ Key words: immigrant parents, children, mental health, promotion, school, cooperation This thesis deals with the immigrant parents’ role in mental healt...

  8. The Function of Electronic Communication Devices in Assisting Parental Involvement in Middle Schools

    Science.gov (United States)

    Koch, Cotton S.

    2010-01-01

    The importance of home-to-school and school-to-home communication and parental involvement is well documented by researchers and acknowledged by practitioners. A number of earlier studies argue that there is a positive association between two-way communication, parental involvement, and student achievement at all levels of K-12 education. However,…

  9. [Smoking among adolescents: population study on parental and school influences].

    Science.gov (United States)

    Yáñez, A M; López, R; Serra-Batlles, J; Roger, N; Arnau, A; Roura, P

    2006-01-01

    Smoking represents a public health problem, one which begins during adolescence. The main objective of this study was to analyze the association between smoking and parental and school factors. The study sample consisted of the students from the 20 secondary schools in the region of Osona, Barcelona, Spain. A self-report questionnaire was used to obtain information on the following variables: smoking habit, age of initiation, frequency, type of school (state school or private-subsidized), sex, age, persons living in the home, town, whether the student had lunch at school, whether the student often had lunch or dinner alone at home. A total of 2280 students participated in the study (91%). Mean age was 15.5 years. Of the participants, 20% said they were smokers; 5%, ex-smokers; 34% had tried smoking at least once, and 41% had never smoked. Factors significantly associated with smoking in the multivariate analysis were age, rural town, state school, single parent family, eating alone, and not lunching at school. Smoking prevalence is high among adolescents in our society and there is no gender difference. Our results show that family structure and dynamics can influence smoking in adolescents. Smoking is less prevalent among adolescents who have lunch at school.

  10. Negotiating a new day: parents' contributions to supporting students' school functioning after exposure to trauma

    Directory of Open Access Journals (Sweden)

    Grell

    2016-04-01

    Full Text Available Eline Grelland Røkholt,1 Jon-Håkon Schultz,2,3 Åse Langballe2 1Department of Allied Health, Bereavement Support Center, Akershus University Hospital, Lørenskog, 2Norwegian Center for Violence and Traumatic Stress Studies, Oslo, 3Department of Education, University of Tromsø, the Arctic University of Norway, Tromsø, Norway Abstract: Parents are advised to get their children back to school soon after exposure to trauma, so that they may receive social support and restore the supportive structure of everyday life. This study explores parents' experiences of supporting adolescents in regaining school functioning after the July 2011 massacre at Utøya summer camp in Norway. One year after the attack, 87 parents of 63 young people who survived the massacre were interviewed using qualitative interviews. The qualitative data were analyzed using thematic analysis. All parents were actively supportive of their children, and described a demanding process of establishing new routines to make school attendance possible. Most parents described radical changes in their adolescents. The struggle of establishing routines often brought conflict and frustration into the parent–adolescent relationship. Parents were given general advice, but reported being left alone to translate this into action. The first school year after the trauma was described as a frustrating and lonely struggle: their adolescents were largely unable to restore normal daily life and school functioning. In 20% of the cases, school–home relationships were strained and were reported as a burden because of poor understanding of needs and insufficient educational adaptive measures; a further 20% reported conflict in school–home relationships, while 50% were either positive or neutral. The last 10%, enrolled in apprenticeship, dropped out, or started working, instead of finishing school. Implications for supporting parents with traumatized adolescent students are indicated. Keywords

  11. Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

    Science.gov (United States)

    Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

    2006-01-01

    This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

  12. Cultural value orientation and authoritarian parenting as parameters of bullying and victimization at school.

    Science.gov (United States)

    Georgiou, Stelios N; Fousiani, Kyriaki; Michaelides, Michalis; Stavrinides, Panayiotis

    2013-01-01

    The purpose of the present study was to examine the existing association between cultural value orientation, authoritarian parenting, and bullying and victimization at school. The participants (N = 231) were early adolescents, randomly selected from 11 different schools in urban and rural areas of Cyprus. Participants completed self reports measuring cultural value orientation, authoritarian parenting, bullying, and victimization. These instruments were the following: the cultural value scale (CVS), the parental authority questionnaire (PAQ), and the revised bullying and victimization questionnaire (BVQ-R). Structural equation modeling (SEM) was used to examine mediation effects. It was found that vertical individualism acted as a mediator between authoritarian parenting and bullying. Statistically significant positive correlations were found between authoritarian parenting and the vertical dimensions of both cultural value orientations (individualism and collectivism), but not with the horizontal dimensions of either cultural orientation. Further, authoritarian parenting was also positively associated with bullying and victimization at school. The main contribution of the present study is the finding that vertical individualism significantly mediates the relationship between authoritarian parental style and bullying propensity.

  13. Authoritarian Parenting and Asian Adolescent School Performance: Insights from the US and Taiwan

    Science.gov (United States)

    Pong, Suet-ling; Johnston, Jamie; Chen, Vivien

    2014-01-01

    Our study re-examines the relationship between parenting and school performance among Asian students. We use two sources of data: wave I of the Adolescent Health Longitudinal Survey (Add Health), and waves I and II of the Taiwan Educational Panel Survey (TEPS). Analysis using Add Health reveals that the Asian-American/European-American difference in the parenting–school performance relationship is due largely to differential sample sizes. When we select a random sample of European-American students comparable to the sample size of Asian-American students, authoritarian parenting also shows no effect for European-American students. Furthermore, analysis of TEPS shows that authoritarian parenting is negatively associated with children's school achievement, while authoritative parenting is positively associated. This result for Taiwanese Chinese students is similar to previous results for European-American students in the US. PMID:24850978

  14. Parental Attitude and Teacher Behaviours in Predicting School Bullying

    Science.gov (United States)

    Erdogdu, M. Yüksel

    2016-01-01

    The main goal of this research is to present the relationship between "parental attitude and teacher behaviors in predicting school bullying". The population of this research is consisted of all primary school 4th grade students within Istanbul Küçükçekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic…

  15. Education Fever: Korean Parents' Aspirations for Their Children's Schooling and Future Career

    Science.gov (United States)

    Kim, Jin-Sook; Bang, Hyeyoung

    2017-01-01

    Korean parents set high academic expectations for their children. Utilising Takeuchi's and Clark's theoretical framework and Q methodology, this study explores Korean parents' "education fever" as aspiration for their children's schooling, and how socio-economic status influences this phenomenon. Thirty-six parents in Busan, South Korea,…

  16. Relations among school/daycare functioning, fear of hypoglycaemia and quality of life in parents of young children with type 1 diabetes.

    Science.gov (United States)

    Herbert, Linda J; Clary, Lauren; Owen, Victoria; Monaghan, Maureen; Alvarez, Vanessa; Streisand, Randi

    2015-05-01

    To investigate the type 1 diabetes-related school/daycare experiences of parents of young children and to examine the relationship among child school/daycare functioning, parent fear of hypoglycaemia and parent type 1 diabetes-related quality of life. Parents of young children who attend school/daycare must rely on others for daily type 1 diabetes management. Worry about school/daycare type 1 diabetes management may cause parental distress and contribute to diminished parent quality of life. Parental concerns about type 1 diabetes management in young children in the school/daycare setting have not been well described in the literature. Descriptive correlational and cross-sectional parent report of questionnaires design. As part of a randomised controlled trial for parents of young children with type 1 diabetes, 134 parents completed self-report measures at baseline. Data included demographic, school/daycare, and medical information, parent reports of child school/daycare functioning, parent fear of hypoglycaemia and parent type 1 diabetes-related quality of life. Parents of younger children, children on a more intensive medical regimen and children who had experienced type 1 diabetes-related unconsciousness or seizures had more school/daycare concerns. Parents who perceived their children had higher school/daycare functioning had less fear about hypoglycaemia and reported better type 1 diabetes-related quality of life. School/daycare functioning and fear of hypoglycaemia were significantly associated with parent type 1 diabetes-related quality of life. Parents' concerns about school/daycare functioning and fear of hypoglycaemia play an important role in parents' type 1 diabetes-related quality of life. Members of the healthcare team should be aware of concerns related to children attending school/daycare and provide additional support as warranted. © 2014 John Wiley & Sons Ltd.

  17. Family Resources in Two Generations and School Readiness among Children of Teen Parents

    Science.gov (United States)

    Fomby, Paula; James-Hawkins, Laurie; Mollborn, Stefanie

    2015-01-01

    Overall, children born to teen parents experience disadvantaged cognitive achievement at school entry compared to children born to older parents. However, within this population there is variation, with a significant fraction of teen parents’ children acquiring adequate preparation for school entry during early childhood. We ask whether the family background of teen parents explains this variation. We use data on children born to teen mothers from three waves of the Early Childhood Longitudinal Study-Birth Cohort (N~700) to study the association of family background with children's standardized reading and mathematics achievement scores at kindergarten entry. When neither maternal grandparent has completed high school, children's scores on standardized assessments of math and reading achievement are one-quarter to one-third of a standard deviation lower compared to families where at least one grandparent finished high school. This association is net of teen mothers’ own socioeconomic status in the year prior to children's school entry. PMID:26806989

  18. Correlates of parental influence, school environment, learners ...

    African Journals Online (AJOL)

    The study examined the predicting effects of parental influence, school environment, Learners\\' interest, and self–efficacy on academic performance of police children in Ibadan Metropolis, Oyo state, Nigeria. The sample consisted of 200 primary IV, V and VI pupils (Mean age = 9 years). The results of the multiple regression ...

  19. Family and School Influences on Youths' Behavioral and Academic Outcomes: Cross-Level Interactions between Parental Monitoring and Character Development Curriculum.

    Science.gov (United States)

    Top, Namik; Liew, Jeffrey; Luo, Wen

    2017-01-01

    The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5-8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.

  20. Single-parent family forms and children's educational performance in a comparative perspective: Effects of school's share of single-parent families

    NARCIS (Netherlands)

    Lange, M. de; Dronkers, J.A.; Wolbers, M.H.J.

    2014-01-01

    Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use

  1. How Parents Influence School Grades: Hints from a Sample of Adoptive and Biological Families

    Science.gov (United States)

    Johnson, Wendy; McGue, Matt; Iacono, William G.

    2007-01-01

    Using the biological and adoptive families in the Minnesota-based Sibling Interaction and Behavior Study, we investigated the associations among genetic and environmental influences on IQ, parenting, parental expectations for offspring educational attainment, engagement in school, and school grades. All variables showed substantial genetic…

  2. Associations between parents' perception of traffic danger, the built environment and walking to school

    NARCIS (Netherlands)

    Rothman, L.; Buliung, Ron; To, Teresa; Macarthur, Colin; Macpherson, Alison; Howard, Andrew

    2015-01-01

    Background Walking to school is an important source of physical activity for children. Parents are the key decision makers regarding school travel mode, with parents׳ perceptions of traffic safety being an important factor in the decision making process. The study examines the relationships between

  3. Parental Encouragement in Relation to Academic Achievement of Higher Secondary School Students

    Science.gov (United States)

    Lawrence, A. S. Arul; Barathi, C.

    2016-01-01

    Parental Encouragement refers to the general process undertaken by the parents to initiative and directs the behaviour of the children towards high academic achievement. The present study aims to probe the relationship between Parental Encouragement and Academic Achievement of Higher Secondary School Students. Survey method was employed and the…

  4. Reasons for lack of parent involvement in secondary schools in the North West Province / John Mfundo Nojaja

    OpenAIRE

    Nojaja, John Mfundo

    2002-01-01

    This research suggests that positive parent involvement and partnership with schools is a prerequisite of effective schooling and that co-operation between home and school can raise educational achievement The purpose of this study was to determine by means of review of literature and empirical investigation, the nature of parent involvement in education, methods available to involve parents in the education of children, and the reasons for non-involvement of parents in educ...

  5. The Design of Mobile Application for Teacher and Parents Communication in Indonesian School

    Directory of Open Access Journals (Sweden)

    Setyawan Sholeh Hadi

    2016-01-01

    Full Text Available One of the success factor to achieve education goals is the good communication between the student’s parents and the school. Most of Indonesian schools use written communication in form of communicator book, renewed yearly when the student move to the new grade. All of the important information contained in the conversation will be lost if the book is missing, torn, damaged or replaced by the new book. The response time of the conversation is very slow, parent should wait the answer from the school until the student goes home. A mobile application is designed to replace the communicator book electronically. The application is hybrid, enables the parent to communicate easily to the class teacher, counselors, health services and also the school managements. The design has been reviewed dan feedback given from the users.

  6. Parental Involvement as a Important Factor for Successful Education

    Directory of Open Access Journals (Sweden)

    Maša Đurišić

    2017-09-01

    Full Text Available To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.

  7. From Policy to Practice: Parent Perceptions of the 2010 Federal School Lunch Mandate

    Science.gov (United States)

    Golembiewski, Elizabeth H.; Askelson, Natoshia M.; Elchert, Daniel M.; Leicht, Erika A.; Scheidel, Carrie A.; Delger, Patti J.

    2015-01-01

    Purpose/Objectives: The purpose of this study was to investigate parent awareness and perceptions of changes to the National School Lunch Program (NSLP) implemented as a result of the Healthy, Hunger-Free Kids Act (HHKA) of 2010. Methods: An online survey of parents of school age (K-12) children in a Midwestern state was conducted (n = 2,189). The…

  8. Parents of students who struggle in school: are they satisfied with their children's education and their own involvement?

    OpenAIRE

    Johnsen, Åshild Askeland; Bele, Irene Velsvik

    2012-01-01

    This study addresses parent involvement in school as experienced by parents of children who struggle in school. Data is based on a survey of 818 parents of children in 3rd, 6th and 9th grade in 26 Norwegian schools. Results demonstrate that parents of children who receive special education experience closer, more positive relationships with teachers than do other parents, and feel they have a real influence on their children's education. Less than one third of all parents feel they can influe...

  9. The Mediating Effect of Self-Esteem and Learning Attitude on the Relationship between Middle School Students’ Perceived Parenting Style and School Life Adjustment

    Directory of Open Access Journals (Sweden)

    Soo Youn, Lee

    2012-01-01

    Full Text Available Thisstudyexaminedthe effect ofmiddle school students’perceived parentingstyle on their schoollifeadjustment focusing on the mediation effect of self-esteem andlearning attitude.The author carried outanalysis ofcovariancestructure using the 1stwave(2010 data ofKorean Children and Youth PanelSurvey(KCYPSconducted by the National Youth Policy Instituteandconsists of2,351first yearmiddle schoolstudents and their parents.The results indicated that whenmiddle school studentsperceived their parents’parenting style positively, thelevelof their self-esteem andself-directedlearningattitudewere high,and this,in turn,had positive effects on their school lifeadjustment. Especially, self-esteem andlearning attitudemediated the effect ofmiddle school students’perceived parenting style on school life adjustment. Theseresults demonstrate that the mothers’ affectionate,monitoryandrationalparentingstyle will contribute greatly to the successfulstudents’school lifewith a sense ofself-esteem andself-directedlearningattitude.

  10. HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING

    Directory of Open Access Journals (Sweden)

    Adi Suryani

    2013-06-01

    Full Text Available Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.

  11. Motivational readiness of children to school in nuclear and single parent families

    Directory of Open Access Journals (Sweden)

    Kateryna Ostrovska

    2015-12-01

    Full Text Available The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1 methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2 the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3 method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4 method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys and 20 students from single parent families (9 girls and 11 boys. As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.

  12. Effects of Parental Verbal Aggression on Children's Self-Esteem and School Marks.

    Science.gov (United States)

    Solomon, C. Ruth; Serres, Francoise

    1999-01-01

    A study of 144 children (age 10) investigated whether parental verbal violence had negative effects on self-esteem and academic achievement. Results found parental verbal aggression alone, as separate and distinct from physical punishment, contributed to low self-esteem and school achievement. The need for parent education on child rearing is…

  13. The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK.

    Science.gov (United States)

    Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne

    2015-01-01

    The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed.

  14. Correlates of walking to school and implications for public policies: survey results from parents of elementary school children in Austin, Texas.

    Science.gov (United States)

    Zhu, Xuemei; Lee, Chanam

    2009-01-01

    Walking can be a healthy, sustainable, and equitable mode of transportation, but is not widely used for children's school travel. This study identifies multi-level correlates of walking to/from school and relevant policy implications. We surveyed parents/guardians of 2,695 students from 19 elementary schools in Austin, Texas, which featured diverse sociodemographic and environmental characteristics. Among the personal and social factors, negative correlates were parents' education, car ownership, personal barriers, and school bus availability; positive correlates were parents' and children's positive attitude and regular walking behavior, and supportive peer influences. Of physical environmental factors, the strongest negative correlates were distance and safety concerns, followed by the presence of highways/freeways, convenience stores, office buildings, and bus stops en route. Our findings suggest that society should give high priority to lower socioeconomic status populations and to multi-agency policy interventions that facilitate environmental changes, safety improvements, and educational programs targeting both parents and children.

  15. Authoritative School Climate, Number of Parents at Home, and Academic Achievement

    Science.gov (United States)

    Huang, Francis L.; Eklund, Katie; Cornell, Dewey G.

    2017-01-01

    School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide…

  16. Parents' Experience and Views of Vaccinating Their Child against Influenza at Primary School and at the General Practice.

    Science.gov (United States)

    Paterson, Pauline; Schulz, Will; Utley, Martin; Larson, Heidi J

    2018-03-28

    The purpose of this study was to gain an in-depth understanding of parents' experience and views of vaccinating their four to six-year-old child against influenza at school and at the general practice (GP). A cross-sectional qualitative study was conducted between March-June 2016 with parents of children in Reception and Year 1 in four randomly selected schools in Bury, Leicestershire, and Surrey, England. Twenty-five outreach forms were completed and returned, and seven interviews were conducted. Interview transcripts were coded by theme in NVivo (version 11, QSR International Pty Ltd., Melbourne, Australia). The primary reason parents gave for vaccinating their child was to prevent their child from contracting influenza. Parents' perceived benefits of vaccinating in schools were to avoid the inconvenience of having to take their child to the GP, and that their child would behave better at school. Parents viewed that accompanying their child for the vaccination at school would undermine the convenience and peer-pressure advantages of the school as a venue. No parents expressed concern about their child being too young to be vaccinated in school. This research suggests that the school is a desirable venue for childhood influenza vaccination, both from the parents' view and given that influenza vaccination coverage is higher when delivered through schools than GPs.

  17. [Participation of parents in a nutritional education program in schools and development of eating behaviours of children].

    Science.gov (United States)

    Diallo, Fatoumata B; Potvin, Louise; Bédard, Johanne; Larose, François

    2014-11-06

    To describe the various dimensions of parental involvement in the interventions initiated in schools and to identify the relationship between each of these dimensions and the development of children's food choices following their exposure to a nutrition-education project implemented in eight primary schools in underprivileged neighbourhoods in Montréal - the Junior Cooks - Parents Network project (Petits cuistots - Parents en réseaux (PC-PR)). This descriptive research was conducted thanks to a secondary analysis of data from a sample of 502 parents of children attending schools that participated in the PC-PR project. Parental participation is described in four aspects, making reference to the idea of a mesosystem, suggested by Bronfenbrenner (1979). Children's eating-related behaviour, as reported by the parents, included: talking about workshops, asking to buy certain foods, reading labels on product wrapping and helping to prepare the meal. Bivariate and multivariate descriptive analyses were performed. The data gathered from the parents show a positive association between in-home parental involvement and overall food behaviour in the students. However, there is no association between parental involvement at school and any of the behaviours. This research suggests the importance of parental participation in nutrition education interventions in schools. The results contribute to the advancement of knowledge in the field and serve as impetus for reflection on how to better direct health promotion interventions.

  18. The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling.

    Science.gov (United States)

    Renihan, Patrick J.; Renihan, Frederick J.

    1995-01-01

    Contends that social change has created a need for parents and teachers to develop strategies to improve communication, mutual understanding, and effective ways to nurture and educate young adolescents. Addresses the psychological contract between school and home, strategies and stances, and considerations and strategies for strengthening the…

  19. Parental Involvement in Middle School Predicting College Attendance for First-Generation Students

    Science.gov (United States)

    Bui, Khanh; Rush, Ryan A.

    2016-01-01

    Using data from the National Education Longitudinal Study, this report examined the relationship between parental involvement in eighth grade and college attendance by eight years after high school for students whose parents have no college education (i.e., first-generation students; n = 1,358) in comparison to students whose parents have some…

  20. Extracurricular Activity and Parental Involvement Predict Positive Outcomes in Elementary School Children

    Science.gov (United States)

    Lagace-Seguin, Daniel G.; Case, Emily

    2010-01-01

    The main goal of this study was to explore if parental involvement and extracurricular activity participation could predict well-being and academic competence in elementary school children. Seventy-two children (mean age = 10.9 years, SD = 0.85) and their parents participated. Results revealed that parental pressure and support, when paired with…

  1. Peer Attachment, Perceived Parenting Style, Self-concept, and School Adjustments in Adolescents with Chronic Illness.

    Science.gov (United States)

    Ahn, Jeong-Ah; Lee, Sunhee

    2016-12-01

    The purpose of this study was to identify how peer attachment and parenting style differentially affect self-concept and school adjustment in adolescents with and without chronic illness. A cross-sectional study using multiple group analysis on the Korean panel data was used. A nationwide stratified multistage cluster sampling method was used and the survey was conducted in 2013 on 2,092 first-year middle school students in Korea. We used standardized instruments by the National Youth Policy Institute to measure peer attachment, parenting style, self-concept, and school adjustment. Multiple-group structural equation modeling was used to evaluate the difference of relations for peer attachment, parenting style, self-concept, and school adjustment variable between adolescents with chronic illness and those without chronic illness. The model fit of a multiple-group structural equation modeling was good. The difference of the path from negative parenting style to self-concept between the two groups was significant, and a significant between-group difference in the overall path was found. This indicated that self-concept in adolescents with chronic illness was more negatively affected by negative parenting style than in adolescents without chronic illness. Healthcare providers can promote the process of school adjustment in several ways, such as discussing this issue directly with adolescent patients, along with their parents and peers, examining how the organization and content of the treatment can be modified according to the adolescents' school life. Copyright © 2016. Published by Elsevier B.V.

  2. Teachers' and Parents' Perspectives on a Curricular Subject of "Religion and Spirituality" for Indian Schools: A Pilot Study Toward School Mental Health Program.

    Science.gov (United States)

    Ramakrishnan, Parameshwaran; Baccari, Andrew; Ramachandran, Uma; Ahmed, Syed Faiz; Koenig, Harold G

    2017-08-17

    Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students' health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from "Religion and Spirituality in Medicine, Physicians Perspective" (RSMPP) and "American Academy of Religion's (AAR) Guidelines for Religious Literacy," was used to determine participants' perspectives. Findings revealed that teachers' and parents' "comfort in integrating R/S into school curriculum" was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while "intrinsic spirituality" was high (p = 0.020) among teachers. How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.

  3. Examining the Psychometric Properties of the Turkish Version of the Parent School Climate Survey and Measuring of Parents’ Perceptions of School Climate by Gender

    OpenAIRE

    Bugay, Aslı; Avcı, Dilek; Özdemir, Selçuk

    2018-01-01

    The studyinvestigated the psychometric properties of the Turkish version of the ParentSchool Climate Survey. The survey was developed by Haynes, Emmons and Comer(1994) to measure the school adaptation and the quality of student-adultrelationship. The scale consists of eight sub-dimensions: academic focus,achievement motivation, attention and sensitivity of school director,collaborative decision-making, parent participation, school building,school-community relationship, and student-teacher re...

  4. Understanding of Information about Medicines Use among Parents of Pre-School Children in Serbia: Parental Pharmacotherapy Literacy Questionnaire (PTHL-SR).

    Science.gov (United States)

    Ubavić, Stana; Bogavac-Stanojević, Nataša; Jović-Vraneš, Aleksandra; Krajnović, Dušanka

    2018-05-14

    Parental health literacy plays an important role in children’s health, Experiences from pharmacy practice show that is necessary to check if parents understand instructions about use of medicines for children. This study aimed to assess pharmacotherapy literacy of parents of pre-school children and to examine association of parental pharmacotherapy literacy level with parent’s socio-demographic characteristics. The study was cross-sectional, conducted among parents of pre-school children (1⁻7 years of age), in kindergartens in several municipalities of Belgrade, Serbia, during regular parents meetings, from May to October 2016. Functional health literacy was measured by the Serbian version of the Short Test of Functional Health Literacy in Adults (S-TOFHLA). Parental pharmacotherapy literacy was assessed with newly constructed PTHL-SR questionnaire with good psychometric characteristics (Parental pharmacotherapy literacy questionnaire—Serbian). Overall, 813 parents participated in the study, mostly females (81.30%), between 30 to 40 years of age (70.85%) with two children (56.70%). Almost all of our study participants (99%) had adequate health literacy as assessed by S-TOFHLA. Mean score on PTHL-SR was 72.83% (standard deviation was 13.37), with better results among females than males (72% of women were in the group of highest PTHL-SR results). Our study showed that many parents (76.5%) knew the appropriate usage of non-prescription medicine for children, 57.2% parents were able to correctly calculate the dose of oral syrup for a child, and only 43.3% were able to interpret non-prescription dosage information written on the package. The majority of parents (61.3%) would make a dosage to child based on age and not on their weight. Every fifth parent with adequate functional health literacy measured by S-TOFHLA test, achieved the lowest results measured by PTHL-SR. Higher performance of the PTHL-SR was significantly correlated with education ( p information

  5. Parental Involvement as a Important Factor for Successful Education

    Science.gov (United States)

    Ðurišic, Maša; Bunijevac, Mila

    2017-01-01

    To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to…

  6. Parental Warmth, Control, and Involvement in Schooling: Predicting Academic Achievement among Korean American Adolescents.

    Science.gov (United States)

    Kim, Kyoungho; Rohner, Ronald P.

    2002-01-01

    Explored the relationship between parenting style and academic achievement of Korean American adolescents, investigating the influence of perceived parental warmth and control and improvement in schooling. Survey data indicated that authoritative paternal parenting related to optimal academic achievement. Differences in maternal parenting styles…

  7. Spillovers of health education at school on parents' physical activity.

    Science.gov (United States)

    Berniell, Lucila; de la Mata, Dolores; Valdés, Nieves

    2013-09-01

    This paper exploits state health education (HED) reforms as quasi-natural experiments to estimate the causal impact of HED received by children on their parents' physical activity. We use data from the Panel Study of Income Dynamics for the period 1999-2005 merged with data on state HED reforms from the National Association of State Boards of Education Health Policy Database and the 2000 and 2006 School Health Policies and Programs Study. To identify the spillover effects of HED requirements on parents' behavior, we use several methodologies (triple differences, changes in changes, and difference in differences) in which we allow for different types of treatments. We find a positive effect of HED reforms at the elementary school on the probability of parents doing light physical activity. Introducing major changes in HED increases the probability of fathers engaging in physical activity by between 6.3 and 13.7 percentage points, whereas on average, this probability for mothers does not seem to be affected. We analyze several heterogeneous impacts of the HED reforms to unveil the mechanisms behind these spillovers. We find evidence consistent with hypotheses such as gender specialization of parents in childcare activities or information sharing between children and parents. Copyright © 2013 John Wiley & Sons, Ltd.

  8. The effects of parental reading socialization and early school involvement on children's academicperformance : a panelstudy of primary school pupils in the Netherlands.

    NARCIS (Netherlands)

    Notten, N.; Tolsma, J.; Kraaykamp, G.; Kloosterman, R.

    2010-01-01

    This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

  9. Parental supervision and discomfort with children walking to school in low-income communities in Cape Town, South Africa.

    Science.gov (United States)

    Simons, Abigail; Koekemoer, Karin; Niekerk, Ashley van; Govender, Rajen

    2018-05-19

    The risk of pedestrian injury is compounded for children living in low-income communities due to factors such as poor road and pedestrian infrastructure, reliance on walking as a means of transport, and compromised supervision. Parents play an important role in child pedestrian safety. The primary objective of this study was to examine the effects of child pedestrian variables on parental discomfort with regard to letting their child walk to and from school and on the frequency of adult supervision. A cross-sectional study was conducted using a convenience sample from 3 schools participating in a pedestrian safety school initiative. The schools are situated in low-income, high-risk communities in the City of Cape Town. A parent survey form was translated into isiXhosa and sent home with learners to those parents who had consented to participate. The response rate was 70.4%, and only parents of children who walk to and from school were included in the final sample (n = 359). Child pedestrian variables include the time taken to walk to school, parental rating of the child's ability to safely cross the road, and the frequency of adult supervision. More than half of parents reported that their child walked to and from school without adult supervision. About 56% of children took less than 20 min to walk to school. Most parents (61%) were uncomfortable with their child walking to school, although the majority of parents (55.7%) rated their child's ability to cross the road safely as better or significantly better than average (compared to peers). The parents did not perceive any differences in pedestrian risk factors between boys and girls or between younger (6-9 years) and older (10-15 years) children. The time spent by a child walking to school and parents' perceptions of their child's road-crossing ability were found to be significant predictors of parental discomfort (in letting their child walk). Younger children and children who spent less time walking were more

  10. "School Doesn't Feel as Much of a Partnership": Parents' Perceptions of Their Children's Transition from Nursery School to Reception Class

    Science.gov (United States)

    Shields, Polly

    2009-01-01

    This small-scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from…

  11. Feasibility and principal acceptability of school-based mobile communication applications to disseminate healthy lunchbox messages to parents.

    Science.gov (United States)

    Reynolds, Renee; Sutherland, Rachel; Nathan, Nicole; Janssen, Lisa; Lecathelinais, Christophe; Reilly, Kathryn; Walton, Alison; Wolfenden, Luke

    2018-03-12

    This study aimed to assess the feasibility and acceptability of using an existing school-based mobile communication application to deliver messages to parents on how to pack a healthy lunchbox. A telephone survey was conducted with 196 primary school principals within the Hunter New England region of New South Wales, Australia, in 2016. Almost two thirds of primary schools (59%) currently use a school-based mobile communication application to communicate with parents. Most principals (91%) agreed school lunchboxes need improving, of which 80% agree it is a school's role to provide information and guidelines to parents. However, only 50% of principals reported currently providing such information. The provision of lunchbox messages to parents by a third party appeared an acceptable model of delivery by principals. Larger schools and schools in urban and lower socio-economic localities were more likely to have used a school-based mobile communication application. The majority of principals recognise student lunchboxes need improving. The use of school-based mobile communication applications appears to be feasible and acceptable by principals as a method of communicating lunchbox messages to parents. SO WHAT?: Use of school-based mobile communication applications may be an effective method for delivering health information at a population level. Future research should assess the potential efficacy of disseminating health interventions via this modality. © 2018 Australian Health Promotion Association.

  12. Parenting style of Chinese fathers in Hong Kong: correlates with children's school-related performance.

    Science.gov (United States)

    Tam, Vicky C W; Lam, Rebecca S Y

    2003-01-01

    This study investigates parenting styles among Chinese fathers in Hong Kong as perceived by their school-age children. Four parenting styles, namely inductive, indulgent, indifferent, and dictatorial parenting, are assessed using the Parent Behavior Report (1988). Data were collected through a questionnaire survey on a sample of 1011 Primary Three to Five Chinese students from six schools in Hong Kong and 471 fathers. Findings show that among Chinese fathers, the least common parenting style is inductive, while the other three styles are of similar occurrence. Chi-square analysis shows no significant association between children's grade level and father's parenting style. However, there is a significant association with gender, with fathers more likely to be perceived as dictatorial with boys and indulgent with girls. The effect of paternal styles on children's school-related performance is also examined. MANOVA results show that significant differences are found among children of the four paternal style groups with respect to academic performance, interest in school work, aspiration for education, involvement in extracurricular activities, and efficacy for self-regulated learning. Post-hoc tests reveal that children's performance is similar between the groups with indulgent and inductive fathers, and between children of indifferent and dictatorial fathers, with the former groups performing better than the latter in general. Findings are discussed with regard to research on parenting style and paternal behavior, as well as understanding the roles of fathers in Chinese families in the socio-cultural context in Hong Kong.

  13. Ubiquitous Mobile Educational Data Management by Teachers, Students and Parents: Does Technology Change School-Family Communication and Parental Involvement?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2017-01-01

    Digital educational data management has become an integral part of school practices. Accessing school database by teachers, students, and parents from mobile devices promotes data-driven educational interactions based on real-time information. This paper analyses mobile access of educational database in a large sample of 429 schools during an…

  14. Linking immigrant parents' educational expectations and aspirations to their children's school performance.

    Science.gov (United States)

    Areepattamannil, Shaljan; Lee, Daphnee H L

    2014-01-01

    The authors examined the relationships of parental expectations and aspirations for their children's educational attainment to children's academic performance in school among 783 immigrant-origin children aged 5-18 years in Canada. The results of hierarchical regression analyses, after accounting for student and family background characteristics, indicated that immigrant parents' expectations and aspirations for their children's educational attainment were positively linked to immigrant-origin children's academic performance in school. Implications of these findings are briefly discussed.

  15. Material resources availability, parent subject perception and school ...

    African Journals Online (AJOL)

    Students' poor performance in the Yoruba language is being considered a serious problem by researchers and education stakeholders. Despite their efforts, no appreciable improvement is noticeable for hardly are enough researches on the extent to which school material resources availability, parental subject perception ...

  16. Single-Parent Family Forms and Children's Educational Performance in a Comparative Perspective: Effects of School's Share of Single-Parent Families

    Science.gov (United States)

    de Lange, Marloes; Dronkers, Jaap; Wolbers, Maarten H. J.

    2014-01-01

    Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use pooled data from the Organisation for Economic…

  17. Mother Tongue Usage in Ghanaian Pre-Schools: Perceptions of Parents and Teachers

    Science.gov (United States)

    Tackie-Ofosu, Vivian; Mahama, Sheriffa; Vandyck, E. Solomon Tetteh Dosoo; Kumador, David Kwame; Toku, Nana Ama Afriyie

    2015-01-01

    The present study investigated the perceptions of parents and teachers on the use of the mother tongue and their preferred medium of communication and instruction for preschool children at home and in school. The sample was made up of a cross-section of parents and teachers (N=120, Female=80% for teachers and 55% for parents) of children (between…

  18. Actividades Para Padres: A Parent Handbook (Activities for Parents: A Parent Handbook).

    Science.gov (United States)

    Coca, Benjamin

    Thirty Mora, New Mexico parents attended a 13-session parent involvement workshop (The Mora Adventure) designed to help parents foster successful school experiences through non-school activities with their children. A parent involvement model was used as the basis of the workshop in which the parents developed more effective communication skills;…

  19. Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

    Science.gov (United States)

    Garbacz, S. Andrew; Zerr, Argero A.; Dishion, Thomas J.; Seeley, John R.; Stormshak, Elizabeth A.

    2017-01-01

    The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent’s educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development. PMID:29731534

  20. Parent management of the school reintegration needs of children and youth following moderate or severe traumatic brain injury.

    Science.gov (United States)

    Roscigno, Cecelia I; Fleig, Denise K; Knafl, Kathleen A

    2015-01-01

    School reintegration following children's traumatic brain injury (TBI) is still poorly understood from families' perspectives. We aimed to understand how both unique and common experiences during children's school reintegration were explained by parents to influence the family. Data came from an investigation using descriptive phenomenology (2005-2007) to understand parents' experiences in the first five years following children's moderate to severe TBI. Parents (N = 42 from 37 families in the United States) participated in two 90-min interviews (first M = 15 months; second M = 27 months). Two investigators independently coded parents' discussions of school reintegration using content analysis to understand the unique and common factors that parents perceived affected the family. Parents' school negotiation themes included the following: (1) legal versus moral basis for helping the child; (2) inappropriate state and local services that did not consider needs specific to TBI; and (3) involvement in planning, implementing and evaluating the child's education plan. Parents perceived that coordinated and collaboration leadership with school personnel lessened families' workload. Families who home-schooled had unique challenges. School reintegration can add to family workload by changing roles and relationships and by adding to parents' perceived stress in managing of the child's condition. Moderate to severe traumatic brain injury is assumed to be the primary cause of children's morbidities post-injury. Despite laws in the United States meant to facilitate children's school reintegration needs, parents often perceived that policies and practices differed from the intentions of laws and added to the family workload and stress. The school environment of the child (physical, cultural or psychological setting) plays an important long-term role in shaping family roles, relationships and management of the child's condition.

  1. Third Space Openings at a Two-Way Immersion Elementary School in North Carolina: Lessons from Parent Language Classes

    Science.gov (United States)

    Turner, Alison M.

    2016-01-01

    Two-way immersion schools are growing in popularity throughout the United States. An emerging issue is to what extent these schools are able to connect with parents from multiple communities. This article describes an effort to connect parents with the school and one another through parent language classes at a Spanish/English two-way immersion…

  2. A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools

    Science.gov (United States)

    Maruyama, Yukiko; Kanoh, Hiroko; Adachi, Kinya

    2017-01-01

    To investigate parents' concerns about programming education in primary school, a preliminary online survey was carried out as a first step of the study. The result of the survey shows that parents seem to think that aim of programming education in primary school is not only learning coding. [For the complete proceedings, see ED579395.

  3. Bridging the Great Homework Divide: A Solutions Guide for Parents of Middle School Students

    Science.gov (United States)

    National Education Association Research Department, 2006

    2006-01-01

    In a recent survey, parents and middle school students reported that they are challenged by the demands of homework. Responses to the survey, titled "The Great Homework Divide," indicate that students and their parents are struggling to adjust to the middle school workload, which can be both heavier and more varied than previously experienced by…

  4. Explaining Parents' School Involvement: The Role of Ethnicity and Gender in the Netherlands

    Science.gov (United States)

    Fleischmann, Fenella; de Haas, Annabel

    2016-01-01

    Ethnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from the Netherlands of parents of primary…

  5. Turkish high school students' attitudes toward addictive substances: association with perceived parental attitudes.

    Science.gov (United States)

    Ustüner, Mehmet; Aksoy, Kasim; Ozer, Niyazi

    2009-01-01

    The aim of this research is twofold: 1) to determine attitudes of high school students toward addictive substances; and 2) to determine students' attitudes toward addictive substances in terms of some variables including gender, grade, and perceived parental attitudes. To this end, Addictive Substances Attitudes Scale and Parental Attitudes Scale were given to a sample of 745 high school students (F = 330, M = 415) chosen by purposive sampling method. Results showed that compared to the males, females had more negative attitudes toward addictive substances. And compared to students from the upper grades, students from lower grades had more negative attitudes toward addictive substances. It is also found that students' attitudes toward addictive substances correlate with perceived parental attitudes. The correlation is low and positive for perceived democratic parental attitudes (r = .29), negative and low for perceived authoritarian parental attitudes (r = -.27).

  6. School connectedness and daily smoking among boys and girls: the influence of parental smoking norms

    DEFF Research Database (Denmark)

    Rasmussen, Mette; Damsgaard, Mogens T; Holstein, Bjørn E

    2005-01-01

    connectedness and smoking, although a modifying tendency was observed among girls. CONCLUSIONS: The smoking behaviour of Danish adolescents may be influenced by complicated interactions of varying sets of experienced smoking norms, and any research project or preventive programme focusing on the influence......BACKGROUND: The objective was to test whether an association between school connectedness and smoking exists among Danish school children, and if so, to examine whether parental smoking attitude and parental smoking behaviour influenced this association. METHODS: Data were collected by the Danish...... and smoking among both boys and girls. Parents' attitude to their children's smoking significantly modified this association among boys. Among girls the modifying effect was less marked. Neither among boys nor girls did parental smoking behaviour significantly modify the association between school...

  7. Parent-reported Mental Health Problems and Mental Health Services Use in South Australian School-aged Children

    Directory of Open Access Journals (Sweden)

    Jing Wu

    2016-09-01

    Full Text Available Background:Monitoring and reporting childhood mental health problems and mental health services utilization over time provide important information to identify mental health related issues and to guide early intervention. This paper aims to describe the recent prevalence of parent-reported mental health problems among South Australian (SA children; to identify mental health problems associated characteristics; and to describe mental health services utilization and its related characteristics among this population. Methods:Parent-reported mental health problems were assessed against the first item of the Strength and Difficulties Questionnaire. School-aged children were randomly sampled monthly and data were collected using a surveillance system between 2005 and 2015. Associations between mental health problems and various factors were analysed using univariable analysis and multivariable logistic regression modelling. Results:Prevalence of parent-reported mental health problems among children was 9.1% and 9.3% for children aged 5 to 11 years and children aged 12 to 15 years, respectively. No change in prevalence was observed during the past decade. Mental health problems were associated with male sex, long-term illness or pain, negative school experiences, not living with biological parents, and living in a rental dwelling. Less than half (48.7% of the children with mental health problems received professional help. An increasing trend was found in mental health services utilisation among children aged 5 to 15 years. Utilization of mental health services was associated with male sex, older age, long-term illness or pain, and feeling unhappy at school. Conclusion:This study reports the prevalence of parent-reported mental and mental health services utilisation among SA school-aged children. Identified characteristics associated with mental health problems and mental health services utilisation provide useful information for the planning of

  8. Parent-Child Sexual Communication Among Middle School Youth.

    Science.gov (United States)

    Edwards, Laura L; Hunt, Abby; Cope-Barnes, Doug; Hensel, Devon J; Ott, Mary A

    2018-04-06

    Middle school youth (N = 1472) in Central Indiana completed a survey about parent-adolescent sexual communication. Being older, female, mixed race, ever had sex, ever arrested, and higher HIV knowledge were associated with more frequent sexual communication. Copyright © 2018 Elsevier Inc. All rights reserved.

  9. Child Adjustment to First Grade as Perceived by the Parents: The Role of Parents' Personal Growth.

    Science.gov (United States)

    Ben Shlomo, Shirley; Taubman-Ben-Ari, Orit

    2017-04-01

    The current study aimed at investigating the direct and moderating role of personal growth in a child's adjustment to first grade as perceived by the parents, drawing on Positive Psychology (Seligman & Csikszentmihalyi, ) and the theory of families as systems (Cox & Paley, ). The sample consisted of 280 Israeli parents (213 mothers and 67 fathers) whose children were in first grade. The participants completed questionnaires relating to background variables of the parent and child, as well as parents' perceived stress, emotional intelligence, perceived child's adjustment to school and personal growth. The findings indicate that a child's entrance into the school system may lead to personal growth in the parents and that variables of both the parent (age and education) and the child (birth order) contribute to this process. Furthermore, among parents with a low level of personal growth, higher emotional intelligence was associated with a more positive assessment of the child's adjustment. The study thus demonstrates that the transition to first grade may serve as a lever for the parents' growth and development, which in turn may affect their perception of their child's adjustment to school. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

  10. The silent partners? Leading parental involvement in primary schools in areas experiencing educational inequality.

    OpenAIRE

    O'Reilly, Siobhan

    2012-01-01

    This research project explored and examined parental involvement in two primary school with an emphasis on ‘leading’ this involvement. Both schools were situated in designated DEIS Urban Band 1 areas in Dublin. DEIS Urban Band 1 schools are identified as areas of high levels of socioeconomic disadvantage. The project was contextualised within the current national policy which has committed to parents as partners in their child’s education and the evidence from international literature clearly...

  11. Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

    Science.gov (United States)

    Staples, Kelli E.; Diliberto, Jennifer A.

    2010-01-01

    According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

  12. A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents

    OpenAIRE

    WAASDORP, TRACY EVIAN; PAS, ELISE T.; O’BRENNAN, LINDSEY M.; BRADSHAW, CATHERINE P.

    2011-01-01

    Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety,...

  13. Anxiety in school students: Role of parenting and gender

    OpenAIRE

    Ajay Kumar Bakhla; Prakriti Sinha; Rajiv Sharan; Yashi Binay; Vijay Verma; Suprakash Chaudhury

    2013-01-01

    Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children v...

  14. Marketing Tactics and Parents' Loyalty: The Mediating Role of School Image

    Science.gov (United States)

    Li, Chung-Kai; Hung, Chia-Hung

    2009-01-01

    Purpose: This paper aims to investigate how marketing tactics can enhance parents' loyalty in the educational context. Building on extant research, it proposes an integrated framework in which perceived marketing tactics are related to school image, which in turn is related to parents' loyalty. Design/methodology/approach: Five marketing tactics…

  15. [Comparing students in inclusive education to those in special schools: the view of parents of children with learning disabilities].

    Science.gov (United States)

    Klicpera, Christian; Klicpera, Barbara Gasteiger

    2004-12-01

    The paper presents the results of a survey of 755 parents of learning disabled children with certified special needs who either attended classes within regular education or special schools. All parents were involved in the decision on the school placement of their children. The experiences of 547 parents of learning disabled students in inclusive classes were contrasted with those of 207 parents of children in special schools. Besides a rather high satisfaction with previous school experiences of their children a number of differences between the two groups of parents could be observed. Parents of students in special schools viewed their children as rather little challenged by their educational requirements whereas those in inclusive education found their children to be overtaxed. The social development of the students in inclusive education was judged as more positive and, generally, a higher rate of parents of learning disabled students in inclusive classes were satisfied with their choice of the educational setting. Although the requirements for parental support concerning studying were higher in inclusive classes this cannot solely explain the differences of experiences with school. In a second step, satisfied parents were compared to dissatisfied parents. It could be found that the group of dissatisfied parents had to make their choice on the educational setting of their children under less favourable conditions and many could not accept that their child had been classified as having special needs. This applied to parents of students in inclusive education as well as to parents of children in special schools. Additionally, parents of students with German as a second language reported to be discontented more frequently. No significant discrepancies could be found between different grades or federal states with different quotas of inclusive education.

  16. COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

    OpenAIRE

    KOZLOVÁ, Lucie

    2009-01-01

    My bachelor thesis address the question of communication with parents in the pre-school education using modern technologies in our and other countries. In this thesis I tried to determine the real state of usage of modern communication technologies at chosen pre-school education facilities by interview research. Based on this research I suggest the optimal solution of this communication problem on the level of current modern communication technologies.

  17. Exploring parents everyday life and emotion work related to school-home cooperation

    DEFF Research Database (Denmark)

    Krab, Jimmy

    The paper will be based on an ongoing Ph.D. project using a critical ethnographic approach following families with children who experience difficulties in school in their everyday life. The project purpose is to explore parents perspectiv and everyday life. The paper will highlight a number of ex...... of examples of parents experience with school-home relations and discuss methodological challenges in researching everyday life practices and discuss how emotionwork – and management are connected to social differentierings processes in education...

  18. Psychological Distress in Parents and School-Functioning of Adolescents: Results from the World Trade Center Registry.

    Science.gov (United States)

    Gargano, Lisa M; Dechen, Tenzin; Cone, James E; Stellman, Steven D; Brackbill, Robert M

    2017-10-01

    Poor school-functioning can be indicative of parent and adolescent mental health and adolescent behavior problems. This study examined 472 adolescents enrolled in the World Trade Center (WTC) Health Registry, with a two-step path analysis, using regression-based models, to unravel the relationships between parent and adolescent mental health, adolescent behavior problems, and adolescent unmet healthcare need (UHCN) on the outcome school-functioning. WTC exposure was associated with UHCN and parental mental health was a significant mediator. There was no evidence that family WTC exposure was associated with UHCN independent of its effect on parental mental health. For the second path, after accounting for the effects of adolescent mental health, behavioral problems, and UHCN, there remained a significant association between parental mental health and school-functioning. Interventions for poor school-functioning should have multiple components which address UHCN, mental health, and behavioral problems, as efforts to address any of these alone may not be sufficient.

  19. Parents Influencing Secondary Students' University Aspirations: A Multilevel Approach Using School-SES

    Science.gov (United States)

    Watson, Stuart; Vernon, Lynette; Seddon, Sarah; Andrews, Yolanda; Wang, Angela

    2016-01-01

    Students' university aspirational capacity and expectancies are key factors in predicting future university participation. Aspirations and expectations to attend university are strongly influenced by parent educational socialisation and school culture. This study investigates associations between students' university discussions with parents and…

  20. Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools

    Science.gov (United States)

    Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel

    2016-01-01

    Strong parent-teacher relationships are critical to students' academic success. Mismatches in parents' and teachers' perceptions of each other may negatively affect children's outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents' and teachers'…

  1. Qatar's School Transportation System: Supporting Safety, Efficiency, and Service Quality. Monograph

    Science.gov (United States)

    Henry, Keith; Younossi, Obaid; Al-Dafa, Maryah; Culbertson, Shelly; Mattock, Michael G.; Light, Thomas; Rohr, Charlene

    2012-01-01

    In consideration of the many challenges associated with Qatar's continued growth and demographic changes, the government of Qatar is interested in updating its school transportation system (STS). This volume assesses the perspectives of parents and school administrators on Qatar's STS, identifies a vision and goals for the STS, reviews…

  2. Parental Choice of Schooling, Learning Processes and Inter-Ethnic Friendship Patterns: The Case of Malay Students in Chinese Primary Schools in Malaysia

    Science.gov (United States)

    Sua, Tan Yao; Ngah, Kamarudin; Darit, Sezali Md.

    2013-01-01

    This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their…

  3. A Year after Columbine: Public Looks to Parents More than Schools To Prevent Violence.

    Science.gov (United States)

    Pew Research Center for the People and the Press, Washington, DC.

    An April 2000 telephone survey queried a nationwide sample of 1,000 adults, including 283 parents of children ages 5 to 17 years, concerning school violence and other issues in the news. The vast majority of those surveyed said they believe it is the responsibility of parents to ensure that school shootings, such as occurred at Columbine High…

  4. Use of eyeglasses among children in elementary school: perceptions, behaviors, and interventions discussed by parents, school nurses, and teachers during focus groups.

    Science.gov (United States)

    Kodjebacheva, Gergana Damianova; Maliski, Sally; Coleman, Anne L

    2015-01-01

    To investigate the perceptions, behaviors, and recommendations that parents, school nurses, and teachers have regarding children's use of eyeglasses. Focus groups with parents, school nurses, and teachers were conducted. The study took place in one Southern California school district. There were 39 participants, including 24 parents, seven school nurses, and eight teachers. An experienced moderator guided the focus group discussions. Transcripts were analyzed using grounded theory techniques. Participants perceive visual impairment as a serious problem in the development of children. The lack of eyeglasses may lead to problems such as tiredness, headaches, inability to focus on school work, and decreased reading speed. Participants experienced disappointment, unhappiness, worry, and concern when they realized they needed eyeglasses at a young age. Negative societal perceptions toward eyeglasses, lack of eye doctors in minority communities, parental perceptions that children do not need eyeglasses, and peer bullying of children wearing eyeglasses are key obstacles to children's use of eyeglasses. Participants suggest school and national campaigns featuring respected public figures who wear eyeglasses to promote positive attitudes toward eyeglasses. Parents and teachers who closely follow the academic development of children have observed that visual impairment has negative consequences for the scholastic achievement of children. They recommend interventions to promote the attractiveness of eyeglasses in society. The participants discuss the need for a national preventative message for eye care similar to the message for dental care. The public health message should emphasize the importance of embracing and respecting differences among individuals.

  5. [The Role of Internet Parenting for the Internet use of Children in Pre-, Primary and Secondary School].

    Science.gov (United States)

    Festl, Ruth; Langmeyer, Alexandra N

    2018-02-01

    The Role of Internet Parenting for the Internet use of Children in Pre-, Primary and Secondary School The present study analyzes the relationship between mothers' and fathers' Internet parenting and children's Internet use across different age groups (1-15 years). Especially, we looked at the influencing factors of parental mediation strategies and the interplay of mothers' and fathers' Internet parenting. Based on data of the DJI-survey "Growing up in Germany" (Aufwachsen in Deutschland: Alltagswelten, AID:A II 2015, N = 1,196), dyadic structural equation models have shown that across all age groups shared parent-child online activities were important influencing factors of regulating the children's Internet use. Also, the self-perceived Internet education competence of mothers and fathers has been confirmed as a relevant factor influencing a more intense use of parental mediation strategies for school-aged children. While the amount of Internet use among young children (1-6 years) was exclusively influenced by features and strategies of mothers' Internet parenting, the transition to elementary school not only marked changes in the frequency of children's Internet use, but also in the ICT parenting of mothers and fathers. For school-aged children, we indeed found an influence of fathers as well as, in case of the oldest age group, a reduced use of parental mediation strategies. However, parents' attitudes, competences and strategies regarding Internet parenting still stayed important during adolescence.

  6. Supporting Middle School Students Whose Parents Are Deployed: Challenges and Strategies for Schools

    Science.gov (United States)

    Williams, Brenda

    2013-01-01

    Middle school students from military families face unique challenges, especially when their parents are deployed. Among the challenges they experience are frequent relocations; issues that affect academic achievement; uncertainty; and changes in roles, responsibilities, and relationships at home. Reunification involves issues of the returning…

  7. Postsecondary Schooling and Parental Resources: Evidence from the PSID and HRS

    Science.gov (United States)

    Haider, Steven J.; McGarry, Kathleen

    2018-01-01

    We examine the association between young adult postsecondary schooling and parental financial resources using two datasets that contain high-quality data on parental resources: the Panel Study of Income Dynamics (PSID) and the Health and Retirement Study (HRS). We find the association to be pervasive--it exists for income and wealth, it extends…

  8. Parental Engagement: Beyond Parental Involvement in Science Education

    Science.gov (United States)

    St. Louis, Kathleen

    This study critically analyzes parents' complex stories of engagement in school and science education. The purpose is not to essentialize parental involvement, but rather to understand the processes of parental involvement and push forward the current discourse on the engagement of low-income minority and immigrant parents in schools and specifically science education. Employing critical grounded theory methods over a four-year span, this study had three areas of focus. First, voices of marginalized parents in the context of various spaces within the school system are examined. Using a qualitative approach, informal, formal, and research spaces were explored along with how minority parents express voice in these various spaces. Findings indicate parents drew on capital to express voice differently in different spaces, essentially authoring new spaces or the type of engagement in existing spaces. Second, the values and beliefs of traditionally marginalized people, the Discourse of mainstream society, and how they can inform a third, more transformative space for parental engagement in science are considered. The voices of low-income, marginalized parents around science and parental engagement (i.e., first space) are contrasted with the tenets of major national science policy documents (i.e., second space). Findings indicate a disparity between the pathways of engagement for low-income parents and policymakers who shape science education. Third, methodological questions of responsibility and assumption in qualitative research are explored. The author's complex struggle to make sense of her positionality, responsibilities, and assumptions as a researcher is chronicled. Findings focused on insider/outsider issues and implications for culturally sensitive research are discussed. Finally, the implications for policy, teaching, and research are discussed.

  9. Passing It On: Parent-to-Adult Child Financial Transfers for School and Socioeconomic Attainment

    Directory of Open Access Journals (Sweden)

    Emily Rauscher

    2016-10-01

    Full Text Available As wealth inequality increases, the importance of parental financial transfers for socioeconomic attainment may also rise. Using data from the 2013 Panel Study of Income Dynamics Rosters and Transfers Module, this study investigates two questions: how parental financial transfers for education have changed over time, and what the relationship is between these transfers and adult socioeconomic outcomes. Results suggest that transfers for education have increased, have become more commonplace, and have become more dependent on parental wealth over time. Holding constant several individual and parental measures, the relationship between parental transfers for school and adult socioeconomic attainment is positive. This relationship holds when using three-stage least squares models to account for potential endogeneity of financial transfers for school. Overall, results support arguments that parental financial transfers for education facilitate the intergenerational transmission of socioeconomic standing.

  10. Educators' and Parents' Perception of What School Nurses Do: The Influence of School Nurse/Student Ratios

    Science.gov (United States)

    Maughan, Erin; Adams, Rachael

    2011-01-01

    The purpose of this qualitative study was to determine how ratios influenced relationships between school nurses and the educators and parents with whom they work; and how the relationships influenced the understanding and value of the school nurse. A purposeful sampling of 33 participants from four states (New Hampshire, Vermont, Michigan, and…

  11. THE MEDIATING EFFECT OF SELF-ESTEEM AND LEARNING ATTITUDE ON THE RELATIONSHIP BETWEEN MIDDLE SCHOOL STUDENTS’ PERCEIVED PARENTING STYLE AND SCHOOL LIFE ADJUSTMENT

    OpenAIRE

    Lee, Soo Youn

    2012-01-01

    This study examined the effect of middle school students’ perceived parenting style on their school life adjustment focusing on the mediation effect of selfesteem and learning attitude. The author carried out analysis of covariance structure using the 1st wave(2010) data of Korean Children and Youth Panel Survey(KCYPS) conducted by the National Youth Policy Institute and consists of 2,351 first year middle school students and their parents. The results indicated that when middle school studen...

  12. Advocacy for Children with Social-Communication Needs: Perspectives from Parents and School Professionals

    Science.gov (United States)

    Burke, Meghan M.; Meadan-Kaplansky, Hedda; Patton, Kimberly A.; Pearson, Jamie N.; Cummings, Katrina P.; Lee, Chung eun

    2018-01-01

    Although parents of children with disabilities often advocate for special education services, most research has only examined advocacy from the perspectives of parents. Given that advocacy is an interpersonal exchange, it is crucial to understand the perspectives of parents and school professionals. In this study, focus groups were conducted with…

  13. Determinants of School Choice: Understanding How Parents Choose Elementary Schools in Alberta

    Science.gov (United States)

    Bosetti, Lynn

    2004-01-01

    Rational choice theory suggests that parents are utility maximizers who make decisions from clear value preferences, that they are able to demand effective action from local schools and teachers, and that they can be relied upon to pursue the best interests of their children. This paper presents a different perspective and argues that parents…

  14. Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

    Science.gov (United States)

    Xiang, Shiyuan; Liu, Yan; Bai, Lu

    2017-01-01

    This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals. PMID:29085321

  15. Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

    Science.gov (United States)

    Xiang, Shiyuan; Liu, Yan; Bai, Lu

    2017-01-01

    This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.

  16. Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

    Directory of Open Access Journals (Sweden)

    Shiyuan Xiang

    2017-10-01

    Full Text Available This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control, achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school. A structural equation modeling (SEM approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals.

  17. Parental monitoring, parental warmth, and minority youths' academic outcomes: exploring the integrative model of parenting.

    Science.gov (United States)

    Lowe, Katie; Dotterer, Aryn M

    2013-09-01

    Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents' school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers'/fathers' warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers' warmth enhanced the association between parental monitoring and youths' engagement and motivation. No gender differences in these associations emerged. Fathers' warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent-adolescent relationships to best support academic outcomes among minority youth are discussed.

  18. The Micro-Politics of Parental Involvement in School Education in Hong Kong: Ethnocentrism, Utilitarianism or Policy Rhetoric!

    Science.gov (United States)

    Ng, Shun-wing; Yuen, Wai Kwan Gail

    2015-01-01

    The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels…

  19. The Impact of Parental Level of Income on Students' Academic Performance in High School in Japan

    Science.gov (United States)

    Machebe, Chioma Henrietta; Ezegbe, Bernedeth N.; Onuoha, Joseph

    2017-01-01

    The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academic performance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka…

  20. Positive parenting: a randomised controlled trial evaluation of the Parents Plus Adolescent Programme in schools.

    Science.gov (United States)

    Nitsch, Eileen; Hannon, Geraldine; Rickard, Eóin; Houghton, Sharon; Sharry, John

    2015-01-01

    The aim of this study was to evaluate the Parents Plus Adolescents Programme (PPAP)-a parent training course specifically targeting parents of young adolescents (aged 11-16 years)-when delivered as a preventative programme in community school settings. A sample of 126 parents (mean age of children = 12.34 years; range = 10-16 years) were randomly assigned to either a treatment (PPAP; n = 82) or a waiting-list control condition (WC; n = 44). Analyses are based on a study-completer sample post-treatment (n = 109 parents: PPAP n = 70; WC n = 39) and sample at 6 month follow up (n = 42 parents). Both post-treatment (between groups) and 6-month follow-up comparisons of study completers (within PPAP group) revealed significant positive effects of the parenting intervention with respect to adolescent behaviour problems and parenting stress. The post treatment comparisons demonstrated large effect sizes on global measures of child difficulties (partial eta squared = 0.15) and self-reported parent stress (partial eta squared = 0.22); there was a moderate effect size on the self-reported parent satisfaction (partial eta squared = 0.13). This study provides preliminary evidence that PPAP may be an effective model of parent-training implemented in a community-based setting. The strengths and limitations of the study are discussed.

  1. Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

    Science.gov (United States)

    Gokturk, Soheyda; Dinckal, Selin

    2018-01-01

    Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

  2. Primary School Teachers’ Perception of Their Qualification for Cooperating with Parents

    Directory of Open Access Journals (Sweden)

    Šrot Kristina

    2013-09-01

    Full Text Available The article presents a survey on teachers’ qualification for collaborating with parents of primary school children aged between 6 and 12. We investigated the most common difficulties that teachers face in communicating with parents and the way they tackle them. We differentiated the responses obtained according to the teachers’ years of service and the school environment they teach in. The teachers claimed that during their undergraduate studies, they had not received satisfactory training on how to communicate with parents. They believe they are not professionally qualified and they lack a wide array of competences which would facilitate their cooperation with parents. Some of the teachers’ observations are as follows: parents are generally willing to constructively exchange opinions about their children; some of them tend to overestimate their children’s abilities or are unequipped with skills on how to handle their child. One third of teacher respondents noted that they had experienced elements of aggressive behaviour in communicating with some parents. This is why we have introduced some guidelines which might help improve certain situations. In a learning society, teachers’ competences have been changing, becoming more complex and requiring teacher’s permanent professional advancement and adoption of modern educational trends. At the same time, we realise that communication is a twoway interdependent process. Along with the competences of a teacher, we must therefore also consider the competences of parents and their contribution to quality cooperation and effective communication.

  3. Finnish parental involvement ethos, health support, health education knowledge and participation: results from a 2-year school health intervention.

    Science.gov (United States)

    Sormunen, Marjorita; Tossavainen, Kerttu; Turunen, Hannele

    2013-04-01

    A 2-year, participatory action research school health study focused on developing components for home-school partnerships to support children's health learning process. Two intervention schools implemented strengthened health and collaboration-orientated activities; two control schools followed the national core curriculum without extracurricular activities. The parents of fourth-grade pupils (10-11 years at baseline) completed questionnaires before intervention in spring 2008 (N = 348) and after intervention in spring 2010 (N = 358). A two-way analysis of variance was conducted to determine whether time (2008/2010) and group (intervention/control) influenced parents' perceptions and experiences of parental involvement, health education and health support received from the school. Compared with controls, the intervention schools' parents experienced greater involvement ethos (Cohen's d = 0.57, P education (Cohen's d = 0.60, P = 0.02) and health support (Cohen's d = 0.35, P = 0.02). Health education participation among parents increased only partially during the intervention (Cohen's d = -0.12, P = 0.193). School health interventions based on schools' needs may have the potential to influence positively the relationship between home and school and increase the visibility of health education. The study was undertaken within the Schools for Health in Europe program.

  4. Perceived Socio-Economic Status and Social Inclusion in School: Parental Monitoring and Support as Mediators

    Science.gov (United States)

    Veland, Jarmund; Bru, Edvin; Idsøe, Thormod

    2015-01-01

    The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137 Norwegian primary and secondary school pupils aged between 10 and 16 years. To study whether additional social disadvantages moderated the…

  5. Misclassification of fourth-grade children's participation in school-provided meals based on parental responses relative to administrative daily records.

    Science.gov (United States)

    Baxter, Suzanne Domel; Paxton-Aiken, Amy E; Royer, Julie A; Hitchcock, David B; Guinn, Caroline H; Finney, Christopher J

    2014-09-01

    Although many studies have relied on parental responses concerning children's school-meal participation, few studies have evaluated parental response accuracy. We investigated misclassification of fourth-grade children's participation in school-meal programs based on parental responses relative to administrative daily records using cross-sectional study data collected for 3 school years (2004-05, 2005-06, and 2006-07) for 1,100 fourth-grade children (87% black; 52% girls) from 18 schools total in one district. Parents reported children's usual school-meal participation on paper consent forms. The district provided administrative daily records of individual children's school-meal participation. Researchers measured children's weight and height. "Usual participation" in breakfast/lunch was defined as ≥50% of days. Parental responses misclassified 16.3%, 12.8%, 19.8%, and 4.7% of children for participation in breakfast, classroom breakfast, cafeteria breakfast, and lunch, respectively. Parental responses misclassified more children for participation in cafeteria than classroom breakfast (P=0.0008); usual-participant misclassification probabilities were less than nonusual-participant misclassification probabilities for classroom breakfast, cafeteria breakfast, and lunch (Pschool year, breakfast location, and school). Relying on parental responses concerning children's school-meal participation may hamper researchers' abilities to detect relationships that have policy implications for the child nutrition community. The use of administrative daily records of children's school-meal participation is recommended. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  6. Parent opinion of sexuality education in a state with mandated abstinence education: does policy match parental preference?

    Science.gov (United States)

    Ito, Kristin E; Gizlice, Ziya; Owen-O'Dowd, Judy; Foust, Evelyn; Leone, Peter A; Miller, William C

    2006-11-01

    Despite public debate about the content of sexuality education in schools, state and federal policy has increasingly financed and legislated abstinence-only education over the past decade. Although public schools strive to meet the needs of parents who, as taxpayers, fund the educational system, little is known about parental desires regarding sexuality education in states with mandated abstinence education. The objective of this study was to assess parental opinion about sexuality education in public schools in North Carolina, a state with mandated abstinence education. Computer-assisted, anonymous, cross-sectional telephone surveys were conducted among 1306 parents of North Carolina public school students in grades K-12. Parental support for sexuality education in public schools and 20 sexuality education topics was measured. We defined comprehensive sexuality education as education that includes a discussion of how to use and talk about contraception with partners. Parents in North Carolina overwhelmingly support sexuality education in public schools (91%). Of these respondents, the majority (89%) support comprehensive sexuality education. Less than a quarter of parents oppose teaching any specific topic, including those typically viewed as more controversial, such as discussions about sexual orientation, oral sex, and anal sex. Parents' level of education was inversely related to support for specific sexuality education topics and comprehensive education, although these differences were small in magnitude. More than 90% of respondents felt that parents and public health professionals should determine sexuality education content and opposed the involvement of politicians. Current state-mandated abstinence sexuality education does not match parental preference for comprehensive sexuality education in North Carolina public schools.

  7. Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School among Ethnically Diverse Families from Underserved, Urban Communities

    Science.gov (United States)

    Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva

    2011-01-01

    This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health…

  8. Hmong Parental Involvement and Support: A Comparison Between Families of High and Low Achieving High School Seniors

    Directory of Open Access Journals (Sweden)

    Katherine Green

    2009-01-01

    Full Text Available The Hmong are some of the newest refugees who have settled in the United States with population estimates around 300,000. Unfortunately research has shown many Hmong children are not as successful in their education as their peers. Parental involvement in education has consistently been shown to impact academic success and attendance in higher education programs. Little is known about Hmong parental involvement in their children’s education process. Therefore, this study was done to compare and contrast the general family characteristics, parenting methods, parental involvement philosophies, parental involvement experiences, and parental education expectations in Hmong families of high school seniors classified as either high academic achievers or low achievers. Students were classified into either higher or lower academic achievement groups based on their high school cumulative GPA. Five students were randomly selected for each group and a qualitative research interview method was used to interview the students and both of their parents (n=30. The findings showed the parents of the higher academic achieving students were younger, had higher levels of education, and had better relationships and trust with the students. Parents from both groups did not have any written rules for their children to follow at home, they mainly became involved in their children’s education during the elementary and middle school years, and they did not have any specific preference of an educational level, career, or school for their children after high school. Recommendations for ways Hmong families can be encouraged to participate more in education are made.

  9. Parent-Reported Differences between School-Aged Girls and Boys on the Autism Spectrum

    Science.gov (United States)

    Sutherland, Rebecca; Hodge, Antoinette; Bruck, Susan; Costley, Debra; Klieve, Helen

    2017-01-01

    More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided…

  10. Socio-Economic Factors Affecting Parents' Involvement in Homework: Practices and Perceptions from Eight Johannesburg Public Primary Schools

    Science.gov (United States)

    Ndebele, Misheck

    2015-01-01

    This paper examines socio-economic factors influencing parental involvement in homework at the Foundation Phase in eight Johannesburg public primary schools. The research was conducted among over 600 parents from schools in different geographical and socio-economic areas such as the inner city, suburban and township. Two primary schools were…

  11. Parent and Teacher Perceptions of the Impact of School Nurse Interventions on Children's Self-Management of Diabetes

    Science.gov (United States)

    Peery, Annette I.; Engelke, Martha Keehner; Swanson, Melvin S.

    2012-01-01

    Diabetes is a common chronic illness among school-age children. The school nurse collaborates with the student, parents, and teachers to help the child manage their diabetes effectively. Very little is known about the relationship between school nurse interventions and parent/teacher perceptions of the child's self-management. We examined this…

  12. Choosing a Secondary School: Can Parents' Behaviour Be Described as Rational?

    Science.gov (United States)

    Martin, Stuart

    This longitudinal study of eight London families used rational choice theory to explore the extent to which parents behaved rationally while seeking a secondary school for their children, according to rights given them by England's Education Reform Act (1988). Families were recruited at two London primary schools serving predominantly low…

  13. How rural and urban parents describe convenience in the context of school-based influenza vaccination: a qualitative study.

    Science.gov (United States)

    Lind, Candace; Russell, Margaret L; Collins, Ramona; MacDonald, Judy; Frank, Christine J; Davis, Amy E

    2015-01-22

    Seasonal influenza vaccine uptake among school-age children has been low, particularly among rural children, even in jurisdictions in Canada where this immunization is publicly funded. Providing this vaccination at school may be convenient for parents and might contribute to increased vaccine uptake, particularly among rural children. We explore the construct of convenience as an advantage of school based influenza vaccination. We also explore for rural urban differences in this construct. Participants were parents of school-aged children from Alberta, Canada. We qualitatively analyzed focus group data from rural parents using a thematic template that emerged from prior work with urban parents. Both groups of parents had participated in focus groups to explore their perspectives on the acceptability of adding an annual influenza immunization to the immunization program that is currently delivered in Alberta schools. Data from within the theme of 'convenience' from both rural and urban parents were then further explored for sub-themes within convenience. Data were obtained from nine rural and nine urban focus groups. The template of themes that had arisen from prior analysis of the urban data applied to the rural data. Convenience was a third level theme under Advantages. Five fourth level themes emerged from within convenience. Four of the five sub-themes were common to both rural and urban participants: reduction of parental burden to schedule, reduction in parental lost time, decrease in parental stress and increase in physical access points for influenza immunization. The fifth subtheme, increases temporal access to influenza immunization, emerged uniquely from the rural data. Both rural and urban parents perceived that convenience would be an advantage of adding an annual influenza immunization to the vaccinations currently given to Alberta children at school. Improving temporal access to such immunization may be a more relevant aspect of convenience to rural

  14. Teaching Practices and Strategies to Involve Inner-City Parents at Home and in the School

    Science.gov (United States)

    Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby

    2011-01-01

    Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children's education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through…

  15. LGBTQ Parents: Their Perceptions and Attitudes Regarding Their Ontological Experiences within Their Children's School Environment

    Science.gov (United States)

    Kappus, Becky

    2016-01-01

    School can be inhospitable for any lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents with children in pre-K-12 classrooms (Kosciw & Diaz, 2008). Some LGBTQ parents feel they must be silent and discreet so their children will not endure any discrimination at school (Fakhrid-Deen & COLAGE, 2010). Some reasons for this silence…

  16. Cultural Expectations and Parental Involvement in Early Literacy

    OpenAIRE

    Meredith, Stephens; Richard, Blight

    2003-01-01

    This study investigates the involvement of parents in early literacy in Japanese and Australian primary schools. While both schools valued support from parents in the education process, different cultural expectations are evident in each system. A number of significant areas are discussed, including traditional domestic situations in Japan, changing work cultures in Australia, education and maternal duties, higher expectations in Japan, parents supporting homework activities, parents supporti...

  17. Parents' Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

    Science.gov (United States)

    Falkmer, Marita; Anderson, Katie; Joosten, Annette; Falkmer, Torbjörn

    2015-01-01

    Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents' perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child…

  18. Relationships between Parenting Practices, Social Engagement, Academic Competency, and High School Dropout

    Science.gov (United States)

    Bedrossian, Alfred

    2017-01-01

    The purpose of this study was to investigate the relationships between parenting practices, social engagement, academic competency, and high school dropout. The study revealed students whose parents practiced Reactive Communication along with students that exhibited Truancy and Disciplinary Issues were more likely to drop out. Conversely, students…

  19. Improving Public Schools through the Dissent of Parents: Opting out of Tests, Demanding Alternative Curricula, Invoking Parent Trigger Laws, and Withdrawing Entirely

    Science.gov (United States)

    Stitzlein, Sarah M.

    2015-01-01

    Some parents and caregivers, frustrated by low academic performance of their local school, emphasis on testing, or the content of the curriculum, have worked independently or formed parent groups to speak out and demand improvements. Parents and families enact solutions such as opting out of tests, developing alternative curricula, invoking parent…

  20. Parents' perceptions of their children's weight, eating habits, and physical activities at home and at school.

    Science.gov (United States)

    Jaballas, Elvira; Clark-Ott, Dorothy; Clasen, Carla; Stolfi, Adrienne; Urban, Marianne

    2011-01-01

    Parental perceptions of their young children's weight and habits may play an important role in determining whether children develop and maintain healthy lifestyles. This study was conducted to determine perceptions of parents of third-grade children in an urban school setting regarding their children's weight, eating habits, and physical activities. Parents anonymously completed surveys about their child's weight, eating habits, and daily activities. The survey also asked about how schools could encourage healthy eating and increased physical activity. Overall, 26% of the parents perceived their child to be overweight and expressed concern, but 40% of these parents believed that overweight is a condition that will be outgrown. Parents who reported eating more than eight meals per week with their child were less likely to report their child as overweight and more likely to believe that their child's physical activity level was appropriate. Most parents of third-grade students demonstrated concern regarding their child's weight and perceive obesity as a problem. Parents support school interventions such as nutrition education and fitness classes. Copyright © 2011 National Association of Pediatric Nurse Practitioners. Published by Mosby, Inc. All rights reserved.

  1. Parents and Schools: Success through Partnership. A Presentation Guide for School Administration & Teachers = Arriba los padres y las escuelas: una asociacion critica. Guia para padres hispanos.

    Science.gov (United States)

    Baron, Augustine, Jr.; Vasquez, Melba J. T.

    These two documents pertain to the "Parents and Schools: Success through Partnership" program. The presentation guide for school administrators and Teachers" is intended to help school personnel present the program and its associated video, which addresses common culturally-based causes of misunderstandings between Hispanic American parents and…

  2. The effects of parental reading socialization and early school involvement on children's academic performance: A panel study of primary school pupils in the Netherlands

    NARCIS (Netherlands)

    Kloosterman, J.G.; Notten, N.J.W.R.; Tolsma, J.; Kraaykamp, G.L.M.

    2011-01-01

    This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

  3. The effects of parental reading socialization and early school involvement on children's academic performance: a panel study of primary school pupils in the Netherlands

    NARCIS (Netherlands)

    Kloostermann, R.; Notten, N.; Tolsma, J.; Kraaykamp, G.

    2011-01-01

    This study examines the extent to which parental reading socialization and early school involvement account for performance differences between low-status and high-status children in successive primary school grades. It investigates not only the direct effects of these parental practices on

  4. Parent Attitudes Toward the Virginia Beach Year-Round School Pilot Project. Final Report.

    Science.gov (United States)

    Schlechty, Phillip C.

    Part of the Virginia Beach year-round school program evaluation, this final report contains a detailed analysis of parental attitudes, beliefs, and perceptions. The data leads to the following conclusions: a majority (53.3 percent) of parents are dubious or negative toward the 45-15 pilot project; a slight majority of parents in the pilot schools…

  5. Intergenerational effects of parental substance-related convictions and adult drug treatment court participation on children's school performance.

    Science.gov (United States)

    Gifford, Elizabeth J; Sloan, Frank A; Eldred, Lindsey M; Evans, Kelly E

    2015-09-01

    This study examined the intergenerational effects of parental conviction of a substance-related charge on children's academic performance and, conditional on a conviction, whether completion of an adult drug treatment court (DTC) program was associated with improved school performance. State administrative data from North Carolina courts, birth records, and school records were linked for 2005-2012. Math and reading end-of-grade test scores and absenteeism were examined for 5 groups of children, those with parents who: were not convicted on any criminal charge, were convicted on a substance-related charge and not referred by a court to a DTC, were referred to a DTC but did not enroll, enrolled in a DTC but did not complete, and completed a DTC program. Accounting for demographic and socioeconomic factors, the school performance of children whose parents were convicted of a substance-related offense was worse than that of children whose parents were not convicted on any charge. These differences were statistically significant but substantially reduced after controlling for socioeconomic characteristics; for example, mother's educational attainment. We found no evidence that parent participation in an adult DTC program led to improved school performance of their children. While the children of convicted parents fared worse on average, much--but not all--of this difference was attributed to socioeconomic factors, with the result that parental conviction remained a risk factor for poorer school performance. Even though adult DTCs have been shown to have other benefits, we could detect no intergenerational benefit in improved school performance of their children. (c) 2015 APA, all rights reserved).

  6. Parental Influence, School Readiness and Early Academic Achievement of African American Boys

    Science.gov (United States)

    Joe, Emanique M.; Davis, James Earl

    2009-01-01

    This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…

  7. Family-School Relations as Social Capital: Chinese Parents in the United States

    Science.gov (United States)

    Wang, Dan

    2008-01-01

    Guided by both Coleman and Bourdieu's theories on social capital, I interviewed Chinese immigrant parents to understand their experiences in weaving social connections with the school and teachers to benefit their children's education. This study confirms Coleman's argument that human capital in parents will not transfer to the children…

  8. Obtaining active parental consent for school-based research: a guide for researchers.

    Science.gov (United States)

    Wolfenden, Luke; Kypri, Kypros; Freund, Megan; Hodder, Rebecca

    2009-06-01

    Schools increasingly require researchers to obtain active parental consent for students to participate in health research. We sought to identify effective strategies for the recruitment of child research participants through schools. A search of Medline, PsycINFO, Educational Resources Information Center, ProQuest 5000 and the Cochrane Library electronic databases was conducted for the period 1988 to 2008. The review found evidence that the following strategies may be effective in enhancing participation rates: 1) promotion of the research to school principals, teachers, parents and students; 2) dissemination of study information using methods allowing direct contact with parents (i.e. telephone or face-to-face); 3) provision of incentives to teachers, students and at a class level; 4) making reminder contacts; and 5) having a member of the research team co-ordinate and closely monitor the recruitment process. Application of these strategies should reduce the risk of non-response and other biases that result from selective non-participation. Further randomised controlled trials of these and other strategies are required to strengthen the evidence base.

  9. Life habits of school-aged children with specific language impairment as perceived by their parents and by school professionals.

    Science.gov (United States)

    Croteau, Claire; McMahon-Morin, Paméla; Morin, Claudia; Jutras, Benoît; Trudeau, Natacha; Le Dorze, Guylaine

    2015-01-01

    Describe social participation of a group of children with specific language impairment. 26 parents of children with specific language impairment (SLI) aged from 5 to 13 years and 11 school professionals participated in the study. Data collection was performed with the adapted version for children aged from 5 to 13 years old of the Assessment of Life Habits (Fougeyrollas et al., 2001). The questionnaire encompasses 196 life habits, grouped in 12 dimensions: nutrition, fitness, personal care, communication, housing, mobility, responsibilities, interpersonal relationships, community life, education, work and recreation (Fougeyrollas, 2010). According to their parents and school professionals, children in this study carried out without difficulty life habits related to housing and mobility. However, they experienced difficulty with life habits related to interpersonal relationships, recreation and responsibilities, in addition to communication and education. Children with SLI are perceived by their parents and school professionals as having reduced social participation in many aspects of their daily life. Social participation should be considered as a major outcome when offering services in school to these children. This study proposes specific ways to help children with SLI. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

  10. Parental social coaching promotes adolescent peer acceptance across the middle school transition.

    Science.gov (United States)

    Gregson, Kim D; Tu, Kelly M; Erath, Stephen A; Pettit, Gregory S

    2017-09-01

    The present study investigated longitudinal associations between behavioral and cognitive dimensions of parental social coaching (i.e., advice about how to behave or think about peer challenges) and young adolescents' peer acceptance, and whether such associations are moderated by youths' social skills. Time 1 (T1) participants included 123 young adolescents (M age = 12.03 years; 50% boys; 58.5% European American). Parents gave open-ended reports about their social coaching to hypothetical peer stress scenarios, which were coded from low to high quality on behavioral and cognitive dimensions. Parents and teachers reported on adolescent prosocial behavior (i.e., social-behavioral skills), and adolescents reported on their social appraisals and social self-efficacy (i.e., social-cognitive skills). At T1 (before the first year of middle school) and Time 2 (approximately 10 months later, after the first year of middle school), parents and teachers rated adolescent peer acceptance. Analyses revealed that parents' prosocial behavioral advice and benign cognitive framing independently predicted adolescents' higher peer acceptance prospectively (controlling for earlier levels of peer acceptance). Furthermore, adolescent social skills moderated links between coaching and peer acceptance. Specifically, adolescents with higher, but not lower, social-cognitive skills became more accepted in the context of higher-quality coaching, supporting a "capitalization" pattern, such that these youth may be better able to utilize coaching suggestions. Results underscore the utility of parents' behavioral advice and cognitive framing for adolescent peer adjustment across the middle school transition and suggest that optimal social-coaching strategies may depend in part on adolescent social skill level. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  11. The Relationship between Parental Opinion of School-Based Sex Education, Parent-Child Communication about Sexuality, and Parenting Styles in a Diverse Urban Community College Population

    Science.gov (United States)

    Heller, Janet

    2009-01-01

    One hundred and ninety-one parents attending an urban, community college were surveyed about what topics schools should teach their children about sexuality education, and how they communicate with their child about sexuality topics. The quantitative data was collected using a "School Sexuality Education Questionnaire" (SSEQ), and the "Parenting…

  12. Parental influences on memories of parents and friends.

    Science.gov (United States)

    Tani, Franca; Bonechi, Alice; Peterson, Carole; Smorti, Andrea

    2010-01-01

    The authors evaluated the role parent-child relationship quality has on two types of memories, those of parents and those of friends. Participants were 198 Italian university students who recalled memories during 4 separate timed memory-fluency tasks about their preschool, elementary school, middle school, high school and university years. Half were instructed to recall memories involving parents and the remainder memories involving friends. Moreover, parent-child relationships were assessed by the Network of Relationships Inventory (NRI; W. Furman & D. Buhrmester, 1985) and Adolescents' Report of Parental Monitoring (D. M. Capaldi & G. R. Patterson, 1989). Results showed that men with positive parent-son relationships had more memories of parents and more affectively positive memories of friends, supporting a consistency model positing similarity between parent-child relationships and memories of friends. Women with positive parental relationship quality had more affectively positive memories of parents but for friends, positive relationship quality only predicted positive memories when young. At older ages, especially middle school-aged children, negative parent-daughter relationships predicted more positive memories of friends, supporting a compensatory model. The gender of parent also mattered, with fathers having a more influential role on affect for memories of friends.

  13. "Are We Doing Damage?" Choosing an Urban Public School in an Era of Parental Anxiety

    Science.gov (United States)

    Cucchiara, Maia

    2013-01-01

    There is an ample scholarly and popular literature describing the rise in "anxiety" among middle-class parents. This paper draws from a study of urban middle-class parents who were considering sending their children to public school. Focusing on one neighborhood and its school, it describes the impact of anxiety on the choice process. It further…

  14. [Indirect effects of school volunteering by senior citizens on parents through the "REPRINTS" intergenerational health promotion program].

    Science.gov (United States)

    Fujiwara, Yoshinori; Watanabe, Naoki; Nishi, Mariko; Ohba, Hiromi; Lee, Sangyoon; Kousa, Youko; Yajima, Satoru; Yoshida, Hiroto; Fukaya, Taro; Sakuma, Naoko; Uchida, Hayato; Shinkai, Shoji

    2010-06-01

    We have launched a new intervention study, called "REPRINTS" (Research of productivity by intergenerational sympathy), in which senior volunteers aged 60 years and over are engaged in reading picture books to school children, regularly visiting public elementary schools since 2004. So far, no repeated cross-sectional studies to demonstrate indirect effects on parents have been reported, although reciprocal effects on senior volunteers and children have been demonstrated. The purpose of this study was to examine the changes of evaluation of "REPRINTS" program by parents of school children during the 2 years. Four to six volunteers as a group visited an elementary school in a suburb of Kawasaki city twice a week to read picture books. A baseline survey was conducted one month after launching the volunteer activity. First to fourth follow-up surveys were conducted every 6 months after baseline surver. Of 368 parents, 230 whose children were in 1st-4th grade were analyzed. School grade of children, gender, emotional image scale of older adults by the SD (Semantic Differential) method (13 items), parents' evaluation of activity of "REPRINTS" volunteers such as promotion of reading for children, or children's respect for older adults, appreciation, familiarity with older adults, indirect effects on promotion of safety in the community, and reducing parent's physical and psychological burdens of volunteer service for school. Repeated cross-sectional analyses by ANCOVA, adjusted for confounding factors, were conducted in order to compare changes in responses between parents of 1st-2nd grade children (lower-grade children) with those of 3rd-4th grade-children (middle-grade children). We examined experiences of being read with picture books, greeting and having conversations with volunteers among all of 330 students of 1st-4th grade. These three items were examined using Chi-squared test to compare longitudinal change between parents of lower-grade and middle-grade children

  15. Explaining parents' school involvement : The role of ethnicity and gender in the Netherlands

    NARCIS (Netherlands)

    Fleischmann, Fenella; de Haas, Annabel

    2016-01-01

    Ethnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from

  16. Anxiety in school students: Role of parenting and gender.

    Science.gov (United States)

    Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

    2013-07-01

    The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents 'Democratic' and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

  17. Anxiety in school students: Role of parenting and gender

    Directory of Open Access Journals (Sweden)

    Ajay Kumar Bakhla

    2013-01-01

    Full Text Available Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version. Results: The sample consisted of 146 (55% male and 45% female with a mean age of 12.71 years. A total of 16 (11% students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents ′Democratic′ and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. Conclusions: The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

  18. Association between parents' attitudes and behaviors toward children's visual care and myopia risk in school-aged children.

    Science.gov (United States)

    Zhou, Shuang; Yang, Lihua; Lu, Benlin; Wang, Hexin; Xu, Ting; Du, Dandan; Wu, Shiqing; Li, Xiuxiu; Lu, Meixia

    2017-12-01

    The purpose of this survey was to determine the association of parents' attitudes and behaviors toward children's visual care with myopia risk in school-aged children.A total of 894 parents of school-aged children were investigated in primary and middle schools in the central and noncentral urban area in Wuhan through stratified cluster random sampling on July, 2015. We analyzed the association by the generalized linear mixed model.The results indicated that children with parents' high expectations of 1.5 or higher on their vision exhibited a decreased risk of myopia compared with 1.0 and 0.5 or lower (OR = 0.49, 95%CI = 0.36-0.67). Children whose parents only paid attention to their vision in junior and senior school and in primary school had an increased myopia risk than that in preschool (OR = 2.12, 95%CI = 1.01-4.45, and OR = 3.11, 95%CI = 1.28-7.58, respectively). Children whose parents ensured for their sufficient sleep had a decreased myopia risk (OR = 0.45, 95%CI = 0.24-0.85). Compared with children whose parents who never adjusted electronic devices' parameters, the odds ratio of sometimes was 0.49 (95%CI = 0.31-0.79), often 0.53 (95%CI = 0.33-0.85), and always 0.44 (95%CI = 0.26-0.75), respectively.Parents' attitudes and behaviors toward children's visual care are significantly associated with the myopia risk in school-aged children. Consequently, efforts should be made to educate parents on how they protect children's vision and reduce their risk of myopia. Copyright © 2017 The Authors. Published by Wolters Kluwer Health, Inc. All rights reserved.

  19. Perceptions and experiences of adolescents, parents and school administrators regarding adolescent-parent communication on sexual and reproductive health issues in urban and rural Uganda.

    Science.gov (United States)

    Muhwezi, Wilson Winstons; Katahoire, Anne Ruhweza; Banura, Cecily; Mugooda, Herbert; Kwesiga, Doris; Bastien, Sheri; Klepp, Knut-Inge

    2015-11-30

    Evidence suggests that in spite of some adolescents being sexually active, many parents do not discuss sex-related issues with them due to lack of age-appropriate respectful vocabulary and skills. The likelihood of parent-adolescent communication improving sexual and reproductive health outcomes appears plausible. The desire to understand parent-adolescent communication and how to improve it for promotion of healthy sexual behaviours inspired this research. The paper is meant to describe perceptions of adolescents, parents and school administrators about parent-adolescent communication on sexual issues; describe the content of such communication and identify factors that influence this communication. The study was done among two urban and two rural secondary school students in their second year of education. Data were collected from 11 focus group discussions and 10 key Informants Interviews. Data management, analysis and interpretation followed thematic analysis principles. Illuminating verbatim quotations are used to illustrate findings. Parental warmth and acceptability of children was perceived by parents to be foundational for a healthy adolescent- parent communication. Perceptions of adolescents tended to point to more open and frequent communication with mothers than fathers and to cordial relationships with mothers. Fathers were perceived by adolescents to be strict, intimidating, unapproachable and unavailable. While adolescents tended to generally discuss sexual issues with mothers, male adolescents communicated less with anyone on sex, relationships and condoms. Much of the parent-adolescent communication was perceived to focus on sexually transmitted infections and body changes. Discussions of sex and dating with adolescents were perceived to be rare. Common triggers of sexuality discussions with female adolescents were; onset of menstruation and perceived abortion in the neighbourhood. Discussion with male adolescents, if it occurred was perceived to

  20. The Impact of Social Class on Parent-Professional Interaction in School Exclusion Processes: Deficit or Disadvantage?

    Science.gov (United States)

    Gazeley, Louise

    2012-01-01

    Although a great deal of previous literature has explored the ways in which social class affects parental engagement in educational processes, there has been surprisingly little discussion of the way in which social class shapes the parent-professional interaction that occurs in school exclusion processes specifically. School exclusion processes…

  1. Parental monitoring and rule-breaking behaviour in secondary school students

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    Kovačević-Lepojević Marina

    2017-01-01

    Full Text Available Parental monitoring is recognised as one of the most important family factors that are associated with rule-breaking behaviour. The objective of this paper is to determine the nature of correlations between parental monitoring and its key components (parents’ knowledge, child disclosure, parental solicitation and parental control and rule-breaking behaviour. Additionally, the prediction of the rule-breaking behaviour by parental monitoring variables, age and gender will be considered. The sample included 507 secondary school students from Belgrade, aged 15 to 18. The data on rule-breaking behaviour were collected through ASEBA YSR/11-18, and on parental monitoring via the Parental monitoring scale. The most important conclusions are the following: the strongest negative correlations are found between parental knowledge and child disclosure with rule-breaking behaviour; child disclosure is the most important source of parental knowledge; the variables of parental monitoring, gender and age explained 31.4% of the variance of rule-breaking behaviour; finally, parental control and age, unlike other variables, did not predict rule-breaking behaviour. Given that parents mostly know how children spend their free time only if the children tell this to them, it is recommended that the prevention programme of rule-breaking behaviour should be oriented towards the improvement of parent-child relationships instead of focusing on parental control and supervision. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179017: Socijalna participacija osoba sa intelektualnom ometenošću

  2. Socioeconomic Status of Parents and the Achievement of Children on Readiness for School Tests

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    Anela Hasanagic

    2015-07-01

    Full Text Available Socioeconomic status is often determined like the academic background of parents, and it can be determined like the place of living, village or town, city, as well. Socioeconomic status is an important factor in many aspects of living as in academic achievement as well. Problem in this research paper was to examine whether there are differences between children from different socio-economic status (level of education of parents and between children from villages and towns, on Readiness for school tests. The sample was constituted 296 kids, half from villages, and half from towns in Bosnia and Herzegovina. Tests that were used are: Differences test, Similarities test, Numerical test, Trace test, Knowledge Test, Questionnaire for measuring socio-emotional maturity, and Goodenough's Draw-a-Man Test. Results show that there are statistically significant differences between children from different socio-economic background. Children whose parents are low educated have lower results on Readiness for school test, comparing with children whose parents have finished high school or university level. There were differences between village and town children only on Goodenough's Draw-a-Man Test and on Similarity test, while on other instruments place of living was not important factor for achievement on Readiness for School Test.

  3. Counsellor Use of the Adlerian-Dreikurs Approach with Parents in the School Setting.

    Science.gov (United States)

    Van Hesteren, Frank

    1979-01-01

    Involvement with parents constitutes an important dimension of the elementary school counselor's role. The Adlerian-Dreikurs approach is described in terms of its underlying theory and the means by which it can be implemented by school counselors. Certain advantages of using the approach in the schools are also discussed. (Author)

  4. School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece

    Science.gov (United States)

    Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia

    2015-01-01

    In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and…

  5. Parents as partners: Building collaborations to support the development of school readiness skills in under-resourced communities

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    Catherine Pitt

    2013-01-01

    Full Text Available The purpose of this paper is to present a preliminary, qualitative review of a therapeutic programme for preschool children and their parents in severely under-resourced contexts to aid the development of the underlying skills required to be ready for formal school. A team of two pairs, each comprising an occupational therapist and a community worker, responded to teachers' requests to assist struggling children in their classes. This led to the development of a programme focusing on Grade R classes, by firstly helping teachers to develop their capability and confidence in assessing and assisting children to develop the abilities underlying vital school-readiness skills during whole-class, therapeutic group sessions. Secondly, parent group sessions were added to empower parents to understand and support their children's development needs at home and so to complement the work done by teachers in the classroom. This second aspect, of working with the parents, developed owing to observations of the children's irregular school attendance, scant parent-school contact, and teachers' reports indicating that parents were not aware of, nor equipped to deal with, the challenges faced by their children. Implications for practice, for planning and for further research are discussed.

  6. Effects of Parental Divorce or a Father's Death on High School Completion

    Science.gov (United States)

    Sapharas, Nicole K.; Estell, David B.; Doran, Kelly A.; Waldron, Mary

    2016-01-01

    Associations between parental loss and high school (HS) completion were examined in data drawn from 1,761 male and 1,689 female offspring born in wedlock to mothers participating in a nationally representative study. Multiple logistic regression models were conducted predicting HS completion by age 19 among offspring whose parents divorced or…

  7. Shiftworking families: parents' working schedule and sleep patterns of adolescents attending school in two shifts

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    Biserka Radoševic-Vidacek

    2004-12-01

    Full Text Available OBJECTIVE: To explore whether parents' engagement in shift work affects the sleep habits of their adolescent children who attend school in two shifts. METHODS: The data were drawn from an extensive survey of sleep and daytime functioning of adolescents attending school one week in the morning and the other in the afternoon. The participants were 1,386 elementary and high school students (11-18 years old whose parents were both employed. The data were analyzed using MANOVA, with parents' work schedule, adolescents' gender and type of school as between-subject factors. RESULTS: Parents' working schedule significantly affected the sleep patterns of high school adolescents. When attending school in the morning, adolescents whose parents were both day workers woke up somewhat later than adolescents with one shiftworking parent. In addition, they slept longer than adolescents whose parents were both shift workers. On weekends, adolescents whose parents both worked during the day went to bed earlier than adolescents whose parents were both shiftworkers. They also had smaller bedtime delay on weekends with respect to both morning and afternoon shifts than adolescents for whom one or both parents worked shifts. A significant interaction between parents' working schedule, adolescents' gender and type of school was found for sleep extension on weekends after afternoon shift school. CONCLUSIONS: Parental involvement in shift work has negative effects on the sleep of high school adolescents. It contributes to earlier wake-up time and shorter sleep in a week when adolescents attend school in the morning, as well as to greater bedtime irregularity.OBJETIVO: Investigar se a ocupação de pais com o trabalho em turnos interfere nos hábitos de sono dos filhos adolescentes que freqüentam a escola em dois períodos distintos. MÉTODOS: Os dados foram coletados em uma extensa pesquisa sobre sono e atividades diurnas de adolescentes que freqüentavam a escola no

  8. Unique contributions of dynamic versus global measures of parent-child interaction quality in predicting school adjustment.

    Science.gov (United States)

    Bardack, Sarah; Herbers, Janette E; Obradović, Jelena

    2017-09-01

    This study investigates the unique contribution of microsocial and global measures of parent-child positive coregulation (PCR) in predicting children's behavioral and social adjustment in school. Using a community sample of 102 children, ages 4-6, and their parents, we conducted nested path analytic models to identify the unique effects of 2 measures of PCR on school outcomes. Microsocial PCR independently predicted fewer externalizing and inattention/impulsive behaviors in school. Global PCR did not uniquely relate to children's behavioral and social adjustment outcomes. Household socioeconomic status was related to both microsocial and global measures of PCR, but not directly associated with school outcomes. Findings illustrate the importance of using dynamic measures of PCR based on microsocial coding to further understand how the quality of parent-child interaction is related to children's self-regulatory and social development during school transition. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. Social Cultivation of Vaccine Refusal and Delay among Waldorf (Steiner) School Parents.

    Science.gov (United States)

    Sobo, Elisa J

    2015-09-01

    U.S. media reports suggest that vastly disproportionate numbers of un- and under-vaccinated children attend Waldorf (private alternative) schools. After confirming this statistically, I analyzed qualitative and quantitative vaccination-related data provided by parents from a well-established U.S. Waldorf school. In Europe, Waldorf-related non-vaccination is associated with anthroposophy (a worldview foundational to Waldorf education)—but that was not the case here. Nor was simple ignorance to blame: Parents were highly educated and dedicated to self-education regarding child health. They saw vaccination as variously unnecessary, toxic, developmentally inappropriate, and profit driven. Some vaccine caution likely predated matriculation, but notable post-enrollment refusal increases provided evidence of the socially cultivated nature of vaccine refusal in the Waldorf school setting. Vaccine caution was nourished and intensified by an institutionalized emphasis on alternative information and by school community norms lauding vaccine refusal and masking uptake. Implications for intervention are explored. © 2015 by the American Anthropological Association.

  10. Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents’ Cultural Values

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    Cixin Wang

    2017-12-01

    Full Text Available School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades. It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001, parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001, and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05 all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01. The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning.

  11. Homework Involvement and Functions: Perceptions of Hong Kong Chinese Primary School Students and Parents

    Science.gov (United States)

    Tam, Vicky C. W.; Chan, Raymond M. C.

    2011-01-01

    This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings…

  12. Parent Involvement Activities in School Improvement Plans in the Northwest Region. Summary. Issues & Answers. REL 2008-No. 064

    Science.gov (United States)

    Speth, Timothy; Saifer, Steffen; Forehand, Gregory

    2008-01-01

    This document presents a summary of the larger report, "Parent Involvement Activities in School Improvement Plans in the Northwest Region." Although the No Child Left Behind Act of 2001 (NCLB) spells out parent involvement requirements for schools in need of improvement, the majority of the Northwest Region school improvement plans…

  13. Role of household factors in parental attitudes to pandemic influenza-related school closure in Japan: a cross-sectional study.

    Science.gov (United States)

    Uchida, Mitsuo; Kaneko, Minoru; Kawa, Shigeyuki

    2014-10-21

    To investigate how household background factors affect parental behavior during pandemic influenza-related school closures, we determined associations between such factors and three parental attitudes: "caring for the child", "taking leave from work", and "permitting out-of-home activities". A hypothetical pandemic influenza situation was presented and a questionnaire survey among households of 2146 schoolchildren from 6 schools was conducted. Odds ratios of background factors were estimated using univariate and multivariate logistic regression models. Responses pertaining to 1510 children indicated that junior high school (OR = 0.11), both parents working (OR = 0.03), and family including grandparent(s) or other relatives (OR = 7.50) were factors associated with "caring for the child", and elementary school (OR = 2.28), special education school (OR = 3.18), and both parents working (OR = 5.74) were associated with "taking leave from work". Having an older sibling (OR = 0.74) and awareness of the technical term for school closure (OR = 0.73) were factors associated with "permitting out-of-home activities". Not only work status but also other household factors may be associated with parental behaviors during pandemic influenza-related school closures.

  14. THE RELATIONSHIP BETWEEN TEST ANXIETY AND PARENTING IN HIGH SCHOOL STUDENTS, MALEKSHAHI, ILAM

    OpenAIRE

    Mohamad Reza Havasian and Zohreh Havasian*

    2017-01-01

    Test anxiety, which is one of the main obstacles of education systems at different levels, is one of the most common phenomena among students. Regarding the effect of test anxiety on academic performance, this study was conducted to determine the relationship between test anxiety and parenting in Malekshahi city of Ilam. The present research is a descriptive cross-sectional study and the statistical population includes all male and female students of high school in Maleshahi city. The subject...

  15. The role of parental risk judgements, transport safety attitudes, transport priorities and accident experiences on pupils' walking to school.

    Science.gov (United States)

    Mehdizadeh, Milad; Nordfjaern, Trond; Mamdoohi, Amir Reza; Shariat Mohaymany, Afshin

    2017-05-01

    Walking to school could improve pupils' health condition and might also reduce the use of motorized transport modes, which leads to both traffic congestion and air pollution. The current study aims to examine the role of parental risk judgements (i.e. risk perception and worry), transport safety attitudes, transport priorities and accident experiences on pupils' walking and mode choices on school trips in Iran, a country with poor road safety records. A total of 1078 questionnaires were randomly distributed among pupils at nine public and private schools in January 2014 in Rasht, Iran. Results from valid observations (n=711) showed that parents with high probability assessments of accidents and strong worry regarding pupils' accident risk while walking were less likely to let their children walk to school. Parents with high safety knowledge were also more likely to allow their pupils to walk to school. Parents who prioritized convenience and accessibility in transport had a stronger tendency to choose motorized modes over walking modes. Also, parents who prioritized safety and security in transport were less likely to allow pupils to walk to school. Elasticities results showed that a one percent increase in priorities of convenience and accessibility, priorities of safety and security, car ownership and walking time from home to school reduced walking among pupils by a probability of 0.62, 0.20, 0.86 and 0.57%, respectively. A one percent increase in parental safety knowledge increased the walking probability by around 0.25%. A 1 unit increase in parental probability assessment and worry towards pupils' walking, decreased the probability of choosing walking mode by 0.11 and 0.05, respectively. Policy-makers who aim to promote walking to schools should improve safety and security of the walking facilities and increase parental safety knowledge. Copyright © 2017 Elsevier Ltd. All rights reserved.

  16. Who's doing the talking? Teacher and parent experiences of parent-teacher conferences

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    E M Lemmer

    2012-01-01

    Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.

  17. Prevalence of parent-reported immediate hypersensitivity food allergy in Chilean school-aged children.

    Science.gov (United States)

    Hoyos-Bachiloglu, R; Ivanovic-Zuvic, D; Álvarez, J; Linn, K; Thöne, N; de los Ángeles Paul, M; Borzutzky, A

    2014-01-01

    Food allergies (FAs) affect 2-4% of school-aged children in developed countries and strongly impact their quality of life. The prevalence of FA in Chile remains unknown. Cross-sectional survey study of 488 parents of school-aged children from Santiago who were asked to complete a FA screening questionnaire. Parents who reported symptoms suggestive of FA were contacted to answer a second in-depth questionnaire to determine immediate hypersensitivity FA prevalence and clinical characteristics of school-aged Chilean children. A total of 455 parents answered the screening questionnaire: 13% reported recurrent symptoms to a particular food and 6% reported FA. Forty-three screening questionnaires (9%) were found to be suggestive of FA. Parents of 40 children answered the second questionnaire; 25 were considered by authors to have FA. FA rate was 5.5% (95% CI: 3.6-7.9). Foods reported to frequently cause FA included walnut, peanut, egg, chocolate, avocado, and banana. Children with FA had more asthma (20% vs. 7%, Phistory compatible with anaphylaxis. Of 13 children who sought medical attention, 70% were diagnosed with FA; none were advised to acquire an epinephrine autoinjector. Up to 5.5% of school-aged Chilean children may suffer from FA, most frequently to walnut and peanut. It is critical to raise awareness in Chile regarding FA and recognition of anaphylaxis, and promote epinephrine autoinjectors in affected children. Copyright © 2013 SEICAP. Published by Elsevier Espana. All rights reserved.

  18. Parental Attitudes Regarding School-Based Sexuality Education in Utah

    Science.gov (United States)

    Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

    2014-01-01

    Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

  19. Parental perceptions: a case study of school choice amidst ...

    African Journals Online (AJOL)

    This article stems from a case study of parental school choice which was nested within a longitudinal .... which solidly advocates maintenance if not also development of home languages in .... urban region in South Africa where the language of instruction has become English. ..... Am Main: Multilingualism Network. Heugh K ...

  20. A STUDY OF THE EFFECTS OF PARENTAL AWARENESS AND EXPERIENCE ON DRINKING WATER POLICIES IN ELEMENTARY SCHOOLS

    Science.gov (United States)

    Yamamura, Sombo; Ohnuki, Maromi; Nagaoka, Hiroshi

    Recently increased number of elementary school pupils brings drinks from home for their hydration at school and this phenomenon indicates the change of the role of water supply at schools. In order to investigate the potential causes and the structure of the problem, an online survey targeting mothers of grade-schoolers was carried out, taking account of psychological factors of mothers as well as their decision making process. In the questionnaire preparation, latent variables and observable variables were assumed. The identified results include: difference exists on people's choice of drinking water; more parents in western Japan wish pupils bring drinks and some parents in eastern Japan wish the same. Covariance structure analysis identified a causalmodel; in which parents' frustration to schools associated with decreased reliability to tap water cause parents' advice to pupils take drink from home. Policy makers are expected to make the most of the result of analysis.

  1. Transitions from School for Young Adults with Intellectual Disability: Parental Perspectives on "Life as an Adjustment"

    Science.gov (United States)

    Davies, Michael D.; Beamish, Wendi

    2009-01-01

    Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method: A…

  2. Why Home-Schooling? Axiological Justifications for an Education Outside of the School System [Dlaczego edukacja domowa? Aksjologiczne uzasadnienia edukacji bez szkoły

    Directory of Open Access Journals (Sweden)

    Anna Maria KUCHARSKA

    2017-11-01

    Full Text Available Since 1990 Poles have rediscovered home-schooling. Teaching and upbringing within the family is not a new concept – it preceded the development of institutionalised education and was strongly bonded with a social class and its needs. Nowadays, however rather unconsciously, some parents are coming back to a similar way of teaching at the same time wandering away from teaching at school with all its flaws. On the other hand home-schooling models are more often modern, Anglo-Saxon, where this form of teaching has many adherents. The idea of home-schooling, as well as its practical forms, is highly supported by a Christian schools network cooperating with Educational Association Integration. At the beginning this may sound like a paradox – a school, a non-public school, supporting teaching outside a school. The support for home-schooling is coherent with an understanding of the leading role of a family in upbringing and teaching by the Christian schools. A transfer of values between generations and in the shaping of a moral system based on them is mostly underlined. Those schools are introducing a similar vision of an upbringing and stressed the coherence of influences of a school, a family and a church, but recognise parents as the highest authority in their children's education. According to the Polish law, a Principal must give permission for allowing this type of education by the particular parents, so that institutions which are open to cooperation and which encourage home-schooling are of huge help for parents. In my article I would like to mention a controversy around home-schooling, connected with the social development of a child, socialisation and hermetic environment, however I will focus on the values being at the very centre of Christian home-schooling.

  3. Attitudes and perceptions of Sudanese high-school students and their parents towards spectacle wear

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    Saif H. Alrasheed

    2018-04-01

    Full Text Available Background: Uncorrected refractive error is a major cause of avoidable vision impairment and may have significant impact on social life, education and economic prospects of people. This condition could be easily treated by wearing spectacles, but because of attitudes and misconceptions of some communities towards spectacle wear and eye care, such methods are underutilised. Aim: To assess the attitudes and perceptions of Sudanese high-school students and their parents towards spectacle wear. Setting: The study was conducted in eight randomly selected high schools from the South Darfur state of Sudan. Methods: A cross-sectional school-based study comprising 387 high-school students with age ranging from 12 to 17 years together with 47 students’ parents with age ranging from 32 to 52 years. Quantitative and qualitative methods were used to collect data from eight high schools. Semi-structured questionnaires were distributed to collect the quantitative data, and seven focus group meetings were held in the schools with students’ parents to derive the qualitative data. Results: The findings revealed that 39%, 32% and 27.1% of the students believed that wearing spectacles affected their opportunities for education, employment and marriage, respectively. A total of 36.4% of the students believed that wearing spectacles could lead to making the eyes weaker or could damage the eyes, resulting in early blindness, and 22.5% of the respondents believed that spectacles were only for older people. In general, the perception towards spectacle wear was different between genders, with females appearing to be more vulnerable to social and psychological distress when wearing spectacles compared to males. A total of 79% of the parents were aware that wearing spectacles would improve vision if an eye doctor prescribed the spectacles. However, parents reported that the disadvantages of wearing spectacles were that they reduced the power of the eyes and

  4. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Sezai KOÇYIĞIT

    2014-07-01

    Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

  5. Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten.

    Science.gov (United States)

    Loughlin-Presnal, John E; Bierman, Karen L

    2017-06-01

    This study explored patterns of change in the REDI (Research-based Developmentally Informed) Parent program (REDI-P), designed to help parents support child learning at the transition into kindergarten. Participants were 200 prekindergarten children attending Head Start (55% European-American, 26% African American, 19% Latino, 56% male, M age =4.45years, SD=0.29) and their primary caregivers, who were randomized to a 16-session home-visiting intervention (REDI-P) or a control group. Extending beyond a prior study documenting intervention effects on parenting behaviors and child kindergarten outcomes, this study assessed the impact of REDI-P on parent academic expectations, and then explored the degree to which intervention gains in three areas of parenting (parent-child interactive reading, parent-child conversations, parent academic expectations) predicted child outcomes in kindergarten (controlling for baseline values and a set of child and family characteristics). Results showed that REDI-P promoted significant gains in parent academic expectations, which in turn mediated intervention gains in child emergent literacy skills and self-directed learning. Results suggest a need to attend to the beliefs parents hold about their child's academic potential, as well as their behavioral support for child learning, when designing interventions to enhance the school success of children in low-income families. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. Relationship Between the Parenting Styles and Students' Educational Performance Among Iranian Girl High School Students, A Cross- Sectional Study.

    Science.gov (United States)

    Rahimpour, Parivash; Direkvand-Moghadam, Ashraf; Direkvand-Moghadam, Azadeh; Hashemian, Ataollah

    2015-12-01

    Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students' educational performance among Iranian girl high school students. In a cross-sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind's parenting styles questionnaire. The Cronbach's alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. A total 400 students were studied. The Mean±SD of the students' age were 14±1.08. The students' school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students' average score for studying. The results of this study demonstrate that parental influence plays an important role in students' educational performance.

  7. “Living Adolescence in Family” parenting program: Adaptation and implementation in social and school contexts

    Directory of Open Access Journals (Sweden)

    Elisa Rodríguez-Gutiérreza

    2016-07-01

    Full Text Available Adolescence is a developmental period that implies a series of rapid changes that might complicate the role of parents. This study evaluates changes in parental monitoring and the strategies to solve family conflicts reported by parents who participated in the "Living Adolescence in Family" program in local social services and school centers. In addition, the study analyses the moderating role of family and facilitator variables that may affect the final results. The participants were 697 parents attending the social services (438 in the intervention group and 259 in the control group and 1283 parents from school centers (880 in the intervention group and 403 in the control group. The results showed that families from local social services decreased the amount of control and improved monitoring in education and leisure spheres as well as self-disclosure whereas the families coming from school centers improved supervision in leisure and in self-disclosure. In addition, both groups of families improved their strategies for solving family conflicts, increasing the use of integrative strategies and decreasing the use of dominant strategies. There were differences across contexts: the results of the program in the social services context differed according to the participant and professional profiles whereas program results were more homogeneous in the school context. In sum, the program appears to be an efficient work tool, both for the professionals who work with at-risk families with adolescents and for the teachers who make use of the program for families with children at risk of early school dropout.

  8. School- And Home-Based Drug Prevention: Environmental, Parent, and Child Risk Reduction

    Science.gov (United States)

    Hahn, Ellen J.; Hall, Lynne A.; Rayens, Mary Kay; Myers, April V.; Bonnel, Galadriel

    2007-01-01

    The study purpose was to test the effect of a school- and home-based alcohol, tobacco, and other drug (ATOD) prevention program on reducing environmental, parent, and child risk factors for ATOD use. The design was a three-group pretest-posttest with interviews at baseline and 1 and 6 months post-intervention. The sample was 126 parents and their…

  9. Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

    Science.gov (United States)

    Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

    2016-05-01

    Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

  10. Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children

    Science.gov (United States)

    Wissink, Inge B.; de Haan, Mariette

    2013-01-01

    This study examines whether teachers' and parental attributions for children's school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher-parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that,…

  11. Do Mothers' and Fathers' Authoritative and Authoritarian Parenting Interact? An Exploration on Schooling Aspects with a Singapore Adolescent Sample

    Science.gov (United States)

    Sim, Tick N.; Chin, Jeffery E. H.

    2014-01-01

    Our study sought mainly to examine interactions between mothers' and fathers' authoritative and authoritarian parenting. A total of 284 adolescents (mean age 13.5) from 2 Singapore schools contributed self-report data on their parents' parenting and various schooling aspects. Prior to testing for interactions, adolescents with two authoritative…

  12. Principals, Parents and Pregnancy: A Case Study of School Leadership Practices Designed to Engage Families Facing Pregnancy

    Science.gov (United States)

    Fowler, Carla Deirdre

    2016-01-01

    This qualitative case study focused on contemporary school leadership and parental interrelationships, exploring the relationship, if any, between school leaders and the families of pregnant and parenting urban African American teen mothers in a northeastern city. The social, emotional, academic, and medical perspectives of ways families can…

  13. Effects of parental attitudes on the use of addictive substances in high school students.

    Science.gov (United States)

    Öztekin, C; Şengezer, T; Özkara, A

    2017-09-01

    Substance abuse is a major public health problem including social and economic aspects. Although multidimensional data about substance abuse are limited in our country, the fact that Turkey is located at the crossroads of Europe and Asia with a young population creating a promising market brings out the necessity of maintaining high awareness on substance abuse. Smoking, alcohol, and substance use are important health problems of adolescence period and families play a major role on adaptation to the changes in growth and development period. The research on substance abuse and dependence emphasizes on protective or risk-enhancing effects of family. The aim of this study was to provide evidence on the interventions that could be implemented about substance use by evaluating the relationship between parental attitude and attitudes of high school students toward substance use. This was a survey study. The study included randomly selected high school students who were willing to participate in the study from Ankara province. The students were applied the sociodemographic information questionnaire especially prepared for this research, the Addictive Substances Attitudes Scale for high school students, and the Parental Attitudes Scale. In the study, data of 707 students, 311 boys and 396 girls, with a mean age of 16.1 years were evaluated. According to the obtained findings, the rate of students with a negative attitude toward addictive substances increases as parental attitude changes from authoritative attitude to democratic attitude. The present study demonstrated that parental attitudes are related with the attitudes of high school students toward addictive substances. Students mostly adopted a negative attitude toward substance use in case of democratic parental attitude. Therefore, to protect children from substance abuse, parents should be advised to adopt a democratic attitude characterized with sincere love and constructive control.

  14. Parents' Views of an Optimal School Life: Using Social Role Valorization to Explore Differences in Parental Perspectives When Children Have Intellectual Disability

    Science.gov (United States)

    Mann, Glenys; Moni, Karen; Cuskelly, Monica

    2016-01-01

    Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization…

  15. Saudi Parents' Perceptions of the Kind of Help They Offer to Their Primary School Kids

    Science.gov (United States)

    Mahmoud, Salameh S.

    2018-01-01

    Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and…

  16. Parental health shocks and schooling: The impact of mutual health insurance in Rwanda.

    Science.gov (United States)

    Woode, Maame Esi

    2017-01-01

    The goal of this study was to look at the educational spill-over effects of health insurance on schooling with a focus on the Rwandan Community Based Health Insurance Programme, the Mutual Health Insurance scheme. Using a two-person general equilibrium overlapping generations model, this paper theoretically analyses the possible effect of health insurance on the relationship between parental health shocks and child schooling. Individuals choose whether or not they want to incur a medical cost by seeking care in order to reduce the effect of health shocks on their labour market availability and productivity. The theoretical results show that, health shocks negatively affect schooling irrespective of insurance status. However, if the health shock is severe (incapacitating) or sudden in nature, there is a discernible mitigating effect of health insurance on the negative impact of parental ill health on child schooling. The results are tested empirically using secondary data from the third Integrated Household Living Conditions Survey (EICV) for Rwanda, collected in 2011. A total of 2401 children between the ages of 13 and 18 are used for the analysis. This age group is selected due to the age of compulsory education in Rwanda. Based on average treatment effect on treated we find a statistically significant difference in attendance between children with MHI affiliated parents and those with uninsured parents of about 0.044. The negative effect of a father being severely ill is significant only for uninsured household. For the case of the mother, this effect is felt by female children with uninsured parents only when the illness is sudden. The observed effects are more pronounced for older children. While the father's ill health (sever or sudden) significantly and negatively affects their working hours, health insurance plays appears to increase their working hours. The effects of health insurance extend beyond health outcomes. Copyright © 2016 Elsevier Ltd. All rights

  17. Parental Involvement and Children's School Achievement: Evidence for Mediating Processes

    Science.gov (United States)

    Rogers, Maria A.; Theule, Jennifer; Ryan, Bruce A.; Adams, Gerald R.; Keating, Leo

    2009-01-01

    This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support…

  18. A national cohort study of parental socioeconomic status and non-fatal suicidal behaviour-the mediating role of school performance

    Directory of Open Access Journals (Sweden)

    Jablonska Beata

    2012-01-01

    Full Text Available Abstract Background A link between low parental socioeconomic status and mental health problems in offspring is well established in previous research. The mechanisms that explain this link are largely unknown. The present study investigated whether school performance was a mediating and/or moderating factor in the path between parental socioeconomic status and the risk of hospital admission for non-fatal suicidal behaviour. Methods A national cohort of 447 929 children born during 1973-1977 was followed prospectively in the National Patient Discharge Register from the end of their ninth and final year of compulsory school until 2001. Multivariate Cox proportional hazards and linear regression analyses were performed to test whether the association between parental socioeconomic status and non-fatal suicidal behaviour was mediated or moderated by school performance. Results The results of a series of multiple regression analyses, adjusted for demographic variables, revealed that school performance was as an important mediator in the relationship between parental socioeconomic status and risk of non-fatal suicidal behaviour, accounting for 60% of the variance. The hypothesized moderation of parental socioeconomic status-non-fatal suicidal behaviour relationship by school performance was not supported. Conclusions School performance is an important mediator through which parental socioeconomic status translates into a risk for non-fatal suicidal behaviour. Prevention efforts aimed to reduce socioeconomic inequalities in non-fatal suicidal behaviour among young people will need to consider socioeconomic inequalities in school performance.

  19. Relationship Between the Parenting Styles and Students’ Educational Performance Among Iranian Girl High School Students, A Cross- Sectional Study

    Science.gov (United States)

    Rahimpour, Parivash; Direkvand-Moghadam, Ashraf; Direkvand-Moghadam, Azadeh

    2015-01-01

    Introduction Parenting styles are effective in the educational performance of their child. The present study aimed to investigate the relationship between the parenting styles and students’ educational performance among Iranian girl high school students. Materials and Methods In a cross–sectional survey, female students in high schools of Ilam (Iran) evaluated during the academic year 2014-15. Multistage cluster random sampling was used to select the participants. Data were collected by two demographic and Baumrind’s parenting styles questionnaire. The Cronbach’s alpha coefficient was measured as an index of internal identicalness of the questionnaire to verify its reliability. Results: A total 400 students were studied. The Mean±SD of the students’ age were 14±1.08. The students’ school grades were the first year of high school to pre-university course. The Mean±SD of parenting styles were 35.37±5.8, 34.69±6.34 and 19.17±6.64 for permissive parenting style, authoritarian parenting style and authoritative parenting styles, respectively. There was a significant relationship between the score of permissive parenting style (p= 0.001, r= 0.151), authoritarian parenting style (p= 0.001, r= 0.343) and authoritative parenting style (p=0. 001, r= 0.261) with the students’ average score for studying. Conclusion: The results of this study demonstrate that parental influence plays an important role in students’ educational performance. PMID:26813692

  20. Chinese Parents and English Education.

    Science.gov (United States)

    Ghuman, P.; Wong, R.

    1989-01-01

    Interviews of 34 Chinese families in Manchester, England, ascertained their views on their children's schooling. These parents have little knowledge of English and the school system. They value education highly, would like more homework and discipline, and would like the schools' help in preserving their language and culture. (SK)

  1. Original article Parenting style and locus of control, motivation, and school adaptation among students with borderline intellectual functioning

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    Anna Maria Jankowska

    2014-12-01

    Full Text Available Background Parenting style impacts children’s psychosocial development. Students with borderline intellectual functioning (BIF are especially sensitive to the quality of parental care. The objective of this study was to compare parenting styles of mothers of children with BIF and mothers of typically developing peers, and establish associations between parenting styles and children’s psychosocial traits, which determine their school functioning. Participants and procedure Forty-two primary school students in Grades 4 to 6, their teachers, and mothers participated in the study. Based on their IQ level they comprised two groups: students with BIF (criterion group; n = 21 and students with average IQ (comparison group; n = 21. A series of measures were used to assess mothers’ parenting style and students’ psychosocial traits. Questionnaires measuring students’ psychosocial pro­perties were administered to children and their teachers in order to compare their perspectives. Results Mothers of children with BIF in comparison to mothers in the control group presented greater inclinations towards over-parenting. Based on self-reports, students with BIF did not differ from their typically developing classmates in terms of school motivation, anxiety, locus of control, or social adjustment, despite their lower academic performance. According to teachers, students with BIF had significantly lower school motivation and delayed socialization. For students with BIF but not for the comparison group, a negative correlation was found between mothers’ tendency to dominate over their child and students’ locus of control and school motivation. Conclusions Children with BIF are especially sensitive to the quality of mothers’ parenting style, which can have an adverse effect on their school adjustment.

  2. Parenting and feeding behaviors associated with school-aged African American and White children.

    Science.gov (United States)

    Polfuss, Michele Lynn; Frenn, Marilyn

    2012-08-01

    Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

  3. The school counselor's support during parental divorce

    OpenAIRE

    Raišp, Julija

    2016-01-01

    The diploma thesis deals with divorce and the role of school counselor to give support to the child. The theoretical part presents the different definitions of family, characteristics of family life in Slovenia and the importance of being raised by both parents. Definition of separation, divorce statistics in Slovenia and the impact of divorce on children is also described. An important issue that is mentioned in the diploma thesis is the time after the divorce. Because of that, an entire cha...

  4. Parental and School Bonding in Iranian Adolescent Perpetrators and Victims of Bullying

    Science.gov (United States)

    Mohebbi, Mina; Mirnasab, Mirmahmoud; Wiener, Judith

    2016-01-01

    This study compared parental and school bonding in adolescents in Iran who are perpetrators of bullying, victims of bullying and not-involved in bullying. Secondary school students (N = 240) were selected by cluster random sampling and screening, and categorized as perpetrators of bullying (N = 80), victims of bullying (N = 80) and non-involved (N…

  5. Parental Influence on Academic Achievement among the Primary School Students in Trinidad

    Science.gov (United States)

    Johnson, Emmanuel Janagan; Descartes, Christine H.

    2017-01-01

    The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS.…

  6. The Actions of Headmasters and Headmistresses in Fostering Parent & Family Involvement in Low-Income Schools in Tamil Nadu, India

    Science.gov (United States)

    Shekar, Anupama

    2013-01-01

    Decades of research has examined the contribution of parent involvement to children's educational outcomes. Research has also attempted to identify meaningful involvement practices, taking place at home or in school and, as a result, measuring its effects on school, school staff and parents themselves. Despite the extensive research base, very…

  7. Parental perceptions and predictors of consent for school-located influenza vaccination in urban elementary school children in the United States.

    Science.gov (United States)

    Cheung, Susan; Wang, Hai-Lin; Mascola, Laurene; El Amin, Alvin Nelson; Pannaraj, Pia S

    2015-09-01

    School-located influenza vaccination (SLV) programs have the potential to mass-vaccinate all enrolled children, but parental consent is required. To examine parental attitudes and determine predictors of parental consent for vaccination of schoolchildren through SLV programs. Surveys were distributed to parents of 4517 children during 2009-2010 (year 1) and 4414 children during 2010-2011 (year 2) in eight elementary schools in conjunction with a SLV program. Participants included 1259 (27·9%) parents in year 1 and 1496 (33·9%) in year 2. Parental consent for 2009 H1N1, 2009 seasonal, and 2010 seasonal influenza vaccines was obtained from 738 (70·8%), 673 (64·5%), and 1151 (77·2%) respondents, respectively. During the 2009 pandemic, respondents concerned about influenza severity were twice as likely to consent for the 2009 H1N1 vaccination compared to unconcerned respondents (OR 2·04, 95% CI:1·19-3·51). During year 2, factors that predicted parental consent were the perception of high susceptibility to influenza infection (OR 2·19, 95% CI:1·50-3·19) and high benefit of vaccine (OR 2·23, 95% CI:1·47-3·40). In both years, college-educated parents were more likely to perceive vaccine risks (year 1: 83·6 versus 61·5%, P college-educated parents. Parents who appreciate the risks of influenza and benefits of vaccination are more likely to consent for SLV. More research is needed to determine how to address heightened safety concerns among college-educated parents. © 2015 The Authors. Influenza and Other Respiratory Viruses Published by John Wiley & Sons Ltd.

  8. Challenges to obtaining parental permission for child participation in a school-based waterpipe tobacco smoking prevention intervention in Qatar.

    Science.gov (United States)

    Nakkash, Rima T; Al Mulla, Ahmad; Torossian, Lena; Karhily, Roubina; Shuayb, Lama; Mahfoud, Ziyad R; Janahi, Ibrahim; Al Ansari, Al Anoud; Afifi, Rema A

    2014-09-30

    Involving children in research studies requires obtaining parental permission. A school-based intervention to delay/prevent waterpipe use for 7th and 8th graders in Qatar was developed, and parental permission requested. Fifty three percent (2308/4314) of the parents returned permission forms; of those 19.5% of the total (840/4314) granted permission. This paper describes the challenges to obtaining parental permission. No research to date has described such challenges in the Arab world. A random sample of 40 schools in Doha, Qatar was selected for inclusion in the original intervention. Permission forms were distributed to parents for approval of their child's participation. The permission forms requested that parents indicate their reasons for non-permission if they declined. These were categorized into themes. In order to understand reasons for non-permission, interviews with parents were conducted. Phone numbers of parents were requested from the school administration; 12 of the 40 schools (30%) agreed to provide the contact information. A random sample of 28 parents from 12 schools was interviewed to reach data saturation. Thematic analysis was used to analyze their responses. Reasons for non-permission documented in both the forms and interviews included: poor timing; lack of interest; the child not wanting to participate; and the child living in a smoke-free environment. Interviews provided information on important topics to include in the consent forms, parents' decision-making processes regarding their child's participation, and considerations for communicating with parents. Many parents also indicated that this was the first time they had been asked to give an informed consent for their child's participation in a study. Results indicate that more attention needs to be given to the informed parental consent process. Researchers should consider enhancing both the methods of communicating information as well the specific information provided. Before

  9. Parent Involvement Activities in School Improvement Plans in the Northwest Region. Issues & Answers. REL 2008-No. 064

    Science.gov (United States)

    Speth, Timothy; Saifer, Steffen; Forehand, Gregory

    2008-01-01

    Although the No Child Left Behind Act of 2001 (NCLB) spells out parent involvement requirements for schools in need of improvement, the majority of the Northwest Region school improvement plans reviewed failed to include such provisions. Reported findings include: (1) Despite a wide range of parent involvement practices discussed in legislation…

  10. Improving survey response rates from parents in school-based research using a multi-level approach.

    Science.gov (United States)

    Schilpzand, Elizabeth J; Sciberras, Emma; Efron, Daryl; Anderson, Vicki; Nicholson, Jan M

    2015-01-01

    While schools can provide a comprehensive sampling frame for community-based studies of children and their families, recruitment is challenging. Multi-level approaches which engage multiple school stakeholders have been recommended but few studies have documented their effects. This paper compares the impact of a standard versus enhanced engagement approach on multiple indicators of recruitment: parent response rates, response times, reminders required and sample characteristics. Parents and teachers were distributed a brief screening questionnaire as a first step for recruitment to a longitudinal study, with two cohorts recruited in consecutive years (cohort 1 2011, cohort 2 2012). For cohort 2, additional engagement strategies included the use of pre-notification postcards, improved study materials, and recruitment progress graphs provided to school staff. Chi-square and t-tests were used to examine cohort differences. Compared to cohort 1, a higher proportion of cohort 2 parents responded to the survey (76% versus 69%; p value of investing in a relatively simple multi-level strategy to maximise parent response rates, and potentially reduce recruitment time and costs.

  11. The significance of parental involvement in early childhood learner development in Mafikeng rural school / Nicholas Maikanya Lebopa

    OpenAIRE

    Lebopa, Nicholas Maikanya

    2010-01-01

    The study aims at investigating the importance of parental involvement in the teaching and learning of learners in their early years of schooling, especially in rural areas. The researcher is of the opinion that many parents in rural areas are illiterate and poor. Their disadvantages are therefore vast to their counterparts who live in urban areas. Parents could become involved in several activities occurring at school which could provide opportunities for them to be familiar w...

  12. Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

    Science.gov (United States)

    DeGarmo, John

    2015-01-01

    "Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

  13. Parenting and social competence in school: The role of preadolescents' personality traits.

    Science.gov (United States)

    Lianos, Panayiotis G

    2015-06-01

    In a study of 230 preadolescent students (mean age 11.3 years) from the wider area of Athens, Greece, the role of Big Five personality traits (i.e. Neuroticism, Conscientiousness, Openness to Experience, Agreeableness and Extraversion) in the relation between parenting dimensions (overprotection, emotional warmth, rejection, anxious rearing) and social competence in school was examined. Multiple sets of regression analyses were performed. Main effects of Conscientiousness and Openness to Experience were identified. Limited evidence for moderation and some support of gender-specific parenting was found. Agreeableness and Extraversion interacted with paternal overprotection, whereas Neuroticism interacted with maternal and paternal rejection in predicting social competence. Mean differences in gender and educational grade were reported. The relationship between environmental effects (such as parenting during early adolescence) and social adjustment in school is discussed in terms of the plasticity and malleability of the preadolescents' personality characteristics. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  14. Constructive and Destructive Marital Conflict, Parenting, and Children's School and Social Adjustment.

    Science.gov (United States)

    McCoy, K P; George, M R W; Cummings, E M; Davies, P T

    2013-11-01

    This study addresses the links between destructive and constructive marital conflict and mothers' and fathers' parenting to understand associations with children's social and school adjustment. Multi-method, longitudinal assessments of 235 mothers, fathers, and children (129 girls) were collected across kindergarten, first, and second grades (ages 5-7 at Time 1; ages 7-9 at Time 3). Whereas constructive marital conflict was related to both mothers' and fathers' warm parenting, destructive marital conflict was only linked to fathers' use of inconsistent discipline. In turn, both mothers' and fathers' use of psychological control was related to children's school adjustment, and mothers' warmth was related to children's social adjustment. Reciprocal links between constructs were also explored, supporting associations between destructive marital conflict and mothers' and fathers' inconsistent discipline. The merit of examining marital conflict and parenting as multidimensional constructs is discussed in relation to understanding the processes and pathways within families that affect children's functioning.

  15. Improving implementation of mental health services for trauma in multicultural elementary schools: stakeholder perspectives on parent and educator engagement.

    Science.gov (United States)

    Langley, Audra; Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

    2013-07-01

    Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community-partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement, both at the pre-implementation phase and during implementation of the program. Implications for next steps of this community-partnered approach are described.

  16. Improving Implementation of Mental Health Services for Trauma in Multicultural Elementary Schools: Stakeholder Perspectives on Parent and Educator Engagement

    Science.gov (United States)

    Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

    2013-01-01

    Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement both at the pre implementation phase and during implementation of the program. Implications for next steps of this community partnered approach are described. PMID:23576136

  17. COMPARATIVE ANALYSIS OF PARENTS` ATTUTUTES FROM NEIGHBOUR COUNTRIES ON PHYSICAL ACTIVITIES OF THEIR PRE-SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Dragan Krivokapić

    2014-06-01

    Full Text Available Introduction: A research has been done in pre-school institutions of Montenegro and Serb Republic whose aim was to get directions for improvement of physical education in pre-school institutions as well as for taking measures in order to educate parents of the children attending those institutions in the sense of improving knowledge on importance of physical activity for growth and development of pre-school children through monitoring and insight into attitudes of parents on physical activity of their children. Problem of this research is consisted of an attempt to use the parents` attitudes to estimate how active their children are within the time period when there are not on the pre-school institutions. Methods: The research was done by the poll method of anonymous questionnaire, with was filled by parents of the children attending pre-school institutions in Montenegro and Serb Republic. Sample of the examinees from Montenegro was made of 1356 of parents of the pre-school children attending pre-school institutions from all three Montenegrin regions. Sample of the examinees from the Serb Republic was made of 386 parents of the pre-school children attending pre-school institutions. Aim of the research was consisted of estimation of the parents` attitudes on volume and features of the physical activity of their children and of attempt to use the given data to take certain measures on the base of which their physical activities would be optimized. For this poll, a specially structured questionnaire for this purpose was used, in which the questions were set into groups with the aim of estimating features of physical activity of the pre-school children. Results: For the statistics processing methods of descriptive statistics were used, which were used for numerical and percent presentation of frequency of some answers of the examinees, and the answers were presented comparatively in tables for both samples. Results of this research indicate to trend

  18. Parental Use of Antibiotics as Self Medication to Their School Going Children: A Cross Sectional Study

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    Yugantara R. Kadam

    2018-01-01

    Full Text Available Background: Self-medication with antibiotics constitutes a major form of irrational use of medicine and it is associated with risk of developing antibiotic resistance. Parents many times use antibiotics as self medication for their children which is hazardous. There is a need to find out such practices if they are happening. Aim and Objectives: to find out the prevalence and practices of antibiotics use as self medication in children amongst the parents and reasons for the same. Material and Methods: It was a cross-sectional study. Schools from Sangli-Miraj-Kupwad Corporation area were the study place. Parents of primary and secondary school students were the study subjects. The sample size was 1407. Cluster sampling method was used. The study duration was of 6 months. The questionnaire was used as a study tool. Results: The prevalence of non prescriptional parental use of antibiotic for school going children was 22.8%. Most common symptom treated was runny nose (41.43%. Majority parents (35.51% selected antibiotic by using their own experience. Commonest reason was 'convenience' (27.72%. Gender and type of family are the strong predictors for self-medication with antibiotic for children. Conclusion: Parental use of non prescribed antibiotic was high. Risk for parental use of self medication was high with nuclear families and mothers.

  19. Cross-sectional observation of the relationship of depressive symptoms with lifestyles and parents' status among Japanese junior high school students.

    Science.gov (United States)

    Hyakutake, Aiko; Kamijo, Tomoko; Misawa, Yuka; Washizuka, Shinsuke; Inaba, Yuji; Tsukahara, Teruomi; Nomiyama, Tetsuo

    2016-07-01

    Students' depressive symptoms might be related to their own risk factors and to their parents' status. The objective of this cross-sectional study was to examine the relationship of depressive symptoms with lifestyle variables and parents' psychological and socio-demographic status among Japanese junior high school students. Of 477 students and their parents, 409 (85.7 %) students and 314 (65.8 %) parents participated in the study. Students answered self-reported questionnaire on depressive symptoms, their heights and weights, subjective stress, body dissatisfaction, lifestyles including sleep duration and extracurricular physical activity in school and other physical activity outside the school, and nutritional intake. Parents responded to questionnaire on depressive symptoms and socio-demographic status. The prevalence of depressive symptoms was 24.9 %. Students with depressive symptoms were more likely to have stress. Students in shorter and longer sleep duration groups were more likely to have depressive symptoms. The students with depressive symptoms had smaller amount of energy intake than did those without depressive symptoms. Multiple logistic regression analysis revealed significant relationships between students' depressive symptoms and some independent variables. Sex, subjective stress, "almost-never"-categorized extracurricular physical activity in school and other physical activity outside the school, and having a parent with depressive symptoms were significantly associated with students' depressive symptoms. Reducing mental stress and taking care of lifestyles, especially, "almost-everyday"-categorized extracurricular physical activity in school and other physical activity outside the school, may have benefits for students' mental health, and having a parent with depressive symptoms may be associated with students' depressive symptoms.

  20. Using School Choice: Analyzing How Parents Access Educational Freedom. School Choice Issues in Depth

    Science.gov (United States)

    Forster, Greg

    2005-01-01

    This report provides a summary of the process parents must go through to participate in each of the nation's school choice programs, identifying problem areas in some programs. For the first time in one place, this report collects data on participation in each of the programs in current and previous years. Data are given for the number of students…

  1. Migration background is associated with caries in Viennese school children, even if parents have received a higher education.

    Science.gov (United States)

    Cvikl, Barbara; Haubenberger-Praml, Gertraud; Drabo, Petra; Hagmann, Michael; Gruber, Reinhard; Moritz, Andreas; Nell, Andrea

    2014-05-09

    A low level of education and the migration background of parents are associated with the development of caries in children. The aim of this study was to evaluate whether a higher educational level of parents can overcome risks for the development of caries in immigrants in Vienna, Austria. The educational level of the parents, the school type, and the caries status of 736 randomly selected twelve-year-old children with and without migration background was determined in this cross sectional study. In children attending school in Vienna the decayed, missing, and filled teeth (DMFT) index was determined. For statistical analysis, a mixed negative-binomial-model was used. The caries status of the children with migration background was significantly worse compared to that of the native Viennese population. A significant interaction was found between migration background and the educational level of the parents (p = 0.045). No interaction was found between the school type and either the migration background (p = 0.220) or the education level of the parents (p = 0.08). In parents with a higher scholarly education level, migration background (p education level, however, migration background and school type had no significant association with DMFT values. These data indicate that children with a migration background are at higher risk to acquire caries than other Viennese children, even when the parents have received a higher education.

  2. Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

    Science.gov (United States)

    Gilbert, Ailia S.

    2017-01-01

    The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

  3. Soliciting Support for the American Public School: A Guide To Inform Administration and Educate Parents.

    Science.gov (United States)

    Nelson, Jeannette; Karr-Kidwell, PJ

    While teachers, administrators, and their schools are constantly being bombarded with demands for excellence, little attention has been paid to the role of parents to achieve high levels of learning with their children. An area of concern is the modeling parents can provide by placing high value on learning. Parents must become knowledgeable about…

  4. Parent Involvement in Inclusive Primary Schools in New Zealand: Implications for Improving Practice and for Teacher Education

    Science.gov (United States)

    Hornby, Garry; Witte, Chrystal

    2010-01-01

    A critical factor in the success of inclusive schools is effective parent involvement in the education of children with special educational needs. This article reports the results of a survey of the practice of parent involvement in inclusive primary schools in a large city in New Zealand. Interviews were conducted with 21 primary school…

  5. Improving survey response rates from parents in school-based research using a multi-level approach.

    Directory of Open Access Journals (Sweden)

    Elizabeth J Schilpzand

    Full Text Available While schools can provide a comprehensive sampling frame for community-based studies of children and their families, recruitment is challenging. Multi-level approaches which engage multiple school stakeholders have been recommended but few studies have documented their effects. This paper compares the impact of a standard versus enhanced engagement approach on multiple indicators of recruitment: parent response rates, response times, reminders required and sample characteristics.Parents and teachers were distributed a brief screening questionnaire as a first step for recruitment to a longitudinal study, with two cohorts recruited in consecutive years (cohort 1 2011, cohort 2 2012. For cohort 2, additional engagement strategies included the use of pre-notification postcards, improved study materials, and recruitment progress graphs provided to school staff. Chi-square and t-tests were used to examine cohort differences.Compared to cohort 1, a higher proportion of cohort 2 parents responded to the survey (76% versus 69%; p < 0.001, consented to participate (71% versus 56%; p < 0.001, agreed to teacher participation (90% versus 82%; p < 0.001 and agreed to follow-up contact (91% versus 80%; p < 0.001. Fewer cohort 2 parents required reminders (52% versus 63%; p < 0.001, and cohort 2 parents responded more promptly than cohort 1 parents (mean difference: 19.4 days, 95% CI: 18.0 to 20.9, p < 0.001.These results illustrate the value of investing in a relatively simple multi-level strategy to maximise parent response rates, and potentially reduce recruitment time and costs.

  6. Perceived parenting and adolescents’ adjustment

    Directory of Open Access Journals (Sweden)

    Joana Jaureguizar

    2018-05-01

    Full Text Available Abstract Adolescence is an important developmental period that is characterised by heightened problems of adjustment. The aim of this study is to analyse adolescents’ adjustment, and to explore the typologies and dimensions of parenting, and thus to determine the relationships between these factors. The sample comprised 1285 adolescent students aged 12 to 16 from the Basque Country (Spain. The students filled out the self-report of the Behavior Assessment System for Children (BASC and the Parental Acceptance-Rejection/Control Questionnaire, (PARQ/Control. Differences by age were found in the adolescents’ school maladjustment and parenting style perception. Moreover, perceptions of little parental warmth were related to higher levels of clinical and school maladjustment, and the lower the parental control, the greater the clinical maladjustment. Finally, the results obtained revealed that the interaction between the mothers’ and fathers’ parenting styles was significant only for clinical maladjustment; those students with neglectful mothers and authoritative fathers presented the highest level of clinical maladjustment, followed by other combinations of neglectful mothers. Furthermore, the students from neglectful and authoritarian families presented the highest levels of school maladjustment, without differences between neglectful and authoritarian or between indulgent and authoritative families.

  7. A Case Study of Private Middle School Principals' and Parents' Perceptions of Student Bullying

    Science.gov (United States)

    Taylor, David

    2013-01-01

    Student bullying is an ongoing educational, social, and public health phenomenon facing countless students, parents, and educators. Educators and parents are challenged with distinguishing student bullying from normal student conflict. The purpose of this qualitative multiple case study was to compare private middle school principals' and middle…

  8. Pourquoi les Parents Ne Veulent-Ils Pas Participer? Voici Quelques Recommandations pour Ameliorer les Relations Ecole-Foyer (Why Don't Parents Want to Participate? There Are Some Recommendations for Improving Home-School Relations).

    Science.gov (United States)

    Foisy, Gerson

    1980-01-01

    The article describes a Quebec study to identify the causes of parental nonparticipation in the schools and includes six recommendations with specific examples for remedying the situation. It stresses the importance of home-school communication, information dissemination, and parental school committees. (SB)

  9. Goal Orientation among Boys and Girls in Higher Secondary Schools of Kerala: How Parenting Styles Influence It?

    Science.gov (United States)

    Gafoor, Kunnathodi Abdul; Kurukkan, Abidha

    2014-01-01

    The purpose of the study is to investigate the relation between parenting style and goal orientation among boys and girls in higher secondary schools of Kerala. Four types of parenting style and five categories of goal orientation. The sample comprised of 467 girls and 365 boys from higher secondary school in Kerala who were selected through…

  10. And still WE rise: Parent-child relationships, resilience, and school readiness in low-income urban Black families.

    Science.gov (United States)

    Anderson, Riana Elyse

    2018-02-01

    The Family Stress Model acknowledges forms of resilience in the face of hardship; however, few studies have emerged on the potentially positive role of familial relationships in the academic, psychological, and prosocial success of impoverished Black children. The current study evaluates how parent-child relationship conflict and financial stress are associated with children's school readiness (i.e., academic, psychosocial, and socioemotional indicators). Latent profile analyses, incorporating financial stress, general stress, and parent-child relationship variables were used to test whether varying family stress profiles differentially predicted children's school readiness in Black families with children entering kindergarten (N = 292). Findings revealed 4 latent classifications with profiles of low, moderate, moderate/high, and high/moderate stress and conflict variables, respectively. Whereas the low-profile was associated with the most desirable school readiness indicators overall, children in the high/moderate-profile were rated as significantly more psychosocially and socioemotionally prepared for school than their moderate/high-profile counterparts. Families with less conflictual parent-child relationships had more optimal school readiness relative to families with higher conflict and less financial strain. The findings of the current study have the potential to contribute to theories of poverty and parent-child relationships, as well as guide therapeutic services focused on family relationships through school- and community-related programs for impoverished urban Black youth and their families. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  11. Past in the Present: The Way Parents Remember Their Own School Years Relates to the Way They Participate in Their Child's Schooling and Remember His/Her School Years

    Science.gov (United States)

    Raty, Hannu

    2011-01-01

    This study set out to explore the contribution of parents' own school memories to the way they remembered their child's school years and took part in his/her schooling. The respondents were a group of academically and vocationally educated fathers and mothers (N = 326), who participated in a full 9-year follow-up study of their child's schooling.…

  12. "KiDS and Diabetes in Schools" project: Experience with an international educational intervention among parents and school professionals.

    Science.gov (United States)

    Bechara, Glaucia Margonari; Castelo Branco, Fernanda; Rodrigues, Avelino Luiz; Chinnici, Daniela; Chaney, David; Calliari, Luis Eduardo P; Franco, Denise Reis

    2018-06-01

    Although it is known that school care is a major challenge in diabetes treatment, there is still no published international initiative. The aims of this study were to introduce an international educational intervention tool, the International Diabetes Federation (IDF) KiDS and Diabetes in Schools project (KiDS project), and to describe its impact on diabetes knowledge and behavior of caregivers and school professionals. The KiDS project was developed with the support of IDF and the International Society for Pediatric and Adolescent Diabetes and provides online free material in 10 languages, directed to caregivers and school personnel. A pilot evaluation of the KiDS intervention was performed in Brazil. An educational intervention was conducted in 5 primary schools, with 42 parents and school staff, followed by 2 individual interviews after 1 and 3 months. The results were evaluated in a qualitative study with a descriptive design based on content analysis. School staff acquired new knowledge on diabetes and its treatment. They felt more confident when helping students with diabetes and said the educational intervention promoted a positive impact on the teacher-student relationship, on the caring for health, and on school infrastructure. Family members of children with diabetes stated that the educational intervention gave them an opportunity to strengthen and update information on treatment and improve their knowledge. The KiDS project is the first international tool directed to foster a safe and supportive environment and a better understanding of diabetes in schools. In this pilot evaluation, it achieved the goal of informing and changing the behavior of parents and school staff, thus improving the care provided to children with diabetes in schools. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  13. Context-Specific Associations Between Harsh Parenting and Peer Rejection on Child Conduct Problems at Home and School.

    Science.gov (United States)

    Tung, Irene; Lee, Steve S

    2016-02-06

    Although harsh parenting and peer rejection are independently associated with childhood conduct problems (CP), these patterns are often informant specific, suggesting that their associations across contexts (i.e., home and school) should be considered. In a sample of 142 children with and without attention-deficit/hyperactivity disorder (ADHD; ages 5-10; 66% male), we used structural equation modeling to evaluate the structure of multi-informant (parent, teacher) and multimethod (semi-structured interview, questionnaire) rated aggressive, rule-breaking, and oppositional behavior. Next, we explored context-specific associations by modeling harsh parenting and peer rejection as simultaneous and independent predictors of home and school CP. We observed several key findings: (a) the structure of parent- and teacher-reported CP was best accounted by context-specific CP (i.e., home vs. school) and a second-order general CP factor; (b) harsh punishment and peer rejection each independently predicted the second-order general CP factor; and (c) peer rejection was uniquely associated with school CP, whereas harsh punishment was associated only with the second-order general CP factor and did not exhibit specificity with home CP. Whereas harsh parenting and peer rejection were each independently associated with generalized CP, peer rejection showed an additional, unique context-specific association with CP exclusively expressed at school. We discuss potential explanatory mechanisms underlying context-specific associations of CP, as well as address etiological and clinical implications for understanding informant-discrepancies in CP.

  14. The Implications of the Collaboration among Parents, Teachers, and Psychologists, Parenting Education Provided by Schools, and Applied Behavior Analysis in the Lives of Children Diagnosed with Autism Spectrum Disorder

    Science.gov (United States)

    Udaze, Joanne

    2016-01-01

    There was a need for an increased and equal partnership between school professionals and parents. Collaboration will help parents and school professionals to understand one another. Natural environment teaching and routine should be incorporated into the intervention strategies that address the needs of the children diagnosed with autism. When…

  15. Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values.

    Science.gov (United States)

    Wang, Cixin; Do, Kieu Anh; Bao, Leiping; Xia, Yan R; Wu, Chaorong

    2017-01-01

    School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( b se→adj = 0.05, SE = 0.01, p school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( b indepxautom = 0.06, SE = 0.02, p autonomy granting, which then impacts their school functioning.

  16. A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

    Science.gov (United States)

    Fowler, Crystal Nicole

    2013-01-01

    This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…

  17. Understanding individual differences in school achievement : the specific and joint impact of motivation and parenting style independent of children's measured intelligence

    OpenAIRE

    Su, Ying

    2015-01-01

    Intelligence explains some variance in students’ school achievement, but not all. Motivation and parenting have been well-documented as non-cognitive predictors and are crucial to students’ school achievement. Better performance of students under Eastern culture could be attributed to motivation and parenting. The present research is dedicated to exploring the associations among motivation and parenting, as well as their specific and joint predictive power for school achievement, independent ...

  18. Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

    Science.gov (United States)

    Heddy, Benjamin Charles

    This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

  19. Parental informal payments in Kyrgyzstani schools: Analyzing the strongest and the weakest link

    Directory of Open Access Journals (Sweden)

    Rubén Ruiz Ramas

    2016-07-01

    Full Text Available This paper aims to explain why parental informal payments emerge and then spread in different manners in Kyrgyzstani schools and to examine their interaction as informal institutions with the school as a formal one. It is argued that the main reason behind informal payments is the survival of the schools; parents' acceptance of them was a result of necessity. In a small percentage of experiences where marketization of public schools was successful, there was a socioeconomic segregation of pupils, advancing toward a de facto privatization of public schools. Then, while the key logic behind informal payments was the upgrading or elitization of schools, the nature of the engagement of givers and receivers was by choice rather than by necessity. Finally, following Helmke and Levitsky (2004, I link the survival strategy to a substitutive relationship to formal public school outcomes, and to the elitization strategy, a competing nature with the formal logic of Kyrgyzstani basic education. Special attention is given to the social function approach toward informal economy practices, and to the significance of social stratification on how those informal practices work. The paper focuses on the comparison of informal payments in two schools representing the two strategies previously described: an elitnaya school from the center of Bishkek, the 13th Gymnasium School; and the conventional 21st Middle School in the novostroika (new settlement of Enesay, the capital's periphery. The fieldwork of this research was developed in two stays during the months of July/August and October/November in 2011.

  20. Parenting Styles and Bullying at School: The Mediating Role of Locus of Control

    Science.gov (United States)

    Georgiou, Stelios N.; Ioannou, Myria; Stavrinides, Panayiotis

    2017-01-01

    The current study examined the mediating role of children's locus of control in the relation between parenting styles and bully-victim experiences at school. Participants were 447 students aged 10 and 11 years old from 13 different elementary, urban, and rural schools in Cyprus. Analyses using structural equation modeling showed that parenting…