Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H; Chang, Vickie Y; Stein, Bradley D
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.
Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Chang, Vickie Y.; Stein, Bradley D.
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
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.
Flores, Jayne; Karr-Kidwell, PJ
This document represents a Web site for Chisholm Trail Intermediate School (Keller Independent School District (KISD), Fort Worth, Texas). The first part of the document provides an introduction that discusses the importance of the communication environment and the sense of community that can be created within education. This section also…
Torrens Armstrong, Anna M; McCormack Brown, Kelli R; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J
This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. In-depth interviews were conducted with school personnel at the middle school (N = 42), high school (N = 40), and district levels (N = 10). The findings focus on emergent themes from interviews with school health personnel (N = 12), particularly those themes related to their perceptions of and role in working with school-refusing students. Personnel, especially school health services staff, constructed a typification of the school-refusing student as "the sick student," which conceptualized student refusal due to reasons related to illness. Personnel further delineated sick students by whether they considered the illness legitimate. School health personnel referenced the infamous "frequent fliers" and "school phobics" within this categorization of students. Overarching dynamics of this typification included parental control, parental awareness, student locus of control, blame, and victim status. These typifications influenced how personnel reacted to students they encountered, particularly in deciding which students need "help" versus "discipline," thus presenting implications for students and screening of students. Overall, findings suggest school health personnel play a pivotal role in screening students who are refusing school as well as keeping students in school, underscoring policy that supports an increased presence of school health personnel. Recommendations for school health, prevention, and early intervention include the development of screening protocols and staff training. © 2011, American School Health Association.
Gunther, Margaret L.; Troftgruben, Judith A.
Designed to help school food service personnel, teachers, aides, and volunteers extend the benefits of the school meal program to handicapped children, this manual discusses eating problems resulting from such conditions as cerebral palsy, mental retardation, blindness, orthopedic handicaps, and other health impairments. Specific recommendations…
Cripps, Kayla; Zyromski, Brett
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…
Kohler-Evans, Patty; Webster-Smith, Angela; Albritton, Shelly
School personnel are not having the number or quality of meaningful conservations needed to move schools forward in a focused, cohesive manner. In the face of compelling evidence and best practices, many school leaders and teachers continue to work in isolation. There remains a dearth of professional learning communities and where they exist, many…
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
Paulsen, Jan Merok
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…
... 34 Education 1 2010-07-01 2010-07-01 false Use of public school personnel. 76.659 Section 76.659... Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76.659 Use of public school personnel. A subgrantee may use program funds to make public personnel...
Kenemore, Thomas; Lynch, John; Mann, Kimberly; Steinhaus, Patricia; Thompson, Theodore
Authors explored the experiences of school personnel in their responses to children's exposure to violence. Thirty-one school personnel, including administrators, teachers, counselors, school social workers, and psychologists, were interviewed to obtain data on their experiences related to violence exposure in their schools and the surrounding…
Full Text Available The main purpose of study is to define the health behaviour profile of the personnel of primary schools as well as to define the topics to be given priority in health education activities. The research population consisted of all personnel of 564 primary schools in Ankara province. The study group (30 schools was estimated by cluster sampling method. The Health Behaviours Questionnaire, which consists of 47 items on health behaviours and demographic characteristics, was used for data collection. In the study, 849 school workers (67,5% female were interviewed. Teachers constituted the largest group (82,3% while the cleaning staff (7.0%, school administrators (6.3%, and other personnel (4.4% were sharing the rest in small proportions. Of the study group 41,7 % are cigarette smokers and of them 67.3% smoke every time and 11,9% sometime in school. Very few school personnel (14,8% do physical exercise regularly. Majority of school personnel (71,3% stated that they brush their teeth at least twice a day regularly. However, only 23,7% of school personnel go to have regular dental control. All results were discussed in details considering the effects of health behaviours of school personnel on students, and some recommendations were developed for health education activities in schools. [TAF Prev Med Bull 2006; 5(2.000: 83-93
This is particularly to enable stakeholders, principally; school personnel gain adequate knowledge on autism as they are the next important people after parents, in the handling of children. This is aimed towards early diagnosis and intervention. Based on this premise, it is believed that the knowledge of autism through ...
Santiago, Catherine Decarlo; Pears, Gillian; Baweja, Shilpa; Vona, Pamela; Tang, Jennifer; Kataoka, Sheryl H
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.
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...
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...
Norton, M. Scott
This article emphasizes the paramount importance of the human resources function in the school system--specifically, in the implementation of an effective school public relations program and in the quality of leadership given by the administrators and the professional and classified staffs. The article submits that school administrators at every…
Moore, Allison B.; MacGregor, Cynthia; Cornelius-White, Jeffrey
Purpose: This paper aims to examine the relationship between student achievement and racial congruence of school personnel and students to help educators and policy makers narrow the achievement gap. Design/methodology/approach: This quasi-experimental, correlational study used publicly available data from 158 elementary schools in the Houston…
Skelley, Jason P; Luthin, David R; Skelley, Jessica W; Kabagambe, Edmond K; Ashraf, Ambika P; Atchison, Joycelyn A
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.
While empowerment has become a popular concept in working with adolescents, few attempts have been made to explore the possibilities for empowering school personnel to create an environment in which young people can make maximum use of the opportunity to learn and grow. Based on the field experiences of 15 Hong Kong school social workers, this article examines how practitioners use various strategies to interact with school personnel to generate empowering practices in the school setting: namely, (1) exerting influence on school personnel in daily conversations and interactions; (2) creating an environment conducive to the teacher-student relationship; (3) achieving consensus with school personnel through lobbying and negotiation; and (4) collaborating with school personnel to organize life education and positive youth development programs. The findings provide valuable reference materials to guide other practitioners in applying the empowerment approach in actual practice. It also helps fill the gap in existing literature on empowerment and school social work.
Mason, Kimberly L.
Because of the advent and growth of technology, a new variation of bullying--cyberbullying--has transformed from the physical to the virtual. Cyberbullying is a form of psychological cruelty. Although cyberbullying usually occurs off school grounds, schools are experiencing its repercussions (Li, 2006). This article provides an overview of…
Payton, Erica; Khubchandani, Jagdish; Thompson, Amy; Price, James H
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.
Hasken, Julie; Kresl, Laura; Nydegger, Teresa; Temme, Megan
Background: Diabulimia, the omission or reduction of insulin use by persons with type 1 diabetes, is a harmful method of weight control. The purpose of this article is to present school health personnel with the information they may need to become more aware of the possibility of diabulimia in their students--especially females--with type 1…
Mallick, M. Joan
School personnel can have a vital role in the early detection and treatment of anorexia nervosa and bulimia by understanding certain signs and symptoms. This article provides specific information about early detection, approaches to use when confronting the student, and methods to facilitate treatment. (Author/DF)
Brown, Kelli McCormack; Perlmutter, Paula; McDermott, Robert J.
The recent proliferation of tattooing has prompted increased concern for safety and awareness of hazardous conditions. Transmission of infectious diseases can occur when proper sterilization and safety procedures are not followed. Adolescents are a critical high-risk group that need the attention of school health personnel to help them become…
Lewis, Wayne D.; Bjork, Lars G.; Zhao, Yuru; Chi, Bin
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…
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…
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.
Webber, Larry S; Johnson, Carolyn C; Rose, Donald; Rice, Janet C
The prevalence of overweight and obesity has increased dramatically in the adult population over the past 2 decades. Almost two-thirds of the adult population works outside the home; thus, interventions implemented at the worksite are viable for obesity reduction. Elementary schools are worksites that have a number of resources that can encourage a healthy lifestyle. The purpose of this paper is to describe the formative research activities and how these were used to design the ACTION! Wellness Program for Elementary School Personnel. Formative data were collected using focus groups, a school survey, and an environmental audit. Focus groups were conducted in three elementary schools, whereas the school survey and environmental audit were collected in 24 elementary schools. The intervention was then tested as a pilot study in one school to determine feasibility and receptivity and refine its components. Participants in the focus groups indicated that most had experience with trying to lose weight, some had positive social support, and most had little free time at school; however, most were very receptive to having a weight control intervention program at their school. Eighteen (75%) of the schools had snack vending machines on the school site, and all had cold drink machines. All 24 schools had at least one indoor site that could be used for physical activity programs. All schools were in neighborhoods conducive for walking. ACTION! will take advantage of the school resources in implementing an environmental intervention to reduce overweight and obesity. This paper describes the progression of events that led to the final trial.
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.
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...
Belcastro, P A; Gold, R S
Recent literature indicates teachers experience considerable stress in the workplace, and that such stress is associated with an increased frequency of physical illnesses and somatic complaints. This study was conducted to identify the relationship between reported levels of stress and somatic complaints and selected illnesses. The Maslach Burnout Inventory and the Teacher Somatic Complaints and Illness Inventory were distributed to 428 teachers in public schools in Southern Illinois. The MBI yields data allowing classification of teachers into two groups according to degrees of work related stress. A discriminant analysis was performed to examine the ability to discriminate between these groups based on their reported patterns of somatic complaints and illnesses. More than 11% of those responding to the study were classified as burned out according to conservative criteria for classification. The conclusion that burnout represents a health risk to teachers in this study has implications for school health personnel. Since school health personnel have experience in educating people about physiological and psychological factors that threaten health, and have experience in motivating individuals to take positive action regarding their health, they can provide teachers with information and skills to cope with occupational stress.
Nash, Edna M.
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)
Heath, Melissa Allen; Sheen, Dawn
When a student is in dire need of emotional support, caring adults in the school can make a difference. This essential resource helps practitioners prepare all school personnel to respond sensitively and effectively to children and adolescents in crisis. Packed with user-friendly features--including over 50 reproducible tools--the book provides…
Bullying is a serious and escalating problem in public schools across America. Each day, thousands of students face taunts and humiliation stemming from bullies. Bullying victims experience emotional and psychological problems that may persist for a lifetime. Other victims commit suicide or retaliate against bullies out of fear for their own…
Mäenpää, Tiina; Astedt-Kurki, Päivi
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.
Määttä, Suvi; Ray, Carola; Roos, Gun; Roos, Eva
This study explored parents' and preschool personnel's opinions on factors influencing 3-5-year-old children's sedentary behaviors by applying the socioecological model. Four focus group interviews with preschool personnel (N = 14) and six interviews with parents (N = 17) were conducted in autumn 2014. Two researchers independently analyzed the…
Schueler, Beth E; Capotosto, Lauren; Bahena, Sofía; McIntyre, Joseph; Gehlbach, Hunter
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
Torrens Armstrong, Anna M.; McCormack Brown, Kelli R.; Brindley, Roger; Coreil, Jeannine; McDermott, Robert J.
Background: This study explored school personnel's perceptions of school refusal, as it has been described as a "common educational and public health problem" that is less tolerated due to increasing awareness of the potential socioeconomic consequences of this phenomenon. Methods: In-depth interviews were conducted with school personnel…
Lund, K E; Helgason, A R
Health personnel make only moderate efforts at motivating parents to establish a smoke-free indoor environment for babies and infants. It is only when children show symptoms of exposure to tobacco smoke that they routinely raise the question of passive smoking during consultations with the parents. We wanted to find out why so many neglect to raise the matter when there is still time to prevent injury to the child. A pre-categorised questionnaire on possible obstacles to involvement in the matter was mailed to a representative sample of 1050 GPs, the senior midwives at Norway's 77 maternity departments, 492 senior public health nurses, and personnel at 1024 mother-and-child clinics. The response rate varied from 71% (GPs) to 82% (senior midwives). Public health nurses, midwives and doctors at the clinics regard it as part of their work to talk to parents about the possible effects of passive smoking on their children's health. The obstacles are a feeling of embarrassment at raising the matter, and not knowing how to talk to the parents about the problem. Even so, a clear majority experience a positive response from smoking parents when they discuss how to prevent the children from inhaling tobacco smoke. Among the GPs the main reason for not raising the matter is lack of time, followed by embarrassment at taking it up and lack of knowledge about the health risks. Health personnel seem to need training in conversation techniques in this connection.
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.
Ferguson, Earl E.; Killingsworth, Jerry
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…
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…
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.
Georgiou, Stelios N.; Stavrinides, Panayiotis
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…
Weegar, Kelly; Guérin-Marion, Camille; Fréchette, Sabrina; Romano, Elisa
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…
Archbold, A.; Nisbet, J.
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)
Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.
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
Hay, Genevieve H.; And Others
Knowledge of and preparation for life-threatening food allergies will enable school personnel to better respond to students who have severe allergic reactions. Given the high incidence of food-related anaphylaxis in public places, teachers and school personnel should be aware of and prepared to handle severe food allergy reactions. (SM)
Copeland, Michele Rzewski
In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited…
Gibbons, Stephen; Silva, Olmo
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…
Bluma, Dainuvite; Ivanova, Ilze
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…
In this podcast, Dr. William Jeynes, CDC Parenting Speaker Series guest, discusses the importance of parental involvement in children's academic success and lifelong health. Created: 8/3/2009 by National Center on Birth Defects and Developmental Disabilities (NCBDDD). Date Released: 8/3/2009.
Brauner-Otto, Sarah R
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.
Curry, Katherine A.; Adams, Curt M.
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…
Rose, Kathleen C.; Disney, Jody; Andresen, Kathleen; Tuck, Christine; Porter, Jessica; Bobo, Nicole
It is the position of the National Association of School Nurses (NASN) that, where laws permit, unlicensed assistive personnel (UAP) can have valuable and necessary roles as assistants to school nurses. It is the professional responsibility of the registered professional school nurse (herein after referred to as school nurse) to identify UAP in…
Steinberg, L; Lamborn, S D; Dornbusch, S M; Darling, N
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.
Hotz, V Joseph; Pantano, Juan
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.
Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis
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.…
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…
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…
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
Chu, Yen Li; Orsted, Mary; Marquart, Len; Reicks, Marla
Objective: To describe how school foodservice personnel use current labeling methods to identify whole-grain products and the influence on purchasing for school meals. Methods: Focus groups explored labeling methods to identify whole-grain products and barriers to incorporating whole-grain foods in school meals. Qualitative analysis procedures and…
Dornbusch, Sanford M.; And Others
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)
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.
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…
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 ...
Erdener, Mehmet Akif
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,…
Erdener, Mehmet Akif; Knoeppel, Robert C.
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,…
Hale, R; Fox, CL; Murray, MP
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...
Siah, Poh Chua; Christina Ong, Sook Beng; Tan, Swee Mee; Sim, Chzia Poaw; Xian Thoo, Raphael Yi
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…
West, Anne; Hunter, Jay
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)
Ogletree, Earl J.; Rodriquez, Margarita
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…
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.…
Blondal, Kristjana S; Adalbjarnardottir, Sigrun
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.
Wanat, Carolyn L.
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…
Nam, Bu-Hyun; Park, Duk-Byeong
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…
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.
McBride-Chang, C; Chang, L
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.
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.
Erdener, Mehmet Akif
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…
Chen, Ping-Ling; Huang, Wei-Gang; Chao, Kun-Yu
Background: Most smokers in developing countries begin smoking before age 18, and smoking prevalence is rising among adolescents. School personnel represent a target group for tobacco-control efforts because they interact daily with students, are role models for students, teach about tobacco-use prevention in school curricula, and implement school…
Roth-Yousey, Lori; Barno, Trina; Caskey, Mary; Asche, Kimberly; Reicks, Marla
Objective: The purpose of this project was to develop and test whole-grain continuing education for school foodservice personnel. Methods: A continuing education program was developed to address planning, purchasing, preparing, and serving whole-grain food in schools. Participants completed a pre-post questionnaire to assess changes in knowledge,…
This two-part quantitative study expanded our understanding of school PR personnel in public school districts, particularly those who worked during the 2009-2012 budget years. Four cultural changes have redefined the paradigm of public education and served as a springboard for this study: technology-enhanced communications information retrieval,…
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...
Cecilia Emuji Ereh; James Ekpenyog Okon; Esther S. Uko; Aloysius Okon Umosen
This study examined the relationship between transformational leadership practices of building school vision/goals and Excellence in the personnel management by secondary school principals in Cross River State. The study adopted the correlation survey design. A research question and null hypothesis guided the study, with a population of 5614 respondents, Cluster random sampling technique was used to randomly select 375 out of 5382 teachers from 46 selected public secondary schools from the th...
Graybill, Emily C; Proctor, Sherrie L
Many lesbian, gay, bisexual, and transgender (LGBT) youth experience harassment and discrimination in schools and these experiences lead to increased negative social-emotional outcomes. Youth who can identify at least one supportive adult at school report better outcomes than youth who cannot identify a safe adult. Yet, many educators report feeling uncomfortable or unprepared to support LGBT youth. One reason for educators' discomfort may be that content related to issues unique to LGBT youth is sometimes missing or covered minimally in university training programs. We hypothesized that LGBT content may be covered minimally in school support personnel journals, as well. This study analyzed eight school support personnel journals across the disciplines of school counseling, school nursing, school psychology, and school social work for LGBT content published between 2000 and 2014 to gain a better understanding of the visibility of LGBT issues in the research. Results suggested that there has been a lack of presence of LGBT issues in journals across disciplines. These results also suggest a need for an intentional focus on issues relevant to LGBT youth in school support personnel journals. Thus, the article concludes with an introduction to two articles in this special topic section, including Russell, Day, Ioverno, and Toomey's (in this issue) study on teacher perceptions of bullying in the context of enumerated school policies and other supportive sexual orientation and gender identity related practices and Poteat and Vecho's (in this issue) study on characteristics of bystanders in homophobic bullying situations. The broad goal of these three studies is to increase visibility of critical LGBT issues in school support personnel journals. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Jensen, Paul E.
By July 1, 1966, each school district in New York State was required to install a system of property accounting. This pamphlet provides a suggested method of property accounting to assist school districts in meeting this requirement. In addition, suggestions are made to help the districts record the information needed for fire insurance purposes.…
Hillman, Susan J.
Principals, teachers, and counselors in 15 Indiana high schools were interviewed to determine what procedures they believed were required in various disciplinary actions, and what authority they believed had sanctioned these procedures. The interviewees came from small, medium, and large schools in rural and urban settings. Nearly 71 percent of…
Strier, Michal; Katz, Hagai
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…
Arar, Khalid; Abu-Asbah, Khaled; Nasra, Muhammed Abu
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…
Nir, Adam E.; Bogler, Ronit
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…
Elbaum, Batya; Blatz, Erin T.; Rodriguez, Raymond J.
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…
Fleming, Charles B.; Mason, W. Alex; Thompson, Ronald W.; Haggerty, Kevin P.; Gross, Thomas J.
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…
Valdez, Carmen R; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian
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.
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,…
Slate, John R.; Jones, Craig H.
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…
Rodriguez, Raymond J.; Blatz, Erin T.; Elbaum, Batya
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…
Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.
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…
Randolph, Karen A.; Radey, Melissa
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…
Hale, Rebecca; Fox, Claire L; Murray, Michael
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.
Daft, Richard L.; Becker, Selwyn W.
The administrative component was found to receive a smaller proportion of salaries in large districts, while clerical and maintenance service proportions increased, producing a net effect of larger overhead costs in this study of high school districts in the midwestern U.S. (KR)
Shannon, Thomas A.
California educators have been given broad discretionary powers to control students who misuse drugs or narcotics, and to develop drug education programs. This paper outlines and discusses legislation dealing with disciplinary actions against drug offenders, and delineates school responsibilities for developing and implementing effective drug…
Hale, R.; Fox, C. L.; Murray, M.
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...
Riggs, Nathaniel R; Medina, Carmen
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.
Benga Olla, Marice; Catharina Daulima, Novy Helena; Eka Putri, Yossie Susanti
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.
Small, Jason W.; Lee, Jon; Frey, Andy J.; Seeley, John R.; Walker, Hill M.
As specialized instructional support personnel begin learning and using motivational interviewing (MI) techniques in school-based settings, there is growing need for context-specific measures to assess initial MI skill development. In this article, we describe the iterative development and preliminary evaluation of two measures of MI skill adapted…
Full Text Available The influenza vaccination is recommended for all German pregnant women and health care personnel (HCP. We are the first to publish vaccination rates of mothers of hospitalized newborns and HCP in neonatal units. Between September 2016 and March 2017, data were collected in our level-III neonatology department in this descriptive multidisciplinary study, using an anonymous questionnaire. As a result, 513 persons were asked to participate, including 330 parents and 183 HCP. We received an 80.3% (412/513 response rate, 87.3% (288/330, and 67.8% (124/183 from parents and HCP, respectively. Ten percent (16/160 of mothers and 4.7% (6/127 of fathers had been vaccinated in 2016–2017 and 54.4% (87/160 mothers and 52.2% (66/127 fathers ever in their lifetime. In 2016–2017, 51.2% (21/41 of physicians had been vaccinated, 25.5% (14/55 of nurses, and 50.0% (14/28 of other staff members. When comparing those who had more than five influenza vaccinations in their life time, physicians were at 43.9% (18/41 versus nurses at 10.9% (6/55 (p < 0.01, and other HCP at 7.4% (2/27 (p < 0.01. The influenza vaccine uptake rate of 10% in mothers of hospitalized neonates is disappointingly low, resulting in 90% of hospitalized neonates being potentially vulnerable to influenza infection at a time where the risk for influenza-related complication can be severe.
Buxmann, Horst; Daun, Anne; Wicker, Sabine; Schlößer, Rolf Lambert
The influenza vaccination is recommended for all German pregnant women and health care personnel (HCP). We are the first to publish vaccination rates of mothers of hospitalized newborns and HCP in neonatal units. Between September 2016 and March 2017, data were collected in our level-III neonatology department in this descriptive multidisciplinary study, using an anonymous questionnaire. As a result, 513 persons were asked to participate, including 330 parents and 183 HCP. We received an 80.3% (412/513) response rate, 87.3% (288/330), and 67.8% (124/183) from parents and HCP, respectively. Ten percent (16/160) of mothers and 4.7% (6/127) of fathers had been vaccinated in 2016-2017 and 54.4% (87/160) mothers and 52.2% (66/127) fathers ever in their lifetime. In 2016-2017, 51.2% (21/41) of physicians had been vaccinated, 25.5% (14/55) of nurses, and 50.0% (14/28) of other staff members. When comparing those who had more than five influenza vaccinations in their life time, physicians were at 43.9% (18/41) versus nurses at 10.9% (6/55) ( p < 0.01), and other HCP at 7.4% (2/27) ( p < 0.01). The influenza vaccine uptake rate of 10% in mothers of hospitalized neonates is disappointingly low, resulting in 90% of hospitalized neonates being potentially vulnerable to influenza infection at a time where the risk for influenza-related complication can be severe.
Eftring, Håkan; Rassmus-Gröhn, Kirsten; Hedvall, Per-Olof
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.
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...
Barber Garcia, Brittany N; Gray, Laura S; Simons, Laura E; Logan, Deirdre E
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.
Stright, Anne Dopkins; Yeo, Kim Lian
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…
Kubik, Martha Y.; Lee, Jiwoo
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…
Poza, Luis; Brooks, Maneka Deanna; Valdés, Guadalupe
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…
Jensen, Mary Cihak
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…
Stonely, Heather M.; Klein, Shirley R.
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…
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…
Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz
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…
Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret
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…
Hall, J. Phil
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)
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…
Turney, Kristin; Kao, Grace
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…
Nichols, Emily B; Loper, Ann B; Meyer, J Patrick
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.
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...
Ellerbeck Edward F
Full Text Available Abstract Objectives To examine high school personnel's perceptions of the school environment, its impact on obesity, and the potential impact of legislation regulating schools' food/beverage offerings. Methods Semi-structured interviews were conducted with the principal (n = 8 and dietitian/food service manager (n = 7 at 8 schools (4 rural, 4 suburban participating in a larger study examining the relationship between the school environment and adolescent health behavior patterns. Results Principal themes included: 1 Obesity is a problem in general, but not at their school, 2 Schools have been unfairly targeted above more salient factors (e.g., community and home environment, 3 Attempts at change should start before high school, 4 Student health is one priority area among multiple competing demands; academic achievement is the top priority, 5 Legislation should be informed by educators and better incorporate the school's perspective. Food service themes included: 1 Obesity is not a problem at their school; school food service is not the cause, 2 Food offerings are based largely on the importance of preparing students for the real world by providing choice and the need to maintain high participation rates; both healthy and unhealthy options are available, 3 A la carte keeps lunch participation high and prices low but should be used as a supplement, not a replacement, to the main meal, 4 Vending provides school's additional revenue; vending is not part of food service and is appropriate if it does not interfere with the lunch program. Conclusion Discrepancies exist between government/public health officials and school personnel that may inhibit collaborative efforts to address obesity through modifications to the school environment. Future policy initiatives may be enhanced by seeking the input of school personnel, providing recommendations firmly grounded in evidence-based practice, framing initiatives in terms of their potential impact on the
Oostdam, Ron; Hooge, Edith
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…
Hill, Nancy E.; Witherspoon, Dawn P.; Bartz, Deborah
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…
Cenkseven-Onder, Fulya; Kirdok, Oguzhan; Isik, Erkan
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…
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...
Healthy Schools Network, Inc., 2012
Air pollution is air pollution, indoors or out. Good indoor air quality (IAQ) contributes to a favorable learning environment for students, protects health, and supports the productivity of school personnel. In schools in poor repair, leaky roofs and crumbling walls have caused additional indoor air quality problems, including contamination with…
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
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.
Fryer, L L; Saylor, C F; Finch, A J; Smith, K E
As more children with cancer survive, the importance of facilitating school reintegration as a part of maximizing the quality of life has become evident. Workshops have been presented to school personnel to acquaint them with the issues facing cancer patients and their families, but there are gaps in our knowledge of what school personnel really need or want to know. In this study, 18 teachers of children with cancer and 15 teachers with no prior contact with students with cancer completed a questionnaire designed to assess needs, beliefs, and priorities with regard to working with cancer patients in the classroom. Significant findings included: (a) a consensus that a certain core of information about medical/psychological issues would be useful, and presentation of such information by psychologists and medical personnel working with such families would be optimal; (b) teachers having cancer patients as students were less likely to see the adaptation of siblings as an important issue; (c) teachers associated working with a student with cancer with less stress and demands on their time than predictable from previous studies; and (d) cancer patients as a whole were rated as having fewer behavioral, emotional, and learning problems than randomly selected students without a major illness, suggesting a "halo effect" or contradiction of some literature. Preliminary findings are detailed and implications are discussed for those attempting to help teachers facilitate students' adjustment to school following diagnosis and treatment of cancer.
Powell, Douglas R; Son, Seung-Hee; File, Nancy; San Juan, Robert R
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.
Rodgers, J D; McCullagh, J J; McNamee, P T; Smyth, J A; Ball, H J
Personnel from one broiler hatchery, and workers on 18 separate broiler parent farms which supply the hatchery, were tested for hand and nasal carriage of Staphylococcus aureus. In both locations, nasal carriage of S. aureus was more common than hand carriage. A total of 63 S. aureus strains were characterised by biotyping, protein A analysis and pulsed field gel electrophoresis (PFGE) typing. Of these, 36 were recovered from broiler hatchery personnel, 14 from broiler parent farm personnel and 13 from cases of skeletal disease in commercial broilers. Biotyping and protein A analysis indicated that none of the strains recovered from hatchery personnel were of the poultry biotype, but that two strains recovered from the hands of two broiler parent farm personnel could be grouped together with 12/13 of strains recovered from skeletal disease in broilers, as poultry biotypes. PFGE-typing could not distinguish 9/13 strains recovered from skeletal disease in broilers and one of the strains from the broiler parent farm personnel from isolate 24 (I. 24), which is the predominant S. aureus strain type associated with clinical disease in N. Ireland broiler flocks. The present study found no evidence of nasal carriage of S. aureus strains of poultry biotype by humans. The finding of hand carriage by broiler parent farm personnel, suggests that handling by personnel may contribute to the dissemination of I. 24 or other S. aureus strains associated with skeletal disease in broilers.
Zdzinski, Stephen; Dell, Charlene; Gumm, Alan; Rinnert, Nathan; Orzolek, Douglas; Yap, Ching Ching; Cooper, Shelly; Keith, Timothy; Russell, Brian
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…
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...
Hendel-Paterson, Maia; French, Simone A; Story, Mary
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.
Roscigno, Cecelia I; Fleig, Denise K; Knafl, Kathleen A
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.
Lau, Yuk King
Chinese parenting emphasises parents' responsibility in training and governing children's appropriate and expected behaviors, including good academic performance. As reflected by the Attendance Ordinance and the strong involvement of parents in children's study, there is continuous emphasis on parental responsibility in children's education in…
Zuilkowski, Stephanie Simmons; Piper, Benjamin; Ong'ele, Salome; Kiminza, Onesmus
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…
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 ...
Robbins, Chris; Searby, Linda
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…
Lesneskie, Eric; Block, Steven
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…
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 ...
Bechara, Glaucia Margonari; Castelo Branco, Fernanda; Rodrigues, Avelino Luiz; Chinnici, Daniela; Chaney, David; Calliari, Luis Eduardo P; Franco, Denise Reis
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.
Webber, Larry S.; Rice, Janet C.; Johnson, Carolyn C.; Rose, Donald; Srinivasan, Sathanur R.; Berenson, Gerald S.
Background: Although the prevalence of obesity is increasing during adulthood, there have been few assessments of obesity, cardiovascular risk factors, and levels of physical activity among adult elementary school staff. Methods: Data were collected from 745 African-American and White female school personnel in a suburban school district in…
... for stress and can help build confidence and self-esteem. Communication with parents and healthcare professionals Teachers usually get ... in the life of the school. teaching assertiveness, communication, and problem-solving skills that will help the child make sound decisions ...
Talbott, Laura L.; Bartlett, Mary L.
Suicide postvention is a concept related to the prevention of subsequent suicides, provision of mental health services, and the community response following a completed suicide. Many people including parents, school mates, friends, siblings, teammates and extended family are impacted in different ways by the loss of a family member or person of…
Burns, Christine W.; Brassard, Marla R.
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)
Dunietz, Galit Levi; Matos-Moreno, Amilcar; Singer, Dianne C; Davis, Matthew M; O'Brien, Louise M; Chervin, Ronald D
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
Sosa, Alicia Salinas
Traditionally, school personnel have expressed concern about the relatively poor record of involving Hispanic parents in schools. The root of the problem is that many immigrant and migrant Hispanic parents cherish beliefs and expectations different from those held by schools and by the parents whom schools most frequently engage. This chapter…
Benson, Jeryl D.; Elkin, Kathleen; Wechsler, Julie; Byrd, Lindsey
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…
McNeal, Ralph B., Jr.
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…
Petsch, Priscilla; Rochlen, Aaron B.
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…
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 ...
Kelly, P C; Weir, M R; Fearnow, R G
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.
Radin, Benjamin Theodore
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…
Lilliedahl, Jonathan; Georgii-Hemming, Eva
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…
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.
Friedman, Esther M; Mare, Robert D
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.
Gross, Thomas J; Fleming, Charles B; Mason, W Alex; Haggerty, Kevin P
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.
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…
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…
Haynes, Katherine Taylor; Phillips, Kristie J. R.; Goldring, Ellen B.
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…
The recognition of child abuse and the perceived need for intervention by school personnel of primary schools: Results of a vignette study on the influence of case, school personnel, and school characteristics.
Vanderfaeillie, Johan; De Ruyck, Karolien; Galle, Johan; Van Dooren, Erik; Schotte, Chris
In 2015, 523 reports of suspected child abuse and neglect (CAN) were brought to the attention of the Confidential Center of Child Abuse and Neglect (CCCAN) of Brussels. Around 38% of these reports came from school personnel. This study investigated which factors affect the recognition of CAN by school personnel of Dutch-speaking primary education in Brussels and their intervention need. Two hundred seventy-nine staff members of 16 schools professionally working with children, filled in a Questionnaire Assessment of Situations of CAN. The instrument consists of 24 vignettes describing CAN. Respondents were asked questions regarding recognition and intervention need about each vignette. Detection, severity assessment, the need for professional help, the need for referral to a CCCAN and the need to involve judicial authorities were mainly associated with case characteristics. Although most situations of CAN were detected, situations of emotional abuse were less often recognized. Situations involving non-Western victims were considered to be more severe and the perceived need for involvement of professional help, CCCAN and judicial authorities was larger. Ethnic stereotypes affect the actions undertaken in case of CAN. Awareness of these reactions may result in equal treatment for all victims. Staff characteristics were little associated with detection and intervention need. Copyright © 2018 Elsevier Ltd. All rights reserved.
Patino-Fernandez, Anna M.; Hernandez, Jennifer; Villa, Manuela; Delamater, Alan
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…
Al-Alwan, Ahmed F.
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…
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 ...
Erdogdu, M. Yüksel
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…
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.
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…
Bhat, Christine Suniti
Cyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies…
Barnes, Lynn M.
School Resource Officer (SRO) programs have gained widespread popularity across the nation in response to concerns regarding safe schools. While much of the research concerning the program examines students' and school administrators' perceptions regarding the program, current research lacks an examination of the officer's assessment of the daily…
Edwards, Katie M; Rodenhizer, Kara Anne; Eckstein, Robert P
We examined school personnel's engagement in bystander action in situations of teen dating violence (DV), sexual violence (SV), and sexual harassment (SH). We conducted focus groups with 22 school personnel from three high schools in New Hampshire. School personnel identified their own barriers to intervening in situations of teen DV, SV, and SH (e.g., not having the time or ability to intervene). School personnel also discussed the ways in which they intervened before (e.g., talking with teens about healthy relationships), during (e.g., breaking up fights between dating partners) and after (e.g., comforting victims) instances of teen DV, SV, and SH. These data can be used to support the development of bystander training for school personnel as one component of comprehensive DV, SV, and SH prevention for teens. In addition, these data provide information that can be used to develop measures that assess school personnel bystander action barriers and behaviors in instances of teen DV, SV, and SH.
Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole
Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings…
Herne, Karen E.
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…
Pires, Mónica; Paz, Telma
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...
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teacher personnel working in Colombian elementary schools between 1940 and 1968. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of teachers. (VM)
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
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…
McLoone, J K; Wakefield, C E; Cohn, R J
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.
Items 1 - 10 ... and Mosso (2014) propose an economic model of human development, ... parents in education on a child's human capital accumulation. ... instruction and organisation, with a view towards ...... Social intervention: Chances and.
Deniz, Metin; Horzum, Mehmet Barış; Ayas, Tuncay; Koç, Mustafa
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 ...
Bode, H; Hirner, V
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.
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.
Rodriguez, Raymond J.; Elbaum, Batya
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…
Ajay Kumar Bakhla; Prakriti Sinha; Rajiv Sharan; Yashi Binay; Vijay Verma; Suprakash Chaudhury
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...
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.
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.
Sabatine, Elaina; Lippold, Melissa; Kainz, Kirsten
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.
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.
Varjas, Kris; Kiperman, Sarah; Meyers, Joel
Disclosure of sexual orientation and/or gender identity is a milestone event for lesbian, gay, bisexual, or transgender (LGBT) youth and can have both positive and negative mental health consequences. Twenty-nine urban, ethnically diverse LGBT high school students participated in face-to-face, in-depth interviews. Qualitative results revealed two…
Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie
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
Yáñez, A M; López, R; Serra-Batlles, J; Roger, N; Arnau, A; Roura, P
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.
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)
Checa, Purificaci?n; Abundis-Gutierrez, Alicia
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...
Mehta, Sejal; West-Olatunji, Cirecie; Sanders, Tiffany; Goodman, Rachael
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…
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.
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 ...
Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar
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…
Edwards, Laura L; Hunt, Abby; Cope-Barnes, Doug; Hensel, Devon J; Ott, Mary A
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.
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 ...
Rogers, Maria A.; Theule, Jennifer; Ryan, Bruce A.; Adams, Gerald R.; Keating, Leo
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…
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...
Nitsch, Eileen; Hannon, Geraldine; Rickard, Eóin; Houghton, Sharon; Sharry, John
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.
Prabhu, Anand; Rao, Arun Prasad; Reddy, Venugopal; Ahamed, Syed Shaheed; Muhammad, Shameer; Thayumanavan, Shanmugam
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.
Nguyen Luu, Nha Uyen; Cicutto, Lisa; Soller, Lianne; Joseph, Lawrence; Waserman, Susan; St-Pierre, Yvan; Clarke, Ann
There has been no large study characterizing selection bias in allergy and evaluating school personnel's ability to use an epinephrine auto-injector (EpiPen®). Our objective was to determine if the consent process introduces selection bias by comparing 2 methods of soliciting participation of school personnel in a study evaluating their ability to demonstrate the EpiPen®. School personnel from randomly selected schools in Quebec were approached using a 1) partial or 2) full disclosure approach and were assessed on their ability to use the EpiPen® and identify anaphylaxis. 343 school personnel participated. In the full disclosure group, the participation rate was lower: 21.9% (95%CI, 19.0%-25.2%) versus 40.7% (95%CI, 36.1%-45.3%), but more participants achieved a perfect score: 26.3% (95%CI, 19.6%-33.9%) versus 15.8% (95%CI, 10.8%-21.8%), and identified 3 signs of anaphylaxis: 71.8% (95%CI, 64.0%-78.7%) versus 55.6% (95%CI, 48.2%-62.9%). Selection bias is suspected as school personnel who were fully informed of the purpose of the assessment were less likely to participate; those who participated among the fully informed were more likely to earn perfect scores and identify anaphylaxis. As the process of consent can influence participation and bias outcomes, researchers and Ethics Boards need to consider conditions under which studies can proceed without full consent. Despite training, school personnel perform poorly when asked to demonstrate the EpiPen®.
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…
Selwyn, N.; Banaji, S.; Hadjithoma-Garstka, C.; Clark, W.
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…
Fung, Kit-Ho Chanel; Lam, Chi-Chung
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…
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.
Villarreal, Gay Callaway
Migrant students graduation rates, although improving, are still significantly lower than those of their non-migrant peers. This manual is a comprehensive reference guide for Chapter 1 Migrant Program personnel counselors and teachers serving migrant students at the secondary level. Migrant students are those who move across school district…
Kim, Soyoung; Chin, Meejung
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…
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.…
Ekanem, Imaobong Columba
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…
Edwards, Katie M; Sessarego, Stephanie N; Stanley, Linda R; Mitchell, Kimberly J; Eckstein, Robert P; Rodenhizer, Kara Anne E; Leyva, P Caroline; Banyard, Victoria L
This article describes recently developed instruments that assess school personnel's bystander barriers and intentions in situations of teen relationship abuse, sexual assault, and sexual harassment, as well as perceptions of school readiness specific to relationship abuse, sexual assault, and sexual harassment prevention and response. Participants were 1,150 high school personnel from 25 schools in New Hampshire, Massachusetts, and Maine. Specific instruments focused on bystander intentions, bystander action, barriers to bystander action, and perceptions of school readiness. Participants were randomly divided into two groups for analysis-the exploratory sample (ES; n = 575) and the confirmatory sample (CS; n = 575). Overall, the measures demonstrated acceptable fit indices. Results suggested that most measures and subscales had adequate reliability, but a few subscales had less than ideal internal consistency, which can likely be attributed to the small number of items. More work is needed, but these measures act as a starting point by which the role of school personnel in prevention initiatives and bystander intervention can be evaluated.
Chen, J Q; Dunne, M P; Zhao, D C
This study assessed the preparedness of school health personnel to develop and deliver HIV/AIDS prevention education programmes for young people in China. A survey of 653 personnel working in secondary schools in 14 cities was conducted. More than 90% had basic knowledge of ways in which HIV can be transmitted, but knowledge of ways in which the virus is not transmitted needs improvement. Substantial numbers of teachers were not sure whether there was an effective preventive vaccine (42%) or did not know whether AIDS was a curable illness or not (32%). The great majority approved of AIDS prevention programmes in universities (98%) and secondary schools (91%), although fewer (58%) agreed that the topic was appropriate for primary schools. Currently, most classroom activities focuses on teaching facts about HIV/AIDS transmission, while less than half are taught about HIV/AIDS related discrimination and life skills to reduce peer pressure. Personnel with some prior training on HIV/ AIDS education (53%) had better factual knowledge, more tolerant attitudes and more confidence in teaching about HIV/AIDS than those without training. The majority of teachers indicated a need for more resource books, audiovisual products, expert guidance, school principal support and dissemination of national AIDS prevention education guidelines to schools.
The purpose of this study was to determine the training effects on school personnel's knowledge, attitudes, comfort, and confidence levels toward educating students about HIV/AIDS in Pennsylvania. The following four research questions were explored: (a) What is the knowledge, attitudes, confidence, and comfort levels of school personnel regarding…
Smith, Cory T.; Chen, Aleda M. H.; Plake, Kimberly S.; Nash, Christiane L.
Background: School personnel may lack knowledge of diabetes and be unprepared to address the needs of students with type 1 diabetes. This project evaluated the effectiveness of a type 1 diabetes education program for school personnel on increasing knowledge of diabetes and confidence in caring for students with diabetes. Methods: Two types of…
Eulalia Torrubia Balagué
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.
Full Text Available Abstract Background Parents are responsible not only for the genetic structure of their children, but also for passing onto them their behaviours and attitudes toward life. The aim of this study was to analyse the connection between school-age children's obesity and that of their parents as well as between child obesity and parents' educational level, as a proxy indicator of the socio-economic status (SES of families in Tuscany. Methods The children sample was selected from "OKkio alla Salute 2010" (a cross sectional survey carried out by the Italian Institute of Health and consisted of 1,751 (922 males and 855 females 8-9 year-old school children. Weight and height were measured by ad hoc trained personnel, and Body Mass Index (BMI categories were calculated using Cole et al.'s cut-off. Parents' weight, height and educational level were collected by a self-administered questionnaire. The educational levels were classified as high, medium and low. Results The prevalence of obese children increased along the parents' BMI category: from 1.4% for underweight mothers to 30.3% for obese mothers and from 4% for under-normal-weight fathers to 23.9% for obese fathers (p Conclusion Parents' obesity and the cultural resources of the family, particularly the father's, seem to influence the prevalence of overweight and obesity in Tuscan children.
Vera, Elizabeth M.; Heineke, Amy; Carr, Andrea L.; Camacho, Daniel; Israel, Marla Susman; Goldberger, Nancy; Clawson, Angela; Hill, Martin
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…
Tan, Edwin T.; Goldberg, Wendy A.
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…
Berniell, Lucila; de la Mata, Dolores; Valdés, Nieves
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.
Ryan, Carey S.; Casas, Juan F.; Kelly-Vance, Lisa; Ryalls, Brigette O.; Nero, Collette
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…
Goldberg, Abbie E; Smith, JuliAnna Z
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.
Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash
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.
Ajay Kumar Bakhla
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.
Shannon, Robin Adair; Kubelka, Suzanne
School nurses are challenged by federal civil rights laws and the standards of school nursing practice to care for a burgeoning population of students with special health care needs. Due to the realities of current school nurse-to-student ratios, school nurses are frequently responsible for directing unlicensed assistive personnel (UAPs) to support the health and safety needs of students, where State Nurse Practice Acts, state legislation, and local policy mandates allow. The delegation of health care tasks to UAPs poses many professional, ethical, and legal dilemmas for school nurses. One strategy to reduce the risks of delegation is through the use of procedure skills checklists, as highlighted by the experience of one large urban school district. Part 1 of this two-part article will explore the scope of the problem and the principles of delegation, including legal and ethical considerations.
Nguyen Luu Nha
Full Text Available Abstract Background There has been no large study characterizing selection bias in allergy and evaluating school personnel’s ability to use an epinephrine auto-injector (EpiPen®. Our objective was to determine if the consent process introduces selection bias by comparing 2 methods of soliciting participation of school personnel in a study evaluating their ability to demonstrate the EpiPen®. Methods School personnel from randomly selected schools in Quebec were approached using a 1 partial or 2 full disclosure approach and were assessed on their ability to use the EpiPen® and identify anaphylaxis. Results 343 school personnel participated. In the full disclosure group, the participation rate was lower: 21.9% (95%CI, 19.0%-25.2% versus 40.7% (95%CI, 36.1%-45.3%, but more participants achieved a perfect score: 26.3% (95%CI, 19.6%-33.9% versus 15.8% (95%CI, 10.8%-21.8%, and identified 3 signs of anaphylaxis: 71.8% (95%CI, 64.0%-78.7% versus 55.6% (95%CI, 48.2%-62.9%. Conclusions Selection bias is suspected as school personnel who were fully informed of the purpose of the assessment were less likely to participate; those who participated among the fully informed were more likely to earn perfect scores and identify anaphylaxis. As the process of consent can influence participation and bias outcomes, researchers and Ethics Boards need to consider conditions under which studies can proceed without full consent. Despite training, school personnel perform poorly when asked to demonstrate the EpiPen®.
King, Nicole Colette
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…
Shon, Choengmin; Park, Young; Ryou, Hyunjoo; Na, Woori; Choi, Kyungsuk
The change in people's dietary life has led to an increase in an intake of processed foods and food chemicals, raising awareness about taste education for preschoolers whose dietary habits start to grow. This study aims to evaluate the effectiveness and satisfaction of parents and childcare personnel after developing a taste education program and demonstrating it in class. A part of the curriculum developed by Piusais and Pierre was referred for the program. After educating 524 preschoolers in child care facilities in Seoul, a satisfaction survey was conducted on the program. The data in this study were analyzed using SPSS 14.0. Statistical analysis was conducted based on the frequency after collecting the data. Mean ± SD used to determine satisfaction with taste education, with preferences marked on a five-point scale and the alpha was set at 0.05. The program includes five teachers' guides with subjects of sweetness, saltiness, sourness, bitterness and harmony of flavor, and ten kinds of teaching tools. For the change in parents' recognition of the need for taste education based on five-point scale, the average of 4.06 ± 0.62 before the program has significantly increased to 4.32 ± 0.52 (P facilities, the average scores for education method, education effect, education contents and nutritionists, and teaching tools were at 4.15 ± 0.63, 3.91 ± 0.50, 4.18 ± 0.50, and 3.80 ± 0.56 respectively. In addition, the need for a continuous taste education scored 4.42 ± 0.67. This program has created a positive change in preschoolers' dietary life, therefore the continuation and propagation of the taste education program should be considered.
Vercruysse, Jessica; Chigurupati, Nagasudha L; Fung, Leslie; Apte, Gauri; Pierre-Joseph, Natalie; Perkins, Rebecca B
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.
Shefer, Tamara; Bhana, Deevia; Morrell, Robert
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…
Wolf, Joan S.
The article describes private evaluation and consultation services provided to parents of young gifted children, and discusses the benefits of private consultation and the potential role of school personnel in meeting the needs of this population. (Author/JDD)
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.
Smith, Joanna; Wohlstetter, Priscilla
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…
Kwan, Paula; Wong, Yi-Lee
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…
Smith, Joanna; Wohlstetter, Priscilla; Kuzin, Chuan Ally; De Pedro, Kris
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…
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…
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…
Cross, Donna; Lester, Leanne; Pearce, Natasha; Barnes, Amy; Beatty, Shelley
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…
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…
Ng, Shun Wing; Lee, Tai Hoi Theodore
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…
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.
Checa, Purificación; Abundis-Gutierrez, Alicia
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.
Brown, James R; Aalsma, Matthew C; Ott, Mary A
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.
PACER Center, 2004
When individuals or groups join together to work toward a common goal, a partnership is formed. Successfully reaching the goal requires mutual cooperation and a sharing of responsibilities. While carried out in different ways, the principles used to satisfy personal and business partnerships are much the same. Parents are the child's first and…
Blau, Ina; Hameiri, Mira
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…
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...
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...
Kim, Kyoungho; Rohner, Ronald P.
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…
Curry, Katherine A.; Jean-Marie, Gaëtane; Adams, Curt M.
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…
Lau, Su Re; Beilby, Janet M.; Byrnes, Michelle L.; Hennessey, Neville W.
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…
Gokturk, Soheyda; Dinckal, Selin
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,…
Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel
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'…
Bubic, Andreja; Tošic, Antonela
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…
Hou, Zhi-Jin; Leung, S. Alvin
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…
Goldberg, Abbie E.; Smith, JuliAnna Z.
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
Im, Myung Hee; Hughes, Jan N; West, Stephen G
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.
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.
Shumow, Lee; Lyutykh, Elena; Schmidt, Jennifer A.
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…
Annear, Karen D.; Yates, Gregory C. R.
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…
... 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...
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…
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…
Russell, Stephen T.; McGuire, Jenifer K.; Lee, Sun-A; Larriva, Jacqueline C.; Laub, Carolyn
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…
Krener, P; Cranston, C
One hundred forty six boys (mean age 9 years 1 months, SD = two years, nine months) and forty one girls (mean age 8 years 6 months, SD = three years, three months) received medical, developmental, psychoeducational, and psychiatric evaluations in a multidisciplinary developmental pediatric clinic. Two hundred fifty variables were analyzed by developing ten scales to quantitatively evaluate neuropsychological risk factors, family and parent functioning, and outcome measures of academic achievement, social adjustment and coping or psychiatric symptom pattern. Higher academic achievement, and lower behavioral symptomatology were associated with high IQ scores but not with higher scores on neurobehavioral risk factors. Chief complaints reported by parents did not correlate with their children's final psychiatric diagnoses and also were found to be independent of children's coping styles observed in the office. Problem parenting, as observed in the pediatrician's office, was associated with behavioral problems, and also with decreased competence on language measures and lower academic achievement in relation to IQ. In this sample, assessing parenting yielded a stronger prediction of the child's school and behavioral functioning than did taking a detailed history of neuropsychological risk factors.
Fleischmann, Fenella; de Haas, Annabel
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
Pereira, Ana I. F.; Canavarro, Cristina; Cardoso, Margarida F.; Mendonça, Denisa
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...
Renihan, Patrick J.; Renihan, Frederick J.
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…
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…
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…
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…
Lazzeri, Giacomo; Pammolli, Andrea; Pilato, Valentina; Giacchi, Mariano V
Parents are responsible not only for the genetic structure of their children, but also for passing onto them their behaviours and attitudes toward life. The aim of this study was to analyse the connection between school-age children's obesity and that of their parents as well as between child obesity and parents' educational level, as a proxy indicator of the socio-economic status (SES) of families in Tuscany. The children sample was selected from "OKkio alla Salute 2010" (a cross sectional survey carried out by the Italian Institute of Health) and consisted of 1,751 (922 males and 855 females) 8-9 year-old school children. Weight and height were measured by ad hoc trained personnel, and Body Mass Index (BMI) categories were calculated using Cole et al.'s cut-off. Parents' weight, height and educational level were collected by a self-administered questionnaire. The educational levels were classified as high, medium and low. The prevalence of obese children increased along the parents' BMI category: from 1.4% for underweight mothers to 30.3% for obese mothers and from 4% for under-normal-weight fathers to 23.9% for obese fathers (p parents' educational level and child obesity, the lowest educational level corresponding to the highest prevalence of obese children: 9.3% for mothers with a low educational level compared to 5.8% for mothers with a high educational level (p = 0.15); similarly, the corresponding prevalence for fathers was 9.5% compared to 4.5% (p = 0.03). Parents' obesity and the cultural resources of the family, particularly the father's, seem to influence the prevalence of overweight and obesity in Tuscan children.
Nickelson, Jen; Roseman, Mary G.; Forthofer, Melinda S.
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.…
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.
Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena
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
Lipscomb, Kecia O.
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,…
Polfuss, Michele Lynn; Frenn, Marilyn
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.
Development and Implementation of a Model Training Program to Assist Special Educators, Parks and Resource Management Personnel and Parents to Cooperatively Plan and Conduct Outdoor/Environmental Education Programs for Handicapped Children and Youth. Final Report.
Vinton, Dennis A.; Zachmeyer, Richard F.
This final report presents a description of a 3-year project to develop and implement a model training program (for special education personnel, park and resource management personnel, and parents of disabled children) designed to promote outdoor environmental education for disabled children. The project conducted 22 training workshops (2-5 days)…
Shannon, Robin Adair; Kubelka, Suzanne
School nurses are challenged by Federal Civil Rights Laws and the Standards of School Nursing Practice to care for a burgeoning population of students with special healthcare needs. Due to the realities of current school nurse-to-student ratios, school nurses are frequently responsible for directing unlicensed assistive personnel (UAPs) to support the health and safety needs of students, where State Nurse Practice Acts, state legislation, and local policy mandates allow. The delegation of health care tasks to UAPs poses many professional, ethical, and legal dilemmas for school nurses. One strategy to reduce the risks of delegation is through the use of procedure skills checklists, as highlighted by the experience of one large urban school district. Part 1 of this two-part article (Shannon & Kubelka, 2013) explored the scope of the problem and the principles of delegation, including legal and ethical considerations. Part 2 discusses the use of procedure skills checklists by school nurses as a strategy to reduce the risks of delegation of student special health care tasks to UAPs.
Chinedu I Okeke
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.
Blitz, Lisa V.; Mulcahy, Candace A.
Data collected from teachers in a racially diverse, high-poverty high school were used to inform the initial steps in developing a school-university partnership to create a culturally responsive trauma-informed community school. The project utilized community-based participatory research to explore sensitive areas of school system functioning.…
Cagginello, Joan; Blackborow, Mary; Porter, Jessica; Disney, Jody; Andresen, Kathleen; Tuck, Christine
It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the registered professional school nurse (hereinafter referred to as school nurse), when based on the nursing definition of delegation (American Nurses Association [ANA], 2012) and in…
Valdez, Carmen R.; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian
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
Hamilton, Hayley A; Marshall, Lysandra; Rummens, Joanna A; Fenta, Haile; Simich, Laura
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.
Orito, T.; Koga, S.; Suzuki, S.; Nakamura, M.
For purpose of investigating the present situation of radiological technologist education for radiation protection and control before leaving school, questionnaires were sent out to 28 school for radiological technologist in Japan. For purpose of characterizing each school, it is permitted by the 'Designation rules for schools and training schools for radiological technologist' to use 500 school hours for any of the subject, mainly special subjects that are selected by the school. In investigating the 500 school hours which are left to the discretion of each school for characterization, some of those hours are used for radiation control-related subjects in 20 schools from which answers to questionnaires were obtained. Briefly, 15 to as many as 210 hours are spent for lessons regarding such subjects. (author)
Rubén Ruiz Ramas
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...
Wyman, Jodi; Price, James H; Jordan, Timothy R; Dake, Joseph A; Telljohann, Susan K
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.
Blout, JoAnn D.; Rose, Kathleen C.; Suessmann, Mary; Coleman, Kara; Selekman, Janice
Registered professional school nurses (hereinafter referred to as school nurses) advance safe school environments by promoting the prevention and reduction of school violence. School nurses collaborate with school personnel, healthcare providers, parents, and community members to identify and implement evidence-based educational programs. The…
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
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…
Bahali, K; Tahiroglu, A Y; Avci, A; Seydaoglu, G
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.
Diabetes is increasing in youth, presenting a serious public health threat. Although type 1 diabetes has historically been more common in children, type 2 diabetes is on the rise, linked to increases in overweight and obesity among American youth, particularly those of high risk racial and ethnic groups. Foodservice personnel, along with other…
Bui, Khanh; Rush, Ryan A.
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…
Fleischmann, Fenella; de Haas, Annabel
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…
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…
Lawrence, A. S. Arul; Barathi, C.
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…
Kim, Jin-Sook; Bang, Hyeyoung
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,…
Brown, James Roger
Bully victimization takes place within a social context of youths' parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents' experiences of what occurs before, during, and after reporting bullying to school…
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…
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…
Burke, Meghan M.; Meadan-Kaplansky, Hedda; Patton, Kimberly A.; Pearson, Jamie N.; Cummings, Katrina P.; Lee, Chung eun
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…
Sutherland, Rebecca; Hodge, Antoinette; Bruck, Susan; Costley, Debra; Klieve, Helen
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…
Tam, Vicky C. W.; Chan, Raymond M. C.
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…
Tackie-Ofosu, Vivian; Mahama, Sheriffa; Vandyck, E. Solomon Tetteh Dosoo; Kumador, David Kwame; Toku, Nana Ama Afriyie
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…
Solomon, C. Ruth; Serres, Francoise
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…
Lagace-Seguin, Daniel G.; Case, Emily
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…
Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro
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
Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro
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
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…
Golembiewski, Elizabeth H.; Askelson, Natoshia M.; Elchert, Daniel M.; Leicht, Erika A.; Scheidel, Carrie A.; Delger, Patti J.
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…
Seo, Dong-Chul; Lee, Chung Gun
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)…
Davies, Michael D.; Beamish, Wendi
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…
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;…
Pelletier, Daniel; Collerette, Pierre; Turcotte, Gilles; Beaulieu, Alexandre
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…
Kelada, Lauren; Hasking, Penelope; Melvin, Glenn A.
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…
Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby
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…
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…
Matthiesen, Noomi Christine Linde
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…
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…
DeLucia-Waack, Janice; Gerrity, Deborah
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…
Francis, Grace L.; Blue-Banning, Martha; Turnbull, Ann P.; Hill, Cokethea; Haines, Shana J.; Gross, Judith M. S.
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)…
Maruyama, Yukiko; Kanoh, Hiroko; Adachi, Kinya
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.
Veland, Jarmund; Bru, Edvin; Idsøe, Thormod
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…
Australian Government Department of Education, Employment and Workplace Relations, 2012
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…
Koch, Cotton S.
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,…
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…
Rothman, L.; Buliung, Ron; To, Teresa; Macarthur, Colin; Macpherson, Alison; Howard, Andrew
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
Johnson, Wendy; McGue, Matt; Iacono, William G.
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…
National Education Association Research Department, 2006
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…
Nelly Patricia Ávila Daza
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.
Valerie J. Shute
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.
Domain, Melinda Willoughby
This qualitative phenomenological study employed narrative inquiry to describe the decision-making processes that Texas school districts followed in enacting firearms policies that allow school employees to carry concealed weapons on district property. Exploration of the lived experiences of eight Texas superintendents in such schools contributed…
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.
Lee, Chang-Hun; Song, Juyoung
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.
Kubik, Martha Y; Fulkerson, Jayne A; Story, Mary; Rieland, Gayle
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.
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Caldas, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Narino, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Cauca, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working the elementary schools of Cordoba, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Boyaca, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Pedagogia.
This document provides statistical data on the distribution and education of teaching personnel working in the elementary schools of Huila, Colombia, between 1958 and 1967. The statistics cover the number of men and women, public and private schools, urban and rural location, and the amount of education of the teachers. For overall statistics in…
Gross, Samuel; Cohen, Herman Avner; Kahan, Ernesto
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.
McDonald, Noreen C; Dwelley, Amanda E; Combs, Tabitha S; Evenson, Kelly R; Winters, Richard H
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...
WAASDORP, TRACY EVIAN; PAS, ELISE T.; O’BRENNAN, LINDSEY M.; BRADSHAW, CATHERINE P.
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,...
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…
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.
Li, Ho Cheung William; Chan, Sophia S C; Mak, Yim Wah; Lam, Tai Hing
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.
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...
Herbstrith, Julie C.; Tobin, Renée M.; Hesson-McInnis, Matthew S.; Schneider, W. Joel
Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated…
Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva
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…
Turner, Alison M.
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…
Inge, Katherine J.; Snell, Martha E.
Two teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise. Training took place in the natural school environment, during school hours, and with students that the teachers taught. A functional relationship…
Full Text Available What are the opinions of Muslim parents, as to the teaching of Islamic religion? In case it were possible, would they prefer it to be taught in state or religious schools? And in the first case, by whom? What do families think about problems like the observance of dietary laws in school canteens, the class of physical education for girls in mixed classes, the wearing of veil? The article summarizes the data of a survey on these topics (between 2006 and 2007 carried out in Piedmont, in particular in Turin, on a sample of about 1000 people representing the different ethnonational islamic communities living in the region. The methodology employed is both quantitative (the whole sample was given a structured questionnaire and qualitative. The latter concerns detailed interviews with the leaders of Islamic associations in the region. The result is definitely in favour of the teaching of Islamic religion in state schools, together with the request to observe dietary laws, both cultural and religious, and the acceptance, on principle, of the mixed class of physical education. There are of course different opinions which, however, show a growing trend in favour of free choice as to the obligation of veil: a picture widely determined by the ethnonational origin of the interviewed, confirming the pluralism of Italian Islam. The result points out that most Muslims in Piedmont have an inclusive approach and that religion does not mean cultural separation. The main trend, apart from the opinions and projects of a few associative leaderships, is one of an Islam that wishes to become a recognized member of Italian religious and cultural scene.
Kantor, Leslie; Levitz, Nicole
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.
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.
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.
Mittan, Robert J.
This is the fourth in a series of four articles about how to tell others about a child's epilepsy. If a child has epilepsy, parents will be confronted with the need to tell the parents of their child's friends about their child's epilepsy. This can be exceedingly difficult for a parent the first few times. Parents can make their world safer for…
Woolfson, L; Grant, E
Rearing a child with a developmental disability is associated with increased parental stress. Theories of stress and adjustment and bi-directional theories of child development suggest that parenting could influence these negative outcomes. Relationships between parenting approaches and stress in parents of children with developmental disabilities (DD) (N = 53) were examined across two age groups, 3-5 years and 9-11 years and compared with a contrast group of typically developing children (TD) (N = 60). Measures used were the Parenting Stress Index-Short Form and Rickel and Biasatti's modification of Block's Child Rearing Practices Report, classified into Baumrind's parenting styles using Reitman and Gross's method. Parents in the older DD group used Authoritative parenting less than parents in the younger DD group, while the opposite developmental pattern was seen in the TD group. Multivariate analysis of variance showed a significant group x parenting style interaction for Parental Distress, Parent-Child Dysfunctional Interaction and Difficult Child. Stress measures were higher for the DD group and seemed to be associated with Authoritative parenting approaches, an effect that was not observed in the TD group. Findings suggest that the well-established effect of group on stress may be moderated by parenting style. Authoritative parenting may be highly stressful for parents of children with DD to implement, resulting in a decrease in its use across the two age groups.
Kang, Sangwook; Jeon, Hyunsoo; Kwon, Sungho; Park, Seungha
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.
Lee, Florence M Y; Tsang, Janice F K; Chui, Mandy M Y
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
Boonen, Hannah; van Esch, Lotte; Lambrechts, Greet; Maljaars, Jarymke; Zink, Inge; Van Leeuwen, Karla; Noens, Ilse
Although parents of children with ASD face specific challenges in parenting, only a few studies have empirically investigated parenting behaviors among these parents. The current study examined differences in parenting behaviors between mothers of school-aged children with ASD (n = 30) and mothers of typically developing children (n = 39), using…
Byrne, Bridget; de Tona, Carla
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
Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia
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…
Van Hesteren, Frank
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)
Huang, Francis L.; Eklund, Katie; Cornell, Dewey G.
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…
"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…
Ajinkya, Shaunak; Kaur, Darpan; Gursale, Akshay; Jadhav, Pradeep
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.
Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D
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.
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.
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.
... parents, people are always ready to offer advice. Parenting tips, parents' survival guides, dos, don'ts, shoulds ... right" way to be a good parent. Good parenting includes Keeping your child safe Showing affection and ...
Protheroe, Nancy; Licciardi, Christopher M.; Cooke, Willa D.
This report presents salary and wage data collected as part of the 37th edition of the "ERS National Survey of Salaries and Wages in Public Schools, 2009-2010." The survey, conducted in fall 2008, collected data on salaries scheduled and salaries paid for 23 selected professional positions and 10 selected support positions in public school systems…
Van Lippevelde Wendy
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
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
Bliss, Melanie J; Emshoff, James; Buck, Chad A; Cook, Sarah L
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.
Vincent Kathryn B
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.
Implementation of the Education of the Handicapped Act [Public Law 94-142], 1989. Eleventh Annual Report to Congress. Information on the Supply and Demand for Personnel: Excerpts. Reporting Data on the 1986-87 School Year. Information on Personnel Supply and Demand.
National Clearinghouse for Professions in Special Education, Reston, VA.
This paper concerns the supply and demand for special education personnel for the 1986-87 school year. Obtaining valid, reliable, and comparable data on all the elements that generated personnel need was not possible. Single indicators were most commonly used to obtain data for planning by states, school districts, universities, and the Federal…
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.
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
Gomez, Rapson; Hafetz, Nina; Gomez, Rashika Miranjani
This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. The theoretical, diagnostic and cultural implications of the findings are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.
Nojaja, John Mfundo
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...
Braun, Samuel J.
By helping out in the classroom, parents can see a teacher work with children, developing their curiosity, elaborating on their interests, disciplining when necessary and, in a sense, the teacher serves as a model for the parents. (JD)
Kaleta, Dorota; Polańska, Kinga; Rzeźnicki, Adam; Stelmach, Włodzimierz; Wojtysiak, Piotr
Tobacco-free school environment as well as non-smoking teachers and school personnel provide positive role models for children and young people. In Poland, smoking should be banned in colleges, schools, educational establishments and educational care facilities. However, for the existing law to be effective, awareness of all people in school curriculum and enforcement of the law are crucial. The aim of the study was to evaluate tobacco use patterns, knowledge and attitudes towards tobacco as well as availability of tobacco control training among school personnel in a rural area in Poland. Moreover, compliance with tobacco control policies and their enforcement were assessed. The study was carried out in Piotrkowski district between November 2014 and May 2015 in accordance with the Global School Personnel Survey (GSPS) methodology. Sixty schools participated in the survey (92% of the schools from the region) with involvement of 1044 teachers and 500 non-teaching staff (the response rate - 83.1%). The multivariate linear regression analyses were applied to study factors linked to the need for anti-tobacco training dedicated to the youth and teachers' knowledge as well as activities to educate the students about tobacco use and its prevention. About 24% of the school personnel were current and 9% were ex-smokers. Significantly more teachers than the non-teaching staff indicated that the schools had a policy prohibiting tobacco use among students. In addition, 6% of the study participants indicated everyday violations of the tobacco control policy by the school personnel. More than 80% of the teaching personnel indicated the need for training dedicated to the youth to prevent their tobacco use. In the multivariate linear regression model, longer duration of working experience predicted higher levels of knowledge and more activities performed to teach the youth about tobacco use and its prevention. The smokers comparing to the non-smokers perceived the need for anti
Pong, Suet-Ling; Johnston, Jamie; Chen, Vivien
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.
Maughan, Erin; Adams, Rachael
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…
Kang, Yanrong; Moore, Joyce
Parenting style, as a widely studied topic, has been used by researchers and educators in the US to predict students' academic achievements. Despite its theoretical and practical significance, no much work has been conducted to test the generalizability of parenting research framed in the Western culture to the Chinese population. Parenting styles…
Malm, Esther Kweiki; Henrich, Christopher; Varjas, Kris; Meyers, Joel
This study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific…
Foot, Hugh; Howe, Christine; Cheyne, Bill; Terras, Melody; Rattray, Catherine
Investigated parents' and staff opinions about parental participation in their child's preschool, including perceived available options for partnership. Found that parental needs for participation were largely satisfied by the opportunities offered in the play group sector but not in local authority and private nurseries. Found three areas in…
Quiocho, Alice M. L.; Daoud, Annette M.
This qualitative study was conducted to discuss and dispel commonly held myths about Latino parents' involvement in their children's education. Differences between teacher perceptions of Latino parent involvement and parents' understanding of their roles in supporting their children's education--including the learning and use of the English…
An increasing number of American grandparents, from all socioeconomic and ethnic groups, have taken on the role of surrogate parents to their grandchildren. Reasons behind this trend involve a variety of family circumstances, including the death of one or both parents, parental abandonment, the high incidence of divorce, an increase in the number…
Mji, Andile; Mbinda, Zoleka
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.
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.
There has been a widespread criticism of the quality of education provided by Nigerian public schools. This has led to a consistent clamour for quality education for Nigerian citizens. Attention is being focused on how to make use of the resources available in the education system to have a functional education that will lead ...
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...
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.
Areepattamannil, Shaljan; Lee, Daphnee H L
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.
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...
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...
Hysing, Mari; Petrie, Keith J; Bøe, Tormod; Sivertsen, Børge
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.
Larose, Simon; Boivin, Michel
Compared adolescents attending college to adolescent nonenrollees and found that (1) college attendees experienced improved means of perceived security to parents, decreased perceptions of social support, and increased feelings of loneliness and social anxiety; and (2) perceived security to parents at end of high school predicted positive changes…
Choi, Hee-sook; Thul, Candrice A.; Berenhaut, Kenneth S.; Suerken, Cynthia K.; Norris, James L.
School psychologists' attitudes and feelings toward gay and lesbian parents were surveyed in relation to their training and exposure, and professional services offered to gay and lesbian parents and their children. The relationship between attitudes, feelings, training, exposure, and demographic characteristics was explored as well. A stratified…
Featherstone, Darin R.; And Others
Analyzed differences in school behavior and achievement among students (n=530) in grades six through nine from intact, reconstituted, and single-parent families. Students from intact, two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from…
Adubale, Andrew A.
The study investigates parenting styles as predictors of anxiety and depression in secondary school students in Edo State, Nigeria. It employed a correlation research design. Two hundred and forty students constituted the sample for the study. Parenting Style Scale questionnaire was used to collect data for the study. Linear regression was used to…
Falkmer, Marita; Anderson, Katie; Joosten, Annette; Falkmer, Torbjörn
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…
Madsen, Kristine A.; Linchey, Jennifer
Background: School-based body mass index (BMI) or body composition screening is increasing, but little is known about the process of parent notification. Since 2001, California has required annual screening of body composition via the FITNESSGRAM, with optional notification. This study sought to identify the prevalence of parental notification…
Zablotsky, Benjamin; Boswell, Katelyn; Smith, Christopher
Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N = 8,978) from the 2007 Parent and Family Involvement in Education survey (U.S. Department of Education, National Center for Education…
Factors influencing decision making are reviewed, and strategies which a school psychologist can use to increase parent involvement in decisions about their handicapped children are delineated. It is explained that four types of interventions are effective in promoting parental involvement: decision counseling, the balance sheet schema to help…
Valeeva, Roza A.; Kalimullin, Aydar M.
The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well…
Kirigwi, Lucy Wambui; Maithya, Redempta
Private tuition refers to tutoring offered outside mainstream teaching. The study sought to establish the difference in prevalence for private tuition among parents, teachers and pupils in public primary schools in Machakos County. The study employed descriptive survey design. The target populations were all teachers, parents and pupils of public…
PACER Center, 2006
Becoming familiar with the school district will help parents become active and involved partners in their child's education. Research has demonstrated that family involvement in children's education can boost their academic success. Knowing about the following areas, which are discussed in this information sheet, can help parental involvement at…
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…
Waasdorp, Tracy Evian; Pas, Elise T.; O'Brennan, Lindsey M.; Bradshaw, Catherine P.
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…
Odongo, Alice Atieno; Aloka, Peter J. O.; Raburu, Pamela
The present study sought to establish the influence of parenting styles on adolescent academic achievement in day secondary schools in North Rachuonyo Sub-County, Kenya. Baumrind's theory of parenting style informed the study. The Concurrent Triangulation Design was used. The target population comprised 2409 day secondary students registered for…
Wissink, Inge B.; de Haan, Mariette
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,…
This qualitative phenomenological study was done to better understand the school experience of adolescents after the death of a parent. The participants were adults over the age of 19 and between 3 and 43 years past the death of a parent during adolescence. The study involved personal, reflective interviews with each of the participants. The…
Siddiqua, A; Janus, M
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.
Breshears, Diana; Lubbe-De Beer, Carien
Through in-depth interviews with 21 parents and 12 children in lesbian/gay-parented 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…
Rausch, John C.; Berger-Jenkins, Evelyn; Nieto, Andres R.; McCord, Mary; Meyer, Dodi
Background: Parents exert a significant effect on children's eating behaviors and physical activity levels, so it is imperative to find successful obesity prevention programs that target whole families in underserved communities. Purpose: To investigate the effects of a Coordinated School Health Program (CSHP) on parents in the program over a…
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…
Flores de Apodaca, Roberto; Gentling, Dana G.; Steinhaus, Joanna K.; Rosenberg, Elena A.
This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents…
Sapharas, Nicole K.; Estell, David B.; Doran, Kelly A.; Waldron, Mary
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…
Leahy, Marie A.
More than five million children in the United States have a parent suffering from a severe mental illness and these children have specific experiences and needs, particularly in school. Children of mentally ill parents are at greater risk of being neglected and of developing psychological, social, emotional, and behavioral problems. They often…
Haider, Steven J.; McGarry, Kathleen
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…
Joe, Emanique M.; Davis, James Earl
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…
Watson, Stuart; Vernon, Lynette; Seddon, Sarah; Andrews, Yolanda; Wang, Angela
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…
Gaston, Sean Maurice
The role of the "principal" in encouraging and supporting parent involvement has not received as much research attention as it would seem to merit. While the recent literature on parent involvement is extensive, virtually none are devoted to investigating the impact of school leadership, particularly the function of the principal on…
Chao, Ruth K.
Compared 48 immigrant Chinese and 50 European American mothers of preschool-age children on their perspectives on the role of parenting in their children's school success. Findings reveal Chinese immigrants have a high regard for education and a belief in a strong parental role, while European Americans regard social skills and self-esteem of…
Hahn, Ellen J.; Hall, Lynne A.; Rayens, Mary Kay; Myers, April V.; Bonnel, Galadriel
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…
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…
Heller, Janet R.; Johnson, Helen L.
This study aimed to expand upon previous research related to parental opinion concerning school sexuality education by sampling a culturally diverse, low-income population that has been traditionally under-represented in the literature. A total of 191 parents attending an urban community college completed a written questionnaire about what topics…
Li, Chung-Kai; Hung, Chia-Hung
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…
Kahraman, Hanife; Yilmaz Irmak, Turkan; Basokcu, T. Oguz
Parenting practices are a field in psychology in which numerous studies have been carried out. In western countries, attempts to define the concept operationally have led to the emergence of many scales claiming to test the concept. This study aims at developing a scale to evaluate the parenting practices of parents with schoolchildren and at…
Mathis, Erin T.; Bierman, Karen L.
This study examines changes in parent support and child emergent literacy skills over time as children moved from Head Start into kindergarten. It compares the transactional parent-child influences in families randomly assigned in Head Start to receive an enriched home visiting program that emphasized parents as teachers relative to a control…
Johnsen, Åshild Askeland; Bele, Irene Velsvik
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...
Ahn, Jeong-Ah; Lee, Sunhee
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.
Suparmi; Suardiman, S. P.; Kumara, A.
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.
Taha, Nehad A; Rahme, Zahra; Mesbah, Naglaa; Mahmoud, Fatma; AlKandari, Sarah; Othman, Nashwa; Sharaikha, Hanan; Lari, Bashayer S; AlBeloushi, Shaima; Saad, Eglal; Arefanian, Hossein; Sukkar, Faten F
To study the impact of a novel comprehensive eLearning approach in delivering diabetes related education program that includes knowledge and sets of practices to the school personnel in Kuwait to enable them to provide a supportive environment for students with diabetes. The program was designed with three components namely; knowledge, skills and recommendations. The diabetes knowledge was delivered through an interactive eLearning program, the effectiveness of which was assessed using diabetes knowledge questionnaires which were deployed pre- and post-course delivery. Additionally, the participants' knowledge retention and confidence in caring for a student with diabetes were evaluated at 6 or 12 months post-intervention. A total of 124 public schools' personnel participated in the program. Post e-Learning delivery, diabetes knowledge increased significantly from baseline (p eLearning diabetes education for school personnel increases their knowledge which can be retained for up to 12 months and imparts confidence in caring for students with diabetes. This novel approach of delivering diabetes education will help school personnel in managing students with diabetes. Copyright © 2018 Elsevier B.V. All rights reserved.
Wahl, Ann; Stephens, Hilary; Ruffo, Mark; Jones, Amanda L.
With the dramatic increase in the incidence of food allergies, nurses and other school personnel are likely to encounter a child with food allergies. The objectives of this study were to assess the effectiveness of in-person training on enhancing knowledge about food allergies and improving self-confidence in preventing, recognizing, and treating…
Gonzalez, Ramon, Comp.
Written in English and Spanish, the handbook is intended to (1) provide useful information from numerous sources to school administrators, education program staff, and home-school liaison personnel; and (2) assist school staff in informing migrant parents about their rights and responsibilities, both as members of parent advisory councils (PACs)…
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.
Fomby, Paula; James-Hawkins, Laurie; Mollborn, Stefanie
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
Machebe, Chioma Henrietta; Ezegbe, Bernedeth N.; Onuoha, Joseph
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…
Ng, Shun-wing; Yuen, Wai Kwan Gail
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…
Sim, Tick N.; Chin, Jeffery E. H.
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…
Full Text Available The aim of this study was to determine which sports are most popular among parents of pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education. The sample included 5865 parents. Most parents would like to introduce as an optional sport swimming, football, basketball, volleyball and at last parents would like to introduce acrobatics, wrestling, orienteering and rowing. Obtained were statistically significant differences according to gender (fathers would like to be introduced football and mothers would like swimming and according to educational level (parents with higher educational level would most like to be introduced swimming and volleyball; while parents with the lowest educational level prefered football. The results indicates that with enlargement of educational level of parents comes higher level of interest for other sports, like skiing and basketball and decrease level interest for bicycling, football and karate.
Stitzlein, Sarah M.
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…
de Lange, Marloes; Dronkers, Jaap; Wolbers, Maarten H. J.
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…
Lange, M. de; Dronkers, J.A.; Wolbers, M.H.J.
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
The purpose of this study was to determine the effects of a parent-training program on parenting practices and children's misconduct in a predominately low performing school in the Northeastern region of the United States. The study included 26 parents of children in kindergarten through third grade. The participants were predominately African…
Motala, Shireen; Sayeed, Yusuf
40% of schools in South Africa, namely the poorest two-fifths as determined by poverty indicators, were declared to be no fee schools as of 2007. These schools receive larger state allocations per learner than other schools, as well as a higher allocation for non-personnel, non-capital expenditure. In other schools parents may continue to apply…
Loughlin-Presnal, John E; Bierman, Karen L
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.
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…
Louise K. Thornton
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
Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel
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
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
Educational Research Service, 2009
This report presents salary and wage data collected as part of the "Educational Research Service (ERS) National Survey of Salaries and Wages in Public Schools, 2008-2009." The survey, conducted in fall 2008, collected data on salaries scheduled and salaries paid for 23 selected professional positions and 10 selected support positions in public…
Ice, Megan; Thapa, Amrit; Cohen, Jonathan
A growing body of school improvement research suggests that engaging all members of the school community, including community members and leaders, provides an essential foundation to successful school improvement efforts. School climate surveys to date tend to recognize student, parent/guardian, and school personnel voice but not the voice of…
Kim, Dong Hee; Yoo, Il Young
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
Leder, Gilah C.; Forgasz, Helen J.
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.
Oregon State Dept. of Education, Salem.
This report addresses three alternatives in employing certified and classified staff in school districts: early retirement, flexible working hours, and (in the most detail) job sharing. It is noted that financial reductions make it difficult for schools to meet both their budgets and rising community/parental expectations, while declining…
Löfgren, Hans O.
Introduction Numerous preventive programmes have emerged, and need to be investigated to determine their effects on the normal population. Earlier studies have shown a decrease in depressive symptoms, positive effects on children’s disruptive behaviour problems, and an improvement in parental competence. About a fifth of the parents in previous studies had problem-oriented (targeted) reasons for enrolment, whereas the rest of the parents had general (universal) reasons. The results of those s...
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…
Saito, Yoshihiro; Muto, Taisei; Asanuma, Taku; Horikoshi, Akira; Tsuchihara, Katsuo
We have examined a total of 15,224 women in our hospital aiming at a mass screening of breast cancer with mammography (MMG) during the last 8 years. Subjected women were teachers or staffs of public schools in six prefectures in the Tohoku area. More than 90% of them were under 50 years old and women younger than 49 accounted for about half of them. A recall rate was 3.8%, and breast cancer was found in 55 women (0.36%) and the ratio of cancers diagnosed among recalled women was 9.5%. Twenty-one point eight percent of detected cancers were associated with calcification. The average diameter of the detected tumors in the screening group was 1.6 cm, whereas that of outpatients (controls) was 2.5 cm. Stage 0 and I cancer cases in the screening group accounted for 82.0%, whereas those in the outpatient group, 49.6%, indicating a significant increase in detection rate of early breast cancer in the screening compared to the outpatients group. However, detection rate of breast masses was 76.7% of all cases of breast tumor by means of MMG, versus 86.0% by means of physical examination. These results suggest that the mass screening by using physical examination and MMG, as well as ultrasonography, may provide a better clinical application for precise diagnosis, when it is done for working women in the regional public schools who are younger. (author)
Hand, Ailish; Raghallaigh, Ciara Ní; Cuppage, Jennifer; Coyle, Sadhbh; Sharry, John
The aim of this study was to evaluate the effectiveness of the parent training, Parents Plus Children's Programme (PPCP) as an intervention for parents of children with mild intellectual disabilities. Participants were parents of children, aged six to 12, attending a special school for children with mild general learning disability (n = 29). Minor programme adaptations were made. Pre and post-assessment included the Strengths and Difficulties Questionnaire, the Parenting Stress Index, the Kansas Parent Satisfaction Scale and parent identified personal and child-related goals. A significant reduction in clinical range scores for treatment group participants (n = 16) was observed. Conversely, clinical range scores for control group participants (n = 13) increased, or remained elevated. These preliminary results suggest that PPCP may be successfully delivered as a routine community-based intervention and aid to prevent and reduce behavioural problems, reduce parent stress and increase parent confidence and satisfaction. Further investigation of programme effectiveness for parents of children with developmental disability is warranted.
Tam, Vicky C W; Lam, Rebecca S Y
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.
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…
Bugay, Aslı; Avcı, Dilek; Özdemir, Selçuk
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...
Jaballas, Elvira; Clark-Ott, Dorothy; Clasen, Carla; Stolfi, Adrienne; Urban, Marianne
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.
Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof
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.
Barrera, Dan Jerome
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.
Alnafea, Tahany; Curtis, David D.
Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…
Georgiou, Stelios N.; Ioannou, Myria; Stavrinides, Panayiotis
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…
Mukherjee, Diganta; Das, Saswati
This paper uses household level data from National Sample Survey Organization (NSSO) of India, the 55th (1999-2000) and the 61st (2004-05) rounds, to show that even with a significant wage incentive for schooling of urban children, the school drop out rate and child labour incidence are not small over this period. The parents' level of education…
Dotterer, Aryn M.; Wehrspann, Elizabeth
The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent…
Connolly, Micaela; Gersch, Irvine
Starting school is a critical event in a child's life and successful transitions to school have been posited as key indicators for future academic achievement. For children with autism spectrum disorder (ASD), the process is complicated by difficulties in social communication and social interaction. Parents of children with ASD can experience…
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…
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…
Jeong-Ah Ahn, PhD, RN
Conclusions: 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.
Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.
Noting that parents play an important role in the school success of their elementary- and middle-school-aged children, this booklet offers research-based tips to provide both practical guidance and information about a range of education-related topics. Presented in a question-answer format in both English and Spanish versions, the booklet provides…
Mohebbi, Mina; Mirnasab, Mirmahmoud; Wiener, Judith
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…
Lore, Millicent D.; Wang, Aubrey H.; Buckley, M. Toni
Catholic social teaching affirms the primary role of parents in their children's education, as well as the importance of forging a positive home-school partnership. The purpose of this article is to provide empirical evidence for further cultivating a collaborative, home-school relationship aimed at improving the mathematics performance of…
Dekker, Karien; Kamerling, Margje
Purpose: The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach: The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000…
Winterbottom, Christian; Leedy, Allyson K.
Presently, there are a growing number of ethnic minority students in the primary schools in northwest England. Through sociocultural theory, this paper examines student and parent perspectives of their experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on…
Parsons, David; Adhikar, Janak
This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the transformation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists…
Biddle, Kevin J.
This study surveyed parents of elementary students in the small Midwestern community of Montpelier, Indiana to elicit their opinions toward the educational technology in their children's school and the role it plays in their education. Montpelier Elementary School (MES) has 223 students from 161 families. A phone survey was done to which about 42%…
Bagley, Carl; Woods, Philip A.; Woods, Glenys
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…
Whitsel, Christopher Michael; Lapham, Kate
Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to…
This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53…
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…
Johnson, Emmanuel Janagan; Descartes, Christine H.
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.…
Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.
Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…
Exploring Australian school text censorship has a long pedigree in "English in Australia." This article aims to contribute by observing attempts by parents to censor English texts in religious schools. A brief summary of "EIA"'s previous approaches is followed by an explanation of the method of my research with NSW Protestant…
Zhao, Siman; Chen, Xinyin; Wang, Li
This study examined the relations of maternal warmth, behavioral control, and encouragement of sociability to social, school, and psychological adjustment in migrant children in China. The participants were 284 rural-to-urban migrant children (M age = 11 years, 149 boys) in migrant children's schools and their mothers. Data on parenting were…
Rasmussen, Mette; Damsgaard, Mogens T; Holstein, Bjørn E
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...
Glasgow, K L; Dornbusch, S M; Troyer, L; Steinberg, L; Ritter, P L
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.
Pong, Suet-ling; Johnston, Jamie; Chen, Vivien
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