Teachers' and Administrators' Perceptions of Knowledge Management Competence of High School Administrators

Science.gov (United States)

Memisoglu, Salih Pasa

2016-01-01

This study aims to determine the teachers' and administrators' perceptions of knowledge management competence in high school administration. The study was conducted using the screening model and the study group consisted of 162 teachers and 35 administrators working at eight high schools in Turkey. Administrators' knowledge management competence…

Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.

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Reese, Leslie; Arauz, Rebeca Mejía; Bazán, Antonio Ray

2012-01-01

This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents' own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

Rural elementary students', parents', and teachers' perceptions of bullying.

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Stockdale, Margaret S; Hangaduambo, Saidou; Duys, David; Larson, Karl; Sarvela, Paul D

2002-01-01

To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives. Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers. Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety. Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.

The Communication Barriers between Teachers and Parents in Primary Schools

Science.gov (United States)

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

2016-01-01

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

Parent Involvement in Head Start Programs: The Role of Parent, Teacher and Classroom Characteristics

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Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

2004-01-01

The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

Teacher - parent partnerships: Preservice teacher competences and attitudes during teacher training in the Netherlands

NARCIS (Netherlands)

Denessen, E.J.P.G.; Bakker, J.T.A.; Kloppenburg, H.L.; Kerkhof, M.

2010-01-01

Teachers are expected to build strong relationships with their students' parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the

Social discomfort in preadolescence: predictors of discrepancies between preadolescents and their parents and teachers.

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Tu, Kelly M; Erath, Stephen A

2013-04-01

The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report.

Co-Producing Children's Sociality in Parent-Teacher Conferences

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Närvänen, Anna-Liisa; Markström, Ann-Marie

2015-01-01

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent-teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are…

Parents' and Teachers' Perceptions of Adolescent Storm and Stress: Relations with Parenting and Teaching Styles

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Hines, Allyn R.; Paulson, Sharon E.

2006-01-01

The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress…

Conferencias de padres-educadores: Sugerencias para los padres (Parent-Teacher Conferences: Suggestions for Parents). ERIC Digest.

Science.gov (United States)

Clark, Ann-Marie

Parent-teacher conferences sometimes become a cause for concern for everyone involved. This Spanish-language ERIC Digest outlines ways to improve communication during parent-teacher conferences. Suggestions are offered to help parents participate more effectively in conferences, including identifying what is being done to help a child overcome a…

THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

Directory of Open Access Journals (Sweden)

N. L. Antonova

2018-01-01

Full Text Available Introduction. Early school education as a beginning stage of an individual’s educational trajectory fosters an enabling environment for a child’s personal, physical, intellectual and moral development. A productive interaction between pre-school educational organizations and parents is known to play the key role in the mentioned process.Aim. Based on the empirical-sociological materials of the research, this paper is aimed to identify specific features of interaction between parents and teachers as subjects of the system of early childhood education in large industrial cities.Methodology and research methods. The empirical basis of the research was a questionnaire survey conducted among parents (n=220, whose children attended pre-school institutions in Yekaterinburg, and semi-structured interviews with early school teachers (n=30. The teachers were interviewed using the method of systematic sampling. Results and scientific novelty. A serious divergence was identified with regard to how parents and teachers understand the goal of early school education. The social demand of parents consists in preservation and strengthening of physical health of the child, and teachers consider the development of pupils’ abilities as their main task. The research revealed the main topic for discussion between parents and teachers to be organizational issues (due payments, leaving children in the morning, etc.. The conclusion is drawn that passive acceptance of the current situation prevails in teacher-parent interaction, rather than an active attitude to realization of the principles of partnership and cooperation. Parents’ tight schedules become an impediment for building of partner relationship with their children’s teachers and eventually prevent collaborative interaction between the two sides. Nevertheless, parents are shown to trust teachers and recognize the teachers’ professionalism. This circumstance is seen as a founding principle for

34 CFR 303.422 - Parent rights in administrative proceedings.

Science.gov (United States)

2010-07-01

... Parents and Children § 303.422 Parent rights in administrative proceedings. (a) General. Each lead agency shall ensure that the parents of children eligible under this part are afforded the rights in paragraph... 34 Education 2 2010-07-01 2010-07-01 false Parent rights in administrative proceedings. 303.422...

Parents are Teachers: A Child Management Program.

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Becker, Wesley C.

This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…

Albinism: Educational Techniques for Parents and Teachers.

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Ashley, Julia R.; Cates, Dennis L.

1992-01-01

A survey of teachers of the visually impaired and adults with albinism or parents of children with albinism (total responses=144) found no use of Braille by the adults or children with albinism, awareness of the condition by almost all teachers, support for mainstreaming by all, and specific teaching suggestions from teachers. (DB)

Parent-teacher agreement on children's problems in 21 societies

DEFF Research Database (Denmark)

Rescorla, Leslie A; Bochicchio, Lauren; Achenbach, Thomas M

2014-01-01

Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of proble...

Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

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Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

2018-01-01

Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

Attitude of parents and teachers towards adolescent reproductive and sexual health education.

Science.gov (United States)

Nair, M K C; Leena, M L; Paul, Mini K; Pillai, H Vijayan; Babu, George; Russell, P S; Thankachi, Yamini

2012-01-01

To assess parents' and teachers' attitude towards Adolescent Reproductive Sexual Health Education (ARSHE). The study group consisted of a random sample of 795 parents and 115 teachers belonging to three urban schools (one boys only, one girls only and one co-education) and one co-education rural school at Thiruvananthapuram district, Kerala, where an ICMR supported ARSHE intervention programme was done subsequently. A self-administered questionnaire for parents and teachers developed by an ICMR taskforce for ARSHE programme was used to assess their opinion on the need, content and the appropriate person to provide adolescent reproductive sexual health education in a school setting. 65.2% of parents and 40.9% teachers have not discussed growth and development issues with their adolescents. Only 5.2% teachers and 1.1% parents discussed sexual aspects with adolescents. 44% of parents agreed that information on HIV/AIDS/STD should be provided. More than 50% of parents were not sure whether information on topics like masturbation, dating, safe sex, contraceptives, pregnancy, abortion and childcare should be provided to adolescents. Results pointed out the need for introducing reproductive and sexual education in the school setting. Only 1.1% of parents and 5.2% teachers actually discussed sexual aspects with adolescents which highlights the need for parent and teacher awareness programs before ARSHE is introduced in the schools.

Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools

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Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel

2016-01-01

Strong parent-teacher relationships are critical to students' academic success. Mismatches in parents' and teachers' perceptions of each other may negatively affect children's outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents' and teachers'…

Mexican Parents' and Teachers' Views of Effective Elementary Schools

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Slate, John R.; Jones, Craig H.

2007-01-01

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

Socioeconomic inequalities in parent-reported and teacher-reported psychological well-being.

Science.gov (United States)

Lewis, Hannah; Hope, Steven; Pearce, Anna

2015-01-01

To determine whether there are differences in the social gradient of parent-reported and teacher-reported child psychological well-being. Secondary data analysis comparing ratings of child psychological well-being (Strengths and Difficulties Questionnaire, SDQ) in the UK Millennium Cohort Study at 7 years by socioeconomic circumstances (SEC). A number of measures of SEC were tested; results are reported for maternal education. From a sample of 13,168 singletons who participated at the age of 7 years, complete data were available for 8207 children. There was a social gradient in SDQ scores reported by parents and teachers, with 'borderline/abnormal' scores more prevalent in children with lower-educated mothers. However, the gradient was more marked in parent report compared with teacher report, and discrepancies between parent and teacher reports were greatest for children from higher SECs. The social gradient in child psychological well-being, although present, was weaker in teacher report compared with parent report. This may be because children behave differently in school and home settings, or parents and teachers demonstrate reporting bias. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

The Influence of Classroom Management, Administrative Support, Parental Involvement, and Economic Factors on the Retention of Novice Teachers

Science.gov (United States)

Dwyer, Katrina Moody

2013-01-01

The purpose of this study was to examine the impact of selected factors upon the intent of novice teachers to remain in the classroom. Teachers are leaving the profession in numbers that have prompted significant concern among policymakers and administrators. Many qualified college students are not considering the field of education as a potential…

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

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

2015-01-01

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

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

Science.gov (United States)

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

2016-03-01

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

Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools

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Ankrum, Raymond J.

2016-01-01

The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher's ability to leverage parental/guardian relationships. A teacher's ability to form…

The Surprise Element: How Allaying Parents' Misconceptions Improves a Teacher's Communicative Process

Science.gov (United States)

Kumar, Rashmi

2010-01-01

Challenged by parents' misconceptions about the role of cooperative learning activities in developing their gifted children, a teacher began to mentor the parents. The act of mentoring those parents resulted in the teacher's longer-term professional development: specifically, creating a process of seeking structured feedback from parents and…

Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings

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Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.

2014-01-01

This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a…

Parents' and Teachers' Perceptions of Abnormal Attention Span of Elementary School-Age Children.

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Segal-Triwitz, Yael; Kirchen, Louisa M; Shani Sherman, Tal; Levav, Miriam; Schonherz-Pine, Yael; Kushnir, Jonathan; Ariel, Raya; Gothelf, Doron

2016-01-01

To determine teacher and parental perception of minimal expected sustained attention span during various daily tasks among elementary school children. 54 parents and 47 teachers completed the attention span questionnaire (AtSQ) that was developed for this study. The AtSQ consists of 15 academic and leisure tasks that require a child's sustained attention. The study focused on third and fourth graders in Israel. There was a high degree of variability among teachers and parents in their responses to the AtSQ. The expected attention span of children as judged by parents was higher and more varied compared to teachers, and higher for girls than for boys. Our results indicate poor agreement in cutoff values for sustained attention span between teachers and parents and within each group.

Preservice Teacher Attitudes toward Gay and Lesbian Parents

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Herbstrith, Julie C.; Tobin, Renée M.; Hesson-McInnis, Matthew S.; Schneider, W. Joel

2013-01-01

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…

Latino Parents and Teachers: Key Players Building Neighborhood Social Capital

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Martinez, Elizabeth; Ulanoff, Sharon H.

2013-01-01

This narrative study examines how Latino parents and teachers in the Boyle Heights/East Los Angeles community create and appropriate social capital to increase student achievement. Specifically, the study explores how parents and teachers participate in two community organizations to extend resources that have the potential to positively impact…

How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students

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Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

2016-01-01

This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

Teacher Preferences for Alternative School Site Administrative Models

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Hewitt, Paul M.; Denny, George S.; Pijanowski, John C.

2012-01-01

Public school teachers with high leadership potential who stated that they had no interest in being school principals were surveyed on their attitudes about six alternative school site administrative organizational models. Of the 391 teachers surveyed, 53% identified the Co-Principal model as the preferred school site administrative structure. In…

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

Directory of Open Access Journals (Sweden)

Savina E.A.,

2018-04-01

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

Administrative support of novice science teachers: A multiple case study

Science.gov (United States)

Iacuone, Leann

Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional

Parent-Teacher-Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement

Science.gov (United States)

Patel, Nimisha; Stevens, Sharon

2010-01-01

Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students…

Teacher and Administrator Views on School Principals' Accountability

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Argon, Turkan

2015-01-01

The current study aims to identify teacher and administrator views regarding primary school principals' accountability. The case study model, a qualitative research method, was adopted in the study using the holistic single-case design. The working group was composed of a total of 56 individuals, 42 teachers and 14 administrators (11 principals…

Administrative Context and Novice Teacher-Mentor Interactions

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Pogodzinski, Ben

2015-01-01

Purpose: Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor…

Breaking Down Barriers--Building Strong Foundations: Parents and Teachers of Exceptional Students Working Together.

Science.gov (United States)

Spinelli, Cathleen G.

1999-01-01

Provides guidelines for fostering positive teacher-parent relationships. Discusses recent legislative mandates, how parent/teacher relationships are affected by current policy issues promoted by professional education organizations, and methods of constructive communication. Parents and teachers of students with learning disabilities are urged to…

Use of Mobile Application: Means of Communication between Parents and Class Teacher

Science.gov (United States)

Can, Mustafa Harun

2016-01-01

Collaboration in between parents and teachers is an important step for student's achievement. Stakeholders in education sector are trying to find best solution to encourage parents' involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give…

Blaming the helpers: the marginalization of teachers and parents of the urban poor.

Science.gov (United States)

Farber, B A; Azar, S T

1999-10-01

The nature and origins of the current tendency toward disparaging parents and teachers of the urban poor are examined. It is suggested that the influence of parents and teachers must be understood in the context of multiple intervening variables. Several explanations are offered for the phenomenon of blame, including the fact that women constitute the great majority of teachers and are often the primary agents of parenting.

Helicopter Parents Can Be a Good Thing

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Hiltz, Julie

2015-01-01

Helicopter parents get a bad rap. Teachers and administrators should view them as a resource--not a nuisance. By encouraging open communication, teachers can begin to understand the motivations of these parents and find creative ways to connect them with opportunities to promote their students' academic success and the school's overall…

The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators

Science.gov (United States)

Yesildere-Imre, Sibel

2017-01-01

This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form…

Practical Guide to Discipline and Behavior Management for Teachers and Parents.

Science.gov (United States)

Ross, Peter A.

Almost every teacher and parent encounters children with behavior problems. Social changes, including an increasingly violent and information-based society, affect ways in which children view and function in the world. Teachers and parents need to have greater understanding and skill in implementing discipline strategies. This guide presents…

Rational emotive behavior therapy: applications for working with parents and teachers

OpenAIRE

Terjesen,Mark D.; Kurasaki,Robyn

2009-01-01

Given the high rates of reported emotional stress among parents and teachers, the Rational Emotive Behavior Therapy approach appears to be a useful strategy to promote more effective parent and teacher emotional functioning and increase child positive behaviors and learning. The Rational Emotive Behavior Therapy model may be helpful for clinicians who work with the parents and the family by identifying and subsequently changing their unhealthy ideas, enhancing emotional functioning, and incre...

Mindfulness programming for parents and teachers of children with ADHD.

Science.gov (United States)

Miller, Carlin J; Brooker, Brianne

2017-08-01

Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

Oral health-related quality of life among parents and teachers of disabled schoolchildren in Kuwait.

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Shyama, Maddi; Honkala, Sisko; Al-Mutawa, Sabiha A; Honkala, Eino

2013-01-01

The objective of this study was to assess the oral health-related quality of life between the parents and the teachers of disabled schoolchildren in Kuwait. The three category response version of the General Oral Health Assessment Index (GOHAI) (12 questions, always, sometimes, never) was used in the questionnaires in Kuwait. Three hundred and eight (308) parents and 112 teachers were enrolled in this study. The mean age of the parents was 45 ± 9.9 years and of the teachers 38 ± 8.4 years. The mean GOHAI was 27.2 ± 3.5 among the parents and 27.8 ± 3.3 among the teachers (p = 0.091). GOHAI was higher in the older age groups (p = 0.002) and among the parents with a university education (p < 0.001). GOHAI was also higher with increasing toothbrushing frequency among the parents (p = 0.047) and the teachers (p = 0.003). Altogether, 203 (66%) of the parents and 85 (76%) of the teachers were always able to swallow comfortably; 123 (40%) of the parents and 41 (37%) of the teachers were able to eat without discomfort. Overall, 132 (43%) of the parents and 41 (37%) of the teachers were always pleased and happy with the looks of their teeth and gums, or dentures. The Cronbach's alpha (0.83) indicated a high degree of internal consistency between different GOHAI items. There seemed to be no difference in the impact of oral health on the quality of life between the parents and the teachers of disabled schoolchildren. Oral health had a relatively weak impact on the quality of life of these adults. Copyright © 2012 S. Karger AG, Basel.

Administrative Support and Its Mediating Effect on US Public School Teachers

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Tickle, Benjamin R.; Chang, Mido; Kim, Sunha

2011-01-01

This study examined the effect of administrative support on teachers' job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey teacher questionnaire. Administrative support was the most significant predictor of teachers' job…

Elementary Teachers' Perceptions of Administrators and Job Satisfaction

Science.gov (United States)

Davis, Christen M.

2012-01-01

The purpose of this study was to investigate administrative influence on teacher job satisfaction based on the perspectives of teachers using Frederick Herzberg, Bernard Mausner, and Barbara Snyderman's Two-Factor Theory on job satisfaction as the theoretical framework. This study also explored the administrative actions and behaviors that…

Teacher Trust in District Administration: A Promising Line of Inquiry

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Adams, Curt M.; Miskell, Ryan C.

2016-01-01

Purpose: We set out in this study to establish a foundation for a line of inquiry around teacher trust in district administration by (1) describing the role of trust in capacity building, (2) conceptualizing trust in district administration, (3) developing a scale to measure teacher trust in district administration, and (4) testing the…

More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

Directory of Open Access Journals (Sweden)

Elizabeth Graue

2004-12-01

Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

Teachers' and parents' conceptions of students' academic success and failure

OpenAIRE

Hočevar, Nina

2017-01-01

Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the t...

"Don't Leave Me!": Helping the Child Whose Parents Are Separating. Between Teacher & Parent

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Brodkin, Adele M.

2005-01-01

This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.

Process into Products: Supporting Teachers to Engage Parents

Science.gov (United States)

Abel, Yolanda

2014-01-01

This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

Oppositional Defiant Disorder: prevalence based on parent and teacher ratings of Malaysian primary school children.

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Gomez, Rapson; Hafetz, Nina; Gomez, Rashika Miranjani

2013-08-01

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.

Understanding parent-teacher agreement of the Strengths and Difficulties Questionnaire (SDQ): Comparison across seven European countries.

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Cheng, Sabrina; Keyes, Katherine M; Bitfoi, Adina; Carta, Mauro Giovanni; Koç, Ceren; Goelitz, Dietmar; Otten, Roy; Lesinskiene, Sigita; Mihova, Zlatka; Pez, Ondine; Kovess-Masfety, Viviane

2018-03-01

Assessments of child psychopathology are often derived from parental and teacher reports, yet there is substantial disagreement. This study utilized data from 7 European countries to examine parent-teacher agreement and possible explanatory factors for parent-teacher disagreement such as child and family characteristics, parenting dimensions, and maternal distress were explored. Parent-teacher agreement of the Strengths and Difficulties Questionnaire were assessed using a cross-sectional survey of 4,894 school aged children 6-11 from the School Children Mental Health Europe Project. Parent-teacher agreement was low to moderate (Pearson correlation ranging from .24 (Prosocial) to .48 (Hyperactivity) for the 5 subscales across 7 countries); kappa coefficient ranged from .01 (Turkey) to .44 (Italy) for internalizing problems and .19(Romania) to .44(Italy) for externalizing problems. Child's gender and age, mother's employment status, single parent home, number of children in household, and selected parenting dimension were found to be explanatory of informant disagreement. This study not only serves to advance our understanding of parent-teacher agreement of the Strengths and Difficulties Questionnaire in 7 European countries but provides a novel approach to examining the factors that contribute to informant disagreement. Copyright © 2017 John Wiley & Sons, Ltd.

Twins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents, and Twins

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Gordon, Lynn Melby

2015-01-01

Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that…

The Effects of Parental Involvement, Trust in Parents, Trust in Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers

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Karakus, Mehmet; Savas, Ahmet Cezmi

2012-01-01

In this study it was aimed to determine the effects of parental involvement, teachers' trust in parents and students, and teachers' pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with…

The role of parenting styles and teacher interactional styles in children's reading and spelling development.

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Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

2012-12-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

[Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy].

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Bruland, Dirk; Kornblum, Katharina; Harsch, Stefanie; Bröder, Janine; Okan, Orkan; Bauer, Ullrich

2017-12-01

Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health

The Relationship between Job Involvement and School Administrative Effectiveness as Perceived by Administration Teachers

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Lin, Ruilin; Xie, Jingchen; Jeng, Yoau-Chau; Wang, Zheng-Hong

2011-01-01

The purpose of this study is to explore the relationships between "job involvement" and "school administrative effectiveness" as perceived by junior high school administration teachers. The findings are as follows. (1) The current status of "job involvement" and "school administrative effectiveness" as…

Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills. Working Paper 35

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Grissom, Jason A.; Loeb, Susanna

2009-01-01

While the importance of effective principals is undisputed, few studies have addressed what specific skills principals need to promote school success. This study draws on unique data combining survey responses from principals, assistant principals, teachers and parents with rich administrative data to identify which principal skills matter most…

Teacher Peer Assistance and Review: A Practical Guide for Teachers and Administrators.

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Anderson, Lorin W.; Pellicer, Leonard O.

This book provides educators and administrators with the knowledge and skills needed to engage in peer assistance and review within the context of teacher evaluation, describing how to develop and implement an effective teacher peer assistance and review program. The book offers the following: components of successful peer assistance and review…

Parent and Teacher Perspectives about Problem Behavior in Children with Williams Syndrome

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Klein-Tasman, Bonita P.; Lira, Ernesto N.; Li-Barber, Kirsten T.; Gallo, Frank J.; Brei, Natalie G.

2015-01-01

Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions,…

Congruence in Parent-Teacher Communication: Implications for the Efficacy of CBC for Students with Behavioral Concerns

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Garbacz, S. Andrew; Sheridan, Susan M.; Koziol, Natalie A.; Kwon, Kyongboon; Holmes, Shannon R.

2015-01-01

The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on…

Teachers' Self-Efficacy vs. Parental Involvement: Prediction and Implementation

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Fisher, Yael; Kostelitz, Yifat

2015-01-01

This research examines the influence of teachers' views regarding parental involvement on their perception of self-efficacy. Data were collected from a sample of 319 Israeli elementary schools teachers. A path analysis procedure was employed to test the mediating effect of personal background and organizational variables and perceived parental…

Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD.

Science.gov (United States)

Bied, Adam; Biederman, Joseph; Faraone, Stephen

2017-04-01

To review the literature evaluating the psychometric properties of parent and teacher informants relative to a gold-standard ADHD diagnosis in pediatric populations. We included studies that included both a parent and teacher informant, a gold-standard diagnosis, and diagnostic accuracy metrics. Potential confounds were evaluated. We also assessed the 'OR' and the 'AND' rules for combining informant reports. Eight articles met inclusion criteria. The diagnostic accuracy for predicting gold standard ADHD diagnoses did not differ between parents and teachers. Sample size, sample type, participant drop-out, participant age, participant gender, geographic area of the study, and date of study publication were assessed as potential confounds. Parent and teachers both yielded moderate to good diagnostic accuracy for ADHD diagnoses. Parent reports were statistically indistinguishable from those of teachers. The predictive features of the 'OR' and 'AND' rules are useful in evaluating approaches to better integrating information from these informants.

Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems.

Science.gov (United States)

Ban, Jiyoon; Oh, Insoo

2016-11-01

The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

Keeping the Spirits Up: The Effect of Teachers' and Parents' Emotional Support on Children's Working Memory Performance.

Science.gov (United States)

Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Baeyens, Dieter

2017-01-01

Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 ( M age = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that

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

Science.gov (United States)

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

2018-01-01

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

Early Childhood Behavior Changing in Terms of Communication between Parents and Teachers

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Dewi, Nurul Fitria Kumala; Rachmi, Titi; Imaniah, Ikhfi; Firdaus, Moh Iqbal

2015-01-01

The study aims to explore the effectiveness of the approach of communication between parents and teachers to change the behavior of young children. Surely, it prioritizes on the social interaction between teachers and parents of the students. The method used in this study is field research that is qualitative, while the analysis of the data used…

Investigation of Job Satisfaction Levels of School Administrators and Teachers

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Sener, Gönül; Boydak Özan, Mukadder

2017-01-01

The main purpose of the research is to determine the job satisfaction levels of school administrators and teachers. The descriptive method based on screening model for revealing the existing situation was used in the study. An attempt to determine the job satisfaction levels of administrators and teachers in educational organizations was made in…

Teacher self-efficacy in instruction and in parent involvement

Directory of Open Access Journals (Sweden)

Peter Gavora

2012-06-01

Full Text Available The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching efficacy of TES and ZdUR was only 0.01. Teachers inthis sample had better scores in all dimensions of ZdUR than those of TES, with theexception of engaging parents in school activities. Scores of four teachers in TES andZdUR were analysed to document the possibility of making the individual profiles ofteacher self-efficacy.

Disability, Stigma and Otherness: Perspectives of Parents and Teachers

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Lalvani, Priya

2015-01-01

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers' beliefs were generally consistent…

Use of mobile application: Means of communication between Parents and Class Teacher

Directory of Open Access Journals (Sweden)

Mustafa Harun CAN

2016-11-01

Full Text Available Collaboration in between parents and teachers is an important step for student’s achievement. Stakeholders in education sector are trying to find best solution to encourage parents’ involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give exact information about any student’s progress as well as other information. In Nepal, most of the schools use notebook called “communication book or school diary as the means of communication with parents”. This traditional and most known system is still being used in many parts of the country. Class Teacher writes down a note or notice to parents on it about any information of current activities or forth coming events. The use of mobile applications has been increasing rapidly, and is being used in many aspects in education. The aim of this study is to investigate parents’ view on using mobile application to communicate with teachers. The Meridian Connect mobile application, which has been widely coming in use in between parents and class teachers, is used for this research. The study was designed to apply the questionnaire based survey methodology in which 573 parents of the students of Meridian International School were asked.. The results of data analysis indicated that parents’ view on the use of mobile application to upgrade the education environment has been proved to be positive and useful

Examining the Relationship between Parental Involvement and Mobile Technology Use

Science.gov (United States)

Flowers, Toinette M.

Understanding how mobile devices can enhance parent/teacher communication is important because parents play an important part in their children's learning. Research on parents' use of mobile devices to communicate with their children's teachers is limited. The purpose of this cross-sectional correlational study was to determine the relationships between parents' (a) knowledge of using mobile devices, (b) general use of mobile devices, (c) purpose for using mobile devices, (d) perceived ease of using mobile devices, (e) perceived usefulness of mobile devices, (f) attitude toward using mobile devices, and (g) use of mobile devices to communicate with teachers. The study was informed by the technology acceptance model and used a participant pool of 73 parents of high school students attending a Title I high school in a large Midwestern city in the United States. Data were collected using an online survey and analyzed using Pearson's correlations. The study results indicate significant correlations between parents' use of mobile devices to communicate with teachers and knowledge of using mobile devices, purpose for using mobile devices, perceived ease of using mobile devices, perceived usefulness of mobile devices, and attitudes toward using mobile devices. These findings suggest that parental use of mobile devices to communicate with teachers can be enhanced by administrators and school personnel using strategies that consider parents' and the school culture. Social implication includes sharing the results of this study with district and school administrators who have the power to implement programs that encourage and support the use of mobile devices as a communication tool between parents and teachers, therefore increasing parental involvement and ultimately student academic success.

Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children

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Wissink, Inge B.; de Haan, Mariette

2013-01-01

This study examines whether teachers' and parental attributions for children's school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher-parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that,…

Job satisfaction of Jamaican elementary school teachers

Science.gov (United States)

Rodgers-Jenkinson, Fay; Chapman, David W.

1990-09-01

This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

Turkish Prospective Early Childhood Teachers' Emotional Intelligence Level and Its Relationship to Their Parents' Parenting Styles

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Kotaman, Hüseyin

2016-01-01

The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

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

Science.gov (United States)

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

2014-01-01

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

INFORMATION SECURITY OF CHILDREN IN LAY THINKING OF PARENTS AND TEACHERS

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I B Bovina

2016-12-01

Full Text Available The problem of the information security of children is discussed in the presented paper. A special attention is paid to the Internet as a risk source. The article gives evidence to the importance of the analysis of the so called lay thinking about the information security of children. The presented study is based on the social representations theory proposed by S.Moscovici. The total of the study is 136 people (parents and teachers, aged from 21 to 62 years old. We supposed that the lay thinking about the information security in groups of parents and teachers was formed on two main themes - about the threats and about the ways to manage these threats. Also we supposed that parents and teachers had similar thinking about the threats but differed in their thinking about the way to manage the threat. The suppositions got partial empirical support.

Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents

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Sevimli-Celik, Serap; Kirazci, Sadettin; Ince, Mustafa Levent

2011-01-01

The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews,…

Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation

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Rautamies, Erja; Poikonen, Pirjo-Liisa; Vähäsantanen, Katja; Laakso, Marja-Leena

2016-01-01

This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child…

Understanding Silence: An Investigation of the Processes of Silencing in Parent-Teacher Conferences with Somali Diaspora Parents in Danish Public Schools

Science.gov (United States)

Matthiesen, Noomi Christine Linde

2016-01-01

This article questions the dominant understanding that immigrant and refugee parents in parent-teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they "become" silent through certain interactional processes. Building on material from an…

Examining Pre-Kindergarten-Grade 8 Teacher Practices and Perceptions Regarding Using Facebook and Twitter for Parent-Teacher Communication

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Gruber, Heidi

2016-01-01

The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…

Eastern Kentucky Teacher and Administrative Stress: Part II

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Wright, Sam; Ballestero, Victor

2012-01-01

The purpose of this research was to survey selected Eastern Kentucky Teachers (Elementary, Middle, and High School) to collect data about stress in public schools. This was a continuation study for Eastern Kentucky that collected data on how men and women teachers and men and women administrators handle stress. A stress survey (Appendix C) was…

A Descriptive Study: Parental Opinion and Teacher-Student Perceptions Regarding Parents' Involvement in Their Children's Education and Development.

Science.gov (United States)

Freeman, Maria A.; Karr-Kidwell, PJ

Using surveys and data from the Dallas Public School District (Texas), this study examined the perceptions of parents, students, and teachers about parents' involvement in their children's education and development. In addition, academic achievement at the two study schools was examined. At one school (School A), 63 of 100 parents surveyed…

Youth at Risk: A Resource for Counselors, Teachers and Parents. Part 3. Working with Youth at Risk: Behavioral Issues and Interventions.

Science.gov (United States)

Kempley, Frances A.; And Others

This document consists of Part 3 of a book of readings on at-risk youth designed to provide information and strategies for counselors, teachers, parents, administrators, social workers, and others who work with youth at risk. It includes six readings, each dealing with a specific behavior that places a young person at risk. "The Secret and…

The new dropout challenge: bridging gaps among students, parents, and teachers.

Science.gov (United States)

Bridgeland, John M

2010-01-01

Interview and survey data reveal significant disconnects among the insights and perspectives of dropouts, parents, teachers, and administrators on the causes and solutions to the dropout challenge. Many educators, for example, do not see boredom as a factor for most dropouts, while young people who drop out see it as the central cause. The author argues that if these disconnects are not more fully understood and bridged, they will continue to set back efforts to keep more students in school and on track to graduate ready for postsecondary education. Models for how communities can engage these constituencies in productive dialogue and transformative action are included in reports and in Grad Nation, a guidebook that helps communities tackle their dropout crises.

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

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Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

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Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

2012-01-01

Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

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Kupzyk, Sara S.

2012-01-01

This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

Teachers' Experiences with and Expectations of Children with Incarcerated Parents

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Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

2010-01-01

Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

"I Feel Much More Confident Now to Talk with Parents": An Evaluation of In-Service Training on Teacher-Parent Communication

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Symeou, Loizos; Roussounidou, Eleni; Michaelides, Michalis

2012-01-01

This paper describes a teacher in-service training program on teacher-parent communication in Cyprus and its impact on teacher trainees. Data were gathered through questionnaires completed by teachers prior to their training and after having tried, in real school settings, the communication skills and approaches taught during the course. The…

Los Pactos entre Padres y Maestros (Teacher-Parent Partnerships). ERIC Digest.

Science.gov (United States)

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

How to Handle Difficult Parents: Proven Solutions for Teachers. Second Edition

Science.gov (United States)

Tingley, Suzanne Capek

2012-01-01

"How to Handle Difficult Parents" is a funny, but practical, guide to working effectively with parents and avoiding unnecessary conflict. Whether you're a teacher (regular or special education) or a coach, this book will give you practical suggestions regarding what to say and how to say it to parents who question your lesson plans, challenge your…

Which Characteristics of Gifted Students should be Developed? Student, Teacher and Parent Opinions

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M. Serdar Köksal

2017-06-01

Full Text Available The aim of this research was to investigate parent, student and teacher opinions about which characteristics of gifted students should be developed in cognitive, affective, psychomotor and social learning areas. The participants included 609 gifted students, 350 parents and 157 teachers from Science and Art Canters. Participants were surveyed using “The Which Characteristics of Gifted Students Should Be Developed”. The results of research revealed that students, parents and teachers agreed that social and affective skills should be improved. On the other hand, they held different opinions on the importance of music, art, dance, role-play, sport, domestic economy skills. This result indicates that these skills are thought by participants to be less important for gifted students’ development. In addition, teachers did not think technology so important for the development of gifted students, placing more emphasis on cognitive and affective domains.

The Interactive Effects of Perceived Parental Involvement and Personality on Teacher Satisfaction

Science.gov (United States)

Li, Chung-Kai; Hung, Chia-Hung

2012-01-01

Purpose: This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits. Design/methodology/approach: A questionnaire was conducted; participants were 572 classroom teachers who teach at…

Our Dirty Little Secrets: Myths about Teachers and Administrators.

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Liftig, Robert

1990-01-01

Peer coaching and teacher empowerment will realize their true potential only when we expose, examine, and exorcise the collective misconceptions that teachers and administrators have traditionally held about each other. Myths about snoopervisors, terminators, harassers, loafers, and artful dodgers must be dispelled before genuine school…

Parental stress, family quality of life, and family-teacher partnerships: Families of children with autism spectrum disorder.

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Hsiao, Yun-Ju; Higgins, Kyle; Pierce, Tom; Whitby, Peggy J Schaefer; Tandy, Richard D

2017-11-01

Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

Administrators' Perceptions of Physical Education Teacher Evaluation

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Norris, Jason M.; van der Mars, Hans; Kulinna, Pamela; Amrein-Beardsley, Audrey

2017-01-01

Purpose: Using a mixed methods approach, this study aimed to develop a better understanding of school administrators' perceptions of teacher evaluation systems, specific to physical education (PE). Method: This study used two sources of data collection: (a) a survey sent to administrators (n = 19) in one urban school district and (b) a formal…

Strengths and difficulties in children with cochlear implants--comparing self-reports with reports from parents and teachers.

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Anmyr, Lena; Larsson, Kjerstin; Olsson, Mariann; Freijd, Anders

2012-08-01

The aim was to explore and compare how children with cochlear implants, their parents, and their teachers perceive the children's mental health in terms of emotional and behavioral strengths and difficulties. The self-report, parents', and teachers' versions of the Strengths and Difficulties Questionnaire (SDQ) were used to assess the mental health of 22 children with cochlear implants. The children's assessments were then compared to the parents' and 17 teachers' assessments. The data were analyzed using the SPSS software package. Total difficulties (p=.000), emotional symptoms (p=.000), and conduct problems (p=.007) were greater according to the children than according to parents and teachers. Younger children (9 years, n=12) reported more emotional symptoms than older children (12 and 15 years, n=10). Almost a quarter of the children rated themselves in a way indicating mental ill-health. Parents and teachers each indicated mental ill-health for one child. Children with cochlear implants express greater concerns about their mental health than their parents and teachers do. This is important knowledge for adults in families, schools, and health care in order to support these children and offer treatment when needed. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study.

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Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

2016-09-01

The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops.

Teacher Perceptions of Administrator Leadership Styles Regarding Job Satisfaction

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Johnson, Zachary Tyler

2017-01-01

One of the greatest challenges within education is a growing shortage of teachers (Epps & Foor, 2015). Various factors can be attributed to this phenomenon; however, two major factors that influence teachers to leave the profession are accountability and administrator leadership styles (Weinbaum, Weis, & Beaver, 2012). These two factors…

Teachers and parents as a source of stereotype formation

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Đerić Ivana

2008-01-01

Full Text Available Teachers and parents play an important role in developing and maintaining stereotype beliefs in children and youth, and therefore this paper discusses their role and importance for the development and manifestations of stereotypes in children. Authors' intention is to introduce the readers to the developmental prerequisites of stereotype formation in children and youth, to point out to the ways in which adults exert influence on children's understanding of stereotypes and to discover how stereotypes mediate in the interaction between teachers and parents. Studies imply that the development of stereotype beliefs in children is conditioned by developmental changes on the cognitive level and that the first indications of stereotypes occur in the third, that is, fourth year of life. The first sources of stereotype formation are parents, who, as a model for socialization, promote the social and cultural norms and express certain behavioral patterns which are then "imprinted" in the repertoire of child's behavior. Teachers present an important source of stereotypes, whether we are talking about their roles in carrying over the pattern of the dominant culture or we are dealing with the stereotypical perception of the pupils of different categories (such as, for example, ethnic background, gender. This paper also points out to the categories of pupils that are more sensitive to stereotypes in educational context.

Teachers' and School Administrators' Attitudes and Beliefs of Teacher Evaluation: A Preliminary Investigation of High Poverty School Districts

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Reddy, Linda A.; Dudek, Christopher M.; Peters, Stephanie; Alperin, Alexander; Kettler, Ryan J.; Kurz, Alexander

2018-01-01

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

Teachers' Perceptions of Administrative Support and Antecedents of Turnover

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Russell, Elizabeth Morgan; Williams, Sue W.; Gleason-Gomez, Cheryl

2010-01-01

The purpose of this pilot study was to determine the degree to which teachers' age, perceptions of fair pay, receipt of employer-sponsored health insurance, and administrative support, as operationalized by the Competing Values Framework, predicted antecedents of turnover. Teachers' thoughts of leaving their current job and commitment to a center…

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

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Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Sheridan, Susan M.; Mandell, David S.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the…

Defining the "Good Mother" and the "Professional Teacher": Parent-Teacher Relationships in an Affluent School District

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Landeros, Mary

2011-01-01

This article examines the challenges of parent-teacher relationships in an affluent school district, drawing on 30 in-depth interviews of mothers and elementary school teachers in the USA. Professional women who have put their careers on hold to care for their children are apt to define being a good mother in terms of the academic achievement of…

AIDS Awareness and Educating Adolescents about Contraception Techniques: A Sociological Study of Parents and Teachers

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Amanpreet Singh

2011-04-01

Full Text Available This paper is based on partially exploratory and partially descriptive research design to find out AIDS awareness and agreement of parents and teachers on educating adolescents about contraception techniques. For this study 60 parents and 60 teachers were interviewed from 10 different Govt. Senior Secondary schools in district Sangrur, Punjab, India. The random sampling technique was used. The knowledge of AIDS among parents was found partial. Mothers showed lesser knowledge of AIDS in comparison to fathers. Teachers showed comprehensive knowledge of AIDS. Majority of respondents disagree on educating adolescents about contraception techniques. But all responded reported to be in agreement to provide full knowledge about AIDS to adolescents. The education of contraception for adolescent found to be associated with the knowledge of prevention from unwanted pregnancy. Parents and teachers showed propensity to provide such education to adolescents which advocates sexual abstinence until marriage. The plausible reason to such perception could be that in most of Indian societies there is taboo on sex or sex related discussion. Keywords: Adolescents and AIDS; contraception knowledge to adolescents; teachers and AIDS; parents and AIDS DOI: 10.3126/dsaj.v4i0.4520 Dhaulagiri Journal of Sociology and Anthropology Vol.4 2010 pp.193-210

Oral health activities of early head start teachers directed toward children and parents.

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Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

2011-01-01

This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

"The lunatics have taken over the asylum": A phenomenological perspective on parent-teacher relationships

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Jackie Laluvein

2006-05-01

Full Text Available Contextualisation My research explores the relationships between the parent/carers of children with special educational needs and their teachers. The section of analysis detailed in this paper draws upon the interviews given by the mother as parent (P and class teacher (T of an 11 year old boy described as having ‘emotional and behavioural difficulties’. Using a phenomenological perspective, microsystems and/or environments are described in terms of how they are perceived or experienced by the participants. The analysis is viewed through two lenses: the sociocultural view of development proposed by Bronfennbrenner’s Ecology of Human Development (1979, in which an ecological approach is taken to the analysis of human relationships, and Wenger’s work on Communities of Practice (1998 which presents a theory of learning as a process of social participation. Abstract: Parent-teacher relationships operate at different points along a continuum of engagement involving two or more participants engaged in common, complementary or independent undertakings. My research has a particular focus upon the (often problematic relationships between the parent/carers of children with special educational needs and their teachers. In this paper, the theories of both Wenger and Bronfenbrenner are discussed and utilised to reflect individuals existing within layers of relationships and influences. The paper highlights the way in which a parent, teacher and child, concurrently involved in more than one community or microsystem at work and at home, are subject to the influence of different ecosystems. The analysis of dyadic interviews is used to demonstrate that both context and setting can be instrumental in explicating parent-teacher relationships. The final section of the paper demonstrates that a workable definition of ‘what matters and what doesn’t matter’ cannot be presumed to be shared by parents and teachers. Negotiation of meaning is an

Parent and Teacher Ratings of Communication among Children with Severe Disabilities and Visual Impairment/Blindness

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Cascella, Paul W.; Trief, Ellen; Bruce, Susan M.

2012-01-01

Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for…

The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development

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Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

2012-01-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…

Brief Report Teachers' work as appreciated by pupils, parents ...

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Brief Report Teachers' work as appreciated by pupils, parents, department heads and principals. ... Open Access DOWNLOAD FULL TEXT Subscription or Fee ... one does contributes to job satisfaction which in turn leads to a high level of

Proactive Parent Communication.

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Babcock, Sharel; Backlund, Judy

2001-01-01

Presents examples of teacher-parent interactions designed to help teachers communicate with parents. The scenarios involve a teacher communicating with parents about a struggling student, a teacher communicating with parents about a student's behavior problems, and a teacher attempting to communicate with a confrontational parent. Teacher prompts…

Are We Talking about the Same Child? Parent-Teacher Ratings of Preschoolers' Social-Emotional Behaviors

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Major, Sofia O.; Seabra-Santos, Maria J.; Martin, Roy P.

2015-01-01

The parent-teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent-teacher agreement (correlations) and discrepancies (t…

What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action

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Pryor, Brandt W.; Pryor, Caroline R.

2009-01-01

Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how…

Instrumental and expressive traits of the spanish community education: students, parents and teachers

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Yolanda Rodríguez Castro

2013-08-01

Full Text Available The aim of this study is to analyze the expressive and instrumental traits of the Spanish Educational Community (students, teachers and parents and to determine whether fathers and mothers or teachers are who have the greatest infl uence in the transmission of stereotypes gender to students in secondary education. The sample were of teacher (n = 744, students (n = 1113 and their mothers and fathers (n = 917. The scales were administered: the Personal Attributes Questionnaire, PAQ (Spence et al., 1974. The results showed that women are being more expressive, whereas men are more Instrumental and Instrumental-Expressive. Furthermore, teachers are more expressive and more instrumental. This is that they are less stereotyped. Therefore, schools should involve parents in co-educational practices.

Does a successful teacher educate like a good parent

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Ševkušić-Mandić Slavica G.

2004-01-01

Full Text Available Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children’s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child’s opinions, are highly expectant of child’s responsible and mature behavior and care about his physical and emotional well-being. However, there is relatively lesser empirical evidence of teacher contributions to child successful adaptation to school conditions. The findings of more recent studies on the problem indicate that adaptation of younger age children significantly correlates with the quality of relations established with teacher, characterized by warmness, conflict absence and frank communication. The possibility of solving the problems children encounter is found in cooperation of school and family. A child generalizes his experience of family interpersonal relations onto relations he will find himself in throughout his life. In addition to family, the classes where cooperative relations intensively develop are a favorable base for socio-emotional development. Democratic and cooperative climate contribute to stronger ties between students. Joint activities of teachers, parents and peers, in and out of the class, are of crucial importance for student optimal socio-emotional development.

Understanding Teachers' Perspectives of Factors That Influence Parental Involvement Practices in Special Education in Barbados

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Blackman, Stacey; Mahon, Erin

2016-01-01

Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In-depth interviews were done with teachers and analysis utilised content…

Family Mathematics Nights: An Opportunity to Improve Preservice Teachers' Understanding of Parents' Roles and Expectations

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Bofferding, Laura; Kastberg, Signe; Hoffman, Andrew

2016-01-01

Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

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Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

Information Security of Children and Adolescents According to Parents and Teachers (Part 2: The Results of an Empirical Study

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Budykin S.V.

2016-03-01

Full Text Available In this paper we present a second part of the study on information security of children and adolescents according to parents and teachers. This part of the study focuses at empirical research results aimed in studying the so-called "naive theories" about information security. 136 people (aged 21 to 62 years attended the study. We based on the following hypotheses : 1 the group of parents and teachers understand similarly the issue of information threat for children and adolescents, yet they have different understandings of the dangerous effects of information on children and adolescents: parents underestimate the seriousness of the effects compared with teachers; 2 according to parents and teachers, the formers are primarily responsible for information security of children; while teachers expect parents to monitor, prohibit, restrict the access to information for children and adolescents. Parents, in turn, expect teachers to train children and teenagers to observe the safety procedures, as well as use Internet safely. Our assumptions are confirmed partly, and study results are discussed in terms of the theory of social representations.

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

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Rodriguez, Raymond J.; Elbaum, Batya

2014-01-01

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

Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

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Gniewosz, Burkhard; Watt, Helen M G

2017-07-01

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

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Schecter, Sandra R.; Sherri, Dana L.

2009-01-01

Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

Attention deficit hyperactivity disorder symptoms reporting in Malaysian adolescents: do adolescents, parents and teachers agree with each other?

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Wan Salwina, Wan Ismail; Baharudin, Azlin; Nik Ruzyanei, Nik Jaafar; Midin, Marhani; Rahman, Fairuz Nazri Abdul

2013-12-01

Attention Deficit Hyperactivity Disorder (ADHD) is a clinical diagnosis relying on persistence of symptoms across different settings. Information are gathered from different informants including adolescents, parents and teachers. In this cross-sectional study involving 410 twelve-year old adolescents, 37 teachers and 367 parents from seven schools in the Federal Territory of Kuala Lumpur, reliability of ADHD symptoms among the various informants were reported. ADHD symptoms (i.e. predominantly hyperactive, predominantly inattentive and combined symptoms) were assessed by adolescents, teachers and parents, using Conners-Wells' Adolescent Self-report Scale (CASS), Conner's Teachers Rating Scale (CTRS) and Conner's Parents Rating Scale (CPRS) respectively. For predominantly hyperactive symptoms, there were statistically significant, weak positive correlations between parents and teachers reporting (r=0.241, pADHD symptoms among Malaysian adolescents. While multiple informant ratings are required to facilitate the diagnosis of ADHD, effort should be taken to minimize the disagreement in reporting and better utilize the information. Copyright © 2013 Elsevier B.V. All rights reserved.

From a Medicinal to Educational Context: Implementing a Signature Pedagogy for Enhanced Parent-Teacher Communication

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Dotger, Benjamin H.

2009-01-01

Many teachers are not well prepared for, nor are they being trained to communicate effectively with, parents/caregivers from the different backgrounds and cultures with whom they will interact. Yet, one knows that teachers' professional communication skills are important as they work with parents to promote the success of all children in the…

Teacher-parent partnership as a precondition for inclusion in education

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Stanković-Đorđević Mirjana M.

2013-01-01

Full Text Available Inclusion in education implies openness and readiness of all social elements to provide every child with the best possible education either within a school environment or in a class which a child would attend at any rate. By approaching each child individually teachers should organise the activities for their students bearing in mind the onward changes of the entire personality of a child. Modern educational practice is based on humanist and constructivist standpoints - a child is in the centre of interest and it should build and construct its own knowledge on its own, while the exchange of information should go both from professionals and parents towards a child and vice versa. Global changes on a family level caused by a birth of a child with developmental disability represent the changes in a family identity as well as the changes in integration processes within the family. The role of a teacher is extremely significant in the process of the family adjustment as well as in the process of a continuous support which is necessary for all families with children with developmental disabilities throughout their lives. The basis of the relationship between a school and parents should be the perception of parents as partners - the interests, priorities and concerns of a family should be in the focus of both theory and practice in schools. The common problem of parents and teachers is the problem of allocating attention from children's limitations and difficulties to their potentials and possibilities, from academic achievements to social and affective outcomes and life skills development.

Beliefs of Families, Students, and Teachers regarding Homework for Elementary-Aged Children

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Wright, Kim McGee

2010-01-01

According to Simplico (2005), critics who were led by parents have argued, "Children are spending too much time doing homework, which has no impact on their learning" (p. 138). This research study is significant for students, parents, teachers, educators, and administrators who wish to compare beliefs of families, students, and teachers regarding…

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

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Eres, Figen

2016-01-01

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

Conflicting Views of School Community: The Dichotomy Between Administrators and Teachers

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John Barnett

2007-01-01

Full Text Available This project was the second phase of a two-phase study of teachers’ knowledge of community in an urban, private boys’ day school in Canada. The first phase examined a teacher’s perception of her classroom community, and this phase asked teachers and administrators in the same school about their perceptions of school community. We found that the school created and implemented an organizational structure designed to foster and sustain a professional community. However, administrators and teachers conceptualized, understood, and experienced community in different ways. Administrators saw community as a management tool to generate support for the school’s objectives. Teachers experienced community as social support that served as a remedy for professional isolation. Neither group based its view on community as a capacity-building, reflective process leading to a generative professional community.

Disrupting Racialized Institutional Scripts: Toward Parent-Teacher Transformative Agency for Educational Justice

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Ishimaru, Ann M.; Takahashi, Sola

2017-01-01

Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

Teacher Views on School Administrators' Organizational Power Sources and Their Change Management Behaviours

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Argon, Türkan; Dilekçi, Ümit

2016-01-01

This study aimed to determine school administrators' organizational power sources and change management behaviours based on Bolu central district primary and secondary school teachers' views. The study conducted with relational screening model reached 286 teachers. School Administrators' Organizational Power Sources Scale and Change Management…

Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

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Gokturk, Soheyda; Dinckal, Selin

2018-01-01

Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

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Johnson, Kaprea; Hannon, Michael D.

2014-01-01

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

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Chan, Kwok-wai; Chan, Siu-mui

2005-01-01

Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

Guia para padres y maestros de ninos bilingues (A Parents' and Teachers' Guide to Bilingualism). Parents' and Teachers' Guides Number 5.

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Ada, Alma Flor; Baker, Colin

This book provides a practical introduction to questions about bilingualism. It is for parents and teachers who are themselves bilingual, for monolinguals who want to know more, for those with some intuitive understanding of bilingual situations and for those who are starting from the very beginning. The book poses questions that people often ask…

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

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Adi Suryani

2013-06-01

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

Chinese and German Teachers' and Parents' Conceptions of Learning at Play--Similarities, Differences, and (In)Consistencies

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Wu, Shu-Chen; Faas, Stefan; Geiger, Steffen

2018-01-01

This qualitative study investigated Chinese and German teachers' and parents' conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These…

Prevalence for Private Tuition among Parents, Teachers and Pupils in Public Primary Schools in Machakos County

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Kirigwi, Lucy Wambui; Maithya, Redempta

2016-01-01

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…

Forms of Capital and Teachers' Views of Collaboration and Threat Relations with Parents in Israeli Schools

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Addi-Raccah, Audrey; Grinshtain, Yael

2017-01-01

Neo-liberal ideologies have given parents influence over education. This requires teachers to find ways to engage with parents and use resources for dealing with them. Following Bourdieu's notion of field, in which different groups struggle over resources to maintain their social position, we examine the relations between teachers' attitudes…

Children's self-perceived bodily competencies and associations with motor skills, body mass index, teachers' evaluations, and parents' concerns

DEFF Research Database (Denmark)

Toftegaard-Stoeckel, Jan; Groenfeldt, Vivian; Andersen, Lars Bo

2010-01-01

The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor...... ability test "Korperkoordinationstest fur Kinder", while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient ...

Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9-12 and the Influence of Age, Sex, Level of Parental Education.

Science.gov (United States)

van Tetering, Marleen A J; Jolles, Jelle

2017-01-01

Executive functions (EFs) develop over the period of early childhood and adolescence up until young adulthood. Individual children differ substantially in the pace at which their EFs develop, and characteristics such as sex and the level of parental education (LPE) are thought to contribute to these differences. In the present study, we assessed age-related changes in EFs as perceived and evaluated by teachers and parents as well as the influence of sex and LPE on their evaluations. We used a newly developed observer-report questionnaire, the Amsterdam Executive Function Inventory (AEFI). The AEFI assesses three important components of the executive aspects of daily life behavior in 13 questions: Attention; Self-control and Self-monitoring; and Planning and Initiative taking. Teachers and parents evaluated these aspects of executive functioning in 186 schoolchildren in grades 3-6 (age: 9-12 years). Age effects within grades and differences in social economic status between the four participating schools were controlled. Results showed a significant increase in teacher-perceived EFs from third to fourth grades and from fifth to sixth grades. This development was influenced both by the sex of the child and by the LPE. As perceived by teachers, the component self-control and self-monitoring was higher for girls than for boys, and planning abilities were higher for children from families with a higher LPE. Additional analyses showed that there is a systematic and statistically significant difference between the evaluations of the teachers and that of parents. Parents reported higher scores for planning, whereas teachers reported higher scores for self-control and self-monitoring. Evaluations by parents and teachers were different for girls, but not for boys. These findings are important because they imply that the development of EFs as perceived by parents and teachers is influenced by child-related factors. Second, there are clear differences in evaluations between

Perceived social support from parents and teachers' influence on ...

African Journals Online (AJOL)

kofi.mereku

1Emmanuel Adu-Tutu Bofah works at Department of Mathematics and ICT Education, University of. University ... Studies have shown that students' social support such as parental and teacher support predict their academic .... mediation model (TM) and associated competing models tested in the present study are presented.

Teacher Justice and Parent Support as Predictors of Learning Motivation and Visions of a Just World

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Berti, Chiara; Mameli, Consuelo; Speltini, Giuseppina; Molinari, Luisa

2016-01-01

In this study we explore teacher justice and parent support in learning motivation and visions of a just world. The study sample was 509 Italian secondary school students, 163 males and 346 females. Regression analyses investigated the impact of teacher justice, parental involvement and factors of school choice (one's interests and parental…

Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher-Child Closeness

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Bardack, Sarah; Obradovic´, Jelena

2017-01-01

Research Findings: Drawing from a diverse community sample of 89 children, ages 4-6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children.…

Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers.

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Seymour, Frederick W.; France, Karyn G.

1984-01-01

Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

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Helena Smrtnik Vitulić

2014-03-01

Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.

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DuPaul, George J; Reid, Robert; Anastopoulos, Arthur D; Lambert, Matthew C; Watkins, Marley W; Power, Thomas J

2016-02-01

Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

VA Outpatient Visits by Administrative Parent, FY2010-2014

Data.gov (United States)

Department of Veterans Affairs — Outpatient visits by Administrative Parent. A visit is counted as a visit to one or more clinics or units within 1 calendar day at the site of care level. A patient...

The physical education teacher as a principal and identification of the need to improve administrative competence towards an effective school

Directory of Open Access Journals (Sweden)

Alatzoglu Atanasios

2013-01-01

Full Text Available The thought of a Physical Education Teacher (PET being assigned the position of a Principal and exercising educational Leadership in Primary and Secondary Schools hasn't always been taken for granted, as it was the case with the other disciplines. Indicative of the hindered equal accessibility in the position of a school Principal is the fact that only since 1985 (Law 1566/1985 the Physical Education Teachers (PET are allowed to claim the Principal's position in secondary schools. Currently, Physical Education Teachers (PET have gained more self-confidence and identify differently their role in the Greek school. Given the fact that Physical Education Teachers (PET already constitute the third in volume discipline occupying the position of school Principal in Secondary Education, a significant question rises: Can Physical Education Teachers (PET be effective school leaders? The purpose of the present paper is to identify which administrative skills of the Physical Education Teachers (PET need improvement, so as the latter to be considered effective Principles according to their teachers' perceptions. Making use of a questionnaire (Principal Instructional Management Rating Scale-PIMRS adapted to the Greek reality, a total number of 460 teachers of 32 schools run by Physical Education Teachers (PET participated. The gap analysis technique applied revealed statistically significant results in all the items comprised in the measurement tool. The first three abilities/ skills lacking and should be developed by Principals - PET are the following:: 'working with multilingual parent groups' with a mean difference of 0.75 (t(454=14,649 p=0,000; 'converting the curriculum objectives into a curriculum on the school's website' with a mean difference of 0.73 (t(452=12,859 p=0,000; and 'informing parents on their children's educational advancement' (t(452=10,117 p=0,000. The present study confirms the findings of previous research concerning the effective

The Impacts of the Annual Professional Performance Review in New York State: Science Teachers' and Administrators' Perspectives

Science.gov (United States)

Mintz, Jessica A.

The goal of this study was to investigate New York State’s Annual Professional Performance Review (APPR) from the perspectives of secondary science teachers and their administrators. Examining their perceptions through interviews was insightful due to the subjects’ proximity to the teaching and learning processes. Five science teacher/administrator pairs from selected school districts were interviewed; all had varied ranges of experience and content certifications. The study also investigated the unintended consequences the teachers and administrators experienced using the APPR system. This phenomenological research study lays the groundwork for making policy recommendations for science teacher evaluations. The goal was to examine teacher and administrator perceptions, the clarity and practicality of teacher evaluation reforms, as well as how motivational theory might incentivize teacher change through future reform efforts. Provisional coding was used in this study based upon prior research. The list of codes was generated using motivational theories applied to the design of teacher evaluation policy and reform implementation constructs. Although the science teachers agreed with the importance of being evaluated, they generally viewed aspects of the process of quantifying their effectiveness as unclear, unfair, and flawed. The science teachers indicated that student variations in ability and performance were not considered when APPR was established. The science teachers recommended that the focus of teacher evaluations should be on content specific professional development. They proposed the establishment of peer review systems, teacher collaboration networks, and self-reflection documentation as means to improve their science teaching practices. The administrators agreed that accountability was important, however, holding individual teachers accountable for student outcomes was not reliably measured through the APPR process. They recommended other forms of

Reasons of Aggressive Behaviour Against School Fellows, Its Frequency, Forms: Reaction of Schoolchildren, Teachers and Parents

Directory of Open Access Journals (Sweden)

Valdas Pruskus

2011-12-01

Full Text Available The present article, which is based on conducted research data, analyzes an attitude of schoolchildren, teachers and parents towards the reasons of schoolchildren’s aggressive behaviour, its frequency and forms. Different factors and motives that stimulate the aggressiveness of schoolchildren, who go to the city, village and different professional (arts and technology schools are examined. Schoolchildren’s approach towards violence against school fellows and themselves is being discussed, as well as reaction of teachers and parents to this phenomenon. The article reveals opinion of schoolchildren, teachers, and parents about the means used to prevent violence towards schoolchildren and existing ways that can be used to make preventive means to be more effective.

Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

Science.gov (United States)

Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

2013-01-01

A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

Science.gov (United States)

Nordh, Camilla S.

2011-12-01

School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and

Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

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Daniel, Graham R.; McLeod, Sharynne

2017-01-01

Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted…

Responses to Including Parents in Teacher Evaluation Policy: A Critical Policy Analysis

Science.gov (United States)

Fernández, Erica; LeChasseur, Kimberly; Donaldson, Morgaen L.

2018-01-01

The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education.…

Does a child's language ability affect the correspondence between parent and teacher ratings of ADHD symptoms?

Science.gov (United States)

Gooch, Debbie; Maydew, Harriet; Sears, Claire; Norbury, Courtenay Frazier

2017-04-05

Rating scales are often used to identify children with potential Attention-Deficit/Hyperactivity Disorder (ADHD), yet there are frequently discrepancies between informants which may be moderated by child characteristics. The current study asked whether correspondence between parent and teacher ratings on the Strengths and Weakness of ADHD symptoms and Normal behaviour scale (SWAN) varied systematically with child language ability. Parent and teacher SWAN questionnaires were returned for 200 children (aged 61-81 months); 106 had low language ability (LL) and 94 had typically developing language (TL). After exploring informant correspondence (using Pearson correlation) and the discrepancy between raters, we report inter-class correlation coefficients, to assess inter-rater reliability, and Cohen's kappa, to assess agreement regarding possible ADHD caseness. Correlations between informant ratings on the SWAN were moderate. Children with LL were rated as having increased inattention and hyperactivity relative to children with TL; teachers, however, rated children with LL as having more inattention than parents. Inter-rater reliability of the SWAN was good and there were no systematic differences between the LL and TL groups. Case agreement between parent and teachers was fair; this varied by language group with poorer case agreement for children with LL. Children's language abilities affect the discrepancy between informant ratings of ADHD symptomatology and the agreement between parents and teachers regarding potential ADHD caseness. The assessment of children's core language ability would be a beneficial addition to the ADHD diagnostic process.

Leading Change: The Art Administrator's Role in Promoting Creativity

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Veon, Raymond E.

2014-01-01

What role can district visual art administrators play in articulating an educationally valuable conception of creativity and in establishing a culture that targets creativity as an educational goal? How can art administrators help teachers implement creativity goals? How can they communicate creativity's importance to principals, parents, and…

Parent and Teacher Perceptions of the Impact of School Nurse Interventions on Children's Self-Management of Diabetes

Science.gov (United States)

Peery, Annette I.; Engelke, Martha Keehner; Swanson, Melvin S.

2012-01-01

Diabetes is a common chronic illness among school-age children. The school nurse collaborates with the student, parents, and teachers to help the child manage their diabetes effectively. Very little is known about the relationship between school nurse interventions and parent/teacher perceptions of the child's self-management. We examined this…

Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students with Learning Barriers

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Ludicke, Penelope; Kortman, Wendy

2012-01-01

This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration.…

Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial

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Herman, Keith C.; Reinke, Wendy M.

2017-01-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

Communication without Speech: A Guide for Parents and Teachers.

Science.gov (United States)

Bloomberg, Karen, Ed.; Johnson, Hilary, Ed.

This guide addresses issues facing the parents, teachers and caregivers of children who are unable to use normal speech as a means of communication. It focuses on people who are intellectually disabled or children who are starting to use augmentative communication. The guide includes the following topics: the nature of communication; an overview…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

Science.gov (United States)

Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895

Perceptions of Supportive Leadership Behaviors of School Site Administrators for Secondary Special Education Teachers

Science.gov (United States)

Roderick, Erin; Jung, Adrian Woo

2012-01-01

School administrators fall short of supporting special education teachers due to a lack of knowledge of and experience in special education. The purpose of this study was to identify and compare leadership behaviors perceived as supportive by special education teachers and school site administrators. Data collection involved a survey instrument…

Early adolescents' relationships with parents, teachers, and peers and increases in social anxiety symptoms.

Science.gov (United States)

Weymouth, Bridget B; Buehler, Cheryl

2018-04-05

Previous research on social anxiety has clearly identified interpersonal relationships as important for social anxiety symptoms. Few studies, however, have utilized longitudinal designs and have examined mechanisms that might explain links between negative interpersonal relationships and changes in youths' social anxiety over time. Recent models of social anxiety suggest that negative interpersonal relationships are linked to social anxiety through effects on social skills and behaviors. Using an autoregressive design and a sample of 416 two-parent families (51% female, 91% White), this study examined whether connections among parent-adolescent hostility, teacher support (6th grade), and changes in early adolescent social anxiety symptoms (6th to 8th grades) are mediated by youths' compliance with peers (7th grade). Results indicated that youths who experienced greater parent-adolescent hostility and lower teacher support engaged in greater compliance with peers. In turn, those who engaged in greater compliance with peers experienced increases in social anxiety symptoms. Significant indirect effects were substantiated for only parent-adolescent hostility. Associations were unique to adolescent social anxiety after accounting for depressive symptoms. Associations did not differ for early adolescent girls and boys. The results reveal that nuanced social processes involving social behaviors and relationships with parents and teachers have important and potentially unique implications for changes in early adolescent social anxiety symptoms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Cultivating a Community of Effective Special Education Teachers: Local Special Education Administrators' Roles

Science.gov (United States)

Bettini, Elizabeth; Benedict, Amber; Thomas, Rachel; Kimerling, Jenna; Choi, Nari; McLeskey, James

2017-01-01

Evidence of the powerful impact teachers have on student achievement has led to an intensive focus on cultivating effective teachers, including special education teachers (SETs). Local special education administrators (LSEAs) share responsibility for cultivating effective SETs throughout their districts. However, the roles LSEAs play in this…

Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge

Science.gov (United States)

Hedges, Helen; Fleer, Marilyn; Fleer-Stout, Freya; Hanh, Le Thi Bich

2016-01-01

Collaborative and reciprocal teacher-parent partnerships have been established in prior research as vital in empowering ethnic-minority children to be competent learners who value their home background, culture, and language and also learn the language used by teachers as the medium of education. Such collaborative relationships may be challenging…

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

Science.gov (United States)

Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

2017-09-01

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

Parental Attitude and Teacher Behaviours in Predicting School Bullying

Science.gov (United States)

Erdogdu, M. Yüksel

2016-01-01

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

Psychometric Evaluation of a Brief Parent- and Teacher-Rated Screen for Children at Risk of Conduct Disorder

Science.gov (United States)

Duncombe, Melissa E.; Havighurst, Sophie S.; Holland, Kerry A.; Frankling, Emma J.

2012-01-01

This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good…

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

Science.gov (United States)

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

2012-07-01

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

Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

Science.gov (United States)

Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

2005-02-01

Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

Measuring growth in bilingual and monolingual children's english productive vocabulary development: the utility of combining parent and teacher report.

Science.gov (United States)

Vagh, Shaher Banu; Pan, Barbara Alexander; Mancilla-Martinez, Jeannette

2009-01-01

This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur-Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent-teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.

Parent's Guide to Understanding Tests.

Science.gov (United States)

CTB / McGraw-Hill, Monterey, CA.

This brief introduction to testing is geared to parents. Types of tests are defined, such as standardized tests, achievement tests, norm referenced tests, criterion referenced tests, and aptitude tests. Various types of scores (grade equivalent, percentile rank, and stanine are also defined, and the uses made of tests by administrators, teachers,…

The Role of Child Temperament on Low-Income Preschool Children's Relationships with Their Parents and Teachers

Science.gov (United States)

Acar, Ibrahim H.; Torquati, Julia C.; Encinger, Amy; Colgrove, Amy

2018-01-01

The current study examined the associations between low-income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two…

Bereavement and Loss Manual: For Administrators and Teachers.

Science.gov (United States)

Alberta Dept. of Education, Edmonton. Education Response Centre.

This manual is designed as a resource for elementary and secondary school administrators, counselors, and teachers to help develop a crisis management plan for use in the event of death of a staff member or student through illness, accident, or by suicide. The first section discusses the grieving process. Characteristics associated with grieving…

Digital games and learning mathematics: Student, teacher and parent perspectives

Directory of Open Access Journals (Sweden)

Su Ting Yong

2016-12-01

Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy. 

Is the Role of Teacher Performance Appraisal in Ethiopia Rhetoric or ...

African Journals Online (AJOL)

The study was conducted on eight randomly selected full cycle primary schools selected using urban and rural stratification. Teachers, school administrative committee, students, and parents were participants of the study. Proportionate stratified random sampling technique was employed to select teachers. On the other ...

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

Directory of Open Access Journals (Sweden)

Diana Breshears

2016-06-01

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

The structure and use of the teacher and parent Maltese Strengths and Difficulties Questionnaire

Directory of Open Access Journals (Sweden)

Carmel Cefai

2011-04-01

Full Text Available The Strengths and Difficulties Questionnaire (SDQ (Goodman, 1997 is one of the most commonly used measures of mental health in children and young people and has been translated into more than forty languages. This paper discusses the translation of the SDQ in Maltese and explores the structure and use of the teacher and parent Maltese translations. 4797 school teachers and 2865 parents completed the Maltese teacher and parent SDQ respectively. The results indicate that the Maltese SDQ, particularly the teacher version, meets the basic psychometric properties which make it a useful index of social, emotional and behaviour difficulties and prosocial behaviour amongst Maltese children and young people. Exploratory factor analysis suggests that the Maltese version clearly discriminates between difficulty and prosocial behaviour, and that it may be closer in fit to a three factor model, namely internalized difficulties, externalized difficulties and prosocial behaviour. While there are a number of variations, which may be explained by the local educational and socio-cultural context, Maltese mean scores are quite comparable with international SDQ norms. In view of a number of limitations, however, the use of the Maltese SDQ needs to be used with caution and further research into its psychometric properties is suggested.

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

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Chikoko, Vitallis

2008-03-01

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

Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area

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Mustam, Baniah; Daniel, Esther Sarojini

2016-01-01

The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents.…

Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?

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Doumit, Myrna A A; Farhood, Laila F; Hamady, Carmen

2018-05-01

The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. This is the first study in Lebanon directly targeted at parents' and teachers' mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.

Parents' and teachers' views on sexual health education and screening for sexually transmitted infections among in-school adolescent girls in Kenya: a qualitative study.

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Wanje, George; Masese, Linnet; Avuvika, Ethel; Baghazal, Anisa; Omoni, Grace; Scott McClelland, R

2017-08-14

To successfully develop and implement school-based sexual health interventions for adolescent girls, such as screening for Chlamydia trachomatis, Neisseria gonorrhoeae, and Trichomonas vaginalis, it is important to understand parents' and teachers' attitudes towards sexual health education and acceptability of sexually transmitted infection (STI) screening interventions. In this qualitative study, we approached parents and teachers from three high schools to participate in in-depth interviews (IDIs) and focus-group discussions (FGDs). Parents and teachers were asked about their general knowledge of STIs and sexual health education. In addition, they were asked whether they would support utilizing outreach to schools to facilitate provision of sexual health education and screening for STIs in adolescent girls. Data were audio-recorded, transcribed, and translated into English. An initial coding matrix was developed and refined throughout the coding process. Transcripts were coded by two researchers and analyzed using the content analysis approach. We conducted 10 IDIs (5 parents and 5 teachers) and 4 FGDs (2 with parents, 2 with teachers, total of 26 participants). Most parents reported few or no discussions regarding STIs with their adolescent girls. Parents were more comfortable discussing consequences of sexual activity including loss of virginity and the potential for pregnancy. Parents tended to place responsibility for sexual health education with teachers. The teachers, in turn, provided basic sexual and reproductive health education including puberty, abstinence, and overview of STIs. Both parents and teachers found the idea of screening for STIs in adolescent girls to be acceptable, and were comfortable with research staff contacting girls through informational meetings at schools. Parents felt that adolescents' STI screening results should be shared with their parents. In this African setting, parents and teachers provide limited sexual health education

Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents.

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Karlsson, Petra; Johnston, Christine; Barker, Katrina

2017-09-07

This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results revealed that it is often untrained staff member who determine students' educational needs. The participants' experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students' needs. Students' motivation to use the technology was also found to be critical for its successful uptake. The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants' experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

Parent-teacher conferences in Dutch culturally diverse schools : Participation and conflict in institutional context

NARCIS (Netherlands)

Elbers, Egmond; de Haan, Mariette

2014-01-01

In The Netherlands, the transition from primary to secondary education is prepared by formal talks between teachers and parents. The purpose of these conferences is to discuss the child's score on the national CITO test and the teacher's recommendation for the child's track in secondary school. We

Perceptions of Parents of Children with Autism Spectrum Disorders towards Their Partnerships with Teachers

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Hsiao, Yun-Ju

2016-01-01

The purpose of this study was to investigate the parent perceptions of partnerships between parents of children with autism spectrum disorders (ASD) and teachers who provided services. The instrument used in this study was the "Beach Center Family-Professional Partnership Scale" ("Family Version"). The results showed that…

Using Theoretical Models to Examine the Acceptance Behavior of Mobile Phone Messaging to Enhance Parent-Teacher Interactions

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Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun

2013-01-01

Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…

Parental and teacher attitude to girl-child education and economic ...

African Journals Online (AJOL)

This study investigated how parental and teacher attitude to girl-child education affect her economic empowerment. The study is built on the premise that attitude can determine how emancipated and economic empowered the girl-child becomes when educated (and, or otherwise). It is also hinged on the assumption that ...

Obesity Prevention in Early Adolescence: Student, Parent, and Teacher Views

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Power, Thomas G.; Bindler, Ruth C.; Goetz, Summer; Daratha, Kenneth B.

2010-01-01

Background: Obesity is a significant health problem among today's youth; however, most school-based prevention programs in this area have had limited success. Focus groups were conducted with seventh- to eighth-grade students, parents, and teachers to provide insight into the development of a comprehensive program for the prevention of adolescent…

Digital Channels in Teacher-Parent Communication: The Case of Estonia

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Palts, Karmen; Kalmus, Veronika

2015-01-01

The aim of this paper is to analyse the attitudes of Estonian primary school teachers and parents regarding the role of mutual digital communication in socialising the child and in the child's academic progress, their communication channel preferences, and related experiences and opinions. The main starting points are Bronfenbrenner's (1979)…

The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

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Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee

2011-01-01

The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, "real-time" turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing…

The Conflict Management Strategies of School Administrators While Conflicting with Their Supervisors

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Özyildirim, Gülnar; Kayikçi, Kemal

2017-01-01

Conflict is everywhere as there are conflicts at educational organizations. One of the most affected groups from conflicts is administrators who are bridges between teachers and parents, supervisors. The aims of this study are to determine which strategies the school administrators use and how often they use these strategies and whether their…

Teacher, Parent and Student Perceptions of the Motives of Cyberbullies

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Compton, Louise; Campbell, Marilyn A.; Mergler, Amanda

2014-01-01

Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms.…

Education as a Value: Students, Teachers and Parents Point of View

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Valdas Pruskus

2011-04-01

Full Text Available In this article based upon empiric empirical experimental research, we disclose point of view from students, teachers and parents side. Highlighting school and parents influence to students attitude to education importance. Disclosing different views on education between 10th and 12th grade students. Students view on modern youths values shows that they don’t really care about education (10th grade – 7%, 12th grade – 9%. The most valuable thing is money (10th gr. – 23%, 12th gr. – 32%, and independence (10th gr. – 23%, 12th gr. – 33%. This shows us that material fulfillment, as they think, leads to successful future. So in this case “fast” money and independence becomes a successful life standard. However answer to question what is most important to them personally education is most reachable value (10th gr. – 58%, 12th gr. – 49%. This shows us that youth is not ready (psychologically prepared to open up their true values. In the other hand that shows us lack of openness in our relationship. Personally highest rates goes to education (10th gr. – 58%, 12th gr. – 49%; communication and collaboration (10th gr. – 52%, 12th gr. – 45%, self esteem (10th gr. – 48%, 12th gr. – 49%, honesty (10th gr. – 41%, 12th gr. – 37%. In conclusion we can say that social relationship and collaboration helps to achieve goals, in this case – education. Most of students are looking forward to achieve higher education (10th gr. – 43%, 12th gr. – 46%. Planning to study in Lithuania (10th gr. – 44%, 12th gr. – 50%. Students planning to go for postgraduate studies (10th gr. – 18%, 12th gr. – 25%. This shows us that not only 12th grade students, but also 10th grade students understand higher education importance. It is not a surprise that amount of postgraduate students is growing each year. Achievement of higher education students are linking with opportunity to make more money (10th gr. – 26%, 12th gr. – 32%; getting

Parents and teachers reporting on a child's emotional and behavioural problems following severe traumatic brain injury (TBI): the moderating effect of time.

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Silberg, Tamar; Tal-Jacobi, Dana; Levav, Miriam; Brezner, Amichai; Rassovsky, Yuri

2015-01-01

Gathering information from parents and teachers following paediatric traumatic brain injury (TBI) has substantial clinical value for diagnostic decisions. Yet, a multi-informant approach has rarely been addressed when evaluating children at the chronic stage post-injury. In the current study, the goals were to examine (1) differences between parents' and teachers' reports on a child's emotional and behavioural problems and (2) the effect of time elapsed since injury on each rater's report. A sample of 42 parents and 42 teachers of children following severe TBI completed two standard rating scales. Receiver Operating Characteristic (ROC) curves were used to determine whether time elapsed since injury reliably distinguished children falling above and below clinical levels. Emotional-behavioural scores of children following severe TBI fell within normal range, according to both teachers and parents. Significant differences were found between parents' reports relatively close to the time of injury and 2 years post-injury. However, no such differences were observed in teachers' ratings. Parents and teachers of children following severe TBI differ in their reports on a child's emotional and behavioural problems. The present study not only underscores the importance of multiple informants, but also highlights, for the first time, the possibility that informants' perceptions may vary across time.

Trajectories of Parents' Experiences in Discovering, Reporting, and Living with the Aftermath of Middle School Bullying

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Brown, James Roger

2010-01-01

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…

The Role of Nigerian Teachers and Parents: A Pre- Requisite for ...

African Journals Online (AJOL)

The non-challant attitudes of the Nigerian teachers and parents to the challenges of curriculum development and educational achievement have created a great gap between the school-teaching-learning programme and the achievement of educational goals. The instrument and strength of change for sustainable ...

The Role of Parenting Stress in Discrepancies between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder

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Reed, Phil; Osborne, Lisa A.

2013-01-01

The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ…

Importance of Quality of Life Issues: A Pilot Comparison of Teachers and Parents of Children with Autism Spectrum Disorders

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Ivey-Hatz, Julie; Frederick, Karen

2014-01-01

Quality of life (QoL) issues for parents and teachers of children with autism spectrum disorders (ASD) are important to investigate. Independence, social functioning, school functioning and participating in leisure activities are some of the quality of life indicators that parents and teachers must agree upon to ensure effective communication and…

Incredible Years Parent and Teacher Programmes: Emerging Themes and Issues

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Wetherall, Michelle

2014-01-01

This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making…

The Knowledge Base of Non-Native English-Speaking Teachers: Perspectives of Teachers and Administrators

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Zhang, Fengjuan; Zhan, Ju

2014-01-01

This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it…

Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues

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Lipsky, Eliana; Friedman, Ilana Dvorin; Harkema, Rebecca

2017-01-01

Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet…

Parent- and Teacher-Reported Symptoms of ADHD in School-Aged Children With Active Epilepsy: A Population-Based Study.

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Reilly, Colin; Atkinson, Patricia; Das, Krishna B; Chin, Richard F M; Aylett, Sarah E; Burch, Victoria; Gillberg, Christopher; Scott, Rod C; Neville, Brian G R

2017-09-01

Provide data on the distribution of parent- and teacher-reported symptoms of ADHD in childhood epilepsy and describe coexisting cognitive and behavioral disorders in children with both epilepsy and ADHD. Eighty-five (74% of those eligible) children (5-15 years) in a population-based sample with active epilepsy underwent psychological assessment. The ADHD Rating Scale-IV (ADHD-RS-IV) scale was completed by parents ( n = 69) and teachers ( n = 67) of participating children with an IQ > 34. ADHD was diagnosed with respect to Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.). Parents reported significantly more symptoms of ADHD than teachers ( p epilepsy and ADHD. Symptoms of ADHD are very common in childhood epilepsy but prevalence is influenced by informant.

Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation.

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Chirkov, Valery I.; Ryan, Richard M.

2001-01-01

Examined whether autonomy-support would have a positive effect on self-motivation and well-being. U.S. and Russian high school students completed measures of perceived parental and teacher autonomy-support, academic motivation, and well-being. Russian students perceived parents and teachers as more controlling than did U.S. students. In both…

Parents, Teachers, and Peers and Early Adolescent Runaway in Hong Kong

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Cheung, Chan-Kiu; Liu, Suk-Ching; Lee, Tak-Yan

2005-01-01

Parental monitoring, teacher support, classmate support, and friend relationship presumably affect adolescents' runaway from home. According to social control theory, social control based on conventional social norms would prevent adolescent runaway, but association with friends may erode such control. This expectation appears to hold true in a…

Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

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Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

2013-01-01

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

Preservice elementary teacher's attitudes toward gay and lesbian parenting.

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Maney, D W; Cain, R E

1997-08-01

This preliminary investigation assessed preservice elementary teacher's attitudes toward homosexual parents and their children. The study populations included 195 college students enrolled in an elementary school health methods course at a large northeastern university. A 51-item " and Lesbian Parenting Questionnaire" was used for data collection purposes. Reliability estimates for the scales were: attitudes toward lesbians and gay men (alpha = .90), comfort toward gay and lesbian families (alpha = .92), and knowledge about homosexuality (alpha = .52). Most respondents agreed gay men: were not disgusting, should be allowed to teach, were not perverted, and should not overcome their feelings of homosexuality. Most respondents disagreed lesbians cannot fit into society or were sick. Nearly all agreed female homosexuality should not be a basis for job discrimination. Females were significantly (p attitudes toward gay fathers than did male respondents. Respondents with stronger religious attitudes had significantly (p attitudes toward lesbian parents than respondents with weaker religious attitudes.

The Decision-Making Processes of Early Childhood Teachers When Working with Children Experiencing Parental Separation and Divorce

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Mahony, L.; Lunn, J.; Petriwskyj, A.; Walsh, K.

2015-01-01

In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young…

An Investigation of Greek Teachers' Views on Parental Involvement in Education

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Koutrouba, Konstantina; Antonopoulou, Ekaterini; Tsitsas, Georgios; Zenakou, Eleni

2009-01-01

Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication…

Assessing Toddler Language Competence: Agreement of Parents' and Preschool Teachers' Assessments

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Marjanovic-Umek, Ljubica; Fekonja, Urska; Podlesek, Anja; Kranjc, Simona

2011-01-01

According to the findings of several studies, parents' assessments of their toddler's language are valid and reliable evaluations of children's language competence, especially at early development stages. This study examined whether preschool teachers, who spend a relatively great deal of time with toddlers in various preschool activities and…

Views of parents, teachers and children on health promotion in kindergarten

DEFF Research Database (Denmark)

Sansolios, Sanne; Mikkelsen, Bent Egberg

2011-01-01

The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology ...

Communicating with Parents of Children with Special Needs in Saudi Arabia: Parents' and Teachers' Perceptions of Using Email for Regular and Ongoing Communication

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Dubis, Snaa; Bernadowski, Carianne

2015-01-01

The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural…

Administrative Leadership and the Democratic Community as a Social Ideal.

Science.gov (United States)

Rizvi, Fazal

Democratic participation in education suggests that communities will be served best when decision-making is decentralized and when people--teachers, parents, and students alike--are encouraged to participate directly in making decisions that affect them. In contrast, the notion of administrative leadership implies hierarchical elevation of chief…

The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

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Robinson, Lakishia N.

2015-01-01

Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

Directory of Open Access Journals (Sweden)

Tetiana Strutynska

2017-03-01

Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

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

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

2017-01-01

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

A Survey of Professional Training and Certification of Rural Administrators and Rural Teachers in New Mexico.

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Tingley, Wayne

Teachers and administrators in rural New Mexico schools and preservice teachers at New Mexico State University were surveyed to determine components that could be included in teacher education programs to augment prospective rural teachers' skills and to ease problems of recruitment/retention of certified personnel in rural schools. Questionnaires…

Who Will Lead? The Top 10 Factors That Influence Teachers Moving into Administration.

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Shen, Jianping; Cooley, Van

1999-01-01

A survey of educational-administration students revealed 10 factors influencing teachers' reluctance to move into administration: nature of work responsibilities, working conditions, emotional aspects, district location, superintendent reputation, effects on home life, quality of community life, community support, salary/responsibility issues, and…

Shifting Practices in Teacher Performance Evaluation: A Qualitative Examination of Administrator Change Readiness

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Spina, Nancy; Buckley, Phillip; Puchner, Laurel

2014-01-01

This study examines the perceptions, attitudes and beliefs of administrators and teachers in a Southwestern Illinois School District regarding the recent reforms in teacher performance evaluation. This study uses a qualitative approach and provides data from individual and focus group interviews to determine the extent to which the district is…

Site-Based Management: Teachers' Attitudes and Administrative Style. A Literary Review and Recommendations.

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Blanchard, Charles Patrick; Karr-Kidwell, PJ

Many kinds of educational reform, especially site-based management, have contributed to teacher empowerment. The success of these reforms, however, is contingent upon administrative leadership that is willing to share power. This paper describes the attitudes of teachers toward site-based management (SBM), with a focus on the effects of…

The Effects of Secondary School Administrators' Servant Leadership Behaviors on Teachers' Organizational Commitment

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Türkmen, Fatma; Gül, Ibrahim

2017-01-01

The purpose of this research is to examine the effects of secondary school administrators' servant leadership behavior on teachers' organizational commitment. This research was designed based on the relational screening model. The population of the study consists of 753 secondary school teachers. 438 teachers from the total population participated…

Responses to Error: Sentence-Level Error and the Teacher of Basic Writing

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Foltz-Gray, Dan

2012-01-01

In this article, the author talks about sentence-level error, error in grammar, mechanics, punctuation, usage, and the teacher of basic writing. He states that communities are crawling with teachers and administrators and parents and state legislators and school board members who are engaged in sometimes rancorous debate over what to do about…

Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

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Gonzales, Sandra M.; Gabel, Susan L.

2017-01-01

In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections…

The Status of Corporal Punishment in Jordanian Primary Schools from the Perspectives Of: Teachers, Students, and Parents

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Khateeb, Linda Ahmad

2015-01-01

The study aims to investigate the status of corporal punishment in Jordanian Primary schools from the perspectives of: Teachers, students, and parents. The corpus of the study comprises (95) Male and female teachers, (135) male and female students form Jordanian primary schools. Two questionnaire forms were used in this study: one for teachers and…

Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers

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Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.

2014-01-01

Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall,…

Psychometric Properties of the Parent and Teacher ADHD Rating Scale (ADHD-RS)

DEFF Research Database (Denmark)

Makransky, Guido; Bilenberg, Niels

2014-01-01

Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Rating the severity of psychopathology and symptom load is essential in daily clinical practice and in research. The parent and teacher ADHD-Rating Scale (ADHD-RS) includes...

The Creativity Handbook: A Visual Arts Guide for Parents and Teachers.

Science.gov (United States)

Boriss-Krimsky, Carolyn

Children are born artists, and artistic talent emerges from the interplay of proclivity, cultural enrichment, and nurturance. Intended to demystify art for parents and teachers and to help them understand what the art experience is like for the child or adolescent, this book discusses visual art concepts in simple terms and presents art as a…

Analysis of Parents/Teachers Perception of the Use of Corporal Punishment in Primary Schools in Delta and Edo State, Nigeria

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Ogbe, Joseph O.

2015-01-01

The study was meant to analyze Parents and Teachers perception of the use of corporal punishment in primary schools in Edo/Delta state. The purpose was to find time out parents and teachers opinion on the need for continuity or to discontinue the use of corporal punishment among primary school pupils. The method was a descriptive study with the…

Two New Rating Scales for Assessment of ADHD Symptoms in Italian Preschool Children: A Comparison between Parent and Teacher Ratings

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Re, Anna Maria; Cornoldi, Cesare

2009-01-01

Objective: Two new rating scales are presented for the assessment of ADHD symptoms in Italian preschool children, and the agreement between parents and teachers on the presence of an ADHD profile is examined. Method: The scales were administered to parents and teachers of 180 children with a mean age of 5 years and 9 months, attending final year…

Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

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Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent--teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and…

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

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Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

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D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J

2016-06-01

This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

Teachers' and Parents' Views on the Internet and Social Media Usage by Pupils with Intellectual Disabilities

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Molin, Martin; Sorbring, Emma; Löfgren-Mårtenson, Lotta

2015-01-01

This article reports experiences from a Swedish study, discussing teachers' and parents' views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual…

COMPUTER MEDIATED PARENT-TEACHER COMMUNICATION (LA COMUNICACIÓN ENTRE PADRE-MAESTRO MEDIADA POR COMPUTADORA

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Juniu Susana

2009-12-01

Full Text Available Abstract:Parent-teacher communication is crucial to children’s education. The literature reveals that parents’ involvement in their children’s education improves outcomes in areas such as learning, attendance, behavior, and graduation rates. Increased and meaningful communication between home and school is likely to enhance parent involvement and may consequently support students’ learning. Schools are using various forms of technology to increase school/home communication, including voice mail, e-mail, school and classroom websites, and web access to individual student information such as attendance, grades, and student portfolios; however, this use is not consistent or widespread. This paper examines the most prevalent parent-teacher communication in a K-12 educational setting and explores various communication options to improve parent-teacher communication. The focus is to examine the communication needs between teacher and parents and the benefits of combining traditional synchronous and asynchronous communication with newer communication technologies to meet these needs.Resumen:La comunicación entre padres y maestros es crucial para la educación de los niños. La literatura revela que la participación de los padres en la educación de sus hijos mejora los resultados en áreas como el aprendizaje, asistencia, conducta, y en las tasas de graduación. Una comunicación efectiva entre la familia y la escuela aumenta la participación de los padres en la educación de sus niños y consecuentemente mejora el aprendizaje de los estudiantes. Las instituciones educativas están utilizando diversas formas de tecnología para incrementar la comunicación familia-escuela, entre ellas están el buzón de voz, el correo electrónico, páginas Web de las escuelas con acceso a la información personal de cada estudiante (asistencia, calificaciones, y actividades escolares. No obstante, este uso no es consistente o masivo. Este ensayo examina

Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

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Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

2016-05-01

Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

Helping Teachers to Help Children Living with a Mentally Ill Parent: Teachers' Perceptions on Identification and Policy Issues

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Bibou-Nakou, I.

2004-01-01

The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children's welfare and needs (1).The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification issues and…

Applying School Administrators' Authentic Leadership Skills in Conflict Situations: The Perceptions of Substitute Teachers

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Demirdag, Seyithan; Kalafat, Sezai

2016-01-01

This study mainly aimed to determine the relationships between conflict management strategies and authentic leadership attitudes of primary school administrators based on the perception of substitute teachers, who were in pedagogical proficiency classes at a university. This quantitative study included 456 substitute teachers. Two instruments were…

Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

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Sezai KOÇYIĞIT

2014-07-01

Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

Teacher self-efficacy in instruction and in parent involvement

OpenAIRE

Peter Gavora; Jana Majerčíková

2012-01-01

The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teach...

The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents

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Qureshi, Mariam

2013-01-01

This research study examined the general question "What do Asian American parents believe to be important characteristics of an effective elementary teacher?" In order to investigate this question, the researcher used a qualitative research design employing a semi-structured interview which probed into the personal perceptions voiced by…

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

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Blau, Ina; Hameiri, Mira

2017-01-01

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

The Correlation Between Parenting Parents' and Students' Motivation in Learning English on 4rd Semester at the Faculty of Teacher Training and Education (Fkip) University Batanghari Jambi Academic Year 2016/2017

OpenAIRE

dewi, kartika

2017-01-01

Parenting parents is very important for children to provide encouragement or motivation in learning. With parenting a good influence for children, although many types of parenting applied parents' of children dependent parents' upbringing is applied parents to children.. The purpose in this research want to know whether there is any correlation between Parenting Parents' and Students Motivation in learning English on43rd Semester at the Faculty of Teacher Training and Education (FKIP) Univers...

The Developing Bilingual Brain: What Parents and Teachers Should Know and Do

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Mohr, Kathleen A. J.; Juth, Stephanie M.; Kohlmeier, Theresa L.; Schreiber, Kayleen E.

2018-01-01

The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain…

Do Boys Benefit from Male Teachers in Elementary School? Evidence from Administrative Panel Data

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Puhani, Patrick A.

2017-01-01

With girls having overtaken boys in many education indicators, the 'feminization' of elementary school teaching is causing debates about disadvantages for male students. Using administrative panel data on the universe of students, teachers and schools for a German state, I exploit within school and within teacher variation to determine teacher characteristics' effects on students' tracking outcomes. Germany tracks students at age 10 into more or less academic school types. I find hardly any e...

Limited concordance between teachers, parents and healthcare professionals on the presence of chronic diseases in ID-adolescents

NARCIS (Netherlands)

Oeseburg, B.; Jansen, D. E. M. C.; Reijneveld, S. A.; Dijkstra, G. J.; Groothoff, J. W.

2010-01-01

Evidence on teachers' knowledge about somatic and mental chronic diseases among ID-adolescent compared to the knowledge parents and healthcare professionals have, is limited. The aim of this study is: (1) to assess the knowledge of teachers on the presence of chronic diseases in ID-adolescents; (2)

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

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Blau, Ina; Hameiri, Mira

2012-01-01

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

A Review of Children's, Teachers' and Parents' Influences on Children's Drawing Experience

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Rose, Sarah E.; Jolley, Richard P.; Burkitt, Esther

2006-01-01

In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical…

Reading Lives: Creating and Sustaining Learning about Culture and Literacy Education in Teacher Study Groups.

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Florio-Ruane, Susan; Raphael, Taffy E.

Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of…

Myths and Facts Regarding Second Language Acquisition in Early Childhood: Recommendations for Policymakers, Administrators, and Teachers

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Kim, Soonhyang; Plotka, Raquel

2016-01-01

Early childhood teachers play a key role in addressing the needs of young English Language Learners, and a vast body of research is dedicated to assessing best practices for teachers. However, less research addressing the role of policymakers, program directors and administrators is available. Although teachers can make a difference in the lives…

The Relationship between Leadership Styles (Autocratic and Democratic) of School Administrators and the Mobbing Teachers Suffer

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Peker, Sevinç; Inandi, Yusuf; Giliç, Fahrettin

2018-01-01

The aim of the study is to investigate the relationship between democratic and autocratic leadership styles of school administrators and mobbing teachers experience as well as determining whether these leadership styles predict the mobbing level teachers suffer. The data in the study were collected from 395 primary school teachers (165 male and…

Teacher Empowerment: School Administrators' Roles

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Balyer, Aydin; Özcan, Kenan; Yildiz, Ali

2017-01-01

Purpose: Teacher empowerment involves investing teachers with the right to participate in the determination of school goals and policies as informed by their professional judgment. By empowering teachers, teachers can discover their potential and limitations for themselves as well as developing competence in their professional development. This…

Role modeling as an early childhood obesity prevention strategy: effect of parents and teachers on preschool children's healthy lifestyle habits.

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Natale, Ruby A; Messiah, Sarah E; Asfour, Lila; Uhlhorn, Susan B; Delamater, Alan; Arheart, Kris L

2014-01-01

To assess the effectiveness of a child care center-based parent and teacher healthy lifestyle role-modeling program on child nutrition and physical activity outcomes. Child care centers (N = 28) serving low-income families were randomized to intervention or control arms. Intervention centers (N = 12) implemented (1) menu modifications, (2) a child's healthy lifestyle curriculum, and (3) an adult (teacher- and parent-focused) healthy lifestyle role-modeling curriculum. Control centers (N = 16) received an attention control safety curriculum. Nutrition and physical activity data were collected at the beginning (T1) and at the end (T2) of the school year. Exploratory factor analysis identified positive and negative nutrition and physical activity practices by children, parents, and teachers. Intervention parents' baseline (β = .52, p consumption (β = .47, p consumption of fruits/vegetables from T1 to T2. Intervention parents significantly influenced a decrease in children's junk food consumption (β = -.04, p junk food consumption (β = .60, p junk food consumption (β = .11, p = .01) and sedentary behavior (β = .09, p consumption of fruits/vegetables, junk food, and level of sedentary behavior. Future obesity prevention intervention efforts targeting this age group should include parents as healthy lifestyle role models for their children.

The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

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Goulardins, Juliana B; Rigoli, Daniela; Loh, Pek Ru; Kane, Robert; Licari, Melissa; Hands, Beth; Oliveira, Jorge A; Piek, Jan

2018-06-01

This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined. A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.

STEM Education through the Perspectives of Secondary Schools Teachers and School Administrators in Turkey

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Çevik, Mustafa; Özgünay, Esma

2018-01-01

The aim of this study is to explore the views of science, mathematics and information technologies teachers working in secondary schools and administrators of the schools, in which these teachers are working, regarding STEM. This research is based on a survey model in which quantitative data tools were used to directly obtain the opinions of…

The Effect of Vocational High School Administrators' Leadership Behaviors on Teacher Job Satisfaction

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Tas, Said

2017-01-01

The purpose of this research is to determine the effect of vocational high school administrators' leadership behaviors on teacher job satisfaction. The study group of the research consists of 21 technical teachers who work at vocational high schools in the city of Isparta. The data obtained have been analyzed by calculating the frequency,…

Scaling Professional Problems of Teachers in Turkey with Paired Comparison Method

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Yasemin Duygu ESEN

2017-03-01

Full Text Available In this study, teachers’ professional problems was investigated and the significance level of them was measured with the paired comparison method. The study was carried out in survey model. The study group consisted of 484 teachers working in public schools which are accredited by Ministry of National Education (MEB in Turkey. “The Teacher Professional Problems Survey” developed by the researchers was used as a data collection tool. In data analysis , the scaling method with the third conditional equation of Thurstone’s law of comparative judgement was used. According to the results of study, the teachers’ professional problems include teacher training and the quality of teacher, employee rights and financial problems, decrease of professional reputation, the problems with MEB policies, the problems with union activities, workload, the problems with administration in school, physical conditions and the lack of infrastructure, the problems with parents, the problems with students. According to teachers, the most significant problem is MEB educational policies. This is followed by decrease of professional reputation, physical conditions and the lack of infrastructure, the problems with students, employee rights and financial problems, the problems with administration in school, teacher training and the quality of teacher, the problems with parents, workload, and the problems with union activities. When teachers’ professional problems were analyzed seniority variable, there was little difference in scale values. While the teachers with 0-10 years experience consider decrease of professional reputation as the most important problem, the teachers with 11-45 years experience put the problems with MEB policies at the first place.

Something for Everyone: Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.

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Theilheimer, Rachel

1993-01-01

Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social…

Digital games and learning mathematics: Student, teacher and parent perspectives

OpenAIRE

Su Ting Yong; Peter Gates; Ian Harrison

2016-01-01

The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...

The role of parents, friends and teachers in adolescents' cigarette smoking and tombak dipping in Sudan.

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El-Amin, Salma El-Tayeb; Nwaru, Bright I; Ginawi, Ibrahim; Pisani, Paola; Hakama, Matti

2011-03-01

To assess the influence of smoking and tombak (local smokeless tobacco) dipping by parents, teachers and friends on cigarette smoking and tombak dipping by school-going Sudanese adolescents. This was a school-based cross-sectional survey was conducted in 2005-2006. Logistic regression was used for the analysis. A total of 4277 Sudanese school-going adolescents (aged 11-17 years) from 23 schools who completed an anonymous self-administered questionnaire on the use of tobacco products. Main outcome measures were self-reported tobacco use during the previous month defined current tobacco use. Ever smoking, tombak dipping and other tobacco products were also considered as outcomes. After adjusting for sex, age and school grade, adolescents' smoking habits were strongly associated with the habit in their parents and friends and, more weakly, with tombak dipping by teachers. When adjusted for each other, the association with smoking in friends was unaffected and remained significant (prevalence OR (POR) of having ever smoked was 1.94, 95% CI 1.64 to 2.29; OR of being current smoker was 3.77, 95% CI 2.80 to 5.07). Tobacco smoking in friends was positively associated with adolescents ever tombak dipping (POR 1.81, 95% CI 1.41 to 2.33) and current dipping (OR 3.33, 95% CI 2.20 to 5.05). The association with parental habits was reduced but still significantly elevated. Tombak dipping by teachers was only associated with adolescents ever tobacco smoking. Tobacco use by parents, teachers and friends was associated with adolescents' tobacco habits. The influence of friends was the strongest. In developing programmes against adolescents' tobacco habits, there is need to target the influence of these 'significant others'. Sudan needs to develop and implement comprehensive anti-smoking and anti-tombak dipping legislation to reduce the growing prevalence of such habits.

Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate

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Gillian Inglis

2012-01-01

Full Text Available The efficacy of parents’ meetings in primary schools in the UK is anarea in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. This leaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

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Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports

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Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J.

2017-01-01

Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an…

An Analysis of the Views and Experiences of Children Who Are 48-66 Months Old, Their Parents, and Teachers about "Sustainable Development"

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Güler Yildiz, Tülin; Özdemir Simsek, Pinar; Eren, Saliha; Aydos, Emine Hande

2017-01-01

This study aims at uncovering the views of children 48-66 months old regarding sustainable development (SD), as well as the attitudes of their parents and teachers. Additionally, it seeks to identify activities related to SD that are promoted in homes by parents and in schools by teachers. The study was designed as a case study, with participants…

5 CFR 1651.7 - Parent or parents.

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Parent or parents. 1651.7 Section 1651.7 Administrative Personnel FEDERAL RETIREMENT THRIFT INVESTMENT BOARD DEATH BENEFITS § 1651.7 Parent or parents. If the account is to be paid to the participant's parent or parents under § 1651.2(a)(4), the following...

When Two Elephants Fight the Grass Suffers: Parents and Teachers Working Together to Support the Literacy Development of Sudanese Youth

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Walker-Dalhouse, Doris; Dalhouse, A. Derick

2009-01-01

Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations;…

Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

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Mooij, Ton

2008-01-01

Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

Parents as Teachers Health Literacy Demonstration project: integrating an empowerment model of health literacy promotion into home-based parent education.

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Carroll, Lauren N; Smith, Sandra A; Thomson, Nicole R

2015-03-01

The Parents as Teachers (PAT) Health Literacy Demonstration project assessed the impact of integrating data-driven reflective practices into the PAT home visitation model to promote maternal health literacy. PAT is a federally approved Maternal, Infant, Early Childhood Home Visiting program with the goal of promoting school readiness and healthy child development. This 2-year demonstration project used an open-cohort longitudinal design to promote parents' interactive and reflective skills, enhance health education, and provide direct assistance to personalize and act on information by integrating an empowerment paradigm into PAT's parent education model. Eight parent educators used the Life Skills Progression instrument to tailor the intervention to each of 103 parent-child dyads. Repeated-measures analysis of variance, paired t tests, and logistic regression combined with qualitative data demonstrated that mothers achieved overall significant improvements in health literacy, and that home visitors are important catalysts for these improvements. These findings support the use of an empowerment model of health education, skill building, and direct information support to enable parents to better manage personal and child health and health care. © 2014 Society for Public Health Education.

Enhancing Learning in Africa through Students' Collaboration with Parents, Teachers and Peers

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Maganda, Dainess

2016-01-01

Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which…

Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder

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Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C.

2018-01-01

Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…

PRE-SERVICE TEACHERS' PERCEPTIONS OF "ADMINISTRATION" AND "SCHOOL PRINCIPAL" REFLECTED THROUGH METAPHORS

OpenAIRE

Bertan Akyol; C. Bilge Kapçak

2017-01-01

This study aims to present pre-service teachers’ perceptions of “administration” and “school principal” reflected through metaphors; a purpose based on the fact that although they are trained in educational administration with only one course at university, pre-service teachers who are trained in the faculties of education constitute the group with the highest potential for becoming educational administrators in Turkish education system. The study group is the 4th grade (senior) university st...

Administrator Perceptions of the Achievement Gap between African American Students and Other Subpopulations

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Royle, Jonathan

2013-01-01

The consistent underperformance of African American students casts a disparaging shadow on the success of American public schools. Research was necessary to understand the reason for such a difference in scores. Parents, teachers, and administrators must understand the reason for the gap in order to determine the strategies and support systems…

Relationship between School Administrators' Organizational Power Sources and Teachers' Organizational Citizenship Behaviors

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Altinkurt, Yahya; Yilmaz, Kursad

2012-01-01

The main purpose of the research was to determine correlation between school administrators' organizational power sources and teachers' organizational citizenship behaviors in primary schools. The research was a correlational survey model study. 275 participants were randomly chosen for the research. The data were collected by…

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

Directory of Open Access Journals (Sweden)

Barbara Šteh

2011-04-01

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

Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School

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Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra

2016-01-01

We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…

Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

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Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

2016-01-01

Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

SOME ASPECTS OF TEACHING MEDIA LITERACY TO PRE-SCHOOL CHILDREN IN SLOVENIA FROM A PERCEPTION STANDPOINT OF TEACHERS AND PARENTS

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Jurka Lepičnik Vodopivec

2011-11-01

Full Text Available This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents’ and teachers’ opinion on the presence of media in children’s lives. Following that, the paper explores teachers’ media-didactic competence as a component of educators’ media literacy. In the empiric part we used two aspects of fostering media literacy. One is the media-technical competence of parents and educators, while the other is the media-didactic competence of educators. We found that both parents and teachers believe that media have a strong presence in everyday lives of pre-school children and that they play an important role in teaching pre-school children. Teachers are aware of the importance of early teaching with media, for media and about media with the purpose of developing children’s media literacy, so they will not be afraid of media when they grow up.

Early Childhood Administrators' Attitudes and Experiences in Working with Gay- and Lesbian-Parented Families

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Church, Julie; Hegde, Archana V.; Averett, Paige; Ballard, Sharon M.

2018-01-01

This study examined the attitudes, preparation, and comfort of early childhood administrators in working with gay and lesbian (GL) parented families and the use of GL inclusive practices within centers. Data were gathered from 203 participants in the state of North Carolina using an online survey. Overall, administrators held a positive attitude…

Analyzing the Administration Perception of the Teachers by Means of Logistic Regression According to Values

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Ugurlu, Celal Teyyar

2017-01-01

This study aims to analyze the administration perception of the teachers according to values in line with certain parameters. The model of the research is relational screening model. The population is applied to 470 teachers who work in 25 secondary schools at the center of Sivas with scales. 317 questionnaires which had been returned have been…

Views of Students', Teachers' and Parents' on the Tablet Computer Usage in Education

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Soykan, Emrah

2015-01-01

This study aims at identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. In collection of data, semi-structured interviews appropriate for qualitative research methods are used. Study group for this research is composed of high…

A Thousand Lights [and] A Thousand Lights: Teacher and Parent Guide. Brothers Series.

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Benton, Hope

This book for children (ages 8 to 14) and the accompanying teacher/parent guide present the story of two brothers, one of whom has a severe hearing impairment, who climb up Mt. Fuji in Japan. Information on the disability is presented subtly and incidentally to encourage the reader to relate more personally and foster a deeper level of acceptance…

Emotion Regulation, Harsh Parenting, and Teacher Sensitivity among Socioeconomically Disadvantaged Toddlers in Child Care

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Mortensen, Jennifer A.; Barnett, Melissa A.

2018-01-01

Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in…

Incredible Years Parent, Teachers and Children's Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence

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Carolyn Webster-Stratton

2012-07-01

Full Text Available Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through middle childhood and to intervene in multiple areas through parent, teacher, and child training. This paper summarizes the literature demonstrating the impact of the IY parent, teacher and child intervention programs, and describes in more detail the work done in Portugal so far to disseminate IY programs with fidelity, with particular emphasis on the IY Basic Preschool Parenting and Teacher Classroom Management programs.

Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico.

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Parada-Toro, Irene; Gómez-Quiroz, Rosa M; Treviño-Siller, Sandra

2017-03-01

The purpose of this study was to implement and test an educational intervention aimed at training parents/caregivers and teachers in strategies to support children with verbal communication disabilities (VCDs). We carried out a descriptive observational research conducted in two phases during 2013-2014: a mixed-method diagnosis and intervention development. We used convenience sampling to select the parents/caregivers and teachers of first-to-third graders with VCDs across four public elementary schools in a suburban community in central Mexico. Diagnosis was based on questionnaires conducted with parents/caregivers (n = 38) and teachers (n = 16). The instruments focused not only on the respondents' socioeconomic characteristics and general knowledge about VCDs but also included open questions (24/42) about their common practices and support for children with VCDs. The intervention was built on data collected through the questionnaires, and was designed according to the Integral Intervention Model framework based on the ecosystemic approach. Participants were parents/caregivers and teachers of children with VCDs. Main results showed that the participants were trained in various support techniques, they gained knowledge about VCDs and changed their perception of their own ability to help children with language impairments. As an important upshot of the intervention, communication and networking among parents/caregivers and teachers increased. The main strengths of this research reside in its solid theoretical foundation and the fact that intervention design was based on the specific needs of the target group. In as much as the public health problem of VCDs in Mexico has barely been studied and has received minimal official support, it is essential to engage additional social actors, stakeholders and decision-makers in the implementation of permanent actions. Our study emphasises the importance of recognising this form of health impairment as a social

Latin American immigrant parents and their children's teachers in U.S. early childhood education programmes.

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Crosnoe, Robert; Ansari, Arya

2015-12-01

For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home- and community-based involvement behaviours than U.S.-born and foreign-born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration-heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives. © 2015 International Union of Psychological Science.

Parental self-confidence, parenting styles, and corporal punishment in families of ADHD children in Iran.

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Alizadeh, Hamid; Applequist, Kimberly F; Coolidge, Frederick L

2007-05-01

This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning.

The Lived Experience of Teachers and Administrators in Persistently Low Achieving Schools

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Bickenheuser, Charles William

2013-01-01

In 2010 Washington State's persistently lowest performing public schools were identified and published by the superintendent of public instruction. However, no research has described the lived experiences of teachers and administrators who work in those schools. Guided by the combined frameworks of Van Manen and Moustakas, this qualitative study…

Parent-Teacher Cooperation in Early Childhood Education--Directors' Views to Changes in the USA, Russia, and Finland

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Vlasov, Janniina; Hujala, Eeva

2017-01-01

This article aims to show how parent-teacher cooperation has evolved over the past two decades from the perspectives of child care center directors in the USA, Russia, and Finland. When analyzing the phenomenon of educational cooperation in the studied contexts, it can be noted that significant societal changes have affected parenting and early…

Welcome to the real world: reflections on teaching and administration.

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Miller, K J

2000-12-01

The author compares his former position as an assistant professor in a program preparing future teachers of deaf and hard of hearing students with his present position as an administrator of a public school program serving these students. He maintains that in some ways, teacher training programs in deafness and the public school settings hiring these graduates are separate worlds. The emphasis in teacher training programs appears to be on preparing graduates to work with deaf students in self-contained or residential school settings even though most teaching positions are with hard of hearing students mainstreamed in public schools. Other important areas, such as collaboration with general education teachers, litigation, parental relationships, and individualized education programs, seem to be overlooked by teacher training programs. The author employs the mockingbird metaphor from the novel To Kill A Mockingbird (Lee, 1960) to highlight differences between teacher training programs and public school settings, while making recommendations for strengthening connections between the two.

Framing black boys: parent, teacher, and student narratives of the academic lives of black boys.

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Rowley, Stephanie J; Ross, Latisha; Lozada, Fantasy T; Williams, Amber; Gale, Adrian; Kurtz-Costes, Beth

2014-01-01

The discourse on Black boys tends to suggest that Black boys are in complete peril. We begin with evidence that Black boys are excelling in certain contexts (i.e., in certain states, in certain schools, and in certain courses). We then discuss the ways in which the narratives used by parents, teachers, and Black boys themselves may serve to further reinforce views that Black boys are beyond hope. Research on Black parents suggests that they tend to view their sons as vulnerable and have lower expectations for sons than for daughters. Studies of teachers show that they tend to view Black boys as unteachable, as social problems, and as scary. Research on Black boys shows that they are sometimes complicit in supporting these narratives by engaging in negative or ste reotypical behavior. We also include recent research that includes counter-narratives of Black boys. We end with suggestions for future research.

Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

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DeGarmo, John

2015-01-01

"Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

Use of eyeglasses among children in elementary school: perceptions, behaviors, and interventions discussed by parents, school nurses, and teachers during focus groups.

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Kodjebacheva, Gergana Damianova; Maliski, Sally; Coleman, Anne L

2015-01-01

To investigate the perceptions, behaviors, and recommendations that parents, school nurses, and teachers have regarding children's use of eyeglasses. Focus groups with parents, school nurses, and teachers were conducted. The study took place in one Southern California school district. There were 39 participants, including 24 parents, seven school nurses, and eight teachers. An experienced moderator guided the focus group discussions. Transcripts were analyzed using grounded theory techniques. Participants perceive visual impairment as a serious problem in the development of children. The lack of eyeglasses may lead to problems such as tiredness, headaches, inability to focus on school work, and decreased reading speed. Participants experienced disappointment, unhappiness, worry, and concern when they realized they needed eyeglasses at a young age. Negative societal perceptions toward eyeglasses, lack of eye doctors in minority communities, parental perceptions that children do not need eyeglasses, and peer bullying of children wearing eyeglasses are key obstacles to children's use of eyeglasses. Participants suggest school and national campaigns featuring respected public figures who wear eyeglasses to promote positive attitudes toward eyeglasses. Parents and teachers who closely follow the academic development of children have observed that visual impairment has negative consequences for the scholastic achievement of children. They recommend interventions to promote the attractiveness of eyeglasses in society. The participants discuss the need for a national preventative message for eye care similar to the message for dental care. The public health message should emphasize the importance of embracing and respecting differences among individuals.

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

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Setyawan Sholeh Hadi

2016-01-01

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

Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction

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Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy; Pashby, Karen; Barrett, Sarah Elizabeth; Mujuwamariya, Donatille

2012-01-01

Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher…

Investigation of Teachers' Perceptions of Organizational Citizenship Behavior and Their Evaluation in Terms of Educational Administration

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Avci, Ahmet

2016-01-01

The aim of this study is to investigate teachers' perceptions of organizational citizenship behaviors and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from 1,613 teachers working in public and private schools subjected to Ministry of National…

The impact of oxytocin administration on charitable donating is moderated by experiences of parental love-withdrawal

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Marinus H. Van Ijzendoorn

2011-10-01

Full Text Available Oxytocin has been implicated in a variety of prosocial processes but most of this work has used laboratory tasks (such as the ultimatum game or the dictator game to evaluate oxytocin’s prosocial effects. In a double blind randomized trial we examined the influence of intranasal administration of oxytocin on real, high-cost donating money to a charity without any expectation for reciprocation. Participants in the current study were 57 female undergraduate students, aged 18-30 years, who received a nasal spray containing either 24 IU of oxytocin or a placebo, and were then given the opportunity to make a charitable donation. The participants reported how often their parents used love-withdrawal as a disciplinary strategy involving withholding love and affection after a failure or misbehavior. Oxytocin appeared to increase the participants’ willingness to donate money to a charity but only in participants who experienced low levels of parental love-withdrawal. In contrast, oxytocin administration was ineffective in enhancing donating behavior in individuals who experienced high levels of parental love-withdrawal. We conclude that the positive effect of oxytocin administration on prosocial behavior may be limited to individuals with supportive backgrounds.

Normative Value Conceptions of Modern Parents, Teachers, and Educators (Analysis of Moral Value Judgments)

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Shelina, S. L.; Mitina, O. V.

2015-01-01

The article presents the results of an analysis of the moral value judgments of adults (parents, teachers, educators) that directly concern the socialization process of the young generation in the modern metropolis. This paper follows the model study by Jean Piaget that investigated the moral value judgments of children. A comparative analysis of…

Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition

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Wong, Mun

2015-01-01

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…

Misclassification of fourth-grade children's participation in school-provided meals based on parental responses relative to administrative daily records.

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Baxter, Suzanne Domel; Paxton-Aiken, Amy E; Royer, Julie A; Hitchcock, David B; Guinn, Caroline H; Finney, Christopher J

2014-09-01

Although many studies have relied on parental responses concerning children's school-meal participation, few studies have evaluated parental response accuracy. We investigated misclassification of fourth-grade children's participation in school-meal programs based on parental responses relative to administrative daily records using cross-sectional study data collected for 3 school years (2004-05, 2005-06, and 2006-07) for 1,100 fourth-grade children (87% black; 52% girls) from 18 schools total in one district. Parents reported children's usual school-meal participation on paper consent forms. The district provided administrative daily records of individual children's school-meal participation. Researchers measured children's weight and height. "Usual participation" in breakfast/lunch was defined as ≥50% of days. Parental responses misclassified 16.3%, 12.8%, 19.8%, and 4.7% of children for participation in breakfast, classroom breakfast, cafeteria breakfast, and lunch, respectively. Parental responses misclassified more children for participation in cafeteria than classroom breakfast (P=0.0008); usual-participant misclassification probabilities were less than nonusual-participant misclassification probabilities for classroom breakfast, cafeteria breakfast, and lunch (Pschool year, breakfast location, and school). Relying on parental responses concerning children's school-meal participation may hamper researchers' abilities to detect relationships that have policy implications for the child nutrition community. The use of administrative daily records of children's school-meal participation is recommended. Copyright © 2014 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

Attitudes of School Administrators and Teachers towards the "Smoke-Free Air Zone" Policy in Turkish Schools

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Banoglu, Köksal

2013-01-01

Objective: Schools are likely to be better able to achieve compliance with smoke-free regulations if principals and teachers perceive the importance of a smoke-free policy. The purpose of this study was to measure teacher and administrator attitudes towards the smoke-free policy in Turkish schools, which promotes a total smoking ban. Method: The…

Teachers Unions and Management Partnerships: How Working Together Improves Student Achievement

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Rubinstein, Saul A.; McCarthy, John E.

2014-01-01

For more than a decade, the debate over public school reform has created friction between teachers unions, administrators, school boards, parents, policymakers, and other stakeholders in public education and has fueled disagreements over how to improve the quality of teaching and learning for children. While many factors make consensus elusive…

Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

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Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

2017-01-01

Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators.

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Manitoba Dept. of Education and Training, Winnipeg. School Programs Div.

This document, on social, environmental, and economic sustainability, is a resource for teachers, administrators, and curriculum developers. The increasing human population on the earth directs attention to sustainability, which was not a problem until the industrial revolution. This book uses an interdisciplinary approach and provides assistance…

Post-School Visions and Expectations of Latino Students with Learning Disabilities, Their Parents, and Teachers

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Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M.

2018-01-01

This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…

A Survey of Teachers' and Principals' Practices and Challenges in Fostering New Immigrant Parent Involvement

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Peterson, Shelley Stagg; Ladky, Mary

2007-01-01

This research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents' support for their children's literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage…

Children's Self-Concept: Parental School Engagement and Student-Teacher Relationships in Rural and Urban Australia

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Gavidia-Payne, Susana; Denny, Bianca; Davis, Kate; Francis, Andrew; Jackson, Mervyn

2015-01-01

Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current…

Preventing Hazing: How Parents, Teachers, and Coaches Can Stop the Violence, Harassment, and Humiliation

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Lipkins, Susan

2006-01-01

Written with clarity and passion, "Preventing Hazing" uncovers the deep roots of hazing, how and why it permeates schools, colleges, and communities, and what parents, teachers, and coaches can do to prevent it. The author shows how to recognize the warning signs, what to do if a student has been involved in a hazing (either as a victim,…

Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents

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Parsons, David; Adhikar, Janak

2016-01-01

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…

The relationship between child health, developmental gaps, and parental education : Evidence from administrative data

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Salm, M.; Schunk, D.

2012-01-01

We use administrative German data to examine the role of physical and mental health conditions in explaining developmental gaps between children whose parents have different educational levels. Specifically, we employ sibling fixed effect models to estimate the effect of a comprehensive list of

The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4-7.

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Stone, Lisanne L; Janssens, Jan M A M; Vermulst, Ad A; Van Der Maten, Marloes; Engels, Rutger C M E; Otten, Roy

2015-01-01

The Strengths and Difficulties Questionnaire is one of the most employed screening instruments. Although there is a large research body investigating its psychometric properties, reliability and validity are not yet fully tested using modern techniques. Therefore, we investigate reliability, construct validity, measurement invariance, and predictive validity of the parent and teacher version in children aged 4-7. Besides, we intend to replicate previous studies by investigating test-retest reliability and criterion validity. In a Dutch community sample 2,238 teachers and 1,513 parents filled out questionnaires regarding problem behaviors and parenting, while 1,831 children reported on sociometric measures at T1. These children were followed-up during three consecutive years. Reliability was examined using Cronbach's alpha and McDonald's omega, construct validity was examined by Confirmatory Factor Analysis, and predictive validity was examined by calculating developmental profiles and linking these to measures of inadequate parenting, parenting stress and social preference. Further, mean scores and percentiles were examined in order to establish norms. Omega was consistently higher than alpha regarding reliability. The original five-factor structure was replicated, and measurement invariance was established on a configural level. Further, higher SDQ scores were associated with future indices of higher inadequate parenting, higher parenting stress and lower social preference. Finally, previous results on test-retest reliability and criterion validity were replicated. This study is the first to show SDQ scores are predictively valid, attesting to the feasibility of the SDQ as a screening instrument. Future research into predictive validity of the SDQ is warranted.

Parents' and teachers' attitudes regarding school involvement in education that extends beyond the traditional academic core.

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Aman-Back, Susanna; Björkqvist, Kaj

2007-06-01

In a survey conducted with 1,107 parents (590 mothers, M age=38.8 yr., SD=5.8; 517 fathers, M age=41.3 yr., SD=6.0) and 123 teachers (82 women, M age=41.1 yr., SD=9.2; 41 men, M age=41.3 yr., SD=9.1) in coastal rural Southern Ostrobothnia, Finland, an assessment of the relative responsibility of the family in comparison with that of school in the teaching of various skills to children was made. Parents and teachers agreed that the school carries 30-40% of the responsibility for the teaching of socio-emotional skills, such as conflict resolution, norms and values, self-esteem, sense of justice and responsibility, and close human relations. They also agreed that school carries 50% of the responsibility for providing information about sexuality and drugs. Fathers opined that school carried a greater responsibility in teaching skills than mothers did.

Attitudes of parents and teachers to financial literacy of primary school students

OpenAIRE

Tisovec, Anja

2017-01-01

In the master’s thesis, we analysed the attitudes of parents and teachers of mathematics and home economics towards financial education in elementary school. Firstly, we considered the concept of financial literacy, as was defined by different authors, and the importance of formal financial education of young people. We presented the results of the researches on financial literacy that were carried out in Slovenia, and continued with the review of financial education in some countries around ...

A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

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Fowler, Crystal Nicole

2013-01-01

This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…

100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

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Canfield, Jack; Wells, Harold C.

This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

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

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

2017-08-17

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

The view points of parents and kindergarten teachers about the upbringing of children

OpenAIRE

Margon, Barbara

2016-01-01

In diploma thesis I define education, views on upbringing in the past and present and how education is defined by different educational styles. We defined various factors which play an important role in upbringing children: family, kindergarten, interpersonal relationships and interpersonal communication. In the empirical part I integrated all obtained theoretical knowledge with practical experience of four parents and two kindergarten teachers with whom I carried out interviews. In this d...

How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

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Wang, Clare Wen; Neihart, Maureen

2015-01-01

This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

Problem Behaviour and Psychosocial Functioning in Young Children with Williams Syndrome: Parent and Teacher Perspectives

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Klein-Tasman, B. P.; Lee, K.

2017-01-01

Background: There is sparse literature about problem behaviour in young children with Williams syndrome (WS) and little consideration of the perspectives of multiple respondents. Methods: Problem behaviour of 35 children with WS ages 2 to 6 was examined based on both parent and teacher report using the Achenbach preschool forms. Results: The most…

Training for Inner City Parents in Child Rearing: Why Fried Chicken Franchises for Parenting Don't Work.

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James, Richard; Etheridge, George

In an effort to examine the effectiveness of commercially produced parent education programs, a child management and communication class given for Memphis, Tennessee, inner city parents is evaluated in this paper. The program, sponsored by the Mid-South Teacher Corps Project, utilized two models: (1) Becker's 1971 "Parents Are Teachers: A…

Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

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Weitman, Catheryn J.; Humphries, Janie H.

Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

A Handbook for Title I Migrant Parent Advisory Councils: Understanding the System=Un Folleto Para los Concilios de Padres Titulo I Migrante: Entendiendo el Sistema.

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Arredondo, C.; And Others

A bilingual handbook for Title I migrant Parent Advisory Councils (PACs) was designed to be used by administrators, teachers, consultants and parents in organizing and training PACs at local, district, and state levels. All information is duplicated in separate English and Spanish sections. The first part discusses the Texas migrant program,…

Attitudes towards Knowledge Management of School Administrators and Teachers Working in Turkish Schools

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Dogan, Soner; Yigit, Yakup

2014-01-01

The aim of this study is to investigate attitudes of school administrators and teachers working in Turkish schools towards knowledge management. In this research, an explanatory design incorporating quantitative and qualitative methods was used. The quantitative strand of the study was designed as a survey model, and the data was collected from…

Confrontation (A Human Relations Training Unit and Simulation Game for Teacher and Administrators in a Multi-Ethnic Elementary and High School). Description of Teacher Inservice Education Materials.

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National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The inservice teacher and administrator education program described here is intended to make teachers aware of the problems they may encounter in a multicultural, multiethnic school setting. The inservice topic is human relations, with the subject of black/white confrontation the main focus. This descriptive report provides additional information…

Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents

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Freeman, Nancy K.; Knopf, Herman T.

2007-01-01

Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project…

Speech Sound Disorders in Preschool Children: Correspondence between Clinical Diagnosis and Teacher and Parent Report

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Harrison, Linda J.; McLeod, Sharynne; McAllister, Lindy; McCormack, Jane

2017-01-01

This study sought to assess the level of correspondence between parent and teacher report of concern about young children's speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4-5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed…

Ayudando a Ninos Dotados a Volar: Una Guia Practica para Padres y Maestros (Helping Gifted Children Soar: A Practical Guide for Parents and Teachers).

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Strip, Carol A.

Intended for parents of gifted children, this book, in Spanish, stresses the importance of positive relationships between parents and teachers as they work to meet children's academic, emotional, and social needs. Individual chapters address the following topics: (1) parenting the gifted child as a wild roller coaster ride; (2) determining whether…

Barriers to access to education for young people with epilepsy in Northern Tanzania: A qualitative interview and focus group study involving teachers, parents and young people with epilepsy.

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Quereshi, Charlotte; Standing, Holly C; Swai, Amina; Hunter, Ewan; Walker, Richard; Owens, Stephen

2017-07-01

Educational outcomes for young people with epilepsy (YPE) in Hai District, Tanzania, are poor, as is commonly observed elsewhere in Sub-Saharan Africa. The reasons for this finding are not well understood, though stigma arising from supernatural concepts of epilepsy is frequently cited as a barrier to YPE accessing education. In this study, we aimed to explore the reasons why many YPE in Tanzania experience poor access to education, and elicit ways in which education could be improved for YPE according to teachers, parents and YPE. Ten focus group discussions with teachers were organized in Hai schools between March and May 2016. The themes arising from these discussions were identified, coded, analyzed and tested in semi-structured interviews with 19 YPE and 17 parents identified from a prevalent cohort of YPE identified in 2009. Behavioral problems and learning difficulties were cited as the main barriers to education for YPE. Other barriers included parental stigmatization, teachers' inadequate seizure management, and limited access to specialist schools. Teachers perceived that parents and YPE believe in spiritual etiology and traditional management for epilepsy. However, the majority of teachers, parents, and YPE cited biological etiology and management options, although understanding of epilepsy etiology and management could be improved amongst all groups. A multidimensional approach is needed to improve educational access, and hence outcomes, for YPE. Widespread community education is needed to improve knowledge of epilepsy etiology and management. Teachers require seizure management training, and parents need help to recognize YPE's right to education. Educational needs assessments would help to identify YPE requiring specialist schooling, and access to this could be improved. These interventions will likely reduce stigma, ensure appropriate academic and pastoral care at school, and thus enable YPE to attend, and succeed, in education. Copyright © 2017

The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

OpenAIRE

Helena Smrtnik Vitulić; Irena Lesar

2014-01-01

The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

Effects of Social Persuasion from Parents and Teachers on Chinese Students' Self-Efficacy: An Exploratory Study

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Lam, Yuen Yi; Chan, Joanne Chung Yan

2017-01-01

This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…

Playground Equipment Guide: For Teachers, Park and Recreation Directors, Parents, Youth Leaders, and Other Concerned Adults.

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Consumer Product Safety Commission, Washington, DC.

This guide was designed to assist parents, teachers, youth leaders, and park and recreation directors in the safe selection, use, installation, maintenance and repair of playground equipment. The nature and necessity of children's play are discussed briefly and information is presented on four main types of playground equipment: (1) swings, (2)…

Does pre-hospital telephone communication with a clinician result in more appropriate medication administration by parents during childhood asthma exacerbations?

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Garro, A C; Fearon, D; Koinis-Mitchell, D; McQuaid, E L

2009-11-01

The National Heart, Lung and Blood Institute asthma guidelines recommend that parents communicate with a clinician during childhood asthma exacerbations when symptoms worsen or do not improve with initial therapy. This study tested the hypothesis that communication by parents with a clinician before an Emergency Department visit was associated with more appropriate medication administration for children with asthma exacerbations. This was a retrospective cohort study using data gathered from parents of children presenting with an asthma exacerbation to the emergency department. The communicating cohort included parents who communicated by telephone with a clinician during the exacerbation and the non-communicating cohort included parents who did not. Multivariate logistic regression models were used to test three hypotheses; communication with a clinician is associated with (1) administration of short-acting beta-agonists (SABAs), (2) increased dosing frequency of SABAs, and (3) administration of an oral corticosteroid. A total of 199 subjects were enrolled, with 104 (52.3%) in the communicating and 95 (47.7%) in the non-communicating cohort. There was an association between communication and provider practice type, with children who received routine care from a private practice provider more likely to communicate with the clinician than children in hospital-based clinics or community health centers (Adjusted OR 1.9, 95% CI 1.0-3.7). Impoverished children and children insured by Medicaid were less likely to communicate with a clinician (controlling for provider type). Parents who communicated with a clinician were more likely to administer a SABA (adjusted OR 3.6, 95% CI 1.3-9.4) and an oral corticosteroid (adjusted OR 3.3, 95% CI 1.3-8.4) but were not more likely to administer a SABA with increased dosing frequency (adjusted OR 0.9, 95% CI 0.5-1.6). Parents of children with asthma exacerbations who communicated with clinicians were more likely to administer SABAs

School-Parent-Community Partnerships: The Experience of Teachers Who Received the Queen Rania Award for Excellence in Education in the Hashemite Kingdom of Jordan

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Obeidat, Osamha M.; Al-Hassan, Suha M.

2009-01-01

The purpose of this study is to examine and understand the school-parents-community partnerships created by teachers who received the Queen Rania Award for Excellence in Education. This study analyzes the applications of the 28 teachers who received the Award in 2007 and addresses three questions: How do teachers who received the Queen Rania Award…

Experiences of Middle-Level Students, Teachers, and Parents in the Do the Write Thing Violence Prevention Program

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Peterson, Sarah E.; Williams, R. Craig; Myer, Rick A.; Tinajero, Josefina V.

2016-01-01

We examined experiences of participants in "Do the Write Thing" national violence prevention program for middle-level students. Using mixed methods, we conducted surveys and focus groups with students, parents, and teachers who attended the program's National Recognition Week in Washington, DC. Results revealed important affective,…

The validity, reliability and normative scores of the parent, teacher and self report versions of the Strengths and Difficulties Questionnaire in China

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Coghill David

2008-04-01

Full Text Available Abstract Background The Strengths and Difficulties Questionnaire (SDQ has become one of the most widely used measurement tools in child and adolescent mental health work across the globe. The SDQ was originally developed and validated within the UK and whilst its reliability and validity have been replicated in several countries important cross cultural issues have been raised. We describe normative data, reliability and validity of the Chinese translation of the SDQ (parent, teacher and self report versions in a large group of children from Shanghai. Methods The SDQ was administered to the parents and teachers of students from 12 of Shanghai's 19 districts, aged between 3 and 17 years old, and to those young people aged between 11 and 17 years. Retest data was collected from parents and teachers for 45 students six weeks later. Data was analysed to describe normative scores, bandings and cut-offs for normal, borderline and abnormal scores. Reliability was assessed from analyses of internal consistency, inter-rater agreement, and temporal stability. Structural validity, convergent and discriminant validity were assessed. Results Full parent and teacher data was available for 1965 subjects and self report data for 690 subjects. Normative data for this Chinese urban population with bandings and cut-offs for borderline and abnormal scores are described. Principle components analysis indicates partial agreement with the original five factored subscale structure however this appears to hold more strongly for the Prosocial Behaviour, Hyperactivity – Inattention and Emotional Symptoms subscales than for Conduct Problems and Peer Problems. Internal consistency as measured by Cronbach's α coefficient were generally low ranging between 0.30 and 0.83 with only parent and teacher Hyperactivity – Inattention and teacher Prosocial Behaviour subscales having α > 0.7. Inter-rater correlations were similar to those reported previously (range 0.23 – 0

Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: [E1] logro de la participacion de los padres. cuaderno 3. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Parent Participation, Book 3. Teacher Edition. Bilingual Education Teacher Training Packet).

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Rodriguez, Rodolfo, Comp.

This guide on training bilingual education teachers focuses on parents as advisors in the decision making process at bilingual schools. The two units, "An Introduction to Parent Participation" and "Parent Participation in Educational Decision Making," include objectives, definitions of terms, lists of materials and equipment, and learning…

Connections of contemporary adolescents value orientations with psychological characteristics of their teachers and parents

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Andrey I. Podolskiy

2016-06-01

Full Text Available The article presents the results of a large-scale study of value-motivational orientation identity of adolescents living in various regions of the Russian Federation in connection with the characteristics of the social situation of development (family, school. The data obtained in the study allows to identify the most appropriate formation procedures aimed at development of adolescent orientation in value aspects of social relations. Such concepts as morality, value orientations are increasingly used in describing the development trends in society, forming the worldview of the younger generation; the relevant questions are: how is the process of formation of human moral values going; what factors determine the direction and dynamics of this process? The study involved 2731 teenager (46.1% male, 53.9% female from different regions of the Russian Federation (total 6 sites; 937 parents of adolescents; 125 teachers. Every site included 2 cities, distinguished by population and by status (one of the city is a regional capital. The identified connections of value orientations of students with various psychological characteristics of teachers and parents tell about the adverse trends in the formation of value-moral spheres of adolescents and bring to the fore the problem of working with these characteristics.

Parents' and Teachers' Reflections on the Process of Daily Transitions in an Infant and Toddler Laboratory School

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Traum, Linda C.; Moran, Mary Jane

2016-01-01

This qualitative study considered values, beliefs, perspectives, and meanings of 7 parents and 3 teachers within the context of daily home-to-child care transitions in one infant-toddler center in an early childhood laboratory school. Sociocultural and attachment theories anchored the study and the developmental niche framework informed…

Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

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Lalor, Aislinn; Brown, Ted; Murdolo, Yuki

2016-04-01

Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment. Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance. The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite. The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities. © 2016 Occupational Therapy Australia.

The relations of Arab Jordanian adolescents' perceived maternal parenting to teacher-rated adjustment and problems: the intervening role of perceived need satisfaction.

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Ahmad, Ikhlas; Vansteenkiste, Maarten; Soenens, Bart

2013-01-01

Although the effects of important parenting dimensions, such as responsiveness and psychological control, are well documented among Western populations, research has only recently begun to systematically identify psychological processes that may account for the cross-cultural generalization of these effects. A first aim of this study was to examine whether perceived maternal responsiveness and psychological control would relate differentially to teacher ratings of adolescent adjustment in a vertical-collectivist society (i.e., Jordan). The most important aim of this study was to examine, on the basis of self-determination theory, whether these associations would be accounted for by perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Results in a large sample of Jordanian adolescents (N = 545) showed that perceived maternal psychological control and responsiveness yielded, respectively, a positive and negative association with teacher-rated problems, whereas psychological control was negatively related to teacher-rated adjustment. Further, these 2 parenting dimensions related to adjustment and problems via perceived satisfaction of the basic psychological needs for autonomy and competence (but not relatedness). The findings are discussed in light of the ongoing debate between universalistic and relativistic perspectives on parenting and adolescent adjustment.

The Role of Active Listening in Teacher-Parent Relations and the Moderating Role of Attachment Style

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Castro, Dotan R.; Alex, Cohen; Tohar, Gilad; Kluger, Avraham N.

2013-01-01

This study tested the perceived effectiveness of "Listening-Ask questions-Focus on the issue-Find a first step" method (McNaughton et al., 2008) in a parent-teacher conversation using a scenario study (N?=?208). As expected, a scenario based on this method compared with a scenario of a conversation omitting the four steps of the method…

Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter?

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Farr, Rachel H.; Forssell, Stephen L.; Patterson, Charlotte J.

2010-01-01

This study, funded by Williams Institute, investigated child development and parenting in 106 families headed by 27 lesbian, 29 gay, and 50 heterosexual couples with young adopted children. Parents and teachers reported that, on average, children were developing in typical ways. Measures of children’s adjustment, parenting approaches, parenting stress, and couple relationship adjustment were not significantly associated with parental sexual orientation. However, several family process variabl...

Sexual Harassment in American Secondary Schools: A Legal Guide for Administrators, Teachers and Students.

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Layman, Nancy S.

The purpose of this book is to familiarize middle and high school administrators, teachers, and students with the laws concerning sexual harassment and strategies for dealing with it. The book can also help educators avoid liability for sexual harassment. Part 1 defines sexual harassment and emphasizes that men and women may perceive the same…

Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

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Orylska Anna

2016-04-01

Full Text Available Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence.

Cambodian Parental Involvement: The Role of Parental Beliefs, Social Networks, and Trust

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Eng, Sothy; Szmodis, Whitney; Mulsow, Miriam

2014-01-01

The role of social capital (parental beliefs, social networks, and trust) as a predictor of parental involvement in Cambodian children's education was examined, controlling for human capital (family socioeconomic status). Parents of elementary students (n = 273) were interviewed face to face in Cambodia. Teacher contact scored highest, followed by…

Educational Needs Assessment of Health Educator Teachers from the Perspective of Themselves and School Administrators in Kouhdasht

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Tayyebeh Asadi Malek Abadi

2016-03-01

Full Text Available Background and Objective: Education is one of the strategic actions for human resources development. The purpose of education is improvement in functional outcomes and the knowledge, skills and attitude of staff. Appropriateness of organizational training and needs of employees predisposes improvement in potential capacity of employees and effectiveness and improvement of the performance of employees. The Purpose of this study was to explore the educational needs assessment of health educator teachers of Kouhdasht city from the perspective of administrators and themselves health educators.Materials and Methods: In this descriptive-applied study all health educator teachers and administrators in high schools (primary and secondary in Koohdasht, Lorestan, Iran participated. The sample size consisted of 70 subjects (26 men and 44 women. Data were collected through the questionnaire that was based on Likert scale. Through task analysis, knowledge, skills and attitude of educators were extracted and examined validity and reliability of the questionnaire proved to be satisfactory. Descriptive methods, one sample T-test, independent T-test, Friedman test and analysis of variance were used for analysis.Results: Prioritize educational needs of health educator teachers from the perspective of themselves were life skills education, sex education (to girls/boys and common infectious diseases in adolescents. From the perspective of school administrators, these priorities were Knowledge of pharmaceutical information and their side effects, methods of prevention of drug abuse among adolescents and life skills education.Conclusion: Results of study showed significant differences between the existing and desired level of knowledge, skill and attitude of health educator teachers. Consideration the educational needs of employees and their involvement in the assessment process will be helpful.

Raising Future Scientists: Identifying and Developing a Child’s Science Talent, A Guide for Parents and Teachers

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Heilbronner, Nancy N.

2013-01-01

Parents and teachers may suspect early science talent in children, which frequently manifests itself through insatiable curiosity and an intense interest in one or more areas of science. However, sometimes they struggle with identification and then knowing what to do to nurture these talents. The author of this practical article provides a…

Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

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Martin, Andrew J.; Marsh, Herbert W.; McInerney, Dennis M.; Green, Jasmine; Dowson, Martin

2007-01-01

The aim of the present study was to better understand the combined and unique effects of teacher-student and parent-child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic…

Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

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Staples, Kelli E.; Diliberto, Jennifer A.

2010-01-01

According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

What Teachers Should Know About Why These Students Perform so Well: An Examination of Korean-American Achievement through Student Perspectives of East Asian Parenting Beliefs, Styles and Practices

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Wendi J. OTTO

2016-09-01

Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.

What teachers should know about why these students perform so well: An examination of Korean-american achievement through student perspectives of East Asian parenting beliefs, styles and practices

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Wendi J. Otto

2016-09-01

Full Text Available It has been widely reported that Korean-American students as a group outperform most other groups of students in terms of academic achievement due to having parents with especially high academic expectations due to traditional Confucian values. To examine this achievement, this study examines the common factors across the indigenous East Asian parenting ideologies, styles, and practices based on the perceptions of high-achieving, Korean-American primary school students through the East Asian Parenting Model. Perceptions about child development and learning, the mother-child relationship, authoritarian parenting style, and specific East Asian parenting practices are patterns explored in this study. These findings may inform teachers, pre-service teachers, and others involved in the education of Korean-American students about differentiating factors (i.e., specific East Asian parental and/or teaching practices that may be influential for explaining and improving the academic achievement for the children in this group.

The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing

NARCIS (Netherlands)

Rozendaal, JS; Minnaert, A; Boekaerts, M

This study investigates the influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing over time. This was done in the context of the Interactive Learning group System (ILS (R)): a large-scale innovation program in Dutch vocational

Conventional School and Curriculum Is Not for Everyone: Guidelines for Middle School Administrators and Teachers.

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Cunningham, Valerie G.; Karr-Kidwell, PJ

This paper provides an extensive literature review on how society, families, and schools are entwined in a student's educational development and how these interactions influence the student's opinion of the value of education. It provides middle-school administrators and teachers a working guide for an educational environment that addresses the…

The Prediction Power of Servant and Ethical Leadership Behaviours of Administrators on Teachers' Job Satisfaction

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Güngör, Semra Kiranli

2016-01-01

The purpose of this study is to identify servant leadership and ethical leadership behaviors of administrators and the prediction power of these behaviors on teachers' job satisfaction according to the views of schoolteachers. This research, figured in accordance with the quantitative research processes. The target population of the research has…

Item Response Theory Analyses of the Parent and Teacher Ratings of the DSM-IV ADHD Rating Scale

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Gomez, Rapson

2008-01-01

The graded response model (GRM), which is based on item response theory (IRT), was used to evaluate the psychometric properties of the inattention and hyperactivity/impulsivity symptoms in an ADHD rating scale. To accomplish this, parents and teachers completed the DSM-IV ADHD Rating Scale (DARS; Gomez et al., "Journal of Child Psychology and…

Barriers to providing the sexuality education that teachers believe students need.

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Eisenberg, Marla E; Madsen, Nikki; Oliphant, Jennifer A; Sieving, Renee E

2013-05-01

Sexuality education teachers' perspectives are important to gain a full understanding of the issues surrounding teaching this subject. This study uses a statewide sample of public school teachers to examine what sexuality education content is taught, what barriers teachers face, and which barriers are associated with teaching specific topics. Participants included 368 middle and high school teachers with sexuality education assignments in Minnesota. Survey data included topics they teach, what they think they should teach, and barriers they face. Logistic regression was used to examine associations between barriers and teaching each of 9 sexual health topics, among those who believed the topic should be taught. Almost two thirds of participants faced structural barriers; 45% were concerned about parent, student, or administrator response; and one quarter reported restrictive policies. Structural barriers were inversely associated with teaching about communication (OR = 0.20), teen parenting (OR = 0.34), and abortion (OR = 0.32); concerns about responses were associated only with teaching about sexual violence (OR = 0.42); and restrictive policies were inversely associated with teaching about abortion (OR = 0.23) and sexual orientation (OR = 0.47). Addressing teachers' barriers requires a multipronged approach, including curriculum development and evaluation, training, and reframing the policy debate to support a wider range of sexuality education topics. © 2013, American School Health Association.

Students' Perceptions of Rewards for Academic Performance by Parents and Teachers: Relations with Achievement and Motivation in College

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Davis, Kelly D.; Winsler, Adam; Middleton, Michael

2006-01-01

In the present study, the authors examined college students' (N = 136) perceptions of the provision of extrinsic rewards given by parents and teachers for academic performance from elementary school through high school. They also examined the relations between reward history and present student motivational orientation. External rewards for…

Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

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van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

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Bokhorst, Caroline L.; Sumter, Sindy R.; Westenberg, P. Michiel

2010-01-01

Age and gender differences in perceived social support from parents, friends, classmates, and teachers were investigated in 304 boys and 351 girls aged 9-18 years. The social support scale for children and adolescents was used for this purpose. Analyses showed that the level of perceived social support from parents and friends was similar across…

When Parents and Young Children Go To School

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Braun, Samuel J.

1976-01-01

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)

Views of parents, teachers and children on health promotion in kindergarten--first results from formative focus groups and observations.

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Sansolios, Sanne; Mikkelsen, Bent Egberg

2011-10-01

The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1(st) methodology: Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2(nd) methodology: Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing pressure to take more responsibility and initiatives for the children's health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a reflection of what the video camera has recorded.

The Home/School Relationship from an Administrative Perspective.

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Prosise, Roger D.

1990-01-01

Discusses the lack of parent involvement in education. Discusses both parent and teacher attitudes toward parent involvement, and considers the advantages and disadvantages of parent involvement. Presents examples of effective ways to use parental help, including help from working parents and family influence during out-of-school time. (JS)

Parental Involvement in Norwegian Schools

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Paulsen, Jan Merok

2012-01-01

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

Musical Parenting and Music Education: Integrating Research and Practice

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Ilari, Beatriz

2018-01-01

Although teachers work constantly with parents, discussions concerning parental roles in children's music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner's bioecological theory of human development is…

Energy-Smart Building Choices: How Parents and Teachers Are Helping to Create Better Environments for Learning

International Nuclear Information System (INIS)

Energy Smart Schools Team

2001-01-01

Most K-12 schools could save 25% of their energy costs by being smart about energy. Nationwide, the savings potential is$6 billion. While improving energy use in buildings and busses, schools are likely to create better places for teaching and learning, with better lighting, temperature control, acoustics, and air quality. This brochure, targeted to parents and teachers, describes how schools can become more energy efficient

Change in Parenting, Change in Student-Teacher Relationships, and Oxytocin Receptor Gene (OXTR): Testing a Gene-×-Environment (G×E) Hypothesis in Two Samples

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Hygen, Beate Wold; Belsky, Jay; Li, Zhi; Stenseng, Frode; Güzey, Ismail Cuneyt; Wichstrøm, Lars

2017-01-01

Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6…

Teachers' and School Administrators' Perceptions and Expectations on Teacher Leadership

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Semra Kıranlı

2013-01-01

Full Text Available In this study it is aimed to find out primary school teachers’ and principals’ expectations and perceptions related to teachers’ leadership. The population of this survey consists of primary school teachers and principals in Odunpazarı, one of the two central municipalities in Eskişehir, in 2011-2012 educational year. Teachers and principals of eight primary schools were taken as a sample among low, middle, high socio-economic level primary schools in Odunpazarı. 195 teachers and principals participated in this study. In this study a data device which consisted of two sections was used to accomplish the purpose of the study. A personal information form to define teachers’ and principals’ demographical features made the first section, whereas “The Questionnaire of Expectations and perceptions of Teacher Leadership Roles” developed by Beycioğlu (2009 and consisting of 25 items made the second section. Each item in the questionnaire has a five scale Lykert type evaluation and belongs to one of the three dimensions of both perception and expectation. These dimensions are institutional development, professional development and collaboration with colleagues.

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

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

2016-01-01

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

The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools

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Elstad, Eyvind; Christophersen, Knut-Andreas; Turmo, Are

2012-01-01

Introduction: The purpose of this article was to explore the influence of parents and teachers on the deep learning approach of pupils by estimating the strength of the relationships between these factors and the motivation, volition and deep learning approach of Norwegian 16-year-olds. Method: Structural equation modeling for cross-sectional…

Comparison of Parent's and Teachers' Perceptions of Children's Behavior: A Study of Attentional Problems in a Natural Setting

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Rappaport, Lisa N.

2006-01-01

The purpose of this study was to investigate concordance of reports of hyperactive and distractible behavior from three different sources: parents, teachers, and the child, using two different instruments, the ADHD Rating Scale and the Gordon Diagnostic System (GDS). The incidence rate of attentional problems that any of the sources reported in…

Relation between therapeutic response and side effects induced by methylphenidate as observed by parents and teachers of children with ADHD

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Bhat Venkataramana

2011-04-01

Full Text Available Abstract Background The desired (therapeutic and undesired (side effects of methylphenidate might have underlying correlations. The aim of this study was to explore the strength and the possible sources of these correlations. Methods One hundred and fifty-seven children with ADHD (6-12 years were administered placebo and methylphenidate (0.5 mg/kg in a divided b.i.d. dose, each for a one-week period, in a double-blind, crossover trial. Therapeutic response was assessed using the Conners' Global Index for parents (CGI-Parents and teachers (CGI-Teachers, while side effects were assessed using the Barkley Side Effects Rating Scale (SERS. Results The side effect profile as assessed by the SERS was similar to that of previous studies with insomnia, decreased appetite, and headaches showing significant treatment effects (p Conclusion The greater "mood/anxiety" side effects on methylphenidate and placebo, the less the parents observe improvement of their children while treated with methylphenidate. This suggests that the correlations between "mood/anxiety" side effects and poor response to treatment may be driven by observer effects rather than biological commonalities between therapeutic and side effects of methylphenidate.

Increasing the Pool of Minority Candidates: An Administrator's Guide on the Recruitment and Retention of Effective Minority Teachers in Inner City Schools.

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Stinnett, Jacquelyn; Karr-Kidwell, PJ

This paper provides an extensive literary review and presents guidelines and strategies to help school administrators recruit and retain highly effective minority teachers for culturally diverse school districts. The literature review identifies successful teacher recruitment approaches and specific techniques that make these approaches work.…

Preparing Kindergarten Two Children for Primary One in Singapore: Perceptions and Practices of Parents, Kindergarten Teachers and Primary Schoolteachers

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Choy, Mian Yee; Karuppiah, Nirmala

2016-01-01

Successful transition from preschool to primary school is believed to have long-term positive effects on a child's academic performance and social competence. In this study, data were gathered from preschool teachers, primary schoolteachers and parents through the use of questionnaires and semi-structured interviews, on their perceptions and…

Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

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Safdar, Qamar

2006-01-01

The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

Science.gov (United States)

2014-01-01

Background Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. Method/Design In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10–12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. Discussion The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10–12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of

Parental Involvement in Education.

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Blackstone, Tessa

1979-01-01

Arguments in favor of increased parental involvement, particularly in nursery education, are presented. Opposition to participation from parents and teachers is discussed and specific areas in which cooperation might be possible are suggested along with different levels of participation. (JMF)

A qualitative study of HPV vaccine acceptability among health workers, teachers, parents, female pupils, and religious leaders in northwest Tanzania.

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Remes, Pieter; Selestine, Veronica; Changalucha, John; Ross, David A; Wight, Daniel; de Sanjosé, Silvia; Kapiga, Saidi; Hayes, Richard J; Watson-Jones, Deborah

2012-08-03

As human papillomavirus (HPV) vaccines become available in developing countries, acceptability studies can help to better understand potential barriers and facilitators of HPV vaccination and guide immunisation programs. Prior to a cluster-randomised phase IV trial of HPV vaccination delivery strategies in Mwanza Region, Tanzania, qualitative research was conducted to assess attitudes and knowledge about cervical cancer and HPV, and acceptability of and potential barriers to HPV vaccination of Tanzanian primary schoolgirls. Semi-structured interviews (n=31) and group discussions (n=12) were conducted with a total of 169 respondents (parents, female pupils, teachers, health workers and religious leaders). While participants had heard of cancer in general, most respondents had no knowledge of cervical cancer, HPV, or HPV vaccines. Only health workers had heard of cervical cancer but very few knew its cause or had any awareness about HPV vaccines. After participants were provided with information about cervical cancer and HPV vaccination, the majority stated that they would support HPV vaccination of their daughter to protect them against cervical cancer. Opt-out consent for vaccination was considered acceptable. Most preferred age-based vaccination, saying this would target more girls before sexual debut than class-based vaccination. Potential side effects and infertility concerns were raised by 5/14 of participating male teachers. Reported acceptability of HPV vaccination amongst parents, teachers and other community members was high in this population. Respondents stressed the need to provide adequate information about the vaccine to parents, that also addresses side effects and infertility concerns. Copyright © 2012 Elsevier Ltd. All rights reserved.

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

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Oostdam, Ron; Hooge, Edith

2013-01-01

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

Mathematics at home practical activities for parents and children

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Davis, John

2001-01-01

How can teachers help parents to get involved with their children's learning? Maths at home is full of activities designed to fit in with the Key Stage 2 Numeracy topics. Teachers can photocopy the appropriate sheet and send it home for parents and children to work on together. Each activity has a set of explanatory notes for teachers and a photocopiable worksheet. Instructions to parents are clearly presented, with resources listed. The activities are practical and enjoyable, covering everyday mathematical tasks, such as calculating shopping bills, estimating quantities and looking at timetab

Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria

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Chidi Nnebedum

2018-05-01

Full Text Available Pupil’ absenteeism and lateness to school, dilapidated and shortage of relevant facilities in primary schools in the Northern Senatorial District of Ondo State seems to suggest lapses in parent-teacher association involvement in school affairs. This prompted the researchers to ascertain the extent of parent-teacher association (PTA involvement in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State. Three research questions guided the study and three null hypotheses were tested. The descriptive survey research design was adopted for the study. The population of the study was comprised of all 250 head teachers and all PTA members at all 250 primary schools in the Northern Senatorial District. Multiple stage sampling technique was used to sample 205 respondents made up of 75 head teachers and 130 PTA members. The researchers developed an instrument titled “Parent-Teacher Association Involvement in School Questionnaire (PTAISQ” which was used for data collection. The instrument was validated by three experts. The reliability of the instrument was ascertained using Cronbach alpha and it yielded an overall reliability coefficient value of .76. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at .05 level of significance. The findings of the study revealed among others that the extent of PTA involvement in maintenance of facilities in the implementation of universal basic education program in primary schools in the Northern Senatorial District of Ondo State was high. Based on the findings, recommendations were made and conclusions were drawn.

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

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Goldberg, Abbie E; Smith, JuliAnna Z

2014-10-01

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

Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

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Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

2011-12-01

The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

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Lewis, Felecia J.

The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

Pay, working conditions, and teacher quality.

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Hanushek, Eric A; Rivkin, Steven G

2007-01-01

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance.

Perspectives of pupils, parents, and teachers on mental health problems among Vietnamese secondary school pupils.

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Nguyen, Dat Tan; Dedding, Christine; Pham, Tam Thi; Bunders, Joske

2013-11-06

Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam.The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors' understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils' mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and apply strategies to improve students' mental

Perspectives of pupils, parents, and teachers on mental health problems among Vietnamese secondary school pupils

Science.gov (United States)

2013-01-01

Background Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam. The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. Methods A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors’ understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Results Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils’ mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Conclusions Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and

The Transactional Influence of Parents and Children in a Parent-Administered School Readiness Program

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Mathis, Erin T.; Bierman, Karen L.

2014-01-01

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…

What Do Schools Want? Assessing Elementary School Administrator and Teacher Preferences Related to Nutrition Education Program Scheduling

Science.gov (United States)

Hermann, Janice; Parker, Stephany; Phelps, Josh; Brown, Barbara

2011-01-01

Extension is positioned to provide school-based nutrition education programs as required by the 2004 Child Nutrition and WIC Reauthorization Act. To enhance program acceptance and sustainability, it is important to consider school administrators' and teachers' interests and preferences regarding nutrition education programming. The project…

Enabling Teacher Effectiveness: Teachers' Perspectives on Instructional Management.

Science.gov (United States)

Pfeifer, R. Scott

As part of a study of teacher effectiveness and job satisfaction, a research team interviewed 85 elementary and secondary classroom teachers in 5 school districts in the San Francisco (California) Bay Area to gather teachers' perspectives on administrative leadership. Teachers portrayed effective principals as creating environments around the…

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

Science.gov (United States)

Goldberg, Abbie E.; Smith, JuliAnna Z.

2014-01-01

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

Detecting effects of the indicated prevention Programme for Externalizing Problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial.

Science.gov (United States)

Hanisch, Charlotte; Freund-Braier, Inez; Hautmann, Christopher; Jänen, Nicola; Plück, Julia; Brix, Gabriele; Eichelberger, Ilka; Döpfner, Manfred

2010-01-01

Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with externalizing behavioural problems. To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Training effects were especially positive for parents who attended at least half of the training sessions. CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form.

Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use.

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Lisson, Sarah; Goodell, L Suzanne; Dev, Dipti; Wilkerson, Kristi; Hegde, Archana V; Stage, Virginia C

2016-10-01

The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina-based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Teacher Enhancement Institute

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Marshall-Bradley, Tina

1994-01-01

During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science

Collaboration and Conflict: Insights regarding Reducing Barriers to Participation through a Survey Study of Parents and School Administrators during Special Education Planning

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Tucker, Vanessa E.

2009-01-01

Parents and school administrators are both stakeholders in the IEP (Individualized Education Plan) process. While the inclusion of parents in the process as full members is mandated by IDEA 2004 there remains a growing problem of conflict within this process. Research has reviewed the process of conflict during the IEP meeting and other…

Chinese American immigrant parents' emotional expression in the family: Relations with parents' cultural orientations and children's emotion-related regulation.

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Chen, Stephen H; Zhou, Qing; Main, Alexandra; Lee, Erica H

2015-10-01

The present study examined 2 measures of Chinese American immigrant parents' emotional expression in the family context: self-reported emotional expressivity and observed emotional expression during a parent-child interaction task. Path analyses were conducted to examine the concurrent associations between measures of emotional expression and (a) parents' American and Chinese cultural orientations in language proficiency, media use, and social affiliation domains, and (b) parents' and teachers' ratings of children's emotion-related regulation. Results suggested that cultural orientations were primarily associated with parents' self-reported expressivity (rather than observed emotional expression), such that higher American orientations were generally associated with higher expressivity. Although parents' self-reported expressivity was only related to their own reports of children's regulation, parents' observed emotional expression was related to both parents' and teachers' reports of children's regulation. These results suggest that self-reported expressivity and observed emotional expression reflect different constructs and have differential relations to parents' cultural orientations and children's regulation. (c) 2015 APA, all rights reserved).

Parent Characteristics, Economic Stress and Neighborhood Context as Predictors of Parent Involvement in Preschool Children's Education

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Waanders, Christine; Mendez, Julia L.; Downer, Jason T.

2007-01-01

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent-teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the…

Allowing the Voices of Parents To Help Shape Teaching and Learning.

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Nicholson, Karen; Evans, Judith F.; Tellier-Robinson, Dora; Aviles, Leticia

2001-01-01

Three teachers describe how parents of deaf, severely disabled, and bilingual children participated in their children's learning. Qualitative research methods were used to help parents share their knowledge with teachers. (SK)

At-Risk Programs for Middle School and High School: Essential Components and Recommendations for Administrators and Teachers.

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Bateman, Susan; Karr-Kidwell, PJ

This paper provides an extensive literature review concerning at-risk students and their needs, identifies the essential components necessary for effective at-risk programming, and describes successful at-risk programs and recommendations for administrators and teachers at the middle- and high-school levels. The literature review presents research…

The Relationship between Job Satisfaction of Teachers and the Level of Servant Leadership of Their Campus Administrators

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Chambliss, Annette

2013-01-01

The purpose of this study was to investigate the relationship between teachers' job satisfaction and their campus administrator's level of servant leadership. Although Greenleaf's (1977) seminal work on servant leadership has led to the connection between servant leadership and education, minimal research has been done to investigate the effect…

Which variables relate to the attitudes of teachers, parents and peers towards students with special educational needs in regular education?

NARCIS (Netherlands)

de Boer, Anke; Pijl, Sip Jan; Post, Wendy; Minnaert, Alexander

2012-01-01

While there is an increased interest in describing attitudes of teachers, parents and peers towards students with special educational needs in regular education, there is a lack of knowledge about various variables relating to the attitudes of these three groups. The aims of this study are: (1) to

Perceptions and experiences of adolescents, parents and school administrators regarding adolescent-parent communication on sexual and reproductive health issues in urban and rural Uganda.

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Muhwezi, Wilson Winstons; Katahoire, Anne Ruhweza; Banura, Cecily; Mugooda, Herbert; Kwesiga, Doris; Bastien, Sheri; Klepp, Knut-Inge

2015-11-30

Evidence suggests that in spite of some adolescents being sexually active, many parents do not discuss sex-related issues with them due to lack of age-appropriate respectful vocabulary and skills. The likelihood of parent-adolescent communication improving sexual and reproductive health outcomes appears plausible. The desire to understand parent-adolescent communication and how to improve it for promotion of healthy sexual behaviours inspired this research. The paper is meant to describe perceptions of adolescents, parents and school administrators about parent-adolescent communication on sexual issues; describe the content of such communication and identify factors that influence this communication. The study was done among two urban and two rural secondary school students in their second year of education. Data were collected from 11 focus group discussions and 10 key Informants Interviews. Data management, analysis and interpretation followed thematic analysis principles. Illuminating verbatim quotations are used to illustrate findings. Parental warmth and acceptability of children was perceived by parents to be foundational for a healthy adolescent- parent communication. Perceptions of adolescents tended to point to more open and frequent communication with mothers than fathers and to cordial relationships with mothers. Fathers were perceived by adolescents to be strict, intimidating, unapproachable and unavailable. While adolescents tended to generally discuss sexual issues with mothers, male adolescents communicated less with anyone on sex, relationships and condoms. Much of the parent-adolescent communication was perceived to focus on sexually transmitted infections and body changes. Discussions of sex and dating with adolescents were perceived to be rare. Common triggers of sexuality discussions with female adolescents were; onset of menstruation and perceived abortion in the neighbourhood. Discussion with male adolescents, if it occurred was perceived to

Linking Home and School: Teacher Candidates' Beliefs and Experiences

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Hindin, Alisa

2010-01-01

The role of family in children's education is unquestionable. While a number of factors influence the type and level of educational support that parents provide for children, researchers have found that the greatest influence on parent involvement is the classroom teacher. Despite the important role teachers play in parent involvement, little is…

The measurement of the symptoms of ADHD in the NICHQ Vanderbilt Assessment Scale for Parent (VADPRS and for Teacher (VADTRS

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Halina Kądziela-Olech

2014-12-01

Full Text Available The presence of several inattentive or hyperactive, impulsive symptoms in two or more situations (at home, school, in other activities is required for the diagnosis of attention deficit hyperactivity disorder. There is clear evidence that the symptoms interfere with, orreduce the quality of, social, academic, or occupational functioning. The National Initiative for Children’s Healthcare Quality, American Academy of Pediatrics, recommended a toolkit with standardized assessment scales: NICHQ Vanderbilt Assessment Scale – Parent Informant (VADPRS and NICHQ Vanderbilt Assessment Scale – Teacher Informant (VADTRS, each divided into two sections: symptoms and performance. The aim of the research was to determine whether there is a correlation between categorial symptoms of attention deficit hyperactivity disorder and results obtained in the assessment scales: VADPRS and VADTRS, and a comparative analysis of assessments made by parents and teachers regarding the symptoms and performance of children diagnosed with attention deficit hyperactivity disorder. The study group comprised 132 children (87.1% of boys, 12.9% of girls with attention deficit hyperactivity disorder, aged between 6 and 12 years (mean age: 9.29 years; SD 1.96 who had been referred for specialized psychiatric diagnosis and therapy to the Day Care Psychiatric Unit. Diagnoses of attention deficit hyperactivity disorder were conducted pursuant to DSM-IV criteria. Each child with attention deficit hyperactivity disorder was assessed by its parent and teacher using the VADPRS and VADTRS. The statistical analysis (based on Statistica, StatSoft 10 revealed high correlations between categorial DSM-IV symptoms and VADPRS/VADTRS. These tools can be helpful in diagnosis, treatment and evaluation of the effects of therapy in children with attention deficit hyperactivity disorder.

Manejando las burlas: Como los padres pueden ayudar a sus hijos (Easing the Teasing: How Parents Can Help Their Children). ERIC Digest.

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Freedman, Judy S.

Children who are teased on a school bus, in class, or during recess often do not want to return to school. Unfortunately, teasing can occur anywhere, and it is difficult to prevent--despite the best efforts of parents, teachers, and school administrators to create a more cooperative atmosphere. This Spanish-language Digest discusses different…

DYADIC PARENTING AND CHILDREN'S EXTERNALIZING SYMPTOMS.

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Meteyer, Karen B; Perry-Jenkins, Maureen

2009-07-01

We explore dyadic parenting styles and their association with first-grade children's externalizing behavior symptoms in a sample of 85 working-class, dual-earner families. Cluster analysis is used to create a typology of parenting types, reflecting the parental warmth, overreactivity, and laxness of both mothers and fathers in two-parent families. Three distinct groups emerged: Supportive Parents, Mixed-Support Parents and Unsupportive Parents. Results indicate that dyadic parenting styles were related to teacher-reported externalizing symptoms for boys but not for girls.

Black parental involvement in education

African Journals Online (AJOL)

Erna Kinsey

The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. ... Review of selected studies on parental involvement in ..... Anna, a Grade 11 teacher, summed up the feelings of the.

The perception of parents and teachers of the influence of yoga on the concentration and co-existing behaviour of learners with attention deficit hyperactivity disorder (ADHD

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K Beart

2013-07-01

Full Text Available This pilot study explores the perception of parents and teachers of the influence of yoga on the concentration and some co-existing behaviour of learners diagnosed with attention deficit hyperactivity disorder (ADHD. The researchers attended to impaired concentration as typical ADHD behaviour and further looked at co-existing phenomena such as aggression, anxiety, and a low self-esteem which the learners may manifest. Semi-structured interviews with parents, teachers and the learners were held. Valuable data, confirming the learners’ behaviour manifestation and serving as triangulation, was collected by using a projection test and a self-esteem questionnaire. Interviews and assessments were conducted to analyse the situation initially and again after the yoga intervention. Based on the data collected and analysed, the perception of parents and teachers was that to an extent yoga had a positive influence on the behaviour of learners with ADHD. Although no long-term influence of yoga is determined in this investigation, there is sufficient evidence to suggest that there is potential in using yoga to support learners with ADHD regarding concentration, aggression, anxiety and an improvement in self-esteem. Keywords: ADHD, aggression, anxiety, concentration, self-esteem, yoga

Children and Place: Reggio Emilia's Environment as Third Teacher

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Strong-Wilson, Teresa; Ellis, Julia

2007-01-01

Education is often understood as the sole responsibility of parents and teachers. Reggio Emilia identifies a 3rd teacher between child, teacher, and parent: the environment. In its attention to how space can be thoughtfully arranged, Reggio Emilia has reconceptualized space as a key source of educational provocation and insight. In what ways does…

Parental Involvement in Children's Independent Music Lessons

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Upitis, Rena; Abrami, Philip C.; Brook, Julia; King, Matthew

2017-01-01

The purpose of the study was to examine types of parental involvement associated with independent music lessons. A self-report survey was designed to explore parent characteristics, parental goals, students' musical progress, the teacher-student relationship, the practice environment, and parent behaviours during practice sessions. The extent to…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

OpenAIRE

Guo, Jing; Ren, Xuezhu; Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind b...

Application of Social Control Theory to Examine Parent, Teacher, and Close Friend Attachment and Substance Use Initiation among Korean Youth

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Han, Yoonsun; Kim, Heejoo; Lee, DongHun

2016-01-01

Based on Hirschi's social control theory (1969), this study examined the relationship between attachment (an element of social bonds) and the onset of substance use among South Korean adolescents. Using discrete-time logistic regression, the study investigated how attachment to parents, teachers, and close friends was associated with the timing of…

Satisfaction of teachers-managers of sport at Andalusian schools

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Alfonso Murillo Fuentes

2013-07-01

Full Text Available The school is becoming the focus of policies on sport at school age in their educational aspect, placing teachers as responsible not only for planning, but management of school resources. This study aims to determine the degree of satisfaction of teachers-managers of Escuelas Deportivas that educational centers develop, according to different ways of management (municipalities, utility companies or associations of parents of students. The research was conducted with the participation of 440 subjects who were administered a questionnaire designed specifically to know their satisfaction. The results show significant differences in indicators of Technical Staff (p = .004, with a better appreciation for the councils, and Monitoring and Control by the Administration (p = .017, reflecting greater satisfaction in those cases where management was performed by utility companies.

Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. 61st Edition, 1996-97.

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Tryneski, John, Ed.

This publication offers an update in concise form of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations of regional and national associations regarding school staff responsibilities and school policies are presented, as well as current addresses for…

Parental involvement

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Ezra S Simon

2005-01-01

Full Text Available Parent-Teacher Associations and other community groups can play a significant role in helping to establish and run refugee schools; their involvement can also help refugee adults adjust to their changed circumstances.

The Teacher's Role in Facilitating a Child's Adjustment to Divorce,

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Skeen, Patsy; McKenry, Patrick C.

1980-01-01

Provides information enabling teachers to support children and families during divorce. Research and theory concerning the effects of divorce on children, parenting through divorce, and the role of the school are summarized. Practical suggestions for the teacher are presented, and relevant books for children, teachers, and parents are identified.…

"... There's so much going on unspoken in the back of the mind ..." —The Use of Repertory Grid Technique as a Qualitative Heuristic Research Design to Understand Teachers' Perceptions of Parents

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Elisabeth Rangosch-Schneck

2007-01-01

Full Text Available Studying subjective attitudes has to answer the question about the possibilities of expressing personal systems of meanings and about the possibilities of reconstructing the verbalized meanings by the researchers. Investigating teachers' perceptions of parents leads to two additional problems: teachers' rule of neutrality—which demands not making emotional and degrading statements—, and the normative orientation of "partnership" with parents—which is currently being increasingly discussed in the context of school-development and which makes teachers justify their working together with parents. The Repertory Grid Technique as a method of interview design supports the teachers who have been questioned in verbalizing individual perceptions of parents without using common phrases in their statements. But explicitly integrating the method in a qualitative design raises new questions: According to the currently prevailing orientation towards the typical quantitative Grid-data, qualitative designs are of little interest, so one cannot rely on proven procedures. The procedure described in this article is characterized by using the complete transcription of the interviews with teachers and the analysis of them as texts. The quantitative grid data are only collected for heuristic purposes. This article is a contribution to the discussion of the possibilities of realizing the qualitative potentials of Repertory Grid Technique. URN: urn:nbn:de:0114-fqs070197

Authoritative parenting among immigrant Chinese mothers of preschoolers.

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Cheah, Charissa S L; Leung, Christy Y Y; Tahseen, Madiha; Schultz, David

2009-06-01

The goals of this study were: (a) to examine authoritative parenting style among Chinese immigrant mothers of young children, (b) to test the mediational mechanism between authoritative parenting style and children's outcomes; and (c) to evaluate 3 predictors of authoritative parenting style (psychological well-being, perceived support in the parenting role, parenting stress). Participants included 85 Chinese immigrant mothers and their preschool children. Mothers reported on their parenting style, psychological well-being, perceived parenting support and stress, and children's hyperactivity/attention. Teacher ratings of child adjustment were also obtained. Results revealed that Chinese immigrant mothers of preschoolers strongly endorsed the authoritative parenting style. Moreover, authoritative parenting predicted increased children's behavioral/attention regulation abilities (lower hyperactivity/inattention), which then predicted decreased teacher rated child difficulties. Finally, mothers with greater psychological well-being or parenting support engaged in more authoritative parenting, but only under conditions of low parenting stress. Neither well-being nor parenting support predicted authoritative parenting when parenting hassles were high. Findings were discussed in light of cultural- and immigration-related issues facing immigrant Chinese mothers of young children. Copyright 2009 APA, all rights reserved.

Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

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Woellner, Elizabeth H.

This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

The parent/child/teacher reading relation

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Myrna Machet

2008-08-01

Full Text Available Becoming a reader involves gaining the meaning of the activities involved which includes the purposes, values and roles that are part of the activity. At home literacy is contextualised and a child becomes aware of the uses and practises of reading in his or her culture. This home based literacy is a more natural form of literacy and must be distinguishedfrom school based literacy which is a more organised, systematic literacy. Teachers need to be aware of the important role that preliteracy experience plays in a child's ability to learn to read successfully. They can then provide experiences that will help those children who come to school without the prerequisite emergent literacy skills to become good readers. Teachers will benefit from being aware of family literacy practices and encouraging parents to become involved in their children's reading, because this will help children to make reading and general literacy activities more meaningful. Children who become successful readers associate books with enjoyment and are therefore willing to make the effort to become readers. This is more likely to happen with the support from the family. Research indicates that a key predictor of student success is family involvement in children's education (Ginsburg, 1999:3. Om 'n leser te word, hou in dat betekenis gevorm moet word van die aktiwiteite wat by lees betrokke is, nl die doel, waardes en rolle wat deel van die aktiwiteite. Geletterdheid word by die huis gekontekstualiseer en 'n kind word bewus van die gebruike van en praktyke vir lees in sy of haar kultuur. Hierdie huisgebaseerde geletterdheid is die natuurlikste vorm van geletterdheid en moet onderskei word van skoolgebaseerde geletterdheid wat 'n meer georganiseerde sistematiese soort geletterdheid is. Onderwysers moet bewus wees van die belangrike rol wat voor-geletterdheidervaring speel in In kind se vermoe om suksesvol te leer lees. Hulle kan dan geleenthede organiseer wat daardie kinders

Behavioral Profiles of Children with Epilepsy: Parent and Teacher Reports of Emotional, Behavioral, and Educational Concerns on the BASC-2

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Titus, Jeffrey B.; Kanive, Rebecca; Sanders, Sarah J.; Blackburn, Lynn Bennett

2008-01-01