WorldWideScience

Sample records for parents teachers counselors

  1. 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…

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

    Science.gov (United States)

    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…

  3. The school counselor's support during parental divorce

    OpenAIRE

    Raišp, Julija

    2016-01-01

    The diploma thesis deals with divorce and the role of school counselor to give support to the child. The theoretical part presents the different definitions of family, characteristics of family life in Slovenia and the importance of being raised by both parents. Definition of separation, divorce statistics in Slovenia and the impact of divorce on children is also described. An important issue that is mentioned in the diploma thesis is the time after the divorce. Because of that, an entire cha...

  4. The Elementary School Counselor's Role: Perceptions of Teachers.

    Science.gov (United States)

    Ginter, Earl J.; And Others

    1990-01-01

    Surveyed 313 public elementary school teachers concerning their perceptions of counselor functions. Results indicated that the role of the counselor appeared to be comprised of two distinct factors. The helper dimension centered on problem identification and resolution while the consultant dimension was aimed at providing professional or technical…

  5. 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.

  6. Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

    Science.gov (United States)

    Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

    2016-01-01

    School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

  7. Individualism, Collectivism, and Cultural Compatibility: Implications for Counselors and Teachers.

    Science.gov (United States)

    Yamauchi, Lois A.

    1998-01-01

    Culture influences expectations about classroom goals. The cultural distinction between individualism and collectivism is one factor that affects students' adjustment from home to school. Article suggests teachers and counselors may want to capitalize on students' cultural tendencies, but also plan for ways to expand students' repertories of…

  8. Teachers and Counselors: Building Math Confidence in Schools

    Directory of Open Access Journals (Sweden)

    Joseph M. Furner

    2017-08-01

    Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

  9. Teacher and parent experiences of parent-teacher conferences

    African Journals Online (AJOL)

    teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home- ...

  10. Comparative Study of Mental Health of High School Teachers and Educational Counselors

    Directory of Open Access Journals (Sweden)

    Mansour Shakiba

    2012-03-01

    Full Text Available Background: Teachers have an important effect on mental health and development of students. Teaching and counseling may be stressful jobs. The objective of this study was to compare psychological status of high school teachers and educational counselors measured by the Minnesota Multiphasic Personality Inventory (MMPI.Materials and Method: In a cross-sectional study 60 teachers (20 male and 40 female and 60 educational counselors (20 male and 40 female from high schools of Zahedan city were recruited randomly and asked to complete Minnesota Multiphasic Personality Inventory (Iranian short form of MMPI. Data were analyzed using descriptive statistics and t test.Results: The results showed significant differences between teachers and educational counselors in 6 clinical scales of MMPI so that the teachers had higher scores than educational counselors in D (depression, Pd (psychopathy, Pa (paranoid, Pt (Psychastenia, Sc (schizophrenia and Ma (hypomania scales of MMPI. Mean scores of Male counselors in hysteria and psychopathy were higher than female's scores and also female teachers had higher mean scores in hypochondria, hysteria, paranoid, psychastenia and schizophrenia than male teachers.Conclusion: Although the profiles of both teachers and educational counselors were normal but teachers had higher mean scores than counselors, thus, efforts need to be made to explore possible factors associated to those differences

  11. Impact of Parental Severe Mental Illness: Ethical and Clinical Issues for Counselors

    Science.gov (United States)

    Spiegelhoff, Sarah F.; Ahia, C. Emmanuel

    2011-01-01

    This article draws attention to the issue of parental severe mental illness and the ethical and clinical implications for counselors who work with this population. Parents with mental illness face a multitude of life challenges including, but not limited to, parenting difficulties, medication and hospitalization, custody and placement of their…

  12. Rationalization and the Role of the School Counselor.

    Science.gov (United States)

    Clark, Arthur J.

    1995-01-01

    Examines rationalization in counselors' interactions with students, parents, and teachers--provides examples of each kind of interaction. Describes the dynamics of rationalization in the schools and outlines interventions that may be used with students, parents, and teachers. Also explores counselors' use of rationalization and gives examples of…

  13. Who's doing the talking? Teacher and parent experiences of parent ...

    African Journals Online (AJOL)

    The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour.

  14. A Study on the Impact of Military Parent Deployment on Student Performance; Academic Achievement, Absenteeism, Discipline, and Counselor Visits

    Science.gov (United States)

    Arnold, Hilda

    2013-01-01

    The purpose of the study was to determine if parents' military deployment had an impact on the academic achievement of their children. The study examined if there were a parallel between parental military deployment and absenteeism, parental deployment and discipline, and parental deployment and counselor visits. The study also examined if…

  15. Children of Incarcerated Parents: Implications for School Counselors

    Science.gov (United States)

    Petsch, Priscilla; Rochlen, Aaron B.

    2009-01-01

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

  16. Truancy: How Parents and Teachers Contribute.

    Science.gov (United States)

    Little, Linda F.; Thompson, Rock

    1983-01-01

    Compared attitudes and behaviors of parents and teachers toward junior-high habitually truant students (N=94) and regular attenders (N=94). Data from the Little Parenting Valuing Styles Scale and Little Teacher Valuing Styles Scale suggest parents may contribute to truancy by being overprotective and overindulgent. Teachers may reject and…

  17. Who's doing the talking? Teacher and parent experiences of parent-teacher conferences

    Directory of Open Access Journals (Sweden)

    E M Lemmer

    2012-01-01

    Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.

  18. Parental Expectations of Their Adolescents' Teachers.

    Science.gov (United States)

    Tatar, Moshe; Horenczyk, Gabriel

    2000-01-01

    Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

  19. Investigation Of The Perceived Mobbing Behaviours By Counselor Teachers

    Directory of Open Access Journals (Sweden)

    Murside EMIROGLU

    2017-12-01

    Full Text Available The aim of this study is to research into the mobbing behaviour perceived by teacher counsellors in terms of variables. Descriptive research method has been used in this study. The universe of this study has included the teacher counsellors working at Gaziantep. As it is desired to be reached the whole of the universe in the study, the way of sampling is not preferred. 219 teachers working on seven different districts of Gaziantep have comprised the sample group of this study. With the purpose of providing the description of the personal information of the people included in the study, ‘Occupational Satisfaction Scale’ has been used, and with the purpose of evaluating the perceived mobbing behaviour ‘Mobbing Detection Scale’ which includes 35 items has been used. Data collection tools were delivered to the schools with a directive and they were retaken in closed envelopes. The obtained data was analyzed with SPSS program. With the aim of determining whether occupational satisfaction and personal variables predicts the perceived mobbing, regression analysis has been used in the study. The variables of marital status, educational level, occupational seniority and school types have been found to be a meaningful predictor of mobbing behaviour perceived by teacher counsellors. Suggestions have been developed in line with the obtained data. Key

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

    Science.gov (United States)

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

    2016-01-01

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

  1. An Ethics Challenge for School Counselors

    Science.gov (United States)

    Froeschle, Janet G.; Crews, Charles

    2010-01-01

    Ethical issues arise more often for school counselors than for those who work in other settings (Remley, 2002). The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to…

  2. Albinism: Educational Techniques for Parents and Teachers.

    Science.gov (United States)

    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)

  3. The DANGERTOME Personal Risk Threat Assessment Scale: An Instrument to Help Aid Immediate Threat Assessment for Counselors, Faculty, and Teachers

    Science.gov (United States)

    Juhnke, Gerald A.

    2010-01-01

    Threats of violence are not uncommon to counselors, faculty, or teachers. Each must be taken seriously, quickly analyzed, and safety procedures implemented. Yet, there exists a paucity of brief, face-to-face, assessments designed to aid threat assessment. To address this paucity, the author created The DANGERTOME Personal Risk Threat Assessment…

  4. Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. 61st Edition, 1996-97.

    Science.gov (United States)

    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…

  5. Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

    Science.gov (United States)

    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…

  6. Requirements for Certification: Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. 45th Edition, 1980/81.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This book presents up to date information on the state and regional certification differences and changes in the various educational fields. Certification standards for early childhood, elementary, and secondary teachers, pupil personnel services, administrators, special educators, special school service personnel, counselors, school librarians,…

  7. Parents are Teachers: A Child Management Program.

    Science.gov (United States)

    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…

  8. Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

    Science.gov (United States)

    Gilbert, Ailia S.

    2017-01-01

    The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

  9. The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

    Science.gov (United States)

    Stringer, Tomeka C.

    2014-01-01

    The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

  10. Approaches to Building Teacher-Parent Cooperation

    Directory of Open Access Journals (Sweden)

    Franc Cankar

    2012-01-01

    Full Text Available The purpose of this study was to explore the areas of cooperation inwhich parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’ views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation to collaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.

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

    Science.gov (United States)

    Rodriguez, Rodolfo, Comp.

    The student version of a learning module for teacher training in bilingual education is one of three focusing on promoting parent participation in the school system, and concentrates specifically on the role of parents as counselors and co-participants in decisionmaking. An introductory section discussing the overall objectives of the materials is…

  12. Helping military children cope with parental deployment: role of attachment theory and recommendations for mental health clinicians and counselors.

    Science.gov (United States)

    Miller, Laurence; Miller, Halle B; Bjorklund, David

    2010-01-01

    Military deployment of a parent carries with it a number of stresses for children, all centering around uncertainty, instability and unpredictability. This article conceptualizes military deployment and relocation stress in the context of attachment theory, and describes the types of adverse outcomes that can occur as the result of impaired attachment. It then presents a set of practical recommendations for mental health clinicians and counselors for helping children and families cope productively and negotiate the developmental hurdles associated with maintaining healthy attachment and family stability in the face of military deployment.

  13. Principal-Counselor Collaboration and School Climate

    Science.gov (United States)

    Rock, Wendy D.; Remley, Theodore P.; Range, Lillian M.

    2017-01-01

    Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another…

  14. 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…

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

    Directory of Open Access Journals (Sweden)

    Setyawan Sholeh Hadi

    2016-01-01

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

  16. Say the Word Islam: School Counselors and Muslim Children

    Science.gov (United States)

    Saleem, Daa'iyah; Rasheed, Sakinah

    2010-01-01

    Two Muslim women who hold Ph.D.'s, a clinical and developmental psychologist and a teacher educator speak personally and professionally about important information school counselors need to know about Islam and providing services to Muslim children. First, the authors draw from personal experiences in parenting Muslim children who have come of age…

  17. 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

  18. The Law, the Counselor, and Student Records

    Science.gov (United States)

    Killian, John D.

    1970-01-01

    Counselor's legal responsibilities in release of information about students involves matters of parental rights to information; defamation, libel, and slander; and privileged communication. Counselor has little to fear provided he performs professionally and ethically. (Author)

  19. Conceptual knowledge of vesico-vagina fistula among parents ...

    African Journals Online (AJOL)

    MJP

    2015-04-18

    Apr 18, 2015 ... obstetric fistula remains a neglected issue in global health. Aim: This ... parents, teachers and counselors of senior secondary school have very little knowledge ... mental distress, infidelity, intolerance, frustration, hatred for ...

  20. Requirements for Certification [of] Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. Forty-eighth Edition, 1983-84.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by regional and national associations, and sources of information…

  1. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Fifty-Second Edition, 1987-88.

    Science.gov (United States)

    Burks, Mary Paxton

    This publication offers an update of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations from regional and national associations on school staff responsibilities and school policies are presented, as well as current addresses for sources of…

  2. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Forty-Ninth Edition, 1984-85.

    Science.gov (United States)

    Burks, Mary P.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by the following regional and national associations: Middle…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  6. Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

    Science.gov (United States)

    Gerich, Mara; Schmitz, Bernhard

    2016-01-01

    In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

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

    Science.gov (United States)

    Erdener, Mehmet Akif

    2016-01-01

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

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

    Science.gov (United States)

    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…

  9. 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...

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

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

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

  11. Latino Parents and Teachers: Key Players Building Neighborhood Social Capital

    Science.gov (United States)

    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…

  12. Preservice Teacher Attitudes toward Gay and Lesbian Parents

    Science.gov (United States)

    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…

  13. Factors Influencing School Counselors' Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

    Science.gov (United States)

    Tillman, Kathleen S.; Prazak, Michael D.; Burrier, Lauren; Miller, Sadie; Benezra, Max; Lynch, Lori

    2016-01-01

    This study sought to explore possible child abuse reporting problems for children, including both disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about…

  14. Terrorism, Trauma, and Tragedies: A Counselor's Guide to Preparing and Responding.

    Science.gov (United States)

    Bass, Debra D., Ed.; Yep, Richard, Ed.

    Conceived as a resource for counselors, teachers, administrators, parents and others, this is a hands-on book that provides useful information and guidance on strategies, techniques and plans that have worked well in addressing the trauma of a tragic event. This book is a collection of original material, news stories, handouts, and even…

  15. The Role of the Guidance Counselor in Dealing with Drug Abuse

    Science.gov (United States)

    Tobias, Jerry

    1971-01-01

    The author takes issue and places marihuana among perhaps the more dangerous drugs. He then highlights the role of the counselor in the community setting and as the link between students, teachers, administrators, and parents with information about drugs and their associated problems. (Author/BY)

  16. Policies and practices of parental involvement and parent-teacher relations in Irish primary education: a critical discourse analysis

    OpenAIRE

    Bennett, Brigid

    2015-01-01

    This thesis presents a critical discourse analysis of policies of parental involvement in Irish education from the past decade. It explores three questions: Do discourses of parental involvement and teacher professionalism construct parent-teacher relations in Irish primary education?; What implications do these constructions have for policies and practices of parent-teacher relationships, particularly parent-teacher partnerships, in Irish primary education?; How can these constructions be ch...

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

    Science.gov (United States)

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

    2016-01-01

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

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

    African Journals Online (AJOL)

    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

  19. 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...

  20. Disability, Stigma and Otherness: Perspectives of Parents and Teachers

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  2. 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…

  3. Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

    Science.gov (United States)

    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…

  4. Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

    Science.gov (United States)

    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…

  5. Teachers' Experiences with and Expectations of Children with Incarcerated Parents

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  7. The parent/child/teacher reading relation

    Directory of Open Access Journals (Sweden)

    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

  8. Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

    Science.gov (United States)

    Annenberg Learner, 2012

    2012-01-01

    Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

  9. Effects of School Counselors' Cognitive Behavioral Consultation on Irrational and Efficacy Beliefs of Elementary School Teachers

    Science.gov (United States)

    Warren, Jeffrey M.; Gerler, Edwin R., Jr.

    2013-01-01

    Consultation is an indirect service frequently offered as part of comprehensive school counseling programs. This study explored the efficacy of a specific model of consultation, rational emotive-social behavior consultation (RE-SBC). Elementary school teachers participated in face-to-face and online consultation groups aimed at influencing…

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

    Science.gov (United States)

    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…

  11. 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…

  12. 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…

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

    Science.gov (United States)

    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.

  14. An Exploratory Study of the Child Disciplinary Practices of Jamaican Immigrant Parents in the United States: Implications for School Counselors

    Science.gov (United States)

    Morrison, Stephaney S.; Smith, Delores E.; Bryan, Julia A.; Steele, Janeé M.

    2016-01-01

    Jamaican immigrant students are highly represented in U.S. public schools, primarily in regions concentrated throughout the east coast. Many of these students and their families have personal and social concerns that have implications for school counselors. In particular, scholars suggest that among this population, harsh methods of child…

  15. 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…

  16. The Guidance Counselor and the Reading Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    There are many ways guidance counselors can help teachers achieve more optimal reading instruction. Counselors first may have to ascertain the kinds of problems faced by a student in learning to read. Assessing a student's ability to use picture clues to decipher words may be necessary with primary grade students. Knowledge about phonics, using…

  17. 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…

  18. Researching Teachers' and Parents' Perceptions of Dialogue

    Science.gov (United States)

    Tveit, Anne Dorthe

    2014-01-01

    While there has been a great deal of research done on parent involvement and the challenges of conducting effective dialogue in parent-teacher meetings, less attention has been paid to how teachers and parents themselves perceive dialogue. The purpose of the present article is to study whether deliberative principles are vital to teachers'…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2015-01-01

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

  1. Effective Strategies for Communicating with Parents in Sport

    Science.gov (United States)

    Van Mullem, Pete; Cole, Mike

    2015-01-01

    Participation in athletics provides student-athletes a place to develop autonomy and grow socially through interactions with peers, parents, and coaches (Torres & Hager 2013). Coaches entrusted by parents to guide and nurture their child's sport experience fulfill the role of teacher, counselor, colleague, mentor, supervisor, and leader…

  2. Parenting Styles and Adolescents' Learning Strategies in the Urban Community.

    Science.gov (United States)

    Boveja, Marsha E.

    1998-01-01

    Examines the relationship between perceived parenting styles and urban adolescents' learning and studying strategies. Results revealed that those adolescents who perceived their parents as being authoritative tended to engage in more effective learning and study strategies. Discusses implications for counselors and teachers using this information…

  3. 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.

  4. Incredible Years Parent and Teacher Programmes: Emerging Themes and Issues

    Science.gov (United States)

    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…

  5. 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…

  6. 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…

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

    Science.gov (United States)

    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…

  8. Teacher, Parent and Student Perceptions of the Motives of Cyberbullies

    Science.gov (United States)

    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.…

  9. Sexting: New Challenges for Schools and Professional School Counselors

    Science.gov (United States)

    McEachern, Adriana G.; McEachern-Ciattoni, Renee T.; Martin, Filomena

    2012-01-01

    Sexting, the practice of sending sexually explicit messages or photographs of oneself or others on digital electronic devices, presents challenges for schools and professional school counselors. The implications of sexting for schools, school counselors, students, and parents are discussed. School counselor interventions, developing school…

  10. Children of Divorce: Implications for Counselors.

    Science.gov (United States)

    Hammond, Janice M.

    1979-01-01

    School counselors may be the most appropriate people to provide assistance for children whose parents are divorced and to the school staff. Study suggests that school counselors become aware of recent research of the impact of divorce on children. (Author/CMG)

  11. School Counselors and Ethical Decision Making

    Science.gov (United States)

    West, Dana R.

    2016-01-01

    Students and their parents/guardians rely on school counselors to provide counseling services based on ethically sound principles. However, there is a lack of empirical evidence about what influences a school counselor's ethical decision making. Ethical decision making for this study was defined as the degree to which decisions pertaining to…

  12. 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.

  13. 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…

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

    Science.gov (United States)

    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…

  15. 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.

  16. 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...

  17. Does a successful teacher educate like a good parent

    Directory of Open Access Journals (Sweden)

    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.

  18. Teachers and parents as a source of stereotype formation

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

  20. Adult Children of Divorce and Relationship Education: Implications for Counselors and Counselor Educators

    Science.gov (United States)

    Johnson, Veronica I.

    2011-01-01

    This article explores the impact of relationship education on young adults' optimism about relationships and attitudes toward marriage whose parents were divorced and offers implications and suggestions for counselors and counselor educators. Previous research in the area of intimate and family relationships has demonstrated that adults who have…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  3. 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…

  4. 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…

  5. 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.

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Gokturk, Soheyda; Dinckal, Selin

    2018-01-01

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

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

    Science.gov (United States)

    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…

  10. 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...

  11. 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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  14. 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. 

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Wissink, Inge B.; de Haan, Mariette

    2013-01-01

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

  20. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  10. 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.

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

    Science.gov (United States)

    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.

  12. 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…

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

    Science.gov (United States)

    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.…

  14. 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...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2016-03-01

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

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

    Science.gov (United States)

    Rodriguez, Raymond J.; Elbaum, Batya

    2014-01-01

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

  18. 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…

  19. The Influence of Parents on the Educational and Occupational Decision Making of Their Children: Reducing Sex Role Stereotyping in Vocational Education.

    Science.gov (United States)

    Young, Priscilla M.

    Parents, peers, teachers, counselors, and siblings all exert an influence on the educational and occupational decisions made by students. Of all these of persons, however, parents have the greatest influence. Mothers are the major influence on their daughters' career aspirations and choice, whereas fathers are the primary influence on their sons'…

  20. Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success

    Science.gov (United States)

    Mau, Wei-Cheng J.; Li, Jiaqi; Hoetmer, Kimberly

    2016-01-01

    This study examined the current roles and practices of American high school counselors in relation to the ASCA [American School Counselor Association] National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers' and school administrators'. A nationally representative sample of 852…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Chikoko, Vitallis

    2008-03-01

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

  5. 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.

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

    Science.gov (United States)

    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…

  7. 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.

  8. Counselor Bilingual Ability, Counselor Ethnicity, Acculturation, and Mexican Americans' Perceived Counselor Credibility

    Science.gov (United States)

    Ramos-Sanchez, Lucila

    2009-01-01

    This study examined the effects of counselor bilingual ability and counselor ethnicity on client-perceived counselor credibility and cultural competence. Participants were assigned to 1 of 4 treatment conditions created by crossing counselor ethnicity with counselor language. No significant differences were found. Regarding rank ordering of the…

  9. Cyberbullying: What Counselors Need to Know

    Science.gov (United States)

    Bauman, Sheri

    2011-01-01

    This informative book offers complete, up-to-date coverage of the growing problem of cyberbullying. Written for counselors, teachers, school leaders, and other professionals who work with children and teens, "Cyberbullying" addresses the real-life dangers students face on the Internet, including offensive, confrontational, and harassing messages;…

  10. Great Expectations for Middle School Counselors

    Science.gov (United States)

    Wright, Robert J.

    2012-01-01

    During the Great Recession, 2008 to 2010, school systems scrambled to balance budgets, and the ratio of counselors to students became even larger. To make matters worse, the Great Recession had a major impact on cuts in educational funding. Budget cutbacks tend to occur where the public will be least likely to notice. The loss of teachers and the…

  11. Play Therapy Practices among Elementary School Counselors

    Science.gov (United States)

    Ray, Dee C.; Armstrong, Stephen A.; Warren, E. Scott; Balkin, Richard S.

    2005-01-01

    When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play…

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

    Science.gov (United States)

    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.

  13. 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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Eres, Figen

    2016-01-01

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

  17. 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…

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

    Science.gov (United States)

    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…

  19. 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…

  20. 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.…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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 =…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2017-01-01

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

  9. THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

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    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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

  12. 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.

  13. 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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  16. Desktop Publishing for Counselors.

    Science.gov (United States)

    Lucking, Robert; Mitchum, Nancy

    1990-01-01

    Discusses the fundamentals of desktop publishing for counselors, including hardware and software systems and peripherals. Notes by using desktop publishing, counselors can produce their own high-quality documents without the expense of commercial printers. Concludes computers present a way of streamlining the communications of a counseling…

  17. Working with Parents of Aggressive Children: Clinical Vignettes.

    Science.gov (United States)

    Mordock, John B.

    1988-01-01

    Seven brief clinical vignettes are presented, illustrating principles of intervention with parents of aggressive children. The vignettes describe family relationships; parents' feelings toward counselors, especially anger; counseling techniques; actions taken by counselors; and outcomes of treatment. (JDD)

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

    Science.gov (United States)

    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…

  19. 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.

  20. 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

  1. 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

  2. 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.

  3. 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.

  4. 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.

  5. 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.

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

    Science.gov (United States)

    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).

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

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    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    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…

  13. 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…

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

    Science.gov (United States)

    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.…

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

    Science.gov (United States)

    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…

  16. 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…

  17. 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…

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

    Science.gov (United States)

    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…

  19. 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.

  20. Parental Involvement and Teachers' Leadership Roles that Influence ...

    African Journals Online (AJOL)

    AFRREV IJAH: An International Journal of Arts and Humanities ... Teachers' Leadership Roles that Influence Students' Cheating Behaviour in Senior ... Several approaches at curbing this problem have been adopted, but with little success.

  1. 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...

  2. 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.

  3. Does a successful teacher educate like a good parent

    OpenAIRE

    Ševkušić-Mandić Slavica G.; Milošević Nikoleta M.

    2004-01-01

    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 op...

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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].…

  8. 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...

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

    Science.gov (United States)

    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…

  10. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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;…

  13. 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 ...

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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)…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  8. Perceptions of Childhood Obesity among Rural Parents, Teachers, and School Administrators

    Science.gov (United States)

    Tripp, Paula J.; Choi, Jin Young

    2015-01-01

    The purposes of this exploratory qualitative research were to describe perceptions related to childhood obesity of rural parents, teachers, and school administrators and to examine how their perceptions shape their choices and behaviors for children's eating and physical exercise. The results showed that the perceptions of childhood obesity in the…

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

    Science.gov (United States)

    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…

  10. 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 ...

  11. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  20. 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 ...

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

    Science.gov (United States)

    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)…

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

    Science.gov (United States)

    DeGarmo, John

    2015-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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;…

  8. Teacher-Parent Cooperation: Strategies to Engage Parents in Their Children's School Lives

    Science.gov (United States)

    Symeou, Loizos

    2006-01-01

    This article examines the collaboration of 2 teachers with the families of their pupils. The data were collected during an ethnographic study conducted in a rural school in Cyprus. The data set includes individual interviews, focus groups, observations, and the researcher's journal. These 2 teachers, with different perspectives on parental…

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

    Directory of Open Access Journals (Sweden)

    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

  10. 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).

  11. Hello Parents, Where Are You? A Teachers' Call for Involvement.

    Science.gov (United States)

    Lauderdale, Katherine Lynn, Ed.; Bonilla, Carlos A.

    For many years, efforts to improve public schools centered on increased funding, teacher training, tougher curriculum (fewer electives, more math and science), and stiffer graduation requirements. But, from all of these attempts at reform, a basic concept became clear to the nation's educators: major reform of the public schools will not occur…

  12. Teacher and Parent Ratings of Children with Depressive Disorders

    Science.gov (United States)

    Mattison, Richard E.; Carlson, Gabrielle A.; Cantwell, Dennis P.; Asarnow, Joan Rosenbaum

    2007-01-01

    The fields of child psychology and psychiatry have not yet established the clinical presentation in school of children and adolescents who have been diagnosed as having a depressive disorder. To address this issue, the authors used teacher ratings on scale oriented to the third, revised edition of the "Diagnostic and Statistical Manual of…

  13. Development of Professional Teacher Competences for Cooperation with Parents

    Science.gov (United States)

    Viskovic, Ivana; Višnjic Jevtic, Adrijana

    2017-01-01

    Based on the belief that professional competences can partially be developed through professional training a cycle of ten educational workshops was designed. Combining theoretical knowledge, quality practice examples and discussions, the workshops strived to improve professional teacher competences. The assumed outcome was determined by difference…

  14. 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.

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

    Science.gov (United States)

    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.

  16. Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication

    Science.gov (United States)

    Bennett-Conroy, Waveline

    2012-01-01

    This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors…

  17. The Attitude of Students, Parents and Teachers towards ...

    African Journals Online (AJOL)

    The result showed that there was no significant effect of parenting styles on student's attitude towards examination malpractice. Also there was no significant difference between Junior Secondary and their counter parts in the senior secondary school in their attitude and reasons for engaging in examination malpractice in ...

  18. The Attitude of Students, Parents and Teachers Towards ...

    African Journals Online (AJOL)

    The result showed that there was no significant effect of parenting styles on students attitude towards examination malpractice. Also there was no significant difference between Junior secondary and their counter parts in the senior secondary school in their attitude and reasons for engaging in examination malpractice in the ...

  19. Proactive Parent Communication.

    Science.gov (United States)

    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…

  20. Impressions of Counselors as a Function of Counselor Physical Attractiveness

    Science.gov (United States)

    Carter, Jean A.

    1978-01-01

    Research assessed the effects of counselor physical attractiveness and inter-actions between attractiveness and counselor subject sex. It is suggested that sex of counselor and client may play a more important role independently and in conjunction with attractiveness than does attractiveness alone in influencing impressions and expectations.…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  3. 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 ...

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

    Science.gov (United States)

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

    2016-05-01

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

  5. 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.

  6. Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

    Science.gov (United States)

    Bodenhorn, Nancy

    2006-01-01

    Results of a survey asking public school counselors in Virginia to indicate their most common and most challenging ethical dilemmas are presented. Ninety-two school counselors reported that the most common and challenging ethical dilemmas included those involving student confidentiality, dual relationship with faculty, parental rights, and acting…

  7. Students Who Self-Injure: School Counselor Ethical and Legal Considerations

    Science.gov (United States)

    White Kress, Victoria E.; Costin, Amanda; Drouhard, Nicole

    2006-01-01

    This article explores ethical considerations that school counselors may need to address when providing counseling services to self-injurious students. Ethical issues related to student confidentiality, responsibilities to parents and to the school, and professional competence are discussed in relation to the American School Counselor Association's…

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

    Science.gov (United States)

    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…

  9. 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.

  10. 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

  11. Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships

    Science.gov (United States)

    Tadesse, Selamawit

    2014-01-01

    Children coming from refugee families have special psychological, social, and academic needs, and their success greatly depends on the positive support they receive from the host community. Teachers and peers at the school can provide cumulative support to help these children and their families overcome major socio-cultural and educational…

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    NARCIS (Netherlands)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  17. Parents' and Teachers' Perspectives Regarding Parental Involvement and Student Achievement

    Science.gov (United States)

    Walker, Christi Nelson

    2017-01-01

    The U.S. government has stated in federal guidelines that parents must be involved in their children's education in order for student achievement to increase. For more than 5 years, a small rural middle school in Mississippi was designated a low-performing school due to its failure to achieve the required standards for quality distribution index…

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

    Science.gov (United States)

    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.

  19. 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...

  20. 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 ...

  1. 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...

  2. 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.

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

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    Sezai KOÇYIĞIT

    2014-07-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2012-01-01

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

  8. 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)

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

    Science.gov (United States)

    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…

  10. Parenting

    Science.gov (United States)

    ... parents, people are always ready to offer advice. Parenting tips, parents' survival guides, dos, don'ts, shoulds ... right" way to be a good parent. Good parenting includes Keeping your child safe Showing affection and ...

  11. Avoiding Corporal Punishment in School: Issues for School Counselors.

    Science.gov (United States)

    Forness, Steven R.; Sinclair, Esther

    1984-01-01

    Focuses on the legal status and societal values that promote the use of corporal punishment in public schools, and on the role of the elementary school counselor in helping teachers deal with punishment. Discusses factors affecting the effectiveness of punishment and suggests alternatives. (JAC)

  12. Survey of School Counselors' Perceptions of Graduate Training Priorities.

    Science.gov (United States)

    Sisson, Carol F.; Bullis, Michael

    1992-01-01

    Surveyed practicing school counselors (n=895) in Oregon to identify their opinions of educational priorities for graduate counseling training programs. Findings revealed that counseling theories, skills dealing with personal problems, development of counseling and guidance programs, consultation with teachers about individual students, and…

  13. Teacher-parent partnership as a precondition for inclusion in education

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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).

  15. Cyberbullying: Emergent Concerns for Adolescents and Challenges for School Counselors

    Science.gov (United States)

    Burnham, Joy J.; Wright, Vivian H.; Houser, Rick A.

    2011-01-01

    Cyberbullying is a complex and disturbing 21st century phenomena. School counselors must understand the dynamics and risks of cyberbullying in order to help students, parents, and faculty deal with this difficult issue. We examined the extent to which middle school students understand, participate, and cope with cyberbullying issues in today's…

  16. Making Our Way through: Voices of Hispanic Counselor Educators

    Science.gov (United States)

    Lerma, Eunice; Zamarripa, Manuel X.; Oliver, Marvarine; Cavazos Vela, Javier

    2015-01-01

    Through 23 open-ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural…

  17. Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators

    Science.gov (United States)

    Alexander-Albritton, Carrie; Hill, Nicole R.

    2015-01-01

    Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects…

  18. African Urbanism: Preparation for Multi-Ethnic Schools' Counselors.

    Science.gov (United States)

    Makinde, Olu

    1987-01-01

    Focuses on cross-cultural perspectives of urbanization and urbanism by comparing the Yoruba cities of western Nigeria with cities of Europe and North America. Concludes that cross-cultural counselors working with Yoruba clients must understand Yoruba city clients and their home life, physical environment, family structure, parent attitudes, and…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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.

  1. Leadership Practices of School Counselors

    Science.gov (United States)

    Mason, E. C. M.; McMahon, H. George

    2009-01-01

    Leadership is a vital skill called for by the school counseling profession. However, limited research has been done to examine how leadership is characterized by practicing school counselors. The purpose of the exploratory study in this article was to assess leadership practices of school counselors, and to analyze the relationships among…

  2. Assessment of Counselors' Supervision Processes

    Science.gov (United States)

    Ünal, Ali; Sürücü, Abdullah; Yavuz, Mustafa

    2013-01-01

    The aim of this study is to investigate elementary and high school counselors' supervision processes and efficiency of their supervision. The interview method was used as it was thought to be better for realizing the aim of the study. The study group was composed of ten counselors who were chosen through purposeful sampling method. Data were…

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

    Science.gov (United States)

    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.

  4. Burnout and Job Satisfaction among Counselor Educators

    Science.gov (United States)

    Sangganjanavanich, Varunee Faii; Balkin, Richard S.

    2013-01-01

    The relationship between burnout and job satisfaction among counselor educators was investigated. A total of 220 full-time counselor educators participated in this quantitative research study. Emotional exhaustion seemed to be the most significant predictor of burnout among counselor educators. Implications for counselor education and future…

  5. PERCEPTIONS OF THE ELEMENTARY SCHOOL COUNSELOR.

    Science.gov (United States)

    BRADEN, BILLY; AND OTHERS

    FACTORS ASSOCIATED WITH THE ROLE AND FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AS THEY WERE PERCEIVED BY SELECTED ELEMENTARY SCHOOL COUNSELORS, ELEMENTARY SCHOOL PRINCIPALS, COUNSELOR EDUCATORS, AND STATE SUPERVISORS IN THE SOUTHERN ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (SACES) REGION WERE IDENTIFIED. THREE INSTRUMENTS WERE…

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

    Directory of Open Access Journals (Sweden)

    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.

  7. 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

  8. Perspectives of pupils, parents, and teachers on mental health problems among Vietnamese secondary school pupils.

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  17. Successful Reading Strategies To Meet the Texas Reading Initiative Components: A Literary Review and Manual for Administrators, Teachers, and Parents.

    Science.gov (United States)

    Baker, Bridget; Karr-Kidwell, PJ

    This paper provides a literary review and research-based techniques for teaching reading. The paper also examines the different philosophies of reading to ascertain beneficial commonalities. Based on the literature review, a manual was produced to support administrators, teachers, and parents in securing quality reading instruction. Appendix A…

  18. 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

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

    Science.gov (United States)

    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,…

  20. Preparing Kindergarten Two Children for Primary One in Singapore: Perceptions and Practices of Parents, Kindergarten Teachers and Primary Schoolteachers

    Science.gov (United States)

    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…

  1. Behavioral Profiles of Children with Epilepsy: Parent and Teacher Reports of Emotional, Behavioral, and Educational Concerns on the BASC-2

    Science.gov (United States)

    Titus, Jeffrey B.; Kanive, Rebecca; Sanders, Sarah J.; Blackburn, Lynn Bennett

    2008-01-01

    The Behavior Assessment Scale for Children-Second Edition (BASC-2) was administered to 108 parents and 37 teachers of children with epilepsy (mean age of 10.6 years; 51% female, 49% male). Results demonstrated high mean scores on the Atypicality, Attention Problems, Withdrawal, and Adaptive Skills scales and a high percentage of At-Risk or…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  5. The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  7. Application of Social Control Theory to Examine Parent, Teacher, and Close Friend Attachment and Substance Use Initiation among Korean Youth

    Science.gov (United States)

    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…

  8. Comparison of Parent's and Teachers' Perceptions of Children's Behavior: A Study of Attentional Problems in a Natural Setting

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Directory of Open Access Journals (Sweden)

    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

  12. Responding to Observation: How Student Teachers´ Use of their Counselor´s Notes Support their Preparation Respondiendo a la observación: Cómo apoya la preparación de los estudiantes-maestros el uso de las notas del profesor consejero

    Directory of Open Access Journals (Sweden)

    John Jairo Viáfara González

    2005-10-01

    Full Text Available Several practices for teacher preparation remain as essential today as they have been for decades. Among them, observation of lessons continues to be highly popular to support and evaluate student teachers´ learning processes. The following pages deal with an experience in which observation was given an alternative perspective in the preparation of future teachers. Sixteen student teachers who constantly responded to their counselor´s observation notes participated in the study. Exploring the participants´ feelings about their counselor´s notes and the nature of their responses to those records were the objectives of the study. At the end, a magnifying glass, a puzzle, a book and a map emerged as valuable metaphors to explain student teachers´ use of this preparation tool.Algunas prácticas para la preparación de profesores continúan siendo tan esenciales hoy en día como lo han sido por décadas. Entre éstas, la observación de clases goza de gran popularidad para apoyar y evaluar el proceso de futuros profesores. Las siguientes páginas relatan una experiencia en la cual la observación adquirió un perfil alternativo en la preparación de los futuros docentes. Dieciséis practicantes, quienes constantemente respondieron a las notas de observación, participaron en el estudio tendiente a explorar sus opiniones respecto a las notas del tutor y la naturaleza de sus respuestas a estos registros. Al final, una lupa, un rompecabezas, un libro y un mapa surgieron como metáforas significativas para explicar el uso que los practicantes hicieron de esta herramienta en su preparación.

  13. The School Counselor and Bulimia.

    Science.gov (United States)

    Hendrick, Susan S.

    1985-01-01

    Describes the symptoms, outcome, etiology and treatment for bulimia. Discusses the school counselor's role regarding prevention and intervention with bulimic students, and suggests individual counseling techniques to use with bulimics. (BH)

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

    Science.gov (United States)

    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…

  15. Information security of children and adolescents in understanding parents and teachers

    Directory of Open Access Journals (Sweden)

    Bovina I.B.

    2015-11-01

    Full Text Available The article presents the first part of the work devoted to the study of ordinary representations of parents and teachers about information security of children and adolescents. It is about addressing the problem of information security of children and adolescents, discuss the effects of observing violence in the mass media on the subsequent behaviour of viewers, refers to directing television roles on the example of transfer schemes by S. Milgram in the context of television game (experiment J. L. Beauvois with colleagues. This paper examines the impact on users has the Internet, discusses the main directions of action in relation to ensuring information security of children and adolescents, focusing on psychological aspects of the concept of information security of children, demonstrates the importance of studying "naive theories" that govern the actions aimed at ensuring information security of children. The authors explain the prospect of studying problems of information security of children in the framework of the theory of social representations.

  16. Knowledge and perceptions about back education among elementary school students, teachers, and parents in Belgium.

    Science.gov (United States)

    Cardon, Greet; De Bourdeaudhuij, Ilse; De Clercq, Dirk

    2002-03-01

    A back education program for Belgian elementary school children was evaluated using self-reported questionnaires before intervention and at three follow-up points during one year. Most children found the program interesting, important, and amusing. Intervention children (n = 347) showed better back care knowledge than control children (n = 359), and knowledge gained was retained over a period of one year. Back education did not result in increased fear-avoidance beliefs about physical activity, and intervention children reported more checking of their book bag weight than controls at all test moments. Self-reported behavior in relation to posture-related and back care related self-efficacy were affected only minimally by the program, possibly due to poor self-judgment. Involvement, fear-avoidance beliefs, and back care knowledge of teachers and parents of the intervention children showed low correlation with the children's perceptions and knowledge. Sufficient promise exists to justify further development and evaluation of early back education.

  17. 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.

  18. Conceptions of effort among students, teachers and parents within an English secondary school

    DEFF Research Database (Denmark)

    Stables, Andrew; Murakami, Kyoko; McIntosh, Shona

    2014-01-01

    ‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains...... widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualitative and quantitative data from questionnaires and interviews with teachers, students and parents at an English comprehensive school were collected. Analysis...... reveals that understandings of ‘effort’ are not uniform. Rather, ‘effort’ is a shorthand term, which can be used variably, therefore can be construed as a tool of negotiation, or a form of investment in a set of aims distinctive to each group or individual case. There is a strong case for more sustained...

  19. Active gamblers as peer counselors.

    Science.gov (United States)

    Rosecrance, J

    1988-07-01

    Problem gambling is becoming a major social concern. The efficacy of current treatment programs that use a compulsion model which requires abstinence and attendance at Gamblers Anonymous meetings is open to question. The researcher advocates a controlled-gambling approach as a viable alternative to conventional methods. The centerpiece of his program is the use of active gamblers as peer counselors. A suggested format for incorporating peer counselors into an actual treatment program is presented.

  20. German Validation of the Conners 3® Rating Scales for Parents, Teachers, and Children.

    Science.gov (United States)

    Christiansen, Hanna; Hirsch, Oliver; Drechsler, Renate; Wanderer, Sina; Knospe, Eva-Lotte; Günther, Thomas; Lidzba, Karen

    2016-01-01

    Attention-deficit/hyperactivity disorder (ADHD) rating scales such as the Conners’ Rating Scales (CRS) are valuable adjuncts for diagnosis, since they offer parent, teacher, and self-ratings of children susceptible for ADHD. Even though the scales are widely used internationally, cross-cultural comparability has rarely been verified, and culture and language invariance have only been presumed. The Conners 3(®) rating scales are the updated version of the CRS, though hardly any studies report the psychometric properties apart from the results published in the test edition itself. To our knowledge there are no studies on the various adaptations of the Conners 3(®) in other languages. The German translations of the Conners 3(®) were completed by 745 children, 953 parents, and 741 teachers (children’s age range: 6–18 years, mean: 11.74 years of age). Exploratory and confirmatory factor analyses on content scale items were conducted to obtain the factor structure for the German version and to replicate the factor structure of the original American models. Cronbach’s α was calculated to establish internal consistency. The exploratory analyses for the German model resulted in factor structures globally different from the American model, though confirmatory analyses revealed very good model fi ts with highly satisfying Cronbach’s αs. We were able to provide empirical evidence for the subscale Inattention which had only hypothetically been derived by Conners (2008). Even though the exploratory analyses resulted in different factor structures, the confirmatory analyses have such excellent psychometric properties that use of the German adaptation of the Conners 3(®) is justifi ed in international multicenter studies.

  1. 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.

  2. Knowledge, attitudes and practices among parents and teachers about soil-transmitted helminthiasis control programs for school children in Guimaras, Philippines.

    Science.gov (United States)

    Parikh, Divya Sinha; Totañes, Francis I G; Tuliao, Alex H; Ciro, Raezelle N T; Macatangay, Bernard J C; Belizario, Vicente Y

    2013-09-01

    We determined the attitudes toward and practices regarding soil-transmitted helminthes (STH) control among parents and school teachers to identify reasons behind attitudes and practices that do not promote STH control. Written knowledge, attitudes and practices surveys were distributed to parents (N = 531) and teachers (N = 105) of students at 11 elementary schools in Guimaras Province, the Philippines. The survey addressed attitudes about mass drug administration (MDA), knowledge about STH control, hygienic practices, and acceptability of distributing deworming tablets among teachers. More than 90% of parents and teachers held favorable attitudes towards MDA. Sixty-nine percent of parents and 75.5% of teachers believed stool exams were necessary before MDA. Thirty-seven percent of parents stated they would not allow teachers to administer deworming tablets and 91.5% of parents feared teachers would not detect side effects of the medication. Forty-eight percent of teachers felt they could safely give deworming tablets and 81.4% of teachers were afraid of managing the side effects of deworming tablets. Forty-seven point eight percent of parents and 42.2% of teachers stated defecation in the open occured in their community. Although attitudes toward STH control were largely favorable, misconceptions about the MDA strategy, lack of support for teachers giving deworming tablets, and the practice of open defecation still exist as barriers to STH control efforts. The next step to achieve effective STH control will be to clarify misconceptions in education campaigns, to train teachers about medication administration, campaign to improve sanitation and hygiene and begin targeted mass treatment in Guimaras, the Philippines.

  3. Taking on the Perspective of the Other: Understanding Parents' and Teachers' Perceptions of Parent Involvement in Students' Educational Experiences

    Science.gov (United States)

    Wilson, Rene M.

    2011-01-01

    Parent involvement is considered a vital educational factor that is associated with students' academic success. Engaging parents in the educational process is a challenge confronting many school districts across the United States. This is a significant problem for schools in low socioeconomic communities where lack of resources for parents and…

  4. Children's reasoning about deception and defiance as ways of resisting parents' and teachers' directives.

    Science.gov (United States)

    Gingo, Matthew

    2017-09-01

    This research presented 8-, 10-, and 12-year-olds (N = 120) with hypothetical situations depicting comparably aged children engaging in defiance and deception to circumvent authorities' directives that they disagreed with. The nature of the situations varied in terms of domain (personal, moral, or prudential) and type of authority figure (parent or teacher). Evaluations and justifications for the legitimacy of the directives, defiance, and deception were examined, as were general evaluations of deception. Across domains, increased age was associated with decreased acceptance of directives, and increased acceptance of defiance and deception. Participants judged that defiance and deception were legitimate ways to resist immoral directives. Directives about personal acts were also widely rejected, particularly teachers' directives. Defiance and deception were seen by some as legitimate ways to resist unwarranted control over children's personal choices. Prudential directives were widely accepted, whereas defiance and deception in those situations was generally rejected. Results indicate that children value honesty and authority but sometimes prioritize moral and personal considerations when deciding whether or not to lie. Findings are discussed in terms of the ways children coordinate multiple competing rules and motivations when making moral judgments about honesty. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

    Science.gov (United States)

    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.

  6. 24 CFR 206.308 - Continuing education requirements of counselors listed on the HECM Counselor Roster.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Continuing education requirements of counselors listed on the HECM Counselor Roster. 206.308 Section 206.308 Housing and Urban... MORTGAGE INSURANCE HECM Counselor Roster § 206.308 Continuing education requirements of counselors listed...

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

    Science.gov (United States)

    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

  8. 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

  9. Increasing Minority Student Enrollment in Counselor Education

    Science.gov (United States)

    Robinson, Mona C.; Lewis, Denise; Henderson, DeAnna; Flowers, Carl R.

    2009-01-01

    Counselor education programs across the country often fail to attract, enroll and graduate students in proportion that reflects the diversity of the nation. As our country's demography changes, the impact of race and ethnicity within the client-counselor relationship is likely to have greater importance and, as such, counselor education programs…

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

    Science.gov (United States)

    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.

  11. 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

  12. What We Need to Know to Help the Teenage Parent

    Science.gov (United States)

    Honig, Alice S.

    1978-01-01

    Problems of teenage parenting demand from counselors not only traditional skills, but knowledge more relevant to the particular needs of adolescents. In addition to special knowledge about the individual, counselors need knowleges of teen peer cultures, sexuality, adolescent and infant development, health and nutrition needs, parenting skills, and…

  13. 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).

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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.

  15. Patterns of Bullying and Sexual Harassment: Connections with Parents and Teachers as Direct Protective Factors.

    Science.gov (United States)

    Doty, Jennifer L; Gower, Amy L; Rudi, Jessie H; McMorris, Barbara J; Borowsky, Iris W

    2017-11-01

    Involvement in bullying and sexual harassment in adolescence is associated with a variety of internalizing, externalizing, and health-risk behaviors. Yet, the two behaviors are often studied independently. The current study examined how bullying and sexual harassment co-occur and whether social connections protected youth from risk patterns. The data for this study come from the 2013 Minnesota Student Survey (N = 121,311; 50% female, 74% White, 26% received free or reduced-price lunch; M age  = 14.9, SD = 1.3). Students reported on bullying and sexual harassment victimization and perpetration. Using latent class analysis, youth were classified into five patterns: High-Risk of All Forms of Victimization and Perpetration (7%), Relational and Cyberbullying Victimization (17%), Sexual Harassment Victimization and Perpetration (8%), Physical Bullying Perpetration (6%), and Low-Risk (62%). Compared to the low-risk class, the four other classes had lower levels of social connections, particularly with teachers and parents. Older youth (9th and 11th grade students) were at greater risk for the sexual harassment pattern, while younger youth (8th grade students) were at greater risk for bullying patterns. The results indicate that efforts to reduce bullying should also address sexual harassment and social connections with adults.

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

    Science.gov (United States)

    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.

  17. Parents.

    Science.gov (United States)

    Hurst, Hunter, Ed.; And Others

    1986-01-01

    This document contains the fifth volume of "Today's Delinquent," an annual publication of the National Center for Juvenile Justice. This volume deals with the issue of the family and delinquency, examining the impact of parental behavior on the production of delinquent behavior. "Parents: Neglectful and Neglected" (Laurence D. Steinberg) posits…

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

    Science.gov (United States)

    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…

  19. Parents and Schools: Success through Partnership. A Presentation Guide for School Administration & Teachers = Arriba los padres y las escuelas: una asociacion critica. Guia para padres hispanos.

    Science.gov (United States)

    Baron, Augustine, Jr.; Vasquez, Melba J. T.

    These two documents pertain to the "Parents and Schools: Success through Partnership" program. The presentation guide for school administrators and Teachers" is intended to help school personnel present the program and its associated video, which addresses common culturally-based causes of misunderstandings between Hispanic American parents and…

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

    Science.gov (United States)

    Fowler, Crystal Nicole

    2013-01-01

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

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

    Science.gov (United States)

    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…

  2. ADHD: Implications for School Counselors

    Science.gov (United States)

    Branscome, Jennifer; Cunningham, Teddi; Kelley, Heather; Brown, Caitlyn

    2014-01-01

    The focus of this article is to provide an overview of the current state of knowledge of ADHD and to provide evidence-based training interventions for school counselors. An overview of basic information about ADHD will be provided, including diagnosis, presentation, causes, prevalence, and common misconceptions. Evidence-based training…

  3. Counselor Responsiveness to Client Religiousness.

    Science.gov (United States)

    Kelly, Eugene W., Jr.

    1990-01-01

    Presents eight categories of client attitudes toward religion and suggests opportunities for religiously oriented counselor responses. Uses four categories to describes how religion may be associated with specific client issues. Contends that an informed appreciation of clients' religiousness and the religious dimensions of many client issues can…

  4. Developing Opportunities for Professional Counselors.

    Science.gov (United States)

    Vacc, Nicholas A.

    Because cancer patients and their families have special psychological needs that are not always met through medical care, the Bowman Gray School of Medicine at Wake Forest University established the Cancer Patient Support Program (CPSP) at the Oncology Research Center. Services provided by the CPSP's 2 professional counselors and approximately 35…

  5. Menopause: Salient Issues for Counselors.

    Science.gov (United States)

    Patterson, Marilyn M.; Lynch, Ann Q.

    1988-01-01

    Discusses issues surrounding menopause, with the idea that counselors are in an ideal position to help change attitudes toward viewing menopause as a time of positive change rather than a time of psychological distress. Reviews historical, sociological, psychological, and attitudinal factors that account for negative responses associated with…

  6. Counselor Identity: Conformity or Distinction?

    Science.gov (United States)

    McLaughlin, Jerry E.; Boettcher, Kathryn

    2009-01-01

    The authors explore 3 debates in other disciplines similar to counseling's identity debate in order to learn about common themes and outcomes. Conformity, distinction, and cohesion emerged as common themes. They conclude that counselors should retain their distinctive, humanistic approach rather than conforming to the dominant, medical approach.

  7. Counselor Education Abroad: Selected Programs

    Science.gov (United States)

    Donn, Patsy A.; Hollis, Joseph W.

    1972-01-01

    This article discusses the current status of counselor education programs being operated for the benefit of military personnel and military dependents abroad. A major issue examined is the apparent inaccuracy of the stereotype of the professional military man as an individual unable to learn or present facilitative dimensions. (Author)

  8. Physical Attractiveness: Its Influence on the Perceptions of Counselors.

    Science.gov (United States)

    Sanders, Connie H.; Borowy, Thomas D.

    Research has shown that a client's positive views of a counselor enhance commitment to treatment, positive outcome expectancies, and receptivity to counselor influence. To examine the impact of counselor gender and physical attractiveness on perceived counselor effectiveness, 60 college students evaluated male and female counselors on 15 variables…

  9. Sexuality in subjects with intellectual disability: an educational intervention proposal for parents and counselors in developing countries La sexualidad en personas con discapacidad intelectual: una propuesta de intervención educacional para padres y consejeros en paises en desarrollo

    Directory of Open Access Journals (Sweden)

    Gregorio Katz

    2008-01-01

    Full Text Available In developing countries, the study of intellectual disability has enormous knowledge gaps, especially in the areas of intervention, utilization of services and legislation. This article provides information not only for aiding in the potential development of sexuality in individuals with intellectual disability, but also for fostering their social integration. In Mexico and the region, in order to develop educational interventions for promoting sexual health, it is necessary to consider the following priorities: a mental health professionals should have the knowledge or receive training for carrying out a sexual education and counseling program; b educational interventions for subjects with intellectual disability should be adapted for the different stages of life (childhood, adolescence and adulthood; c during childhood, educational intervention should emphasize the concept of public and private conducts; d in adolescence, intervention should consider the actual mental age and not the chronological age of the subjects receiving intervention; e the expression of sexuality in the adult with intellectual disability depends on the early incorporation of factors for promoting social inclusion; f for educational interventions to be successful, it is fundamental that sexual educators and counselors, in addition to working with the clients, also work with their parents and other close family members; g intervention programs should establish development objectives for developing in persons with intellectual disability a positive attitude towards sexuality and the improvement in self-esteem; h in subjects with intellectual disability, their linguistic comprehension level should be taken into consideration and techniques for open discussion and non-inductive education should be used; i social integration programs should address the needs of developing countries and their individuals, since it is not feasible to import external programs due to differences

  10. 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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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

  12. 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

  13. Parents as Teachers of Children with Autism in the Peoples' Republic of China

    Science.gov (United States)

    Puckett, Kathleen S.; McCoy, Kathleen M.

    2013-01-01

    In the People's Republic of China, many children with autism are excluded from government supported schools and parents are expected to deliver educational services. Parent training centers offer short term solutions by providing information regarding autism and instructional methods to parents of children with autism. In order to further refine…

  14. Families: Influences in Children's Development and Behaviour, from Parents and Teachers' Point of View

    Science.gov (United States)

    de Figueiredo, Claudia Rodrigues Sequeira; Dias, Filomena Valadao

    2012-01-01

    Family plays a very important role in infant's development and behaviour, being that the parents' divorce can be a very stressful experience. This is an exploratory and comparative study that aims at identifying the differences in children's behaviour with divorced parents (or separated) and married parents (or living together), based on the…

  15. Relation between therapeutic response and side effects induced by methylphenidate as observed by parents and teachers of children with ADHD

    Directory of Open Access Journals (Sweden)

    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.

  16. Transformative Leadership: The Camp Counselor Experience

    Directory of Open Access Journals (Sweden)

    Stephanie Femrite

    2017-01-01

    Full Text Available A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri.  High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.

  17. A qualitative study of HPV vaccine acceptability among health workers, teachers, parents, female pupils, and religious leaders in northwest Tanzania.

    Science.gov (United States)

    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.

  18. The measurement of the symptoms of ADHD in the NICHQ Vanderbilt Assessment Scale for Parent (VADPRS and for Teacher (VADTRS

    Directory of Open Access Journals (Sweden)

    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.

  19. The Transition of Wat Tham Krabok Hmong Children to Saint Paul Public Schools: Perspectives of Teachers, Principals, and Hmong Parents

    Directory of Open Access Journals (Sweden)

    Bic Ngo

    2008-01-01

    Full Text Available In 2004, with the closing of the last Hmong refugee camp, Wat Tham Krabok, the latest group of Hmong refugees resettled to the US. To facilitate the language transition of approximately 1,000 school-aged newcomer Hmong children, the Saint Paul Public Schools, developed and established Transitional Language Centers. In this article, we examine the experiences and perspectives of principals, teachers and educational assistants who worked with newcomer Hmong children in the newly-established Transitional Language Centers and well-established Language Academy programs. We also elucidate the experiences of Hmong parents with the schools that served their children. Our research offers insights into the important work of the Transitional Language Centers as well as the need to better support newcomer Hmong parents.

  20. Students' perceptions of rewards for academic performance by parents and teachers: relations with achievement and motivation in college.

    Science.gov (United States)

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

    2006-06-01

    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 students' grades were common at all levels of schooling. Reward history related significantly to students' motivational orientation and performance in college, and these relations were generally stronger for boys than for girls. The authors discuss implications of these findings.

  1. Effects of zinc supplementation on parent and teacher behaviour rating scores in low socioeconomic level Turkish primary school children.

    Science.gov (United States)

    Uçkardeş, Yasemin; Ozmert, Elif N; Unal, Fatih; Yurdakök, Kadriye

    2009-04-01

    To determine the effect of zinc supplementation on behaviour in low-income school aged children. Double-blind randomized, placebo controlled trial. Low-income district primary school in Turkey. Third grade students in the school. Among 252 students, 226 participated and 218 completed the study. Children in each class were randomized either to the study group to receive 15 mg/day elemental zinc syrup or to placebo group to receive the syrup without zinc for 10 weeks. The change in Conner's Rating Scales for Teachers and Parents scores after supplementation. The mean Conner's Rating Scale for Parents scores on attention deficit, hyperactivity, oppositional behaviour and conduct disorder decreased significantly in the study and placebo groups after supplementation (p children with clinically significant parent ratings on attention deficit (p = 0.01) and hyperactivity (p = 0.004) decreased in the study group while prevalence of oppositional behaviour (p = 0.007) decreased in the placebo group. In children of mothers with low education all mean Parents' scores decreased significantly (p children with clinically significant scores for attention deficit, hyperactivity and oppositional behaviour decreased only in the study group (p children with clinically significant scores for attention deficit and hyperactivity. The affect on behaviour was more evident in the children of low educated mothers.

  2. How Is My Child Doing?: Preparing Pre-Service Teachers to Engage Parents through Assessment

    Science.gov (United States)

    Mehlig, Lisa M.; Shumow, Lee

    2013-01-01

    The aim of this study was to help pre-service teachers develop basic knowledge and skill for partnering with families on assessment-related issues. An assessment class for teacher educators (experimental group) participated in role-playing activities designed to expand their understanding and skill in a way that would help them learn how to…

  3. Teachers Working Cooperatively with Parents and Caregivers when Implementing LGBT Themes in the Elementary Classroom

    Science.gov (United States)

    Flores, Gabriel

    2014-01-01

    Many teachers are interested in having a more inclusive multicultural education that includes lesbian, gay, bisexual, and transgender (LGBT) themes and gay-themed children's literature; unfortunately, research has found that many teachers do not implement gay themes in their multicultural education curriculum because of fear of criticism from…

  4. Parents' Perceptions of Teacher Support at a Cyber Charter High School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    Despite high growth rates, cyber charter schools experience higher attrition rates than their brick-and-mortar counterparts. Students' reasons for failing an online course are complex and students may require a high level of teacher support to be successful online. Research examining effective teacher engagement has relied heavily on teacher…

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

    Science.gov (United States)

    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.

  6. Economic Development Planning for Single Parents. Curriculum Materials for Vocational Teachers of Adolescents and Single Parents. Special Emphasis on Meeting the Needs of the Teen Parent.

    Science.gov (United States)

    Simpson, Kawanna J.; And Others

    This guide is intended for use in school-based intervention programs intended to help single parents (particularly teenagers who are expecting or already have a child) master basic money management and consumer skills. The guide is divided into sections dealing with the following topics: interpersonal relationships, value clarification,…

  7. Listening for Details of Talk: Early Childhood Parent-Teacher Conference Communication Facilitators

    Science.gov (United States)

    Cheatham, Gregory A.; Ostrosky, Michaelene M.

    2009-01-01

    In this article, the authors present parent-educator conversations, which were selected to illustrate common communication patterns and provide links to some of the Division for Early Childhood of the Council for Exceptional Children's recommended practices for communicating and collaborating with parents. Using conversation analysis, researchers…

  8. The PaCT: Parents, Children and Teacher Partnership in Developing ESL Literacy

    Science.gov (United States)

    Harji, Madhubala Bava; Balakrishnan, Kavitha; Letchumanan, Krishnanveni

    2017-01-01

    Malaysia government has called for schools and parents to collaborate in nurturing the culture of reading among children, as there is no formalised programme for a more active involvement of parents in academic matters. Based on the positive results of school-home partnership of past studies, this study proposed a formalised partnership, i.e. the…

  9. Getting "Foolishly Hot and Bothered"? Parents and Teachers and Sex Education in the 1940s

    Science.gov (United States)

    Cook, Hera

    2012-01-01

    The reluctance of parents to provide sex education has been a problem for educators since the first attempts at the modernisation of sex education in the early twentieth century, yet the sexual needs, desires and fears of parents are rarely even mentioned in pedagogical debates. This article examines the intense anxiety and embarrassment felt by…

  10. 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.

    Science.gov (United States)

    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

  11. School Counselor Perceptions of Administrative Supervision Practices

    Science.gov (United States)

    Eddings, Geoffrey Creighton

    2012-01-01

    This study examined the perceptions of school counselors regarding administrative supervision practices in K-12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building-level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how…

  12. Incorporating Feminism into Rehabilitation Counselor Education

    Science.gov (United States)

    Jeon, Mookyong

    2015-01-01

    Purpose: The author describes how rehabilitation counselor educators can incorporate the feminist perspective in teaching rehabilitation counselors-in-training by exploring history, core values, and training methods of feminism. Method: Based on a literature review, the author compares philosophy and concepts of rehabilitation counseling and…

  13. The Flipped Classroom in Counselor Education

    Science.gov (United States)

    Moran, Kristen; Milsom, Amy

    2015-01-01

    The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

  14. Counselor Education Curriculum and Online Counseling

    Science.gov (United States)

    Pipoly, Laura

    2013-01-01

    Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated…

  15. Getting Your Counselor to Support Technology Education

    Science.gov (United States)

    Preble, Brian C.

    2016-01-01

    Is there a disconnect between counselors and educators in technology and vocational education? What is counseling, and what is a school counselor's role in a secondary school setting? How can one work with his or her guidance staff to ensure that students better understand your course offerings? The development of relationships, knowledge, and…

  16. Vision: A Conceptual Framework for School Counselors

    Science.gov (United States)

    Watkinson, Jennifer Scaturo

    2013-01-01

    Vision is essential to the implementation of the American School Counselor Association (ASCA) National Model. Drawing from research in organizational leadership, this article provides a conceptual framework for how school counselors can incorporate vision as a strategy for implementing school counseling programs within the context of practice.…

  17. Legislation Vs. Obligation: Regarding Counselor Responsibility

    Science.gov (United States)

    Krause, Frank H.

    1970-01-01

    Employment service and vocational counselors must be aware of future technological trends. In counseling the unemployed the interviewer should focus on manhood rather than manpower. Employment counselors have a commitment to implement a positive course of action through role playing, psychodrama, audiovisual tapes showing how to take job…

  18. Seven Salutary Suggestions for Counselor Stamina

    Science.gov (United States)

    Osborn, Cynthia J.

    2004-01-01

    Counselor stamina is deemed essential in the midst of a consistently challenging, complex, and changing mental health care environment. Rather than perpetuating conversations about "burnout" and "burnout prevention," this article provides a salutary or health-promoting perspective. Seven suggestions for counselor stamina are presented and…

  19. A Modularized Counselor-Education Program.

    Science.gov (United States)

    Miller, Thomas V.; Dimattia, Dominic J.

    1978-01-01

    Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut.…

  20. Eating Disorders: The School Counselor's Role.

    Science.gov (United States)

    Omizo, Sharon A.; Omizo, Michael M.

    1992-01-01

    Discusses role of school counselor in providing assistance to students who may be at risk for developing anorexia nervosa and bulimia and students who already display behaviors and physical symptoms of either of these illnesses. Addresses specific concerns regarding intervention strategies used by the school counselor in the student's recovery…

  1. Wellness of Minority Female Counselor Educators

    Science.gov (United States)

    Shillingford, M. Ann; Trice-Black, Shannon; Butler, S. Kent

    2013-01-01

    Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female…

  2. African American Women Counselors, Wellness, and Spirituality

    Science.gov (United States)

    Knowles, Debora; Bryant, Rhonda M.

    2011-01-01

    Given their tremendous professional responsibilities, professional counselors face daunting challenges to remaining healthy and avoiding role stress and overload. This article explores the intersection of race, gender, wellness, and spirituality in the self-care of African American women counselors. The authors give particular attention to…

  3. Role Stress among Practicing School Counselors

    Science.gov (United States)

    Culbreth, John R.; Scarborough, Janna L.; Banks-Johnson, Angela; Solomon, Stacey

    2005-01-01

    Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect…

  4. Supervision Experiences of New Professional School Counselors

    Science.gov (United States)

    Bultsma, Shawn A.

    2012-01-01

    This qualitative study examined the supervision experiences of 11 new professional school counselors. They reported that their supervision experiences were most often administrative in nature; reports of clinical and developmental supervision were limited to participants whose supervisors were licensed as professional counselors. In addition,…

  5. Children of Divorced Parents: A Perceptual Comparison.

    Science.gov (United States)

    Stangeland, Charlotte S.; And Others

    1989-01-01

    Studied the consistency between parent and child responses with respect to the way in which divorced parents reacted since the divorce. Results from self-report questionnaires suggest that a counselor can best assist the child by first assessing the divorce and parental reactions to the divorce. (Author/BH)

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

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

    2015-01-01

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

  8. Bullying Among Tunisian Middle School Students: the Prevalence, Psychosocial Associated Factors and Perceived Involvement of Parents, Teachers and Classmates.

    Science.gov (United States)

    Sahli, Jihene; Mellouli, Menel; El Ghardallou, Meriam; Limam, Manel; Gallas, Mouna; Ammar, Asma; Mtiraoui, Ali; Ajmi, Thouraya Nebli; Zedini, Chekib

    2018-05-05

    Bullying is a serious public health concern remarkably common among youth. Involvement in bullying can lead to deleterious effect on the emotional well-being of pupils. The aim of this study was to assess the prevalence of bullying, its psychosocial associated factors and the perceived involvement of parents, teachers, and classmates to counteract this behavior. A cross-sectional study. We conducted this study in 2015 among a representative multistage sample of 1584 students enrolled in middle schools in the Region of Sousse using the revised Olweus Bully/Victim Questionnaire. It assesses the prevalence of bullying and covers qualitative details of bullying including psychosocial factors and perceived efforts of others to counteract bullying. 11.7% of respondents were classified as pure victims, 7.8% as pure bullies, 3.2% as bully-victims and 75.5% as bystanders. Compared to other groups, the bully-victims were less likely to report a feeling of empathy and liking school. They were more likely to be afraid of being bullied, aggressive and to have fewer friends in the class. Only 30.3% of the victims indicated that they told someone about being bullied. The majority of the middle school students perceived that classmates (54.1%) and teachers (39.5%) did nothing to counteract bullying. Information about bullying is critical and must be gathered before effective intervention is planned. Parents, teachers and students should learn effective ways to handle the bullying problem since the most effective programs are comprehensive targeting students, schools, families and the community.

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

    African Journals Online (AJOL)

    Nekky Umera

    learning of useful knowledge, practical skills and desirable habits within and ... profitable academic goals would not be attainable without an efficient and ... The erroneous notion of teachers as people who stand in front of the .... Page 7 ...

  10. Sex-Role Attitudes of Drug Abuse Treatment Counselors.

    Science.gov (United States)

    Schor, Carole

    1982-01-01

    Examined the sex-role attitude of the drug abuse treatment counselor. Found: 1) male counselors viewed clients of both sexes more negatively; 2) male clients were viewed more negatively by counselors of both sexes; 3) counselors with less education had more negative attitudes; and 4) attitudes differed with treatment program type. (Author/RC)

  11. Clinical Supervision of Substance Abuse Counselors: Current and Preferred Practices.

    Science.gov (United States)

    Culbreth, John R.

    1999-01-01

    Reports on a national survey of substance abuse counselors (N=134) to learn their current and preferred supervision practices. Results suggests that substance abuse counselor are receiving supervision similar to other counselors. No preference was indicated for the sex of the supervisor, nor for the 12-step recovery experience. Counselors did…

  12. School Counselors and Child Abuse Reporting: A National Survey

    Science.gov (United States)

    Bryant, Jill K.

    2009-01-01

    A study was done to investigate school counselors' child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they…

  13. Teaching Children to Care: Engendering Prosocial Behavior through Humanistic Parenting.

    Science.gov (United States)

    Horton-Parker, Radha J.

    1998-01-01

    Focuses on how counselors can help parents understand that parenting styles influence children's behavior. Offers ideas for humanistic parenting to elicit socially desirable outcomes behavior in children. Presents strategies that parents can use to increase the likelihood that young children will develop prosocial behavior and learn to respond to…

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

    Directory of Open Access Journals (Sweden)

    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.

  15. Victimization by Bullying and Attachment to Parents and Teachers among Students Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Klomek, A. Brunstein; Kopelman-Rubin, D.; Al-Yagon, M.; Berkowitz, Ruth; Apter, A.; Mikulincer, M.

    2016-01-01

    This is the first study examining the association between victimization by bullying and attachment to both parents and teachers among students who report Learning Disorders (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). A total of 1,691 seventh- and eighth-grade students in six junior high schools completed questionnaires about…

  16. Preferential Treatment or Unwanted in Mainstream Schools? The Perceptions of Parents and Teachers with Regards to Pupils with Special Educational Needs and Challenging Behaviour

    Science.gov (United States)

    Broomhead, Karen E.

    2013-01-01

    This study explored the perceptions of parents and teachers regarding the differential treatment or stigma experienced by pupils with challenging behaviour--more specifically, those with behavioural, emotional and social difficulties (BESD), as well as children with visible special educational needs (Down's syndrome and/or profound and multiple…

  17. Assessment of the Participation of the Children with a Developmental Coordination Disorder (DCD) : A Review of the Questionnaires Addressed to Parents and/or Teachers

    NARCIS (Netherlands)

    Kaiser, Marie-Laure; Albaret, JM; Cantell, MH

    2015-01-01

    Objective: Children with Developmental Coordination Disorder (DCD) struggle with the activities of daily living which require motor coordination. In order to appreciate the impact of the DCD on the participation, several questionnaires for teachers and/or parents have been developed. The

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

    Science.gov (United States)

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

    2011-01-01

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

  19. Social support from parents, friends, classmates, and teachers in children and adolescents aged 9 to 18 years: who is perceived as most supportive?

    NARCIS (Netherlands)

    Bokhorst, C.L.; Sumter, S.R.; Westenberg, P.M.

    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

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

  2. Psychological Type of Person-Centered Counselors.

    Science.gov (United States)

    Robbins, Mandy; Turley, Joanne

    2016-02-01

    There are various models and approaches to counseling and psychotherapy. Important characteristics of therapists include psychological type. This study aimed to investigate the psychological type profile of person-centered counselors. The psychological type of 85 counselors (63 women, 22 men) was measured with the Francis Psychological Type Scales (FPTS). Results indicate that the FPTS can reliably measure psychological type among counselors, and the most common psychological type was introvert, intuitive, feeling, and judging (INFJ). The relation of these psychological types with a person-centered approach is further discussed.

  3. Former substance users working as counselors

    DEFF Research Database (Denmark)

    Hecksher, Dorte

    2007-01-01

    All helping professionals risk participation in "dual relationships". But in the case of former substance users working as counselors, specific dilemmas and problems are accentuated. A qualitative analysis highlights some of the ethical and personal dilemmas faced by these counselors. The data...... is derived from an interview study initiated in 2000 in Denmark on former substance users with 4 -8 years of abstinence. Through an analysis of interview data from a larger group of former substance users, it became evident that those working as counselors experienced specific dilemmas and problems...

  4. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  5. Attitudes towards Schooling among Pupils, Parents and Teachers: What Has Changed over the Six Years in Vukovar?

    Directory of Open Access Journals (Sweden)

    Dinka Čorkalo Biruški

    2008-09-01

    Full Text Available The year 2007 marked the 10th anniversary of the Erdut Agreement, which, among other issues, regulated the rights of the Serbian minority in the Croatian Danube region to education in their mother tongue and the Cyrillic script. In practice, this agreement separates the children in schools according to the ethnic principle, so that Croatian and Serbian children attend separate educational programs, thus preventing their interethnic contact also in a school which is their everyday environment. At the same time, the city of Vukovar has become an ethnically divided community in which out-of-school contacts among children are not encouraged either. The objective of this study is to compare attitudes towards several aspects of education in Vukovar that were assessed twice, in 2001 and 2007. In the first study, 718 pupils in the 6th and 8th grades of elementary school, and the 2nd grade of secondary schools participated, together with 953 parents and 113 teachers lecturing on the so-called “national group of subjects”. The children attended the educational program either in the Croatian or in the Serbian language. In the follow-up study, 703 pupils of the same age participated, with an additional sample of pupils from the 1st grade of secondary school, and a total of 849 parents and 88 teachers. Attitudes towards school integration, out-of-school social integration of children, multiculturalism and assimilation of minorities were assessed, as well as preferences for the three options in which the education of ethnic minorities in Croatia can be organized. The results showed small but consistent and statistically significant convergence over the period of six years in attitudes of the majority and the minority groups regarding some aspects of education and out-of-school relations. The implications of separated schooling of children in Vukovar for current and future inter-ethnic relations in the community are discussed.

  6. Facilitating Intercultural Communication in Parent-Teacher Conferences: Lessons from Child Translators

    Science.gov (United States)

    Garcia-Sanchez, Inmaculada M.; Orellana, Marjorie Faulstich; Hopkins, Megan

    2011-01-01

    Maria was a fifth grade student when the authors met her in a study of immigrant child-language brokers. Her family immigrated from a farming community in Mexico to a Chicago suburb where there were limited bilingual resources. Maria's mother did not speak fluent English, and Maria's teachers did not speak Spanish, so Maria often served as a…

  7. Science Adjustment, Parental and Teacher Autonomy Support and the Cognitive Orientation of Science Students

    Science.gov (United States)

    Jungert, Tomas; Koestner, Richard

    2015-01-01

    Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents…

  8. "Minecraft," Teachers, Parents, and Learning: What They Need to Know and Understand

    Science.gov (United States)

    Ellison, Tisha Lewis; Evans, Jessica N.

    2016-01-01

    This article explores six effective principles for teachers to use to understand and apply "Minecraft" in today's classrooms. Video games have become one of the fastest growing forms of media for youth and adult consumers. "Minecraft," a multiplayer online game (MOG), is one of the most popular video games to date. By allowing…

  9. "Teachers Should Be like Second Parents": Affectivity, Schooling and Poverty in Mexico

    Science.gov (United States)

    Blasco, Maribel

    2004-01-01

    The paper highlights the importance of affectivity in school retention in public secondary schools in Guadalajara, Mexico, in a socioeconomic context where the students themselves often decide whether to stay in school or to drop out. In such contexts, students' feelings towards the school and the teachers can become crucial in deciding whether to…

  10. Cultural Variations in Parents and Teachers Perceptions of Special Education Collaboration in USA and Egypt

    Science.gov (United States)

    Fayed, Gamal A.

    2011-01-01

    Schools and classrooms require an active effort to create and welcome the diverse cultures of their students and families. Many students may question others as peers who come from other cultures and speak other language, wear different clothes, and different customs. The teachers of special education can help student overcome these attitudes by…

  11. Parents' and Teachers' Opinions of Preschool Children's Social Problem-Solving and Behavioural Problems

    Science.gov (United States)

    Kasik, László; Gál, Zita

    2016-01-01

    The aim of our study was to shed light on (1) what Hungarian mothers, fathers and teachers of 4-6-year-olds think of these children's social problem-solving (SPS) and their difficulties in terms of problem-solving, adaptability and prosocial behaviour; (2) studying any correlation between the examined aspects and (3) the connection between one's…

  12. (Re)Considering Normal: Queering Social Norms for Parents and Teachers

    Science.gov (United States)

    Bower, Laura; Klecka, Cari

    2009-01-01

    Recent debates regarding same-sex marriage and gay and lesbian adoption highlight the role of schools as sociopolitical institutions. Accordingly, teachers operating within social norms have considerable influence through their interactions with students and their families. Previous research points to lesbian, gay, bisexual, and transgender (LGBT)…

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

    Science.gov (United States)

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

    2017-08-17

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

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

    Science.gov (United States)

    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

  15. Parental involvement

    Directory of Open Access Journals (Sweden)

    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.

  16. Children's Fears of War and Terrorism: A Resource for Teachers and Parents.

    Science.gov (United States)

    Moses, Lisa F.; Aldridge, Jerry; Cellitti, Anarella; McCorquodale, Gwenyth

    Noting that children in every corner of the planet are affected by war or the threat of war, this booklet for parents and early childhood educators provides an introduction to children's fears concerning armed conflict and terrorist attacks and offers strategies for helping children work through their fears. The chapters are as follows: (1)…

  17. Latina Adolescent Suicide Ideations and Attempts: Associations with Connectedness to Parents, Peers, and Teachers

    Science.gov (United States)

    De Luca, Susan M.; Wyman, Peter; Warren, Keith

    2012-01-01

    Associations between suicidal behavior and social-ecological variables were examined among 1,618 Latina high school students (mean age = 15) from the nationally representative Add Health sample (68% were U.S.-born). Ideations were associated with having a suicidal friend, lower perceived father support, and overall parental caring. Attempts were…

  18. Invisible Perceptions: Understanding the Perceptions of University Tutors towards Trainee Teachers with Parental Responsibilities

    Science.gov (United States)

    Murtagh, Lisa

    2017-01-01

    In recent decades, Higher Education has undoubtedly changed giving rise to an increasingly diverse student population. However, there has been only limited research on students with parental responsibilities. When they are considered, this is often in a somewhat pejorative way. The challenges faced by such trainees are often invisible. This paper…

  19. Pervasive Developmental Disorder: Client-Centered Approach. A Guide for Parents and Teachers.

    Science.gov (United States)

    Stewart, Bonnie C.

    This guide to pervasive developmental disorder (PDD) or autistic spectrum disorder (ASD) first provides a review of the literature on defining characteristics of PDD/ASD, causes of PDD, and diagnosis of PDD. Review of intervention and treatment comprises the major portion of the paper. After briefly considering parent education, this section…

  20. Child, Teacher and Parent Perceptions of the FRIENDS Classroom-Based Universal Anxiety Prevention Programme: A Qualitative Study.

    Science.gov (United States)

    Skryabina, Elena; Morris, Joanna; Byrne, Danielle; Harkin, Nicola; Rook, Sarah; Stallard, Paul

    2016-01-01

    School-based mental health prevention programmes can be effective but their adoption within schools will depend on their social acceptability. We report a qualitative evaluation summarising the views of children (115), parents (20) and school staff (47) about a universal school-based anxiety prevention programme FRIENDS. This study was conducted as part of a large scale randomised controlled trial ( n  = 1362) involving 40 schools in the UK providing primary education to children aged 7-11. Reported overall experience of the programme was very positive, with all three major components of the cognitive behaviour therapy programme (emotional, cognitive, and behavioural) being accepted well and understood by children. The programme was considered to be enjoyable and valuable in teaching children important skills, particularly emotional regulation and coping. Children provided examples of using the skills learned during FRIENDS to manage their emotions and solve problems. However, teachers were concerned that the programme overlapped with the current school curriculum, required additional time and almost half were unable to identify any tangible changes in the children's behaviour. Whilst this paper provides evidence to support the social validity of the FRIENDS anxiety prevention programme, the concerns raised by teachers question the longer-term sustainability of the programme.

  1. Sexuality and Aging: An Overview for Counselors.

    Science.gov (United States)

    Capuzzi, Dave

    1982-01-01

    Discusses male and female sexual response in aging adults. Describes common medical problems and their relationship to sexuality in older adults. Considers common surgeries including hysterectomy, mastectomy, and prostatectomy and sexuality in older adults. Discusses implications for counselors. (RC)

  2. A Counselor's Primer on Postpartum Depression.

    Science.gov (United States)

    Pfost, Karen S.; And Others

    1990-01-01

    Notes that women are particularly vulnerable to depression during the postpartum period. Distinguishes postpartum depression from normal postpartum adjustment, postpartum blues, and postpartum psychosis. Describes biological, psychodynamic, and diathesis-stress perspectives on postpartum depression. Encourages counselors to fashion individualized…

  3. Synergistic Man: Outcome Model for Counselors

    Science.gov (United States)

    Rousseve, Ronald J.

    1973-01-01

    Drawing on the insights of Ruth Benedict and Abraham Maslow in their search for an ethical gauge by which to rate personal-social health, this article proposes synergistic man'' as the desired outcome model for counselors. (Author)

  4. Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…

  5. Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

  6. THE IMPACT OF EGO STATES OF PARENT, ADULT AND CHILD ON THE PROFESSIONAL CHOICE OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Denitsa Alipieva

    2017-09-01

    Full Text Available The article uses an empirical approach examining the role of ego-states in the choice of pedagogical professionals 174 students were involved in the study that aims to show the discrepancies of the states of Parent, Child and Adolescence for choice of speciality and future work. The study subjects were provided with a Transactional Analysis Questionnaire (TAQ, 2014 and Thomas – Killman Conflict Mode Instrument (TKI, 1974.

  7. A national survey of genetic counselors' personal values.

    Science.gov (United States)

    Pirzadeh, Sara M; McCarthy Veach, Patricia; Bartels, Dianne M; Kao, Juihsien; Leroy, Bonnie S

    2007-12-01

    Personal values are motivational sources for an individual's actions [Hitlin and Piliavin (Annual Review of Sociology 30:359-393, 2004)]. Genetic counselors' values may influence their behaviors in clinical practice, but a profile of their personal values has not been identified empirically. In this study, 292 genetic counselors completed the Schwartz Universal Values Questionnaire (SUVQ; Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 1-65). Boston, MA: Academic.), a widely used measure of value types, and provided information about their demographic characteristics. Results indicate that respondents highly valued benevolence, self-direction, achievement, and universalism indicating a strong pattern of concern for the welfare of others. They placed considerably less value on stimulation, tradition, and power, which reflect personal interests. Respondents who reported practicing a religion scored significantly lower on stimulation and hedonism and higher on tradition and spirituality than those not practicing; married respondents and parents scored significantly lower on stimulation and achievement; and males scored higher on power than females. The value types are described, and training and research recommendations are provided.

  8. Genetic Counselors in Startup Companies: Redefining the Genetic Counselor Role.

    Science.gov (United States)

    Rabideau, Marina M; Wong, Kenny; Gordon, Erynn S; Ryan, Lauren

    2016-08-01

    Genetic counselors (GCs) have recently begun moving into non-clinic based roles in increasing numbers. A relatively new role for GCs is working for startup companies. Startups are newly established companies in the phase of developing and researching new scalable businesses. This article explores the experiences of four GCs working at different startup companies and aims to provide resources for GCs interested in learning more about these types of roles. The article describes startup culture, including a relatively flat organizational structure, quick product iterations, and flexibility, among other unique cultural characteristics. Financial considerations are described, including how to understand and evaluate a company's financial status, along with a brief explanation of alternate forms of compensation including stock options and equity. Specifically, the article details the uncertainties and rewards of working in a fast-paced startup environment that affords opportunities to try new roles and use the genetic counseling skill set in new ways. This article aims to aid GCs in determining whether a startup environment would be a good fit, learning how to evaluate a specific startup, and understanding how to market themselves for positions at startups.

  9. Parenting Roles and the College Decision

    Science.gov (United States)

    Strop, Jean

    2011-01-01

    Both parents and students bring their own styles into the college selection process. Counselors who are aware of the characteristics of these styles can best help students when selecting appropriate schools. This article discusses parental approaches to choosing a college. To assure good decisions, educators need to take a more active, systematic…

  10. 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...

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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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.

  13. How School Counselors Make a World of Difference

    Science.gov (United States)

    O'Connor, Patrick J.

    2018-01-01

    School counselors play a key role in promoting students' academic achievement, social and emotional development, and college and career readiness. The author reviews the research on counselors' work in these areas and discusses how schools can ensure that their counselors are better able to succeed in supporting students.

  14. Effects of Order of Presentation on Perceptions of the Counselor.

    Science.gov (United States)

    Newman, Jody L.; Fuqua, Dale R.

    1992-01-01

    Examined whether order in which two counselors were presented on videotape would affect ratings of their performances. Seventy subjects viewed and rated counseling interviews conducted by Carl Rogers and Everett Shostrom. Groups differed only in order of presentation of counselors. Found that order in which counselors were evaluated significantly…

  15. Four Critical Domains of Accountability for School Counselors

    Science.gov (United States)

    Bemak, Fred; Willians, Joseph M.; Chung, Rita Chi-Ying

    2015-01-01

    Despite recognition of accountability for school counselors, no clear set of interrelated performance measures exists to guide school counselors in collecting and evaluating data that relates to student academic success. This article outlines four critical domains of accountability for school counselors (i.e., grades, attendance, disciplinary…

  16. Rehabilitation Counselor Education and the New Code of Ethics

    Science.gov (United States)

    Glosoff, Harriet L.; Cottone, R. Rocco

    2010-01-01

    The purpose of this article is to discuss recent changes in the Commission on Rehabilitation Counselor Certification "Code of Professional Ethics for Rehabilitation Counselors", effective January 1, 2010, that are most relevant to rehabilitation counselor educators. The authors provide a brief overview of these key changes along with implications…

  17. Reported Work Emphasis of Effective and Ineffective Counselors.

    Science.gov (United States)

    Wiggins, James D.; Mickle-Askin, Kathleen

    1980-01-01

    A study of counselors in four states showed correlations between personality characteristics and job performance. Counselors rated effective emphasized individual counseling and career work and said they closely follow a theory. They also spent more time on follow-up and consultation than ineffective counselors. (JAC)

  18. 13 CFR 105.402 - Standards of Conduct Counselors.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Standards of Conduct Counselors. 105.402 Section 105.402 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION STANDARDS OF... Conduct Counselors. (a) The SBA Standards of Conduct Counselor is the Designated Agency Ethics Official...

  19. The Relationship of Counselor Attitudes to Training and Experience.

    Science.gov (United States)

    Lambert, Michael J.; Finley, Robert E.

    The Test of Counselor Attitudes (Porter) was administered to five groups representing different levels of counselor training and experience. Significant differences were found between the groups on all five of the counselor attitudes meased: (1) evaluative; (2) interpretive; (3) understanding; (4) supportive; and (5) probing. As students receive…

  20. School Counselor Technology Use and School-Family-Community Partnerships

    Science.gov (United States)

    Cronin, Sarah; Ohrtman, Marguerite; Colton, Emily; Crouse, Brita; Depuydt, Jessica; Merwin, Camille; Rinn, Megan

    2018-01-01

    Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School…

  1. 76 FR 80741 - TRICARE: Certified Mental Health Counselors

    Science.gov (United States)

    2011-12-27

    ...] TRICARE: Certified Mental Health Counselors AGENCY: Office of the Secretary, Department of Defense. ACTION... would allow licensed or certified mental health counselors to be able to independently provide care to... mental health counselors (CMHCs), who will be authorized to practice independently under TRICARE. During...

  2. Becoming Counselors through Growth and Learning: The Entry Transition Process

    Science.gov (United States)

    Wagner, Holly H.; Hill, Nicole R.

    2015-01-01

    This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and…

  3. 12 CFR 367.16 - Ethics Counselor decisions.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Ethics Counselor decisions. 367.16 Section 367... POLICY SUSPENSION AND EXCLUSION OF CONTRACTOR AND TERMINATION OF CONTRACTS § 367.16 Ethics Counselor... disputed material facts, the Ethics Counselor shall base the decision on the facts as found, together with...

  4. Importance of an Effective Principal-Counselor Relationship

    Science.gov (United States)

    Edwards, LaWanda; Grace, Ronald; King, Gwendolyn

    2014-01-01

    An effective relationship between the principal and school counselor is essential when improving student achievement. To have an effective relationship, there must be communication, trust and respect, leadership, and collaborative planning between the principal and school counselor (College Board, 2011). Principals and school counselors are both…

  5. Counselor-Subject Sex Variables in Systematic Desensitization

    Science.gov (United States)

    Geer, Carol A.; Hurst, James C.

    1976-01-01

    A Sex of Subject x Sex of Counselor interaction in the desensitization of test anxiety among 44 college students suggested consideration of the sex variable. Results showed significant treatment effects by both male and female counselors and a significant interaction effect by the male counselor with female subjects. (Author)

  6. Beginning Counselor Educators' Experiences Developing a Research Agenda

    Science.gov (United States)

    Wilde, Brandon J.

    2010-01-01

    To date, counselor education literature is narrow in the accounts of counselor educators' experiences as active scholars (Hill, 2004). Consequently, there is little research accounting for the experience of developing a research agenda for counselor educators during their initial faculty appointment. Hermeneutic, phenomenological methodology was…

  7. Occupational Stress within the Counseling Profession: Implications for Counselor Training.

    Science.gov (United States)

    Sowa, Claudia J., And Others

    1994-01-01

    Describes investigation examining relationship between perceived levels of occupational stress and personal strain and coping resources among counselors. Results indicate counselors with higher levels of perceived occupational stress report significantly greater personal strain and fewer coping resources than do counselors perceiving lower levels…

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

    Science.gov (United States)

    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.

  9. 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

    Directory of Open Access Journals (Sweden)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Development of a reliable, valid measure to assess parents' and teachers' understanding of postural care for children with physical disabilities: the (UKC PostCarD) questionnaire.

    Science.gov (United States)

    Hotham, S; Hutton, E; Hamilton-West, K E

    2015-11-01

    Previous research has highlighted lack of knowledge, understanding and confidence among parents and teachers responsible for the postural care of children with physical disability. Interventions designed to improve these qualities require a reliable and validated tool to assess pre- and post-intervention levels. Currently, however, no validated measure of postural care confidence (i.e. self-efficacy) exists. Hence, the aim of this research was to develop a reliable and valid questionnaire to assess parents' and teachers' confidence, alongside knowledge and understanding of postural care - the Understanding Knowledge and Confidence in providing POSTural CARe for children with Disabilities (UKC PostCarD) questionnaire. Items were developed by a multidisciplinary team and designed to map onto the content of 'An A-to-Z of Postural Care'. Parents, teachers and therapists assessed items for face validity. Scale reliability was then assessed using Cronbach's alpha and known-group validity was assessed by comparing scores of an 'expert' group (physiotherapists and occupational therapists) with those of a 'non-expert' group (with no formal training in postural care). The total scale and all three subscales (understanding and knowledge, confidence and concerns) demonstrated adequate reliability (α > 0.83) and subscale correlations formed a logical pattern (understanding and knowledge correlated positively with confidence and negatively with concerns). Experts' (n = 111) scores were higher than non-experts' (n = 79) for the total scale and all subscales (P children with disabilities. © 2015 John Wiley & Sons Ltd.

  12. 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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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.

  14. Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysis

    Directory of Open Access Journals (Sweden)

    Muhammad Tariq Bhatti

    2011-12-01

    Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.

  15. Attention deficit/hyperactivity disorder blame game: a study on the positioning of professionals, teachers and parents.

    Science.gov (United States)

    Frigerio, Alessandra; Montali, Lorenzo; Fine, Michelle

    2013-11-01

    Attention deficit/hyperactivity disorder is currently the most debated childhood psychiatric diagnosis. Given the circulation of competing perspectives about the 'real' causes of children's behaviour and the 'best' way to treat them, we aim to analyse the interactions of the central social actors' discourses about attention deficit/hyperactivity disorder children within the Italian context. Adopting a multi-method approach, we focus on the polyphonic chorus of voices surrounding the child, studying the discourses of mental health professionals, teachers and parents. These actors are representative of three contexts that are deeply engaged with attention deficit/hyperactivity disorder: medical institutions, schools and families. Our theoretical and methodological approach integrates positioning theory, the Bakhtinian notion of dialogical thinking and discourse analysis to study stakeholders' reflexive and interactive positioning in terms of the attribution of rights, duties, responsibilities and power issues. The results show that mutual blame is a constitutive element of relational dynamics among the key adults surrounding attention deficit/hyperactivity disorder children. We argue that these conflicting relationships are not merely related to the debate regarding the validity of the attention deficit/hyperactivity disorder diagnosis. Rather, the mutual blame centres on questions of compliance, recognition of authority and morality. Through the blame game, adults negotiate their own and others' subjectivity in ways that simultaneously (re)produce power relationships and resistance efforts.

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

    Science.gov (United States)

    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.

  17. The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

    Science.gov (United States)

    Brown, Carleton H.; Olivárez, Artura, Jr.; DeKruyf, Loraine

    2018-01-01

    Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from…

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

    Science.gov (United States)

    Lipscomb, Kecia O.

    2015-01-01

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

  19. Parental Involvement in Education.

    Science.gov (United States)

    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)

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

    Science.gov (United States)

    Kocayörük, Ercan; Şimşek, Ömer Faruk

    2016-01-01

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

  1. Counsellor Use of the Adlerian-Dreikurs Approach with Parents in the School Setting.

    Science.gov (United States)

    Van Hesteren, Frank

    1979-01-01

    Involvement with parents constitutes an important dimension of the elementary school counselor's role. The Adlerian-Dreikurs approach is described in terms of its underlying theory and the means by which it can be implemented by school counselors. Certain advantages of using the approach in the schools are also discussed. (Author)

  2. 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

    Directory of Open Access Journals (Sweden)

    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.

  3. 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

    Directory of Open Access Journals (Sweden)

    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.

  4. 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

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

    Directory of Open Access Journals (Sweden)

    Eulalia Torrubia Balagué

    2017-07-01

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

  6. Teacher Centers and Advisory Work. A Panel Discussion.

    Science.gov (United States)

    Apelman, Maja; And Others

    Highlights of a panel discussion on advisory work and how it relates to teacher centers and inservice education programs are contained in this transcript. The role of an advisor in a teacher center is to act as a helper, counselor, confidant, and supportive professional to teachers who seek their services. An important function of the advisor is…

  7. School Counselors: A Review of Contemporary Issues

    Science.gov (United States)

    Bain, Steve F.

    2012-01-01

    This article seeks to review the topic of school counselors and the contemporary issues surrounding this profession. An introduction to the profession and overview of its history provides a comprehensive basis on which to understand today's school counseling profession. An examination of contemporary themes of school counseling will include job…

  8. VISION: A Model of Culture for Counselors.

    Science.gov (United States)

    Baber, W. Lorenzo; Garrett, Michael T.; Holcomb-McCoy, Cheryl

    1997-01-01

    Culture as a group phenomenon versus the need of counselors to work with the individual is addressed. The VISION model of culture, which accounts for within-group and between-group differences, the disappearance of groups, and the emergence of new ones, is presented. Two examples of multicultural interventions are reported. (Author/EMK)

  9. Teaching Resiliency Theory to Substance Abuse Counselors

    Science.gov (United States)

    Ward, Kelly

    2003-01-01

    Resiliency is the ability to cope in the face of adversity. One protective factor that promotes resiliency in substance-abusing dysfunctional families is family rituals and traditions. Social workers and substance abuse counselors can teach family members how to instill resiliency in their families and themselves through rituals and traditions. To…

  10. Narrative Counseling for Professional School Counselors

    Science.gov (United States)

    Nafziger, Jacinta; DeKruyf, Lorraine

    2013-01-01

    This article introduces narrative counseling concepts and techniques for professional school counselors. The authors provide a case study of narrative school counseling with an elementary student struggling with selective mutism. Examples also demonstrate how a narrative approach could be used at elementary, middle, and high school levels within…

  11. [Chicano Counselor Training: Curriculum and Beyond Curriculum].

    Science.gov (United States)

    Aleman, Ramon

    The particulars of the evolved curriculum and how the training has evolved around the change-agent concept are stressed in this presentation. The measure of success achieved in attempting to influence the staff and course of studies of the regular guidance department is also emphasized. The curriculum of this counselor training institute has, from…

  12. Wellness of Counselor Educators: An Initial Look

    Science.gov (United States)

    Wester, Kelly L.; Trepal, Heather C.; Myers, Jane E.

    2009-01-01

    This study with 180 counselor educators showed that, overall, educators appeared to have high levels of wellness. However, differences related to academic rank, children in the home, gender, and marital status were found. Perceived stress and number of children were found to have a negative impact on wellness. Implications for wellness are…

  13. When Couples Divorce: Issues for Counselors.

    Science.gov (United States)

    Chambliss, Catherine

    Couples counseling is about both saving and optimally ending relationships. Some of the factors affecting the counselor's role in couples therapy are addressed in this paper. It opens with a listing of the objectives of counseling, such as the need to remain neutral. Some of the societal influences on divorce rate are discussed, along with…

  14. School Counselors: Untapped Resources for Safe Schools.

    Science.gov (United States)

    Callahan, Connie J.

    2000-01-01

    Principals should consider redirecting school counselors' responsibilities to include directing safe-school teams; establishing networks to identify at-risk students and violent behavior signs; developing conflict-resolution activities; assessing and counseling misbehaving students; devising crisis- management plans; and helping staff predict and…

  15. An Examination of New Counselor Mentor Programs

    Science.gov (United States)

    Bass, Erin; Gardner, Lauren; Onwukaeme, Chika; Revere, Dawn; Shepherd, Denise; Parrish, Mark S.

    2013-01-01

    An analysis of current new counselor mentor programs reveals the need for such programs, but information regarding established programs is limited. A review of the literature addresses program characteristics and data obtained from existing mentor program participants. An overview of four programs explaining the framework outlined for mentoring…

  16. School Counselors' Experiential Training in Group Work

    Science.gov (United States)

    Bore, Samuel K.; Armstrong, Stephen A.; Womack, Ashley

    2010-01-01

    School counselors' perceptions of the efficacy and satisfaction of their experiential training in group work were investigated. An exploratory factor analysis (n = 304) revealed four salient factors: leader characteristics, leader responsibilities, child/adolescent group leadership and adult group leadership. A majority of participants indicated…

  17. School Counselors' Role in Dating Violence Intervention

    Science.gov (United States)

    Craigen, Laurie M.; Sikes, April; Healey, Amanda; Hays, Danica

    2009-01-01

    Dating violence among adolescents is a major public health concern. The purpose of this paper is to examine five factors of which school counselors must be aware in order to recognize, intervene, and report incidence of dating violence. These factors are (a) understanding the diverse definitions of dating violence, (b) recognizing dating violence…

  18. The State and Level of Involvement among Jordanian Kindergarten Parents and Its Relationship to Teachers' Efforts of Outreach

    Science.gov (United States)

    Fayez, Merfat; Sabah, Saed A.; Rudwan, Enaam Abu

    2011-01-01

    This study explored both the school- and home-based involvement practices of parents of children attending kindergarten in the city of Zarqa, Jordan. The study also examined the effect of some selected parental demographic variables (i.e. socioeconomic levels and levels of education) on parent involvement and the relationship between kindergarten…

  19. Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort

    Science.gov (United States)

    Nowicki, Stephen; Gregory, Steven; Ellis, Genette L.; Iles-Caven, Yasmin; Golding, Jean

    2018-01-01

    The purpose of the present study was to examine whether parents’ locus of control (LOC) obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8) and 6 (ages 10–11). A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed. PMID:29479332

  20. Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort

    Directory of Open Access Journals (Sweden)

    Stephen Nowicki

    2018-02-01

    Full Text Available The purpose of the present study was to examine whether parents’ locus of control (LOC obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8 and 6 (ages 10–11. A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed.