WorldWideScience

Sample records for school administrators parents

  1. Soliciting Support for the American Public School: A Guide To Inform Administration and Educate Parents.

    Science.gov (United States)

    Nelson, Jeannette; Karr-Kidwell, PJ

    While teachers, administrators, and their schools are constantly being bombarded with demands for excellence, little attention has been paid to the role of parents to achieve high levels of learning with their children. An area of concern is the modeling parents can provide by placing high value on learning. Parents must become knowledgeable about…

  2. 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…

  3. 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…

  4. Perceptions and experiences of adolescents, parents and school administrators regarding adolescent-parent communication on sexual and reproductive health issues in urban and rural Uganda.

    Science.gov (United States)

    Muhwezi, Wilson Winstons; Katahoire, Anne Ruhweza; Banura, Cecily; Mugooda, Herbert; Kwesiga, Doris; Bastien, Sheri; Klepp, Knut-Inge

    2015-11-30

    Evidence suggests that in spite of some adolescents being sexually active, many parents do not discuss sex-related issues with them due to lack of age-appropriate respectful vocabulary and skills. The likelihood of parent-adolescent communication improving sexual and reproductive health outcomes appears plausible. The desire to understand parent-adolescent communication and how to improve it for promotion of healthy sexual behaviours inspired this research. The paper is meant to describe perceptions of adolescents, parents and school administrators about parent-adolescent communication on sexual issues; describe the content of such communication and identify factors that influence this communication. The study was done among two urban and two rural secondary school students in their second year of education. Data were collected from 11 focus group discussions and 10 key Informants Interviews. Data management, analysis and interpretation followed thematic analysis principles. Illuminating verbatim quotations are used to illustrate findings. Parental warmth and acceptability of children was perceived by parents to be foundational for a healthy adolescent- parent communication. Perceptions of adolescents tended to point to more open and frequent communication with mothers than fathers and to cordial relationships with mothers. Fathers were perceived by adolescents to be strict, intimidating, unapproachable and unavailable. While adolescents tended to generally discuss sexual issues with mothers, male adolescents communicated less with anyone on sex, relationships and condoms. Much of the parent-adolescent communication was perceived to focus on sexually transmitted infections and body changes. Discussions of sex and dating with adolescents were perceived to be rare. Common triggers of sexuality discussions with female adolescents were; onset of menstruation and perceived abortion in the neighbourhood. Discussion with male adolescents, if it occurred was perceived to

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

    Science.gov (United States)

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

    2014-09-01

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

  6. Collaboration and Conflict: Insights regarding Reducing Barriers to Participation through a Survey Study of Parents and School Administrators during Special Education Planning

    Science.gov (United States)

    Tucker, Vanessa E.

    2009-01-01

    Parents and school administrators are both stakeholders in the IEP (Individualized Education Plan) process. While the inclusion of parents in the process as full members is mandated by IDEA 2004 there remains a growing problem of conflict within this process. Research has reviewed the process of conflict during the IEP meeting and other…

  7. Determinants of Parent Involvement in Romanian Schools

    Directory of Open Access Journals (Sweden)

    Diana Damean

    2010-12-01

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

  8. Parents and School

    NARCIS (Netherlands)

    Ria Vogels

    2002-01-01

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

  9. Parental Involvement in Norwegian Schools

    Science.gov (United States)

    Paulsen, Jan Merok

    2012-01-01

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

  10. 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…

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

    Science.gov (United States)

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

    2014-01-01

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

  12. Ethical Dilemmas for School Administrators

    Science.gov (United States)

    Denig, Stephen J.; Quinn, Terrence

    2001-01-01

    Schools are ethical organizations. The daily schedule of educational administrators is filled with ethical dilemmas and moral decisions. As reflective practitioners, school leaders know that the decisions that are made and the values that underlie those decisions are filled with moral implications for the entire school community. In this paper,…

  13. Managing Food Allergies at School: School Administrators

    Centers for Disease Control (CDC) Podcasts

    This podcast highlights the importance of ensuring that comprehensive school plans are in place to manage food allergies. It also identifies some key actions school administrators can take to support students with food allergies, and highlights CDC food allergy resources for schools.

  14. Parental Schooling and Child Development

    DEFF Research Database (Denmark)

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

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

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

    Science.gov (United States)

    Burns, Christine W.; Brassard, Marla R.

    1982-01-01

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

  16. Financial Management in School Administration.

    Science.gov (United States)

    Tronc, Keith, Ed.

    Because Australian school principals are being given increasing autonomy, knowledge of basic accounting principles and skill in elementary financial management are becoming more necessary. This book attempts to supply school administrators with information needed to handle new accounting duties and to lay a foundation for future fuller involvement…

  17. Principals' Values in School Administration

    Science.gov (United States)

    Aslanargun, Engin

    2012-01-01

    School administration is value driven area depending on the emotions, cultures, and human values as well as technique and structure. Over the long years, educational administration throughout the world have experienced the influence of logical positivism that is based on rational techniques more than philosophical consideration, ignored values and…

  18. Managing Food Allergies at School: School Administrators

    Centers for Disease Control (CDC) Podcasts

    2015-01-15

    This podcast highlights the importance of ensuring that comprehensive school plans are in place to manage food allergies. It also identifies some key actions school administrators can take to support students with food allergies, and highlights CDC food allergy resources for schools.  Created: 1/15/2015 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 1/15/2015.

  19. Determinants of Parent Involvement in Romanian Schools

    OpenAIRE

    Diana Damean

    2010-01-01

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

  20. 34 CFR 303.422 - Parent rights in administrative proceedings.

    Science.gov (United States)

    2010-07-01

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

  1. The Intergenerational Transmission of Parental Schooling and Child Development

    DEFF Research Database (Denmark)

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

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

  2. Parent-School Councils in Beijing, China

    Science.gov (United States)

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

    2011-01-01

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

  3. Leading People, Managing Processes: School Business Administrators in the 21st Century.

    Science.gov (United States)

    DiBella, Cecilia M.

    1999-01-01

    School business administrators must be both business managers and educators. As the school district's chief financial officer, the school business administrator must have strong communication and interpersonal skills. Spheres of involvement include working with school staff, parents, the district office, town officials and committees, vendors, and…

  4. Family Perceptions of Medication Administration at School: Errors, Risk Factors, and Consequences

    Science.gov (United States)

    Clay, Daniel; Farris, Karen; McCarthy, Ann Marie; Kelly, Michael W.; Howarth, Robyn

    2008-01-01

    Medications are administered every day in schools across the country. Researchers and clinicians have studied school nurses' and educators' experiences with medication administration, but not the experiences of children or their parents. This study examined medication administration from the child and parent perspectives to (a) determine problems…

  5. Considering Mediation for Special Education Disputes: A School Administrator's Perspective.

    Science.gov (United States)

    Bar-Lev, Nissan B.; Neustadt, Sam; Peter, Marshall

    This pamphlet describes, from an administrators perspective, the advantages and disadvantages of mediation to solve special education disputes between parents and schools. It first notes mediation requirements under the 1997 reauthorization of the Individuals with Disabilities Act whenever a due process hearing has been requested, as well as…

  6. Can We Teach Parenting in Our Schools?

    Science.gov (United States)

    Noddings, Nel

    2014-01-01

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

  7. Educational Malpractice and Academic Negligence in Private Schools: Legal Implications for School Administrators

    Science.gov (United States)

    Hassan, Saman

    2009-01-01

    The current litigious climate in the United States has resulted in a notably high frequency of lawsuits being filed against the educational system. School administrators are routinely named in lawsuits filed by disgruntled parents and students against schools and their governing bodies. This dissertation reviewed litigious actions in both public…

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

    DEFF Research Database (Denmark)

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

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

  9. School Administrators Can Make a Difference.

    Science.gov (United States)

    Geske, Terry G.

    1981-01-01

    To help administrators improve school efficiency in a time of financial constraints, this document reviews research on school productivity, points out possible improvements suggested by the research, and discusses several problems in measuring school costs and effectiveness. The author first explains the analytical concepts of school productivity,…

  10. Title I Middle School Administrators' Beliefs and Choices about Using Corporal Punishment and Exclusionary Discipline

    Science.gov (United States)

    Kennedy, Brianna L.; Murphy, Amy S.; Jordan, Adam

    2017-01-01

    This grounded theory study of how Title I middle school administrators determine students' punishments was developed using interviews with 27 Florida administrators from schools allowing corporal punishment. Administrators' choices were shaped by their upbringings, their experiences as parents, their job requirements, the expectations of students'…

  11. Teacher and Administrator Perceptions of Bullying In Schools

    Directory of Open Access Journals (Sweden)

    Tom D. Kennedy

    2012-09-01

    Full Text Available The primary aim of this study was to explore the differences between teacher and administrator perceptions of bullying. Data were collected from 139 practicing educators and administrators who completed a survey regarding their perceptions of bullying in schools. Mann Whitney U tests were conducted to determine if perceptions of bullying varied with occupation and gender. Bonferroni adjustments were made for the multiple pairwise comparisons. There were statistically significant differences between the perceptions of teachers and administrators regarding their role in bullying prevention. Teachers felt more strongly that educators played an important role in bullying prevention; however, administrators felt more comfortable communicating with the parents of bullying victims. Interestingly, teachers were significantly more likely than administrators to perceive a need for increased bullying prevention training. Significant gender differences concerning the inclusion of bullying prevention in school curriculum were also found.

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

    Science.gov (United States)

    Nash, Edna M.

    1979-01-01

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

  13. 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…

  14. The Change to Administrative Computing in Schools.

    Science.gov (United States)

    Brown, Daniel J.

    1984-01-01

    Describes a study of the process of school office automation which focuses on personnel reactions to administrative computing, what users view as advantages and disadvantages of the automation, perceived barriers and facilitators of the change to automation, school personnel view of long term effects, and implications for school computer policy.…

  15. Training School Administrators in Computer Use.

    Science.gov (United States)

    Spuck, Dennis W.; Bozeman, William C.

    1988-01-01

    Presents results of a survey of faculty members in doctoral-level educational administration programs that examined the use of computers in administrative training programs. The present status and future directions of technological training of school administrators are discussed, and a sample curriculum for a course in technology and computing is…

  16. Implementation of Block Scheduling in a Four-Year High School: A Literary Review and a Handbook for Administrators, Teachers and Parents.

    Science.gov (United States)

    Scroggins, Gary V.; Karr-Kidwell, PJ

    High schools today face problems of culturally diverse student populations, diversity of student learning styles, and a growing public perception that high schools do not adequately prepare their graduates for either work or college. This paper offers an extensive review of literature on block scheduling as well as a handbook for gaining support…

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

    Science.gov (United States)

    Mäenpää, Tiina; Astedt-Kurki, Päivi

    2008-03-01

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

  18. Measuring parent perceptions of school climate.

    Science.gov (United States)

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

    2014-03-01

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

  19. VA Outpatient Visits by Administrative Parent, FY2010-2014

    Data.gov (United States)

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

  20. Financial and Managerial Accounting for School Administrators: Superintendents, School Business Administrators, and Principals.

    Science.gov (United States)

    Everett, R. E.; And Others

    This book updates the classic text "Public School Fund Accounting Principles and Procedures" (Tidwell 1960). The book is designed to be used primarily as a textbook at the graduate level with students training to be school administrators, school business administrators, or principals. A list of topics covered include an overview of school…

  1. Parents and Students and Healthy Indoor School Environments

    Science.gov (United States)

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

  2. Parents and the School Dropout Problem.

    Science.gov (United States)

    Ferguson, Earl E.; Killingsworth, Jerry

    1987-01-01

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

  3. Is Parental Involvement Lower at Larger Schools?

    Science.gov (United States)

    Walsh, Patrick

    2010-01-01

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

  4. Secondary School Administration in Anambra State Today ...

    African Journals Online (AJOL)

    The study, a descriptive survey research design was used to identify the challenges that impede secondary school administration today in Anambra State. The population of the study was all the 259 public secondary school principals in the state. Two research questions and two null hypotheses guided the study. A 20-item ...

  5. Predictors of Burnout among School Administrators.

    Science.gov (United States)

    Sarros, James C.

    1986-01-01

    Defining burnout as a continuous variable comprising emotional exhaustion, depersonalization, and personal accomplishment failure, this study explores the relationship between job satisfaction and burnout in 128 school administrators in a large western Canadian city. Findings reveal that administrators' dissatisfaction with workload, status and…

  6. Teacher Empowerment: School Administrators' Roles

    Science.gov (United States)

    Balyer, Aydin; Özcan, Kenan; Yildiz, Ali

    2017-01-01

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

  7. The Home/School Relationship from an Administrative Perspective.

    Science.gov (United States)

    Prosise, Roger D.

    1990-01-01

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

  8. Parents' perceptions of their children's schooling

    African Journals Online (AJOL)

    Hennie

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

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

    Science.gov (United States)

    Brown, James Roger

    2010-01-01

    Bully victimization takes place within a social context of youths' parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents' experiences of what occurs before, during, and after reporting bullying to school…

  10. Parenting at Home and Bullying at School

    Science.gov (United States)

    Georgiou, Stelios N.; Stavrinides, Panayiotis

    2013-01-01

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

  11. Child Physical Punishment, Parenting, and School Readiness

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Archbold, A.; Nisbet, J.

    1977-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  14. School Administrator Perceptions of Cyberbullying Facilitators and Barriers to Preventive Action: A Qualitative Study.

    Science.gov (United States)

    Young, Rachel; Tully, Melissa; Ramirez, Marizen

    2017-06-01

    Schools are often held responsible for preventing or addressing cyberbullying, yet little is known about school administrator perceptions of cyberbullying and the challenges they face in addressing this public health issue. The goal of this study is to examine school administrators' perceptions of the facilitators of cyberbullying and barriers to primary and secondary prevention strategies. Public school administrators ( N = 36) participated in in-depth interviews about bullying and discussed their experiences with cyberbullying and their perceptions of cyberbullying facilitators and barriers to prevention. Three main themes arose from the analysis: (1) cyberbullying as a major challenge; (2) facilitators of cyberbullying and barriers to preventive action, including parents and technology; and (3) prevention efforts, including unclear jurisdiction for action, primary versus secondary prevention efforts, and technology attributes that facilitate school response to bullying. Although administrators perceive cyberbullying as a major challenge facing their schools, they are often unsure about appropriate primary and secondary prevention efforts. Relationships with parents and police complicate response and prevention as schools attempt to navigate unclear jurisdiction. Additionally, technology presents a challenge to schools because it is seen as an enabler of cyberbullying, a facilitator of prevention, and a necessary part of education efforts. Lack of research on prevention strategies, parents' knowledge and attitudes, and confusion about responsibility for addressing cyberbullying are barriers to action. Findings suggest administrators could benefit from additional clarity on which strategies are most effective for primary prevention of cyberbullying, and that prevention strategies should proactively involve parents to promote effective collaboration with schools.

  15. School Quality, Child Wellbeing and Parents' Satisfaction

    Science.gov (United States)

    Gibbons, Stephen; Silva, Olmo

    2011-01-01

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

  16. Parent and School Relations in Latvia

    Science.gov (United States)

    Bluma, Dainuvite; Ivanova, Ilze

    2013-01-01

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

  17. Parents, School Success, and Health

    Centers for Disease Control (CDC) Podcasts

    2009-08-03

    In this podcast, Dr. William Jeynes, CDC Parenting Speaker Series guest, discusses the importance of parental involvement in children's academic success and lifelong health.  Created: 8/3/2009 by National Center on Birth Defects and Developmental Disabilities (NCBDDD).   Date Released: 8/3/2009.

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

    Science.gov (United States)

    Brauner-Otto, Sarah R

    2009-10-01

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

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

    Science.gov (United States)

    Curry, Katherine A.; Adams, Curt M.

    2014-01-01

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

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

    Science.gov (United States)

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

    1992-10-01

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

  1. Support for school-based obesity prevention efforts: attitudes among administrators at nationally representative samples of US elementary schools.

    Science.gov (United States)

    Turner, Lindsey; Slater, Sandy J; Chaloupka, Frank J

    2013-08-01

    With the continued threat of childhood obesity, many public health intervention efforts focus on school settings. The current study sought to document administrator attitudes regarding obesity and interest in improving relevant school practices (i.e., nutrition and physical activity) in elementary schools. Mail-back surveys were used to gather data from public and private elementary schools during the 2006-2007, 2007-2008, 2008-2009, and 2010-2011 school years. In each year, a different set of items pertaining to administrator attitudes was included. Numbers of responding schools annually ranged from 259 to 336 private schools, and from 578 to 748 public schools. The vast majority of elementary school administrators (>90%) agreed that schools can play a role in addressing childhood obesity, physical education improves a variety of academic outcomes, and they were interested in improving practices at their school. Concern about childhood obesity and perceiving that schools can play a role in addressing obesity were both associated with more interest in improving school practices. However, only one-third of administrators agreed that parents were interested in participating in improving nutrition and physical activity practices, suggesting opportunities for efforts to improve collaboration. Administrators are generally very supportive of school-based efforts to improve nutrition and physical activity practices and see the value in doing so. Given the amount of time children spend in school, schools are an essential venue for efforts to address childhood obesity.

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

    Science.gov (United States)

    Hotz, V Joseph; Pantano, Juan

    2015-10-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Kong, Siu-Cheung

    2018-01-01

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

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

    Science.gov (United States)

    Cobano-Delgado, Verónica

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Candace Lind

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

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

    Science.gov (United States)

    Özyildirim, Gülnar; Kayikçi, Kemal

    2017-01-01

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

  8. School Social Work Outcomes: Perspectives of School Social Workers and School Administrators

    Science.gov (United States)

    Bye, Lynn; Shepard, Melanie; Partridge, Jamie; Alvarez, Michelle

    2009-01-01

    In an era of fiscal constraint and increased accountability, consistent perceptions of the expectations, means of funding, and reporting of outcomes between administrators and school social workers is vital. School social workers and school administrators in four school districts in Minnesota were surveyed regarding outcomes expected as a result…

  9. Administration of the School District Risk Management Program. School Business Administration Publication No. 1.

    Science.gov (United States)

    California Association of School Business Officials, Sacramento.

    This publication is designed to provide school district administrators and boards of education with information they can use in developing, administering, and evaluating their district's risk management needs. In particular, it is meant to help school officials 1) identify local insurance needs consistent with California's statutory requirements,…

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

    Science.gov (United States)

    Dornbusch, Sanford M.; And Others

    1987-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Hayes, DeMarquis

    2011-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    2016-01-01

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

  15. Turkish Parents' Perceptions of Their Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2013-01-01

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

  16. Parents' Perceptions of Their Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif; Knoeppel, Robert C.

    2018-01-01

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

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

    OpenAIRE

    Hale, R; Fox, CL; Murray, MP

    2017-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    West, Anne; Hunter, Jay

    1993-01-01

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

  20. The Attitudes of Mexican Parents Toward School Discipline

    Science.gov (United States)

    Ogletree, Earl J.; Rodriquez, Margarita

    1978-01-01

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

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

    Science.gov (United States)

    Askell-Williams, Helen

    2016-01-01

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

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

    Science.gov (United States)

    Blondal, Kristjana S; Adalbjarnardottir, Sigrun

    2009-01-01

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

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

    Science.gov (United States)

    Wanat, Carolyn L.

    2010-01-01

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

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

    Science.gov (United States)

    Nam, Bu-Hyun; Park, Duk-Byeong

    2014-01-01

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

  5. 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.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    McBride-Chang, C; Chang, L

    1998-12-01

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

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

    Science.gov (United States)

    Memisoglu, Salih Pasa

    2016-01-01

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

  10. Teacher Preferences for Alternative School Site Administrative Models

    Science.gov (United States)

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

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Corinne Meier

    2015-05-01

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

  12. Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

    Science.gov (United States)

    Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

    2012-01-01

    Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

  13. 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...

  14. Bringing the Best of Business to School Administration

    OpenAIRE

    De Filippis, Michael Antony

    2015-01-01

    The disciplines of business and school administration are recognized as distinct and separate in purpose, product, and operation. While fundamental differences do exist between the two, school administrators have a need for application of business principles in order to manage an educational institution. Schools are, at their foundation, organizations relying on effective management, budgeting, public relations, value creation, etc. Despite this need, school administrators often come from bac...

  15. Issues of medication administration and control in Iowa schools.

    Science.gov (United States)

    Farris, Karen B; McCarthy, Ann Marie; Kelly, Michael W; Clay, Daniel; Gross, Jami N

    2003-11-01

    Who is responsible for medication administration at school? To answer this question, a descriptive, self-administered survey was mailed to a random sample of 850 school principals in Iowa. The eight-page, 57-item, anonymous survey was mailed first class, and a follow-up reminder post card was mailed two weeks later. Descriptive analyses were conducted, with type of respondent (principal versus school nurse), grade level, and size of school examined to explore differences. A 46.6% response rate was obtained; 97% of respondents indicated their schools had written guidelines for medication administration. Principals (41%) and school nurses (34%) reported that they have the ultimate legal responsibility for medication administration. Policies for medication administration on field trips were available in schools of 73.6% of respondents. High schools were more likely to allow self-medication than other grade levels. "Missed dose" was the most common medication error. The main reasons contributing to medication administration errors included poor communication among school, family, and healthcare providers, and the increased number of students on medication. It remains unclear who holds ultimate responsibility for medication administration in schools. Written policies typically exist for medication administration at school, but not field trips. Communicating medication changes to schools, and ensuring medications are available at school, likely can reduce medication administration errors.

  16. Trust and Parents' Involvement in Schools of Choice

    Science.gov (United States)

    Strier, Michal; Katz, Hagai

    2016-01-01

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

  17. Arab Parents' Involvement in School Reform in Israel

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Nir, Adam E.; Bogler, Ronit

    2012-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Cripps, Kayla; Zyromski, Brett

    2009-01-01

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

  2. Educators' Perception of Administrative Leadership throughout School Restructuring

    Science.gov (United States)

    Johnson, LeJuan

    2012-01-01

    Leaders in schools today have a crucial responsibility to employ school reform and restructure initiatives for the betterment of the student. This study sought educators' perceptions of administrative leadership throughout school restructuring. The survey design assisted in connecting educators, levels of administrator's leadership, and…

  3. The Role in Research for the School Administrator.

    Science.gov (United States)

    Hunter, Richard C.; Gish, Elmer H.

    This paper was part of a symposium focusing on the role of educational administrators in school-based research. The author states that the role of research for the school administrator should be to support decision-making, both in providing a rational basis on which decisions can be made and in helping administrators feel confident their decisions…

  4. The Development of Visionary Leadership Administrators in Thai Primary School

    Science.gov (United States)

    Yordsala, Suwit; Tesaputa, Kowat; Sri-Ampai, Anan

    2014-01-01

    This research aimed: 1) to investigate the current situations and needs in developing visionary leadership of Thai primary school administrators; 2) to develop visionary leadership development program of Thai primary school administrators, and; 3) to evaluate the implementation of the developed program of administrators visionary leadership…

  5. A Qualitative Research on Administration Ethics at School

    Science.gov (United States)

    Güngör, Semra Kiranli; Özkara, Funda

    2017-01-01

    The aim of the research is to reveal the opinions of the school administrators about the administration ethics. In this study, 30 administrators working in the middle schools of Eskisehir province center in the 2016-2017 academic year were reached. In the study, data were gathered by interview technique which is one of the qualitative research…

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

    Science.gov (United States)

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

    2013-10-01

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

  7. Violent Children in Today's Schools: A Literary Review and a Behavior Management Plan for Administrators.

    Science.gov (United States)

    Moore, Paula; Karr-Kidwell, PJ

    This paper presents a relevant literary review and then develops a behavior-management program within schools encompassing social-skills training for all children. Both the literary review and this program can be used to educate administrators, educators, parents, and students about behaviors and warning signs associated with violent children. The…

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

    Science.gov (United States)

    Cogan, Susana

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

  9. 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…

  10. Parents' Views of Schools' Involvement Efforts

    Science.gov (United States)

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

    2014-01-01

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

  11. 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…

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

    Science.gov (United States)

    Randolph, Karen A.; Radey, Melissa

    2011-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  14. A Collaboration of School Administrators and a University Faculty to Advance School Administrator Practices Using Appreciative Inquiry

    Science.gov (United States)

    Calabrese, Raymond

    2015-01-01

    Purpose: An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these…

  15. The spatial practices of school administrative clerks: making space ...

    African Journals Online (AJOL)

    The spatial practices of school administrative clerks: making space for ... their invisible, largely taken-for-granted roles in a school's everyday functioning. This main aim of this article is to make their everyday practices and contributions visible, ...

  16. School Crisis Management Manual: Guidelines for Administrators. Second Edition.

    Science.gov (United States)

    Smith, Judie

    This three-part manual is intended for principals and other administrators responsible for developing and managing school crisis plans. Part 1, preparation for a school crisis, includes sections on the selection and training of members of the school crisis team, steps in developing a school crisis plan, and four crisis scenarios to train team…

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

    Directory of Open Access Journals (Sweden)

    Diana Breshears

    2016-06-01

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

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

    OpenAIRE

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

    2017-01-01

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

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

    Science.gov (United States)

    Riggs, Nathaniel R; Medina, Carmen

    2005-11-01

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

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

    Science.gov (United States)

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

    2008-04-01

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

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

    Science.gov (United States)

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

    2018-02-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    OpenAIRE

    THEMBINKOSI TSHABALALA

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-10-01

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

  5. Impact of school peanut-free policies on epinephrine administration.

    Science.gov (United States)

    Bartnikas, Lisa M; Huffaker, Michelle F; Sheehan, William J; Kanchongkittiphon, Watcharoot; Petty, Carter R; Leibowitz, Robert; Hauptman, Marissa; Young, Michael C; Phipatanakul, Wanda

    2017-08-01

    Children with food allergies spend a large proportion of time in school but characteristics of allergic reactions in schools are not well studied. Some schools self-designate as peanut-free or have peanut-free areas, but the impact of policies on clinical outcomes has not been evaluated. We sought to determine the effect of peanut-free policies on rates of epinephrine administration for allergic reactions in Massachusetts public schools. In this retrospective study, we analyzed (1) rates of epinephrine administration in all Massachusetts public schools and (2) Massachusetts public school nurse survey reports of school peanut-free policies from 2006 to 2011 and whether schools self-designated as "peanut-free" based on policies. Rates of epinephrine administration were compared for schools with or without peanut-restrictive policies. The percentage of schools with peanut-restrictive policies did not change significantly in the study time frame. There was variability in policies used by schools self-designated as peanut-free. No policy was associated with complete absence of allergic reactions. Both self-designated peanut-free schools and schools banning peanuts from being served in school or brought from home reported allergic reactions to nuts. Policies restricting peanuts from home, served in schools, or having peanut-free classrooms did not affect epinephrine administration rates. Schools with peanut-free tables, compared to without, had lower rates of epinephrine administration (incidence rate per 10,000 students 0.2 and 0.6, respectively, P = .009). These data provide a basis for evidence-based school policies for children with food allergies. Further studies are required before decisions can be made regarding peanut-free policies in schools. Copyright © 2017 American Academy of Allergy, Asthma & Immunology. Published by Elsevier Inc. All rights reserved.

  6. Effective Instructional Management: Perceptions and Recommendations from High School Administrators

    Science.gov (United States)

    Knechtel, Troy

    2010-01-01

    The two overarching research questions of this study are: What are the perceptions of high school administrators regarding the effectiveness of their current approach to instructional management? What recommendations do high school administrators have for effective strategies for instructional management? To answer these questions, a qualitative…

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

    Science.gov (United States)

    Stright, Anne Dopkins; Yeo, Kim Lian

    2014-01-01

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

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

    Science.gov (United States)

    Kubik, Martha Y.; Lee, Jiwoo

    2014-01-01

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

  9. Identifying the Administrative Dispositions Most Preferred by Urban School Leaders and School Leadership Candidates

    Science.gov (United States)

    Pregot, Michael

    2016-01-01

    This research study delves into the newly crafted ISSLC national school leadership standards asking current school leaders and school leadership candidates to prioritize their perceived level of importance of 20 administrative dispositions. 128 school principals and 165 school leadership candidates in the NYC schools responded to an electronic…

  10. Parenting Education at Medford and Churchill High Schools.

    Science.gov (United States)

    Jensen, Mary Cihak

    1986-01-01

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

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

    Science.gov (United States)

    Stonely, Heather M.; Klein, Shirley R.

    2004-01-01

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

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

    Science.gov (United States)

    Xie, Qing; And Others

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

  13. 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…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

    Hall, J. Phil

    1982-01-01

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

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

    Science.gov (United States)

    Price-Mitchell, Marilyn

    2009-01-01

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

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

    Science.gov (United States)

    Turney, Kristin; Kao, Grace

    2009-01-01

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

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

    Science.gov (United States)

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

    2016-06-01

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

  19. School Construction Management: Expert Administrators Speak.

    Science.gov (United States)

    Fickes, Michael

    2001-01-01

    Presents expert opinion on school construction management communication concerning educational needs, obtaining consensus among diverse groups, and envisioning what schools must offer in the future. Why furniture issues are also important is highlighted. (GR)

  20. Perspectivas sobre las escuelas charter: Una resena para padres de familia (Perspectives on Charter Schools: A Review for Parents). ERIC Digest.

    Science.gov (United States)

    Donahoo, Saran

    Recently, charter schools have gained popularity with parents, students, and others as alternatives to public schools, but what are charter schools and what effects are they having? This Spanish-language Digest defines charter schools and clarifies some of the administrative and legal details surrounding such schools. The Digest also lays out some…

  1. Administrator Leadership Styles and Their Impact on School Nursing.

    Science.gov (United States)

    Davis, Charles R

    2018-01-01

    In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator's leadership style not only sets the tone for the day-to-day operations in the school but also impacts the school nurse functioning and program implementation. This article reviews the three most common types of leadership styles as defined by Kurt Lewin-laissez-faire, democratic, and coercive/authoritarian-and their potential impact on school nursing practice. In addition, the article provides recommendations for school nurses for successful practice with regard to supervisor leadership styles.

  2. Attitudes toward Women School Administrators in Turkey

    Science.gov (United States)

    Celikten, Mustafa

    2010-01-01

    There is a shortage of women in educational administration. Women represent a majority of teachers, yet men occupy most administrative positions. Although the numbers of women in administrative positions have been increasing during the last two decades, women are still reported as facing barriers and being discriminated against while reaching…

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

    OpenAIRE

    2011-01-01

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

  4. From Orthodoxy to Pluralism: New Views of School Administration.

    Science.gov (United States)

    Clark, David L.; McKibbin, Sue

    1982-01-01

    Presents a reader quiz on attitudes about school administration. Analyzes likely responses to the quiz and concludes that the assumption that schools are rational, bureaucratic organizations leads to rigidity and confusion because it does not accurately describe schools as they exist. Argues for pluralism in organizational views. (WD)

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

    Science.gov (United States)

    Oostdam, Ron; Hooge, Edith

    2013-01-01

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

  6. 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…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2013-04-01

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

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

    Science.gov (United States)

    Chae, Sophia

    2016-01-01

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

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

    Science.gov (United States)

    Chae, Sophia

    2016-12-01

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

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

    Science.gov (United States)

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

    2010-08-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    OpenAIRE

    Chae, Sophia

    2016-01-01

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

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

    Science.gov (United States)

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

    2004-10-01

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

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

    Science.gov (United States)

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

    2017-12-01

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

  16. School Dropouts in Hong Kong: Parents' Experiences

    Science.gov (United States)

    Lau, Yuk King

    2011-01-01

    Chinese parenting emphasises parents' responsibility in training and governing children's appropriate and expected behaviors, including good academic performance. As reflected by the Attendance Ordinance and the strong involvement of parents in children's study, there is continuous emphasis on parental responsibility in children's education in…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

    Robbins, Chris; Searby, Linda

    2013-01-01

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

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

    Science.gov (United States)

    Lesneskie, Eric; Block, Steven

    2017-01-01

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

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

    African Journals Online (AJOL)

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

  3. Creating School Change: Discovering a Choice of Lenses for the School Administrator.

    Science.gov (United States)

    Amatea, Ellen S.; And Others

    1996-01-01

    Proposes a variety of epistemological lenses for viewing the school change process for school administrators' use. Applies these lenses in an actual case study depicting school change, illustrating how administrators can shift focus, position, and mode of inquiry from their usual rational viewpoint. Analyzes implications of using such lenses for…

  4. Views of Primary School Administrators on Change in Schools and Change Management Practices

    Science.gov (United States)

    Hosgörür, Vural

    2016-01-01

    The aim of this study is to determine the opinions of primary school administrators about change, and to reveal which strategies they use to manage change in schools. This is a qualitative study conducted in 2014 academic year in Mugla province. Research data were collected from primary school administrators through semi-structured interviews.…

  5. The Use of Humor by Primary School Administrators and Its Organizational Effect on Schools

    Science.gov (United States)

    Sahin, Ahmet

    2017-01-01

    The purpose of this study is to determine the aim of primary school administrators' use of humor and the organizational effects of their use of humor according to the opinions of the school administrators and teachers. The study was modelled as a multiple holistic case study. The study group consists of 9 administrators and 12 teachers working in…

  6. The Desegregation Aims and Demographic Contexts of Magnet Schools: How Parents Choose and Why Siting Policies Matter

    Science.gov (United States)

    Smrekar, Claire; Honey, Ngaire

    2015-01-01

    This paper is designed to specify a set of new opportunities for educators, school administrators, and scholars to realize the practical aims and strategic advantages envisioned in magnet schools. The paper is divided into three distinct sections. In Section I, we examine the extensive research literature on parents' choice patterns and…

  7. School Administrators Write About Burnout: Individual and Organisational Implications.

    Science.gov (United States)

    Sarros, James C.

    1988-01-01

    Examines work situations contributing to burnout as identified by school-based administrators in a Western Canadian school district. Findings from this qualitative study suggest than an improvement in human relations, time management skills, and increased positive feedback could promote self-esteem and lessen experiences of burnout in school…

  8. School Transportation Issues, Laws and Concerns: Implications for Future Administrators

    Science.gov (United States)

    Durick, Jody M.

    2010-01-01

    Nearly all building administrators are confronted with a variety of transportation issues. Challenges, concerns and questions can arise from various aspects, including student misbehaviors, transportation laws and its implications at the school level, to importance and implementation of a school bus safety program. As new and upcoming future…

  9. Managing Smallness: Promising Fiscal Practices for Rural School District Administrators.

    Science.gov (United States)

    Freitas, Deborah Inman

    Based on a mail survey of over 100 rural school administrators in 34 states, this handbook outlines common problems and successful strategies in the financial management of rural, small school districts. Major problems are related to revenue and cash flow, increasing expenditures, providing quality education programs, and staffing to handle the…

  10. Balancing Leadership and Personal Growth: The School Administrator's Guide

    Science.gov (United States)

    Metzger, Christa

    2006-01-01

    After conducting intensive research and observations of school district superintendents, administrators, and school principals, the author offers strategies for achieving a healthy work and life balance, including: (1) Taking care of yourself as well as you do others; (2) Defining and applying the six themes of personal growth; (3) Nourishing your…

  11. Administrator Insights and Reflections: Technology Integration in Schools

    Science.gov (United States)

    Berrett, Bryan; Murphy, Jennifer; Sullivan, Jamie

    2012-01-01

    There are numerous technology tools that educators utilize to support student learning. Often, technology is mandated from the top down with school administrators' responsible for overseeing the implementation. Innovative technological approaches to learning often meet resistance within schools. The pervasive culture in education is counteractive…

  12. The Occupational Safety and Health Act: Implications for School Administration.

    Science.gov (United States)

    Licht, Kenneth F.

    The Occupational Safety and Health Act (1970) concerns private schools but does not directly affect the operations of public schools or colleges. The intent, however, is to have the States develop and administer their own health and safety programs. Administrators should, therefore, initiate a comprehensive, districtwide safety education and…

  13. School Administration Leadership Style and Academic Achievement: A Case Study

    Science.gov (United States)

    Brvenik-Estrella, Marianna

    2013-01-01

    The purpose of this case study was to gather current teacher and administrator perceptions on leadership in a school environment. The study sought to identify patterns of leadership style as elements in building a school climate that focused on performance and intrinsic rewards. The study also sought to establish an understanding of how leadership…

  14. Ella Flagg Young: Pioneer of Democratic School Administration.

    Science.gov (United States)

    Webb, L. Dean; McCarthy, Martha M.

    1998-01-01

    Ella Flagg Young was the first woman superintendent of a large-city school system (Chicago, 1909-15) and the first woman president of the National Education Association (1910). A colleague of Dewey, Young pioneered democratic administrative practices in a scientific management era and organized school councils to give teachers a greater voice in…

  15. Administrative Task Performance by Heads of Senior High Schools ...

    African Journals Online (AJOL)

    This study aimed at examining the administrative task performance of heads of senior high schools (SHS) in Ghana from the organising perspective. The study hypothesized that there is no statistically significant difference in the compliance level of organising as an administrative task performance by heads in the rural and ...

  16. Job Sharing for Administrators: A Consideration for Public Schools.

    Science.gov (United States)

    Muffs, Michael I.; Schmitz, Laura Ann

    1999-01-01

    To retain an exemplary dean of students with heavy caregiving responsibilities, a Poughkeepsie, New York, high school adopted a plan to split her job responsibilities with an educational administration student beginning his career. Job-sharing success hinged on strong cooperation among the district, the individual administrators, and local…

  17. PDP-11 Meeting School District Administrative Data Processing Challenges.

    Science.gov (United States)

    Technological Horizons in Education, 1983

    1983-01-01

    Elmhurst Community Unit School District 205 (Illinois) is currently using a Digital PDP-11/70 computer system and administrative software to handle administrative functions with ease and efficiency. These functions include production of reports and payroll, student scheduling, reporting grades and student progress, and maintaining student…

  18. Teacher and Administrator Views on School Principals' Accountability

    Science.gov (United States)

    Argon, Turkan

    2015-01-01

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

  19. Investigation of Job Satisfaction Levels of School Administrators and Teachers

    Science.gov (United States)

    Sener, Gönül; Boydak Özan, Mukadder

    2017-01-01

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

  20. Shattering the Glass Ceiling: Women in School Administration.

    Science.gov (United States)

    Patterson, Jean A.

    Consistent with national trends, white males hold the majority of public school administrator positions in North Carolina. This paper examines the barriers and underlying assumptions that have prevented women and minorities from gaining access to high-level positions in educational administration. These include: (1) the assumption that leadership…

  1. Women Aspiring to Administrative Positions in Kenya Municipal Primary Schools

    Science.gov (United States)

    Combat, Victor F. O.

    2014-01-01

    Even though female teachers in Kenya municipal primary schools are majority and highly qualified, they fill fewer administrative positions than men. This study assesses the extent of women's participation in leadership positions, society's perception of female leaders, selection criteria of educational administrators, and barriers that affect or…

  2. Administrative relationships between medical schools and community preceptors.

    Science.gov (United States)

    Walling, A D; Sutton, L D; Gold, J

    2001-02-01

    To determine the current administrative relationships between medical schools and community preceptors, with special emphasis on arrangements for academic appointment, review, and promotion. In 1999, administrative contacts at all 126 U.S. allopathic medical schools were mailed a ten-item questionnaire to elicit information concerning the current practices of the schools regarding community preceptors, who were defined as volunteer or part-time physician faculty, primarily practicing at non-university-owned facilities, who contribute to medical students' and/or residents' education in various specified ways. Responses were received from 71 (56%) of the schools; they were in general a representative sample of U.S. medical schools. The numbers of preceptors per school ranged from 40 to 3,500. Sixty-seven percent of reporting schools identified clinical departments as the main administrative interface with preceptors. Only three schools used a central office; none exclusively used a regionalized system. Forty-four schools (63.8%) reported using formal written criteria for all preceptor appointments. Sixty-six schools (93%) used consistent academic titling systems, with 83.3% using titles including the word "clinical." Thirty-three schools (47.8%) reported that their departments conducted regular preceptor reviews; an additional 28 reported reviews by some departments. Preceptors were eligible for promotion at 94.4% of the responding schools. At 46.8%, specific promotion criteria exist; four schools were developing such criteria. Preceptors' interest in academic promotion was perceived to be moderate or low. A substantial proportion of U.S. medical schools have taken action to recognize preceptors as a unique faculty group. The comments received indicate that this is an active area of development in faculty affairs policy.

  3. Metropolitan Schools: Administrative Decentralization vs. Community Control.

    Science.gov (United States)

    Ornstein, Allan C.

    This book is divided into four chapters. The first examines the concepts and issues related to understanding social systems and how the schools can be viewed as a social system. The differences between centralization and decentralization, as well as systems-analysis and management-control approaches are also explored. In the next chapter, we are…

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

    Science.gov (United States)

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

    2017-07-15

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

  5. Parent Perceptions of School-Based Occupational Therapy Services

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    McNeal, Ralph B., Jr.

    2015-01-01

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

  7. 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…

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    1985-06-01

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

  10. Using Email to Improve Parental Involvement in Middle School

    Science.gov (United States)

    Radin, Benjamin Theodore

    2013-01-01

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

  11. Parental Expectations of the Swedish Municipal School of Arts

    Science.gov (United States)

    Lilliedahl, Jonathan; Georgii-Hemming, Eva

    2009-01-01

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

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

    African Journals Online (AJOL)

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

  13. [Administration of the "Healthy School" project].

    Science.gov (United States)

    Bjegović, V; Zivković, M; Marinković, J; Vuković, D; Legetić, B

    1996-01-01

    The term of project management is commonly used to describe the work of a team that is handling a special program. In this type of management, a form of leadership which creates environment, enables fast movement of participants through different work phases achieving the common aims, is used [1-4]. The "Healthy School" Project, launched in almost all European countries, has been taking place in Yugoslavia since the end of 1991 [5]. The project developed within the country designed as a health promotion-education intervention study in primary schools. The network of 13 schools on 11 locations representing typical economic, cultural and social environments, was established to cover the country. Although the proposed methodological approach from WHO was followed [6], the specific situation in the country (economic crisis, break down of Yugoslav Federation, the war and international blockade) distated the particular modification. The management of the Healthy School Project in general, and in Yugoslavia particularly, is based upon project management structure (Scheme 1). The objective of this research was to assess the Healthy School project management in Yugoslavia, by measuring causal, intervening and output variables. In the process of assessing the management in general, three groups of criteria are commonly used: (a) causal (those that influence the course of developments in the Project), (b) intervening (representing the current condition of the internal state of the Project), and (c) output (that reflect the Project achievements). (a) For the purpose of this study the causal criteria were measured by analyzing the overall management strategy and the level of agreement in objectives of the Project itself, the Project Coordinators and main participants in the Project. (b) The intervening criteria used in this assessment were: the time spent on different project activities, the estimate of the severity of the problems in different aspects of project management

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

    Science.gov (United States)

    Friedman, Esther M; Mare, Robert D

    2014-08-01

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

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

    Science.gov (United States)

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

    2017-07-01

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

  16. PRIMARY SCHOOL PRINCIPALS’ ATTITUDES TOWARDS COMPUTER TECHNOLOGY IN THE USE OF COMPUTER TECHNOLOGY IN SCHOOL ADMINISTRATION

    OpenAIRE

    GÜNBAYI, İlhan; CANTÜRK, Gökhan

    2011-01-01

    The aim of the study is to determine the usage of computer technology in school administration, primary school administrators’ attitudes towards computer technology, administrators’ and teachers’ computer literacy level. The study was modeled as a survey search. The population of the study consists primary school principals, assistant principals in public primary schools in the center of Antalya. The data were collected from 161 (%51) administrator questionnaires in 68 of 129 public primary s...

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

    Science.gov (United States)

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

    2013-12-01

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

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

    Science.gov (United States)

    Squelch, Joan

    2006-01-01

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

  19. Administration of Home Intravenous Chemotherapy to Children by their Parents.

    Science.gov (United States)

    McCall, Claire; Mannion, Michelle; Hilliard, Carol; Lannon, Pamela; McKenna, Fiona; O'Marcaigh, Aengus; Slevin, Teresa; Smith, Owen; Storey, Lorna

    Caring for a child with cancer can disrupt family life and financial stability, in addition to affecting the child's social, emotional, and educational development. Health care providers must consider ways to minimize the negative impact of illness and hospitalization on the child and family. This study evaluates a nationwide initiative to educate and support parents to administer chemotherapy to their child in their home. A questionnaire was circulated to parents participating in a home chemotherapy program from 2009 to 2014 (n = 140), seeking their perspective on the education program, and the benefits and concerns associated with administering home chemotherapy. Data analysis was conducted using a combination of descriptive statistics and content analysis. Questionnaires were received from 108 parents (response rate = 77%). Overall, the program was positively evaluated with 100% of parents (n = 108) reporting that the training met their needs. More than one-third of parents (41%, n = 44) initially felt nervous about home chemotherapy but reported that the education program helped assuage their concerns. Benefits included reduced financial costs, reduced travel time to hospital, less disruption to family life, and less stress for the child and family. No medication errors were reported during the evaluation period. An important feature of the program is the partnership approach, which ensures that parents' decision to enter the program is informed, appropriate for their situation, and centered on the needs of the child.

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

    Science.gov (United States)

    Miller, Kyle

    2015-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Al-Alwan, Ahmed F.

    2014-01-01

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

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

    African Journals Online (AJOL)

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

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

    Science.gov (United States)

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

    2008-01-01

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

  7. Challenges to obtaining parental permission for child participation in a school-based waterpipe tobacco smoking prevention intervention in Qatar.

    Science.gov (United States)

    Nakkash, Rima T; Al Mulla, Ahmad; Torossian, Lena; Karhily, Roubina; Shuayb, Lama; Mahfoud, Ziyad R; Janahi, Ibrahim; Al Ansari, Al Anoud; Afifi, Rema A

    2014-09-30

    Involving children in research studies requires obtaining parental permission. A school-based intervention to delay/prevent waterpipe use for 7th and 8th graders in Qatar was developed, and parental permission requested. Fifty three percent (2308/4314) of the parents returned permission forms; of those 19.5% of the total (840/4314) granted permission. This paper describes the challenges to obtaining parental permission. No research to date has described such challenges in the Arab world. A random sample of 40 schools in Doha, Qatar was selected for inclusion in the original intervention. Permission forms were distributed to parents for approval of their child's participation. The permission forms requested that parents indicate their reasons for non-permission if they declined. These were categorized into themes. In order to understand reasons for non-permission, interviews with parents were conducted. Phone numbers of parents were requested from the school administration; 12 of the 40 schools (30%) agreed to provide the contact information. A random sample of 28 parents from 12 schools was interviewed to reach data saturation. Thematic analysis was used to analyze their responses. Reasons for non-permission documented in both the forms and interviews included: poor timing; lack of interest; the child not wanting to participate; and the child living in a smoke-free environment. Interviews provided information on important topics to include in the consent forms, parents' decision-making processes regarding their child's participation, and considerations for communicating with parents. Many parents also indicated that this was the first time they had been asked to give an informed consent for their child's participation in a study. Results indicate that more attention needs to be given to the informed parental consent process. Researchers should consider enhancing both the methods of communicating information as well the specific information provided. Before

  8. Bullied Children: Parent and School Supports

    Science.gov (United States)

    Honig, Alice Sterling; Zdunowski-Sjoblom, Nicole

    2014-01-01

    Family interviews were conducted with 28 7-12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings…

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

    Science.gov (United States)

    Herne, Karen E.

    2016-01-01

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

  10. Parenting styles perceived by teenagers and school achievement

    OpenAIRE

    Pires, Mónica; Paz, Telma

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Polovina Nada

    2008-01-01

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

  12. Administrative trends in U.S. dental schools.

    Science.gov (United States)

    Fu, Martin M; Rodriguez, Angel; Chen, Rebecca Y; Fu, Earl; Liao, Shu-Yi; Karimbux, Nadeem Y

    2014-11-01

    The aims of this study were to analyze the administrative trends in U.S. dental schools at the beginning and end of a thirteen-year period and to identify the predictive factors for those changes. Administrative trends were measured by the difference in the number of major administrative positions for 1997 and 2010 reported in American Dental Education Association (ADEA) and American Dental Association (ADA) publications. Secondary measures (program length, student enrollment, and tuition) were also gathered. The mean numbers of administrative positions per school significantly increased over the study period, while the mean number of clinical science departments per school significantly decreased. The change in the number of directors was positively correlated with the change in student enrollment, but inversely correlated with the change in number of vice/associate/assistant deans. The change in the number of clinical science departments was positively correlated with changes in student enrollment and out-of-state tuition, but inversely correlated with the change in in-state tuition. The number of all departments per U.S. dental school significantly decreased in this period. The schools that had consolidation of clinical science departments were less likely to have increases in student enrollment and out-of-state tuition, but more likely to have increases in in-state tuition.

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

    Science.gov (United States)

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

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

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

    Science.gov (United States)

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

    2013-07-01

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

  15. Parents' perceptions of their children's schooling

    African Journals Online (AJOL)

    Hennie

    Items 1 - 10 ... and Mosso (2014) propose an economic model of human development, ... parents in education on a child's human capital accumulation. ... instruction and organisation, with a view towards ...... Social intervention: Chances and.

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

    Science.gov (United States)

    Robinson, Lakishia N.

    2015-01-01

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

  17. The Hopes and Realities of the Computer as a School Administration and School Management Tool

    NARCIS (Netherlands)

    Butler, Rory; Visscher, Arend J.; Tatnall, Arthur; Davey, Bill

    2014-01-01

    Software for school administration and school management started as teachers with a science background started to develop computer programs in order that school office staff did not have to repeatedly type and re-type student lists. Later, computing companies entered the market and software packages

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

    OpenAIRE

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

    2016-01-01

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

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

    Science.gov (United States)

    Bode, H; Hirner, V

    2013-03-01

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

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

    Directory of Open Access Journals (Sweden)

    Jaime Peterson

    2018-01-01

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

  1. 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…

  2. Anxiety in school students: Role of parenting and gender

    OpenAIRE

    Ajay Kumar Bakhla; Prakriti Sinha; Rajiv Sharan; Yashi Binay; Vijay Verma; Suprakash Chaudhury

    2013-01-01

    Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children v...

  3. Inclusion in Public Administration: Developing the Concept of Inclusion within a School of Accounts and Administration

    Science.gov (United States)

    dos Santos, Mônica Pereira; de Melo, Sandra Cordeiro; Santiago, Mylene Cristina; Nazareth, Paula

    2017-01-01

    This study originates from ongoing action research that aims to develop institutional opportunities to reflect on and take decisions about inclusion in the School of Accounts and Administration of Rio de Janeiro's State Accounts Office. The research was organized in three phases. The first phase was an inservice course to sensitize professionals…

  4. Administration of primary school in Nigeria: challenges ahead ...

    African Journals Online (AJOL)

    This paper discusses the administration of primary school in Nigeria. It traces the trend from previous years until the recent situation and highlights government's position and what it should be. It also suggests ways of improving on the present situation so that the future of the young ones will not be jeopardized. Nigerian ...

  5. School Administration in a Changing Education Sector: The US Experience

    Science.gov (United States)

    Spillane, James P.; Kenney, Allison W.

    2012-01-01

    Purpose: Research, spanning half a century, points to the critical role of school administration and to the successful implementation of US government policies and programs. In part these findings reflect the times and a US educational governance system characterized by local control, a constitutionally-constrained federal government,…

  6. Diversity Leadership Skills of School Administrators: A Scale Development Study

    Science.gov (United States)

    Polat, Soner; Arslan, Yaser; Ölçüm, Dinçer

    2017-01-01

    The aim of this study is to develop a valid and reliable instrument to determine the level of school administrators' diversity leadership based on teachers' perceptions. For this purpose, an item pool was created which includes 68 questions based on the literature, and data were obtained from 343 teachers. Exploratory factor analysis (EFA) was…

  7. School Administrator Assessments of Bullying and State-Mandated Testing

    Science.gov (United States)

    Lacey, Anna; Cornell, Dewey G.

    2016-01-01

    Bully victimization is associated with lower academic performance for individual students; however, less is known about the impact of bullying on the academic performance of the school as a whole. This study examined how retrospective administrator reports of both the prevalence of teasing and bullying (PTB) and the use of evidence-based bullying…

  8. Institutional Roles for In-Service Education of School Administrators.

    Science.gov (United States)

    Lynch, Patrick D., Ed.; Blackstone, Peggy L., Ed.

    This document is a compilation of papers read at a 4-day conference attended by 60 participants from throughout the United States. Chapters include (1) "In-Service Education of School Administrators: Background, Present Status, and Problems," by Robert B. Howsam; (2) "Notes on Institutional Relationships in the In-Service Education of the…

  9. A Study of Job Satisfaction of Secondary School Administrators in ...

    African Journals Online (AJOL)

    This paper was concerned with studying the job satisfaction of secondary school administrators in Kano state, Nigeria. Survey design was used and a random sampling was used to select the study sample of 421 subjects used for the study. The Job Descriptive Index was used to collect data. Five hypotheses were raised in ...

  10. The Work for Pay Exchange in Public School Administration.

    Science.gov (United States)

    McGee, William L.; Gibson, R. Oliver

    This study explains assessments of fair pay for public school administrators in terms of some individual, job-related, and contextual variables, and it tests Jaques' hypothesis that time-span of discretion is the unconscious measure of level of work in bureaucracies. Data were gathered primarily through telephone interviews with…

  11. School Psychologists' Management of Administrative Pressure to Practice Unethically

    Science.gov (United States)

    Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca

    2016-01-01

    In their role as child advocates, school psychologists strive to promote policies and practices that increase the availability of necessary academic and mental health services and enhance the well-being of children. However, administrative pressure to disregard ethical and legal mandates in favor of decisions that would prioritize the needs of the…

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

    Directory of Open Access Journals (Sweden)

    Sathiapama Michael

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Tobin Bernie

    2017-12-01

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

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

    Science.gov (United States)

    Sabatine, Elaina; Lippold, Melissa; Kainz, Kirsten

    2017-11-01

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

  15. COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

    OpenAIRE

    KOZLOVÁ, Lucie

    2009-01-01

    My bachelor thesis address the question of communication with parents in the pre-school education using modern technologies in our and other countries. In this thesis I tried to determine the real state of usage of modern communication technologies at chosen pre-school education facilities by interview research. Based on this research I suggest the optimal solution of this communication problem on the level of current modern communication technologies.

  16. Management and Administration Issues in Greek Secondary Schools: Self-Evaluation of the Head Teacher Role

    Directory of Open Access Journals (Sweden)

    Argyrios Argyriou

    2014-01-01

    Full Text Available This study investigated the importance school headmasters attach to a number of activities associated with the effective performance of their duties. This recording aims to examine the potential of these school headmasters to exercise their role and work within the highly bureaucratic and hierarchical Greek educational system. These activities include (a establishment and realization of a common vision and mission of the school unit as well as its culture identification and formation, (b teaching and tutoring of students, (c management and development of the educational personnel, (d conducting of administrative affairs and management of resources, and (e good relations with parents, entities of external environment of the school unit, and the local community. The study found that the headmasters consider activities concerning their bureaucratic/conductive role as well as their leading behaviour as “very important” at very high percentages (over 70.0%. However, tasks involving them in administrative issues are, according to them, “less” up to “least important” so that their role is effectively fulfilled. Statistically significant diversifications have been observed in certain activities associated with the efficient performance of their duties in relation to their gender, years of experience in leadership position, and the size of the school unit.

  17. 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

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

    Science.gov (United States)

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

    2006-01-01

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

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

    Science.gov (United States)

    Clinchy, Evans

    1986-01-01

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

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

    OpenAIRE

    Checa, Purificaci?n; Abundis-Gutierrez, Alicia

    2017-01-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

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

    African Journals Online (AJOL)

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

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

    African Journals Online (AJOL)

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

  4. Parental Attitudes Regarding School-Based Sexuality Education in Utah

    Science.gov (United States)

    Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

    2014-01-01

    Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

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

    Science.gov (United States)

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

    2018-04-06

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

  6. Parental perceptions: a case study of school choice amidst ...

    African Journals Online (AJOL)

    This article stems from a case study of parental school choice which was nested within a longitudinal .... which solidly advocates maintenance if not also development of home languages in .... urban region in South Africa where the language of instruction has become English. ..... Am Main: Multilingualism Network. Heugh K ...

  7. Parental Involvement and Children's School Achievement: Evidence for Mediating Processes

    Science.gov (United States)

    Rogers, Maria A.; Theule, Jennifer; Ryan, Bruce A.; Adams, Gerald R.; Keating, Leo

    2009-01-01

    This study used path analytic techniques and an ecological framework to examine the association between children's perceptions of their parents' educational involvement, children's personal characteristics, and their school achievement. Fathers' academic pressure was predictive of lower achievement, whereas mothers' encouragement and support…

  8. Parental collaboration and children’s communities in school

    DEFF Research Database (Denmark)

    Kousholt, Dorte

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

  9. Positive parenting: a randomised controlled trial evaluation of the Parents Plus Adolescent Programme in schools.

    Science.gov (United States)

    Nitsch, Eileen; Hannon, Geraldine; Rickard, Eóin; Houghton, Sharon; Sharry, John

    2015-01-01

    The aim of this study was to evaluate the Parents Plus Adolescents Programme (PPAP)-a parent training course specifically targeting parents of young adolescents (aged 11-16 years)-when delivered as a preventative programme in community school settings. A sample of 126 parents (mean age of children = 12.34 years; range = 10-16 years) were randomly assigned to either a treatment (PPAP; n = 82) or a waiting-list control condition (WC; n = 44). Analyses are based on a study-completer sample post-treatment (n = 109 parents: PPAP n = 70; WC n = 39) and sample at 6 month follow up (n = 42 parents). Both post-treatment (between groups) and 6-month follow-up comparisons of study completers (within PPAP group) revealed significant positive effects of the parenting intervention with respect to adolescent behaviour problems and parenting stress. The post treatment comparisons demonstrated large effect sizes on global measures of child difficulties (partial eta squared = 0.15) and self-reported parent stress (partial eta squared = 0.22); there was a moderate effect size on the self-reported parent satisfaction (partial eta squared = 0.13). This study provides preliminary evidence that PPAP may be an effective model of parent-training implemented in a community-based setting. The strengths and limitations of the study are discussed.

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

    Science.gov (United States)

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

    2013-10-01

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

  11. Parent Involvement in Elementary School Libraries

    Science.gov (United States)

    Copeland, Michele Rzewski

    2012-01-01

    In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited…

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

    Science.gov (United States)

    Clinchy, Evans

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

  13. Administrative and School Nutrition Perspectives of Salad Bar Operations in Public Schools

    Science.gov (United States)

    Andersen, Lori; Myers, Leann; O'Malley, Keelia; Rose, Donald; Johnson, Carolyn C.

    2016-01-01

    Purposes/Objectives: Fruit and vegetable (F/V) consumption may aid in childhood obesity prevention. F/V consumption in youth is low. School-based salad bars (SBs) may improve F/V access in youth. The purpose of this study was to explore administrative and school nutrition personnel perspectives related to adoption and continued implementation of…

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

    Science.gov (United States)

    Cunningham, Valerie G.; Karr-Kidwell, PJ

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

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

    Science.gov (United States)

    Çevik, Mustafa; Özgünay, Esma

    2018-01-01

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

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

    Science.gov (United States)

    Dogan, Soner; Yigit, Yakup

    2014-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Debbie Vigar-Ellis

    2013-01-01

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

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

    Science.gov (United States)

    Kim, Soyoung; Chin, Meejung

    2016-01-01

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

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

    Science.gov (United States)

    Marjoribanks, Kevin

    1996-01-01

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

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

    Science.gov (United States)

    Ekanem, Imaobong Columba

    2013-01-01

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

  3. Career Paths of School Administrators in Illinois: Insights From an Analysis of State Data

    National Research Council Canada - National Science Library

    Ringel, Jeanne

    2004-01-01

    ... from a general shortage of people qualified to be school administrators. This perception was called into question recently by three studies based on empirical information on administrative careers...

  4. 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.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Tan, Edwin T.; Goldberg, Wendy A.

    2008-01-01

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

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

    Science.gov (United States)

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

    2013-09-01

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

  8. Administrative Strategies of School Management Effectiveness, Buriram Office of Primary Educational Service Area 4

    Directory of Open Access Journals (Sweden)

    Khanintipparat Prommaraj

    2017-09-01

    Full Text Available The objectives of this research were 1 to study the current and the expected Conditions of school management effectiveness, Buriram Office of Primary Educational Service Area 4 and 2 to construct administrative strategies of such schools. Eighty of directors, board chairpersons, teachers and parents were sampled. The instruments for data collection were 5-level rating scale questionnaires with the IOC value between 0.60–1.00 and the reliability value of 0.88 and in-depth interview forms. Quantitative data were analyzed by computer and qualitative data were inductively analyzed. The findings were as follows: 1. The current conditions school management effectiveness, Buriram Office of Primary Educational Service Area 4 was moderate while the expected conditions was high. By means of expected condition can be listed from high to low were atmosphere and environment management, administration, learning management and participation. 2. Strategies for effective management of schools under the Office of Educational Service Area 4 consists of four elementary Bachelor’s strategy is the first strategic development, management efficiency. 2 learners develop strategies to meet educational standards. Strategy 3: create an atmosphere and environment conducive to development. Strategy 4 and the joint cooperation of network.

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

    NARCIS (Netherlands)

    Salm, M.; Schunk, D.

    2012-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Science.gov (United States)

    Goldberg, Abbie E; Smith, JuliAnna Z

    2014-10-01

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

  12. Anxiety in school students: Role of parenting and gender.

    Science.gov (United States)

    Bakhla, Ajay Kumar; Sinha, Prakriti; Sharan, Rajiv; Binay, Yashi; Verma, Vijay; Chaudhury, Suprakash

    2013-07-01

    The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version). The sample consisted of 146 (55% male and 45% female) with a mean age of 12.71 years. A total of 16 (11%) students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents 'Democratic' and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

  13. Anxiety in school students: Role of parenting and gender

    Directory of Open Access Journals (Sweden)

    Ajay Kumar Bakhla

    2013-01-01

    Full Text Available Background: The prevalence of anxiety is high in school going children; however pattern of parenting and gender of the child are important factors for the development of anxiety. Gender role and parenting patterns are important construct that vary across different sociocultural setting hence are important to be studied in Indian context. Materials and Methods: In a cross sectional study all students of both sexes studying in class VIII, were assessed using the Spence anxiety scale (children version. Results: The sample consisted of 146 (55% male and 45% female with a mean age of 12.71 years. A total of 16 (11% students scored above cutoff for high anxiety, the mean scores across gender shows that female students scored significantly higher in total and all sub types of anxiety. Most of the students perceived their parents ′Democratic′ and other two authoritarian and permissive type of parenting were almost equal. There was significantly higher anxiety among the students who perceived their parents as authoritarian. Conclusions: The prevalence of high anxiety was 11% in class VIII students. High anxiety in students was significantly associated with female gender and authoritarian parenting pattern as perceived by the children.

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

    Science.gov (United States)

    King, Nicole Colette

    2017-01-01

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

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

    Science.gov (United States)

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

    2016-06-02

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

  16. Utilizing Culture to Improve Communication and School Involvement with Parents from Diverse Backgrounds as a Means to Improve Student Achievement Levels in the United States: A National Focus

    Science.gov (United States)

    Jacobs, Karen Dupre; Kritsonis, William Allan

    2007-01-01

    School leadership in communicating to parents and students from diverse backgrounds is a problem in education that must be addressed. As the population of the United States is becoming more and more diverse, school administrators must develop new ways to reach their stakeholders. All families must be involved in their children's academic progress…

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

    Science.gov (United States)

    Yesildere-Imre, Sibel

    2017-01-01

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

  18. School Search and Seizure Law: A Guideline for K-12 Administrators

    Science.gov (United States)

    Frandsen, Scott

    2010-01-01

    In an effort to safeguard the learning environment, school administrators generally rely on district or local school guidelines and professional judgment. With new technology, the proliferation of drug use, and increased school violence, schools have become a complex environment to manage for both system and local leadership. Administrators are…

  19. Administration and School Management: Adequacy Guidelines of Contemporary Capitalism

    Directory of Open Access Journals (Sweden)

    Flávio Reis Santos

    Full Text Available The theme of this article despite the fact that the applicant in the context of research in the field of education, gain importance and relevance because of all the reflections set out in the framework of the debate about the conduct of public policies for education to the extent that we note that the old problems remain negatively affecting both educational and school management, as the quality of the training processes that happen inside it. The practical continuity in the formulation and implementation of such policies may reside in the constant adaptation of the education and public school to the heterogeneity of the capitalist market demands in proportion as the Brazilian government underwent orientation and World Bank interference in the administration of social issues.

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

    Science.gov (United States)

    Shefer, Tamara; Bhana, Deevia; Morrell, Robert

    2013-01-01

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

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

    Directory of Open Access Journals (Sweden)

    J. Heystek

    1999-03-01

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

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

    Science.gov (United States)

    Smith, Joanna; Wohlstetter, Priscilla

    2009-01-01

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

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

    Science.gov (United States)

    Kwan, Paula; Wong, Yi-Lee

    2016-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

    Patterson, Chris

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

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

    Science.gov (United States)

    Hein, Nina

    2017-01-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

    Stelmach, Bonnie

    2016-01-01

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

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

    Science.gov (United States)

    Ng, Shun Wing; Lee, Tai Hoi Theodore

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Susana Algarvio

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

  11. A Survey of School Administrators and Policy Makers: Executive Summary of the Final Report.

    Science.gov (United States)

    Stallworth, John T.; Williams, David L., Jr.

    Although parental involvement can be important for improving schools, very few parents are involved. This paper explores attitudinal barriers to such involvement from the perspectives of 1,200 superintendents, 664 school board presidents, and 30 state agency officials in six states (Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and…

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

    Science.gov (United States)

    Checa, Purificación; Abundis-Gutierrez, Alicia

    2017-01-01

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

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

    Science.gov (United States)

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

    2013-02-01

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

  14. Parent Keys to Success in the Parent-School Partnership. Parent Leadership. PHP-c96

    Science.gov (United States)

    PACER Center, 2004

    2004-01-01

    When individuals or groups join together to work toward a common goal, a partnership is formed. Successfully reaching the goal requires mutual cooperation and a sharing of responsibilities. While carried out in different ways, the principles used to satisfy personal and business partnerships are much the same. Parents are the child's first and…

  15. 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…

  16. Intergenerational effects of parental substance-related convictions and adult drug treatment court participation on children's school performance.

    Science.gov (United States)

    Gifford, Elizabeth J; Sloan, Frank A; Eldred, Lindsey M; Evans, Kelly E

    2015-09-01

    This study examined the intergenerational effects of parental conviction of a substance-related charge on children's academic performance and, conditional on a conviction, whether completion of an adult drug treatment court (DTC) program was associated with improved school performance. State administrative data from North Carolina courts, birth records, and school records were linked for 2005-2012. Math and reading end-of-grade test scores and absenteeism were examined for 5 groups of children, those with parents who: were not convicted on any criminal charge, were convicted on a substance-related charge and not referred by a court to a DTC, were referred to a DTC but did not enroll, enrolled in a DTC but did not complete, and completed a DTC program. Accounting for demographic and socioeconomic factors, the school performance of children whose parents were convicted of a substance-related offense was worse than that of children whose parents were not convicted on any charge. These differences were statistically significant but substantially reduced after controlling for socioeconomic characteristics; for example, mother's educational attainment. We found no evidence that parent participation in an adult DTC program led to improved school performance of their children. While the children of convicted parents fared worse on average, much--but not all--of this difference was attributed to socioeconomic factors, with the result that parental conviction remained a risk factor for poorer school performance. Even though adult DTCs have been shown to have other benefits, we could detect no intergenerational benefit in improved school performance of their children. (c) 2015 APA, all rights reserved).

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

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

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

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

    DEFF Research Database (Denmark)

    Hein, Nina

    2017-01-01

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

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

    Science.gov (United States)

    Kim, Kyoungho; Rohner, Ronald P.

    2002-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  2. 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,…

  3. 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'…

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

    Science.gov (United States)

    Bubic, Andreja; Tošic, Antonela

    2016-01-01

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

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

    Science.gov (United States)

    Hou, Zhi-Jin; Leung, S. Alvin

    2011-01-01

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

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

    Science.gov (United States)

    Goldberg, Abbie E.; Smith, JuliAnna Z.

    2014-01-01

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

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

    Science.gov (United States)

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

    2016-12-01

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

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

    Directory of Open Access Journals (Sweden)

    Sharon Query

    2013-06-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  11. 34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

    Science.gov (United States)

    2010-07-01

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

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

    Science.gov (United States)

    Villavicencio, Adriana

    2013-01-01

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

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

    Science.gov (United States)

    Qureshi, Kaveri

    2014-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

  15. School children with neuropsychological handicap: coping strategies and parents' impact.

    Science.gov (United States)

    Krener, P; Cranston, C

    1990-01-01

    One hundred forty six boys (mean age 9 years 1 months, SD = two years, nine months) and forty one girls (mean age 8 years 6 months, SD = three years, three months) received medical, developmental, psychoeducational, and psychiatric evaluations in a multidisciplinary developmental pediatric clinic. Two hundred fifty variables were analyzed by developing ten scales to quantitatively evaluate neuropsychological risk factors, family and parent functioning, and outcome measures of academic achievement, social adjustment and coping or psychiatric symptom pattern. Higher academic achievement, and lower behavioral symptomatology were associated with high IQ scores but not with higher scores on neurobehavioral risk factors. Chief complaints reported by parents did not correlate with their children's final psychiatric diagnoses and also were found to be independent of children's coping styles observed in the office. Problem parenting, as observed in the pediatrician's office, was associated with behavioral problems, and also with decreased competence on language measures and lower academic achievement in relation to IQ. In this sample, assessing parenting yielded a stronger prediction of the child's school and behavioral functioning than did taking a detailed history of neuropsychological risk factors.

  16. Explaining parents' school involvement : The role of ethnicity and gender in the Netherlands

    NARCIS (Netherlands)

    Fleischmann, Fenella; de Haas, Annabel

    2016-01-01

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

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

    OpenAIRE

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

    2008-01-01

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

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

    Science.gov (United States)

    Renihan, Patrick J.; Renihan, Frederick J.

    1995-01-01

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

  19. Determinants of School Choice: Understanding How Parents Choose Elementary Schools in Alberta

    Science.gov (United States)

    Bosetti, Lynn

    2004-01-01

    Rational choice theory suggests that parents are utility maximizers who make decisions from clear value preferences, that they are able to demand effective action from local schools and teachers, and that they can be relied upon to pursue the best interests of their children. This paper presents a different perspective and argues that parents…

  20. Supporting Middle School Students Whose Parents Are Deployed: Challenges and Strategies for Schools

    Science.gov (United States)

    Williams, Brenda

    2013-01-01

    Middle school students from military families face unique challenges, especially when their parents are deployed. Among the challenges they experience are frequent relocations; issues that affect academic achievement; uncertainty; and changes in roles, responsibilities, and relationships at home. Reunification involves issues of the returning…

  1. Using School Choice: Analyzing How Parents Access Educational Freedom. School Choice Issues in Depth

    Science.gov (United States)

    Forster, Greg

    2005-01-01

    This report provides a summary of the process parents must go through to participate in each of the nation's school choice programs, identifying problem areas in some programs. For the first time in one place, this report collects data on participation in each of the programs in current and previous years. Data are given for the number of students…

  2. 34 CFR 226.23 - May charter schools use grant funds for administrative costs?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false May charter schools use grant funds for administrative... administrative costs? (a) Except as provided in paragraph (b) of this section, charter school subgrantees may use... OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION STATE CHARTER SCHOOL FACILITIES...

  3. The Spatial Practices of School Administrative Clerks: Making Space for Contributive Justice

    Science.gov (United States)

    Bayat, Abdullah

    2012-01-01

    This article discusses the work practices of the much neglected phenomenon of the work of school administrative clerks in schools. Popular accounts of school administrative clerks portray them as subjectified--assigned roles with limited power and discretion--as subordinate and expected to be compliant, passive and deferent to the principal and…

  4. 34 CFR 682.610 - Administrative and fiscal requirements for participating schools.

    Science.gov (United States)

    2010-07-01

    ... Administrative and fiscal requirements for participating schools. (a) General. Each school shall— (1) Establish... 34 Education 3 2010-07-01 2010-07-01 false Administrative and fiscal requirements for participating schools. 682.610 Section 682.610 Education Regulations of the Offices of the Department of...

  5. Administrative Perceptions on the Role of the School Library Media Specialist

    Science.gov (United States)

    Page, Kayla

    2013-01-01

    Despite the efforts of local school library media specialists to promote their programming, many administrators do not understand the roles and responsibilities of the school library media specialist. Using a constructivist theoretical framework, this study was designed to examine the local school administrators' perceptions of the role of the…

  6. A Study on the Legal Literacy of Urban Public School Administrators

    Science.gov (United States)

    Tie, Fatt Hee

    2014-01-01

    This study investigates the legal literacy of urban public school administrators in Malaysia. Data were collected from 109 school administrators. The instrument that was administered to the respondents comprised two parts: Part 1, the background information of the respondents; and Part 2, items on the law related to schools, such as teachers' duty…

  7. School Administrator Perceptions of Cyberbullying Facilitators and Barriers to Preventive Action: A Qualitative Study

    Science.gov (United States)

    Young, Rachel; Tully, Melissa; Ramirez, Marizen

    2017-01-01

    Background: Schools are often held responsible for preventing or addressing cyberbullying, yet little is known about school administrator perceptions of cyberbullying and the challenges they face in addressing this public health issue. Aims: The goal of this study is to examine school administrators' perceptions of the facilitators of…

  8. Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators

    Science.gov (United States)

    Sairam, Boonchauy; Sirisuthi, Chaiyuth; Wisetrinthong, Kanjana

    2017-01-01

    Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable…

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

    Science.gov (United States)

    Argon, Türkan; Dilekçi, Ümit

    2016-01-01

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

  10. Perceptions of Pennsylvania School Librarians Regarding Their Role in Providing Copyright Advice to Students, Teacher, and Administrators in Their School

    Science.gov (United States)

    Kell, Susan E.

    2014-01-01

    This qualitative study examined the perceptions of Pennsylvania school librarians about the role they play in providing copyright guidance to the students, teachers, and administrators in their school during the 2011-2012 school year. Using two electronic mailing lists for Pennsylvania school librarians, the researcher posted an email asking…

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

    Science.gov (United States)

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

    2010-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Maria Marti

    2018-05-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  14. 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,…

  15. Parenting and feeding behaviors associated with school-aged African American and White children.

    Science.gov (United States)

    Polfuss, Michele Lynn; Frenn, Marilyn

    2012-08-01

    Pediatric obesity is multifactorial and difficult to treat. Parenting and feeding behaviors have been shown to influence a child's weight status. Most prior studies have focused on preschool-aged White children. Additional complicating factors include parents' inability to accurately identify their child's abnormal weight status. Parenting and feeding behaviors used by 176 African American and White parents of school-age children were examined. Assessment included (a) identifying what behaviors were reported when parent expressed concern with child's weight and (b) the relationship of these behaviors on child's body mass index percentile (BMI%), considering ethnicity, socioeconomic status (SES), and parent's body mass index (BMI). Findings included African American parents and parents concerned about their child's weight exhibited increased controlling/authoritarian parenting and feeding behaviors. Parents were able to accurately identify their child's weight status. Parenting and feeding behaviors played a significant role in the children's BMI% even when controlling for ethnicity, SES, and parent's BMI.

  16. Administrator Leadership Styles and Their Impact on School Nursing Part II. A High-Performance School Nurse-Building Administrator Relationship Model.

    Science.gov (United States)

    Davis, Charles R; Lynch, Erik J

    2018-06-01

    There is a significant disparity in roles, responsibilities, education, training, and expertise between the school nurse and building administrator. Because of this disparity, a natural chasm must be bridged to optimize student health, safety, well-being, and achievement in the classroom while meeting the individual needs of both professionals. This article constructs and presents a new school nurse-building administrator relationship model, the foundation of which is formed from the pioneering and seminal work on high-performance professional relationships and outcomes of Lewin and Drucker. The authors posit that this new model provides the framework for successful school nurse-building administrator interactions that will lead to optimal student outcomes.

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

    Directory of Open Access Journals (Sweden)

    Chinedu I Okeke

    2014-03-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2011-06-01

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

  20. Social Change in a School: A Computer Content Analysis of Administrative Notices

    Science.gov (United States)

    Gettentag, Marcia

    1971-01-01

    The content of administrative notices, a non-reactive measure, was used to examine the impact of organizational changes in schools. Compared with control schools, the experimental school showed increases in categories of Cooperation," Participation," and Skills." The control school notices had greater emphasis on good-bad" evaluations. (Author)

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

    OpenAIRE

    Rubén Ruiz Ramas

    2016-01-01

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

  2. Public high school teachers opinions on school administrators supervision duty in Turkey

    Directory of Open Access Journals (Sweden)

    Nurhayat Celebi

    2010-09-01

    Full Text Available Supervision that has been conducted by public high school administrators plays a major role in the effectiveness of a school.Lack of having well defined criteria is thought to be causing some major problems in the educational environment. Subjectivity,administrative policy constraints, lack of teacher motivation and lack of job satisfaction are only a few examples of those kindsof problems. The study, which is based on the scanning model and a descriptive research, was performed on 303 teachersworking in randomly chosen high schools in the Bakırköy district of İstanbul. The data collection instrument was developed bythe researcher. The confirmatory factor analysis test was used to determine whether the scale confirm to the factor structureor not. It was noticed that the factor structure could be explained with 5 factor sub-dimensions, and accordingly, the measuringscale, which had been originally prepared in 45 items, was modified and reduced to 32 items. As a result of factor analysis, thefactors were confirmed as follows; “the leadership, supervision techniques, effective supervision, efficacy of administration andteaching quality”. All these factors are explain about 48 % for total test variance. Cronbach alpha internal consistency factorwhich has been calculated according to the reliability analysis and it’s value was ,90. Factor loadings of sub- dimensions arebetween ,41 and ,81. In accordance with the results, training programs must be applied regularly to the administrators in orderto enable them to acquire more supervision attitude and to increase the efficiency and quality levels of the schools

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

    Science.gov (United States)

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

    2006-06-01

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

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

    Directory of Open Access Journals (Sweden)

    Armanda Pereira

    2016-11-01

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

  5. School Public Relations and the Principalship: An Interview with Mark Bielang, President of American Association of School Administrators

    Science.gov (United States)

    Johnson, Paul

    2011-01-01

    From returning phone calls to traversing the political landscape to building trust, American Association of School Administrators (AASA) president Mark Bielang covers a lot of territory as he describes the public relations challenges confronting today's school administrators. Having just concluded his term as AASA president, Mr. Bielang has served…

  6. Administrative Decentralization in School Systems and Its Effect on the Organization of Media Services. Atlanta Public Schools: A Case Study.

    Science.gov (United States)

    Williams, R. David

    This study reviews the literature on public school administration and on decentralization to establish the groundwork for an analysis of the administration of a decentralized school system and its media services, discusses some of the confusion in the centralization vs. decentralization debate, and presents a heuristic study of the administration…

  7. 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…

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

    Science.gov (United States)

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

    2011-12-01

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

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

    Science.gov (United States)

    Bui, Khanh; Rush, Ryan A.

    2016-01-01

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

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

    Science.gov (United States)

    Fleischmann, Fenella; de Haas, Annabel

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Kim, Jin-Sook; Bang, Hyeyoung

    2017-01-01

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

  13. Parent Attitudes Toward the Virginia Beach Year-Round School Pilot Project. Final Report.

    Science.gov (United States)

    Schlechty, Phillip C.

    Part of the Virginia Beach year-round school program evaluation, this final report contains a detailed analysis of parental attitudes, beliefs, and perceptions. The data leads to the following conclusions: a majority (53.3 percent) of parents are dubious or negative toward the 45-15 pilot project; a slight majority of parents in the pilot schools…

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

    Science.gov (United States)

    Oh, Susan Y.; And Others

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

  15. Advocacy for Children with Social-Communication Needs: Perspectives from Parents and School Professionals

    Science.gov (United States)

    Burke, Meghan M.; Meadan-Kaplansky, Hedda; Patton, Kimberly A.; Pearson, Jamie N.; Cummings, Katrina P.; Lee, Chung eun

    2018-01-01

    Although parents of children with disabilities often advocate for special education services, most research has only examined advocacy from the perspectives of parents. Given that advocacy is an interpersonal exchange, it is crucial to understand the perspectives of parents and school professionals. In this study, focus groups were conducted with…

  16. Parent-Reported Differences between School-Aged Girls and Boys on the Autism Spectrum

    Science.gov (United States)

    Sutherland, Rebecca; Hodge, Antoinette; Bruck, Susan; Costley, Debra; Klieve, Helen

    2017-01-01

    More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided…

  17. Homework Involvement and Functions: Perceptions of Hong Kong Chinese Primary School Students and Parents

    Science.gov (United States)

    Tam, Vicky C. W.; Chan, Raymond M. C.

    2011-01-01

    This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings…

  18. 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…

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

    Science.gov (United States)

    Solomon, C. Ruth; Serres, Francoise

    1999-01-01

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

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

    Science.gov (United States)

    Lagace-Seguin, Daniel G.; Case, Emily

    2010-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Watkins, Aaron

    2013-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Seo, Dong-Chul; Lee, Chung Gun

    2012-01-01

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

  6. Transitions from School for Young Adults with Intellectual Disability: Parental Perspectives on "Life as an Adjustment"

    Science.gov (United States)

    Davies, Michael D.; Beamish, Wendi

    2009-01-01

    Background: Few studies have investigated transition programs and outcomes for young adults with disabilities as viewed from the parent perspective. The current Australian study provided a voice for parents to report on the experiences of and outcomes for young adults following their recent transition from school into post-school life. Method: A…

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

    Science.gov (United States)

    Ishihara-Brito, Reiko

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  10. Teaching Practices and Strategies to Involve Inner-City Parents at Home and in the School

    Science.gov (United States)

    Lewis, Leontye; Kim, Yanghee A.; Bey, Juanita Ashby

    2011-01-01

    Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children's education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through…

  11. "Are We Doing Damage?" Choosing an Urban Public School in an Era of Parental Anxiety

    Science.gov (United States)

    Cucchiara, Maia

    2013-01-01

    There is an ample scholarly and popular literature describing the rise in "anxiety" among middle-class parents. This paper draws from a study of urban middle-class parents who were considering sending their children to public school. Focusing on one neighborhood and its school, it describes the impact of anxiety on the choice process. It further…

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

    Science.gov (United States)

    Matthiesen, Noomi Christine Linde

    2017-01-01

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

  13. LGBTQ Parents: Their Perceptions and Attitudes Regarding Their Ontological Experiences within Their Children's School Environment

    Science.gov (United States)

    Kappus, Becky

    2016-01-01

    School can be inhospitable for any lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents with children in pre-K-12 classrooms (Kosciw & Diaz, 2008). Some LGBTQ parents feel they must be silent and discreet so their children will not endure any discrimination at school (Fakhrid-Deen & COLAGE, 2010). Some reasons for this silence…

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

    Science.gov (United States)

    DeLucia-Waack, Janice; Gerrity, Deborah

    2001-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Maruyama, Yukiko; Kanoh, Hiroko; Adachi, Kinya

    2017-01-01

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

  17. Perceived Socio-Economic Status and Social Inclusion in School: Parental Monitoring and Support as Mediators

    Science.gov (United States)

    Veland, Jarmund; Bru, Edvin; Idsøe, Thormod

    2015-01-01

    The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137 Norwegian primary and secondary school pupils aged between 10 and 16 years. To study whether additional social disadvantages moderated the…

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

    Science.gov (United States)

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

    2012-01-01

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

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

    Science.gov (United States)

    Koch, Cotton S.

    2010-01-01

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

  20. A Year after Columbine: Public Looks to Parents More than Schools To Prevent Violence.

    Science.gov (United States)

    Pew Research Center for the People and the Press, Washington, DC.

    An April 2000 telephone survey queried a nationwide sample of 1,000 adults, including 283 parents of children ages 5 to 17 years, concerning school violence and other issues in the news. The vast majority of those surveyed said they believe it is the responsibility of parents to ensure that school shootings, such as occurred at Columbine High…

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

    NARCIS (Netherlands)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

    National Education Association Research Department, 2006

    2006-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Nelly Patricia Ávila Daza

    2009-10-01

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

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

    Directory of Open Access Journals (Sweden)

    Valerie J. Shute

    2011-01-01

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

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

    Science.gov (United States)

    Ohri-Vachaspati, Punam

    2014-03-01

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

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

    Science.gov (United States)

    Lee, Chang-Hun; Song, Juyoung

    2012-08-01

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

  8. Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School

    Science.gov (United States)

    Okçu, Veysel

    2014-01-01

    This study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers…

  9. Leading Change: College-School Collaboration to Assimilate New Administrative Software for an Arab High School in Israel

    Science.gov (United States)

    Arar, Khalid

    2016-01-01

    The study traced the assimilation of new administrative software in an Arab school, assisted by collaboration between the school and an Arab academic teacher-training college in Israel. The research used a mixed-method paradigm. A questionnaire consisting of 81 items was administered to 55 of the school's teachers in two stages to elicit their…

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

    Science.gov (United States)

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

    2006-12-01

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

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

    Science.gov (United States)

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

    2006-02-01

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

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

    OpenAIRE

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

    2011-01-01

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

  13. A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents

    OpenAIRE

    WAASDORP, TRACY EVIAN; PAS, ELISE T.; O’BRENNAN, LINDSEY M.; BRADSHAW, CATHERINE P.

    2011-01-01

    Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety,...

  14. The Relationship between Parental Opinion of School-Based Sex Education, Parent-Child Communication about Sexuality, and Parenting Styles in a Diverse Urban Community College Population

    Science.gov (United States)

    Heller, Janet

    2009-01-01

    One hundred and ninety-one parents attending an urban, community college were surveyed about what topics schools should teach their children about sexuality education, and how they communicate with their child about sexuality topics. The quantitative data was collected using a "School Sexuality Education Questionnaire" (SSEQ), and the "Parenting…

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

    Science.gov (United States)

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

    2018-01-01

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

  16. 34 CFR 690.10 - Administrative cost allowance to participating schools.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false Administrative cost allowance to participating schools. 690.10 Section 690.10 Education Regulations of the Offices of the Department of Education (Continued... General Definitions § 690.10 Administrative cost allowance to participating schools. (a) Subject to...

  17. Development of Effective Academic Affairs Administration System in Thai Primary Schools

    Science.gov (United States)

    Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan

    2013-01-01

    This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of…

  18. Cyberbullying: An Exploration of Secondary School Administrators' Experiences with Cyberbullying Incidents in Louisiana

    Science.gov (United States)

    Castile, Holly; Harris, Sandra

    2014-01-01

    This qualitative phenomenological study explored school administrators' experiences with cyberbullying. The participants were secondary administrators in Louisiana public schools. Notable findings indicated that cyberbullying is a complex problem because the greatest amount of cyberbullying is occurring off-campus. This study found Facebook and…

  19. School Administrator Self-Perceived Leadership Styles Affect on Occupational Burnout

    Science.gov (United States)

    Maricle, William H.

    2013-01-01

    This study investigated the variables of self-perceived leadership styles and occupational burnout among school administrators in the states of Texas and Louisiana. The purpose of this study was to investigate if relationships exist between school administrator self-perceived leadership styles and occupational burnout. A review of the literature…

  20. Development of the Nonverbal Communication Skills of School Administrators Scale (NCSSAS): Validity, Reliability and Implementation Study

    Science.gov (United States)

    Uzun, Tevfik

    2017-01-01

    The main purpose of this study is to develop a scale intended for identifying the school administrators' nonverbal communication skills, and establish the relationship between the nonverbal communication skills of school administrators and job performance of teachers. The study was conducted in three stages. The first stage involved the creation…

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

    Science.gov (United States)

    Roderick, Erin; Jung, Adrian Woo

    2012-01-01

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

  2. A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

    Science.gov (United States)

    Bakken, Jeffrey P.; Smith, Beverly A.

    2011-01-01

    This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

  3. Administrative Support and Its Mediating Effect on US Public School Teachers

    Science.gov (United States)

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

    2011-01-01

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

  4. The Institute for School Administrators: A Program for Professional and Personal Growth. Conceptualization and Assessment.

    Science.gov (United States)

    Reed, Rodney J.

    The annual Institute for School Administrators, founded on Maslow's hierarchy of needs and Knowles' theory of adult learning, was initiated in 1979 at the University of California, Berkeley. After identifying participants' needs, a panel of school administrators and university professors develop the annual program. The Institute's general goals…

  5. Leadership and Spirituality: The Indivisible Leadership of African American School Administrators as Pastors

    Science.gov (United States)

    Jones, Anthony D., Sr.

    2010-01-01

    The purpose of this phenomenological study was to understand the role that spirituality plays in the leadership of African American men who are both a pastor and a public school administrator. Very little has been written about the role of African American spirituality in educational leadership or about school administrators who are also pastors.…

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

    Science.gov (United States)

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

    2013-11-16

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

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

    Directory of Open Access Journals (Sweden)

    Alatzoglu Atanasios

    2013-01-01

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

  8. 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

  9. Barriers to the Administration of Epinephrine in Schools

    Science.gov (United States)

    Hogue, Susan L.; Muniz, Rafael; Herrem, Christopher; Silvia, Suyapa; White, Martha V.

    2018-01-01

    Background: Anaphylaxis is a serious and growing concern in the school setting as the prevalence of food allergies and food-induced severe allergic reactions continues to increase. Methods: A cross-sectional, web-based survey was conducted regarding anaphylactic events that occurred during the 2014-2015 school year. Eligible schools were enrolled…

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

    OpenAIRE

    O'Reilly, Siobhan

    2012-01-01

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

  11. Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School among Ethnically Diverse Families from Underserved, Urban Communities

    Science.gov (United States)

    Brotman, Laurie Miller; Calzada, Esther; Huang, Keng-Yen; Kingston, Sharon; Dawson-McClure, Spring; Kamboukos, Dimitra; Rosenfelt, Amanda; Schwab, Amihai; Petkova, Eva

    2011-01-01

    This study examines the efficacy of "ParentCorps" among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. "ParentCorps" includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health…

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

    Science.gov (United States)

    Turner, Alison M.

    2016-01-01

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

  13. Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core

    Science.gov (United States)

    Spillane, James P.; Parise, Leigh Mesler; Sherer, Jennifer Zoltners

    2011-01-01

    The institutional environment of America's schools has changed substantially as government regulation has focused increasingly on the core technical work of schools--instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four…

  14. Aspiring School Administrators' Perceived Ability to Meet Technology Standards and Technological Needs for Professional Development

    Science.gov (United States)

    Yu, Chien; Prince, Debra Lindsey

    2016-01-01

    The merits of technology in general and of educational technology specifically are well documented. The use of educational technology has been shown to improve teaching and learning and the overall educational quality of schools. However, the successful integration of educational technology in schools hinges on school administrators' technology…

  15. Missouri Public School Administrators' Perceived Effectiveness of Senate Bill No. 75

    Science.gov (United States)

    Steele, Joby B.

    2016-01-01

    In this quantitative study, the perceptions of safety and preparedness of Missouri's high school administrators after participating in active shooter training as mandated by Missouri's Senate Bill No. 75 were analyzed. As school shootings continue, states have passed legislation to prepare schools to provide safety for students and faculty members…

  16. Time Span of Discretion and Administrative Work in School Systems: Results of a Pilot Study.

    Science.gov (United States)

    Allison, Derek J.; Morfitt, Grace

    This paper presents findings of a study that utilized Elliott Jaques' theories of organizational depth structure and time span of discretion in administrative work to examine administrators' responsibilities in two Ontario (Canada) school systems. The theory predicts that the time-span of discretion associated with the administrative tasks will…

  17. Open Day at EVE and School of CERN Staff Association: an opportunity for many parents to discover the structure.

    CERN Multimedia

    Staff Association

    2017-01-01

    On Saturday, 4 March 2017, the Children’s Day-Care Centre EVE and School of CERN Staff Association opened its doors to allow interested parents to visit the structure. Staff Association - Carole Dargagnon presents the EVE and school during the open day. This event was a great success and brought together many families. The Open Day was held in two sessions (first session at 10 am and second at 11 am), each consisting in two parts: a general presentation of the structure by the Headmistress Carole Dargagnon, a tour of the installations with Marie-Luz Cavagna and Stéphanie Palluel, the administrative assistants. The management team was delighted to offer parents the opportunity to participate in this pleasant event, where everyone could express themselves, ask questions and find answers in a friendly atmosphere.

  18. Islam and state school: opinions of Muslim parents in Piedmont

    Directory of Open Access Journals (Sweden)

    Renzo Guolo

    2009-07-01

    Full Text Available What are the opinions of Muslim parents, as to the teaching of Islamic religion? In case it were possible, would they prefer it to be taught in state or religious schools? And in the first case, by whom? What do families think about problems like the observance of dietary laws in school canteens, the class of physical education for girls in mixed classes, the wearing of veil? The article summarizes the data of a survey on these topics (between 2006 and 2007 carried out in Piedmont, in particular in Turin, on a sample of about 1000 people representing the different ethnonational islamic communities living in the region. The methodology employed is both quantitative (the whole sample was given a structured questionnaire and qualitative. The latter concerns detailed interviews with the leaders of Islamic associations in the region. The result is definitely in favour of the teaching of Islamic religion in state schools, together with the request to observe dietary laws, both cultural and religious, and the acceptance, on principle, of the mixed class of physical education. There are of course different opinions which, however, show a growing trend in favour of free choice as to the obligation of veil: a picture widely determined by the ethnonational origin of the interviewed, confirming the pluralism of Italian Islam. The result points out that most Muslims in Piedmont have an inclusive approach and that religion does not mean cultural separation. The main trend, apart from the opinions and projects of a few associative leaderships, is one of an Islam that wishes to become a recognized member of Italian religious and cultural scene.

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

    Science.gov (United States)

    Kantor, Leslie; Levitz, Nicole

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Leslie Kantor

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

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

    Directory of Open Access Journals (Sweden)

    Ravik Karsidi

    2014-01-01

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

  2. Revealing Epilepsy to Other Parents, Schools, and in the Workplace

    Science.gov (United States)

    Mittan, Robert J.

    2009-01-01

    This is the fourth in a series of four articles about how to tell others about a child's epilepsy. If a child has epilepsy, parents will be confronted with the need to tell the parents of their child's friends about their child's epilepsy. This can be exceedingly difficult for a parent the first few times. Parents can make their world safer for…

  3. Authoritative parenting and parental stress in parents of pre-school and older children with developmental disabilities.

    Science.gov (United States)

    Woolfson, L; Grant, E

    2006-03-01

    Rearing a child with a developmental disability is associated with increased parental stress. Theories of stress and adjustment and bi-directional theories of child development suggest that parenting could influence these negative outcomes. Relationships between parenting approaches and stress in parents of children with developmental disabilities (DD) (N = 53) were examined across two age groups, 3-5 years and 9-11 years and compared with a contrast group of typically developing children (TD) (N = 60). Measures used were the Parenting Stress Index-Short Form and Rickel and Biasatti's modification of Block's Child Rearing Practices Report, classified into Baumrind's parenting styles using Reitman and Gross's method. Parents in the older DD group used Authoritative parenting less than parents in the younger DD group, while the opposite developmental pattern was seen in the TD group. Multivariate analysis of variance showed a significant group x parenting style interaction for Parental Distress, Parent-Child Dysfunctional Interaction and Difficult Child. Stress measures were higher for the DD group and seemed to be associated with Authoritative parenting approaches, an effect that was not observed in the TD group. Findings suggest that the well-established effect of group on stress may be moderated by parenting style. Authoritative parenting may be highly stressful for parents of children with DD to implement, resulting in a decrease in its use across the two age groups.

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

    Science.gov (United States)

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

    2015-02-01

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

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

    Science.gov (United States)

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

    2014-10-01

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

  6. Mothers' Parenting Behaviors in Families of School-Aged Children with Autism Spectrum Disorder: An Observational and Questionnaire Study

    Science.gov (United States)

    Boonen, Hannah; van Esch, Lotte; Lambrechts, Greet; Maljaars, Jarymke; Zink, Inge; Van Leeuwen, Karla; Noens, Ilse

    2015-01-01

    Although parents of children with ASD face specific challenges in parenting, only a few studies have empirically investigated parenting behaviors among these parents. The current study examined differences in parenting behaviors between mothers of school-aged children with ASD (n = 30) and mothers of typically developing children (n = 39), using…

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

    Science.gov (United States)

    Byrne, Bridget; de Tona, Carla

    2014-01-01

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

  8. School Socio-Cultural Identity and Perceived Parental Involvement about Mathematics Learning in Greece

    Science.gov (United States)

    Moutsios-Rentzos, Andreas; Chaviaris, Petros; Kafoussi, Sonia

    2015-01-01

    In this quantitative study we investigated the primary school students' perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students' ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students' grade and…

  9. 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)

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

    Science.gov (United States)

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

    2017-01-01

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

  11. 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…

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

    Science.gov (United States)

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

    2013-03-01

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

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

    Directory of Open Access Journals (Sweden)

    Hilda Bayma-Freire

    2015-07-01

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

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

    Directory of Open Access Journals (Sweden)

    Tracy Clelland

    2013-01-01

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

  15. 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 ...

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

    OpenAIRE

    Puhani, Patrick A.

    2017-01-01

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

  17. Managing Digital Identity on Twitter: The Case of School Administrators

    Science.gov (United States)

    Cho, Vincent; Jimerson, Jo Beth

    2017-01-01

    What does it mean to be and to act like a school leader online? Although many school leaders might be comfortable navigating issues of identity in face-to-face environments, online environments may present new and unprecedented challenges. These challenges may range from concerns about privacy and surveillance to questions about how best to…

  18. The New Technology and Educational Reform: Guidelines for School Administrators.

    Science.gov (United States)

    Matthews, Mark; Karr-Kidwell, PJ

    This paper presents the results of a literature review on educational methodology reforms. The first section discusses five factors in broad-based school reforms: change theory; organizational theory; state/national politics; local politics/governance; and leadership theory. Five types of reforms for school-wide success are described in the second…

  19. The Relevance of Budget Preparation in School Administration | Fan ...

    African Journals Online (AJOL)

    It demands a periodic preparation of the school budget. This paper therefore examines the concept of budgeting, its advantages in our school system and suggests some accounting requirements which are aimed at making the preparation of a budget less cumbersome and more realistic. It highlights four types of budgets: ...

  20. Leadership Behaviors of School Administrators: Do Men and Women Differ?

    Science.gov (United States)

    Johnson, Shirley; Busch, Steve; Slate, John R.

    2008-01-01

    In this study, the reasons why men and women behave differently in leadership roles in schools were investigated because of recent research on the indirect nature of the school principal's impact on learning and on gender differences in leadership behaviors. Practicing principals (109 males, 172 females) from two Southwestern states were surveyed…

  1. Public Administration and the Crisis of the State. ESA844, Administrative Context of Schooling.

    Science.gov (United States)

    Bates, Richard

    This volume is part of a series of monographs from Australia devoted to outlining an alternative approach, based on neo-Marxist concepts, to educational administration. Beginning with a discussion of the contested relationship between the individual and the state, the politics of administration is set within the debate over liberalism, Marxism and…

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

    Directory of Open Access Journals (Sweden)

    Van Lippevelde Wendy

    2011-11-01

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

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

    Science.gov (United States)

    2011-01-01

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

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

    Science.gov (United States)

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

    2006-05-01

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

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

    Directory of Open Access Journals (Sweden)

    Vincent Kathryn B

    2008-03-01

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

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

    Directory of Open Access Journals (Sweden)

    Sonja Veličković

    2014-12-01

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

  7. Parental monitoring and rule-breaking behaviour in secondary school students

    Directory of Open Access Journals (Sweden)

    Kovačević-Lepojević Marina

    2017-01-01

    Full Text Available Parental monitoring is recognised as one of the most important family factors that are associated with rule-breaking behaviour. The objective of this paper is to determine the nature of correlations between parental monitoring and its key components (parents’ knowledge, child disclosure, parental solicitation and parental control and rule-breaking behaviour. Additionally, the prediction of the rule-breaking behaviour by parental monitoring variables, age and gender will be considered. The sample included 507 secondary school students from Belgrade, aged 15 to 18. The data on rule-breaking behaviour were collected through ASEBA YSR/11-18, and on parental monitoring via the Parental monitoring scale. The most important conclusions are the following: the strongest negative correlations are found between parental knowledge and child disclosure with rule-breaking behaviour; child disclosure is the most important source of parental knowledge; the variables of parental monitoring, gender and age explained 31.4% of the variance of rule-breaking behaviour; finally, parental control and age, unlike other variables, did not predict rule-breaking behaviour. Given that parents mostly know how children spend their free time only if the children tell this to them, it is recommended that the prevention programme of rule-breaking behaviour should be oriented towards the improvement of parent-child relationships instead of focusing on parental control and supervision. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179017: Socijalna participacija osoba sa intelektualnom ometenošću

  8. 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.

  9. Effective advocacy for patients with inflammatory bowel disease: communication with insurance companies, school administrators, employers, and other health care overseers.

    Science.gov (United States)

    Jaff, Jennifer C; Arnold, Janis; Bousvaros, Athos

    2006-08-01

    In addition to their physical challenges, children and adolescents with inflammatory bowel disease (IBD) living in the United States face a number of administrative and regulatory hurdles that affect their quality of life. This article, written by a physician, attorney/patient advocate, and social worker, discusses a number of these challenges and describes how the provider can help his or her patient overcome them. Specifically, the article discusses 4 areas in detail: appeals of denials of coverage from insurance companies and third party payors; assisting children with IBD with classroom and school accommodations; assisting uninsured children in obtaining Social Security benefits; and aiding a parent to care for their child using the Family and Medical Leave Act. Although this article has a pediatric focus, adults have similar advocacy needs. Case examples and sample letters to third-party payors, schools, and employers are included in this article.

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

    OpenAIRE

    Nojaja, John Mfundo

    2002-01-01

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

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

    Science.gov (United States)

    Banoglu, Köksal

    2013-01-01

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

  12. What Do Schools Want? Assessing Elementary School Administrator and Teacher Preferences Related to Nutrition Education Program Scheduling

    Science.gov (United States)

    Hermann, Janice; Parker, Stephany; Phelps, Josh; Brown, Barbara

    2011-01-01

    Extension is positioned to provide school-based nutrition education programs as required by the 2004 Child Nutrition and WIC Reauthorization Act. To enhance program acceptance and sustainability, it is important to consider school administrators' and teachers' interests and preferences regarding nutrition education programming. The project…

  13. 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…

  14. 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,…

  15. Organizational Citizenship Behavior (OCB) Display Levels of the Teachers at Secondary Schools According to the Perceptions of the School Administrators

    Science.gov (United States)

    Polat, Soner

    2009-01-01

    The main aim of this study is to determine in what level the teachers at secondary schools display organizational citizenship behavior (OCB) according to the perceptions of the school administrators. The data of this study, which is descriptive, were collected via the "the scale of OCB" which was developed by Podsakoff, MacKenzie,…

  16. Effective School-Community Relations as a Key Performance Indicator for the Secondary School Administrator in Aba South District, Nigeria

    Science.gov (United States)

    Abraham, Nath. M.; Ememe, Ogbonna N.

    2012-01-01

    This study investigates Effective School-Community Relations as a key Performance Indicator (KPI) of Secondary Schools Administrator in Aba South District, Nigeria. Descriptive survey method was adopted. All the 248 teachers made up the population and sample in a purposive sampling technique representing 100% of the entire population as sample. A…

  17. When Parents and Young Children Go To School

    Science.gov (United States)

    Braun, Samuel J.

    1976-01-01

    By helping out in the classroom, parents can see a teacher work with children, developing their curiosity, elaborating on their interests, disciplining when necessary and, in a sense, the teacher serves as a model for the parents. (JD)

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

    Science.gov (United States)

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

    2010-01-01

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

  19. Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes.

    Science.gov (United States)

    Gase, Lauren N; Gomez, Louis M; Kuo, Tony; Glenn, Beth A; Inkelas, Moira; Ponce, Ninez A

    2017-05-01

    School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. © 2017, American School Health Association.

  20. Educators' and Parents' Perception of What School Nurses Do: The Influence of School Nurse/Student Ratios

    Science.gov (United States)

    Maughan, Erin; Adams, Rachael

    2011-01-01

    The purpose of this qualitative study was to determine how ratios influenced relationships between school nurses and the educators and parents with whom they work; and how the relationships influenced the understanding and value of the school nurse. A purposeful sampling of 33 participants from four states (New Hampshire, Vermont, Michigan, and…

  1. Parenting Style and Adolescents' School Performance in Mainland China

    Science.gov (United States)

    Kang, Yanrong; Moore, Joyce

    2011-01-01

    Parenting style, as a widely studied topic, has been used by researchers and educators in the US to predict students' academic achievements. Despite its theoretical and practical significance, no much work has been conducted to test the generalizability of parenting research framed in the Western culture to the Chinese population. Parenting styles…

  2. Parental Self-Efficacy and Bullying in Elementary School

    Science.gov (United States)

    Malm, Esther Kweiki; Henrich, Christopher; Varjas, Kris; Meyers, Joel

    2017-01-01

    This study investigated associations of general and specific parental self-efficacy factors with bullying and peer victimization behaviors among 142 fourth and fifth graders and their parents. Using structural equation modeling, exploratory factor analysis was used to examine one general parenting self-efficacy measure and a bullying-specific…

  3. Parental Participation and Partnership in Pre-school Provision.

    Science.gov (United States)

    Foot, Hugh; Howe, Christine; Cheyne, Bill; Terras, Melody; Rattray, Catherine

    2002-01-01

    Investigated parents' and staff opinions about parental participation in their child's preschool, including perceived available options for partnership. Found that parental needs for participation were largely satisfied by the opportunities offered in the play group sector but not in local authority and private nurseries. Found three areas in…

  4. Dispelling Myths about Latino Parent Participation in Schools

    Science.gov (United States)

    Quiocho, Alice M. L.; Daoud, Annette M.

    2006-01-01

    This qualitative study was conducted to discuss and dispel commonly held myths about Latino parents' involvement in their children's education. Differences between teacher perceptions of Latino parent involvement and parents' understanding of their roles in supporting their children's education--including the learning and use of the English…

  5. Grandparents as Parents: A Primer for Schools. ERIC Digest.

    Science.gov (United States)

    Rothenberg, Dianne

    An increasing number of American grandparents, from all socioeconomic and ethnic groups, have taken on the role of surrogate parents to their grandchildren. Reasons behind this trend involve a variety of family circumstances, including the death of one or both parents, parental abandonment, the high incidence of divorce, an increase in the number…

  6. Federal Aviation Administration Curriculum Guide for Aviation Magnet Schools Programs

    Science.gov (United States)

    1994-01-01

    Prepared ca. 1994. This publication is designed to provide: : - a brief history of the role of aviation in motivating young : people to learn. : - examples of aviation magnet activities, programs, projects and : school curriculums. : - documentation ...

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

    Science.gov (United States)

    Mji, Andile; Mbinda, Zoleka

    2005-08-01

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

  8. Passing It On: Parent-to-Adult Child Financial Transfers for School and Socioeconomic Attainment

    Directory of Open Access Journals (Sweden)

    Emily Rauscher

    2016-10-01

    Full Text Available As wealth inequality increases, the importance of parental financial transfers for socioeconomic attainment may also rise. Using data from the 2013 Panel Study of Income Dynamics Rosters and Transfers Module, this study investigates two questions: how parental financial transfers for education have changed over time, and what the relationship is between these transfers and adult socioeconomic outcomes. Results suggest that transfers for education have increased, have become more commonplace, and have become more dependent on parental wealth over time. Holding constant several individual and parental measures, the relationship between parental transfers for school and adult socioeconomic attainment is positive. This relationship holds when using three-stage least squares models to account for potential endogeneity of financial transfers for school. Overall, results support arguments that parental financial transfers for education facilitate the intergenerational transmission of socioeconomic standing.

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

    DEFF Research Database (Denmark)

    Viala, Eva Silberschmidt

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

  10. An Investigation of the Attitudes of School Administrators and School Board Presidents Toward Career Education in Public Schools of New Mexico.

    Science.gov (United States)

    Conley, Howard Keaton

    In an effort to assess, compare, and contrast the attitudes of school administrators and board of education presidents toward career education in the public schools of New Mexico, 88 school districts in the State were surveyed. Findings included: (1) Most of the respondents agreed with the existing State-adopted career education definition with…

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

    Directory of Open Access Journals (Sweden)

    Mari Hysing

    2017-05-01

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

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

    Science.gov (United States)

    Areepattamannil, Shaljan; Lee, Daphnee H L

    2014-01-01

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

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

    OpenAIRE

    Adhikari, Shobha

    2012-01-01

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

  14. Exploring parents everyday life and emotion work related to school-home cooperation

    DEFF Research Database (Denmark)

    Krab, Jimmy

    The paper will be based on an ongoing Ph.D. project using a critical ethnographic approach following families with children who experience difficulties in school in their everyday life. The project purpose is to explore parents perspectiv and everyday life. The paper will highlight a number of ex...... of examples of parents experience with school-home relations and discuss methodological challenges in researching everyday life practices and discuss how emotionwork – and management are connected to social differentierings processes in education...

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

    Science.gov (United States)

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

    2017-05-12

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

  16. Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment during the High School--College Transition.

    Science.gov (United States)

    Larose, Simon; Boivin, Michel

    1998-01-01

    Compared adolescents attending college to adolescent nonenrollees and found that (1) college attendees experienced improved means of perceived security to parents, decreased perceptions of social support, and increased feelings of loneliness and social anxiety; and (2) perceived security to parents at end of high school predicted positive changes…

  17. Survey of School Psychologists' Attitudes, Feelings, and Exposure to Gay and Lesbian Parents and Their Children

    Science.gov (United States)

    Choi, Hee-sook; Thul, Candrice A.; Berenhaut, Kenneth S.; Suerken, Cynthia K.; Norris, James L.

    2006-01-01

    School psychologists' attitudes and feelings toward gay and lesbian parents were surveyed in relation to their training and exposure, and professional services offered to gay and lesbian parents and their children. The relationship between attitudes, feelings, training, exposure, and demographic characteristics was explored as well. A stratified…

  18. Differences in School Behavior and Achievement between Children from Intact, Reconstituted, and Single-Parent Families.

    Science.gov (United States)

    Featherstone, Darin R.; And Others

    1992-01-01

    Analyzed differences in school behavior and achievement among students (n=530) in grades six through nine from intact, reconstituted, and single-parent families. Students from intact, two-parent families had fewer absences and tardies, higher grade point averages, and fewer negative and more positive teacher behavioral ratings than did those from…

  19. Parenting Styles as Predicators of Anxiety and Depression of In-School Adolescents in Nigeria

    Science.gov (United States)

    Adubale, Andrew A.

    2017-01-01

    The study investigates parenting styles as predictors of anxiety and depression in secondary school students in Edo State, Nigeria. It employed a correlation research design. Two hundred and forty students constituted the sample for the study. Parenting Style Scale questionnaire was used to collect data for the study. Linear regression was used to…

  20. Parents' Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions

    Science.gov (United States)

    Falkmer, Marita; Anderson, Katie; Joosten, Annette; Falkmer, Torbjörn

    2015-01-01

    Children with autism spectrum conditions (ASC) increasingly participate in inclusive education. The present study reviewed studies of children with ASC for parents' perceptions of aspects they believed contributed to inclusive mainstream school settings. Understanding the parental perspective on the facilitators for inclusion of their child…

  1. School-Based BMI and Body Composition Screening and Parent Notification in California: Methods and Messages

    Science.gov (United States)

    Madsen, Kristine A.; Linchey, Jennifer

    2012-01-01

    Background: School-based body mass index (BMI) or body composition screening is increasing, but little is known about the process of parent notification. Since 2001, California has required annual screening of body composition via the FITNESSGRAM, with optional notification. This study sought to identify the prevalence of parental notification…

  2. An Evaluation of School Involvement and Satisfaction of Parents of Children with Autism Spectrum Disorders

    Science.gov (United States)

    Zablotsky, Benjamin; Boswell, Katelyn; Smith, Christopher

    2012-01-01

    Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N = 8,978) from the 2007 Parent and Family Involvement in Education survey (U.S. Department of Education, National Center for Education…

  3. The School Psychologist as a Facilitator of Parent Involvement in Decisions Concerning Their Children. An Overview.

    Science.gov (United States)

    Lapides, Joseph

    Factors influencing decision making are reviewed, and strategies which a school psychologist can use to increase parent involvement in decisions about their handicapped children are delineated. It is explained that four types of interventions are effective in promoting parental involvement: decision counseling, the balance sheet schema to help…

  4. Effects of Parent-Child Relationship on the Primary School Children's Non-Violence Position Formation

    Science.gov (United States)

    Valeeva, Roza A.; Kalimullin, Aydar M.

    2016-01-01

    The aim of the research was to identify and test experimentally the impact of parent-child relationship on the formation of the primary school children non-violence position. During the research the effectiveness of the correctional and development program "Together with my mom" was verified to promote parent-child interaction, as well…

  5. 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…

  6. Know Your School District: Tips for Parents. PACER Center ACTion Information Sheets. PHP-c112

    Science.gov (United States)

    PACER Center, 2006

    2006-01-01

    Becoming familiar with the school district will help parents become active and involved partners in their child's education. Research has demonstrated that family involvement in children's education can boost their academic success. Knowing about the following areas, which are discussed in this information sheet, can help parental involvement at…

  7. A Case Study of Private Middle School Principals' and Parents' Perceptions of Student Bullying

    Science.gov (United States)

    Taylor, David

    2013-01-01

    Student bullying is an ongoing educational, social, and public health phenomenon facing countless students, parents, and educators. Educators and parents are challenged with distinguishing student bullying from normal student conflict. The purpose of this qualitative multiple case study was to compare private middle school principals' and middle…

  8. A Multilevel Perspective on the Climate of Bullying: Discrepancies among Students, School Staff, and Parents

    Science.gov (United States)

    Waasdorp, Tracy Evian; Pas, Elise T.; O'Brennan, Lindsey M.; Bradshaw, Catherine P.

    2011-01-01

    Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the…

  9. Influence of Parenting Styles on the Adolescent Students' Academic Achievement in Kenyan Day Secondary Schools

    Science.gov (United States)

    Odongo, Alice Atieno; Aloka, Peter J. O.; Raburu, Pamela

    2016-01-01

    The present study sought to establish the influence of parenting styles on adolescent academic achievement in day secondary schools in North Rachuonyo Sub-County, Kenya. Baumrind's theory of parenting style informed the study. The Concurrent Triangulation Design was used. The target population comprised 2409 day secondary students registered for…

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

    Science.gov (United States)

    Wissink, Inge B.; de Haan, Mariette

    2013-01-01

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

  11. Retrospective Reports of the Lived School Experience of Adolescents after the Death of a Parent

    Science.gov (United States)

    Masterson, Ann

    2013-01-01

    This qualitative phenomenological study was done to better understand the school experience of adolescents after the death of a parent. The participants were adults over the age of 19 and between 3 and 43 years past the death of a parent during adolescence. The study involved personal, reflective interviews with each of the participants. The…

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

    Science.gov (United States)

    Siddiqua, A; Janus, M

    2017-07-01

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

  13. Creating Supportive Learning Environments: Experiences of Lesbian and Gay-Parented Families in South African Schools

    Science.gov (United States)

    Breshears, Diana; Lubbe-De Beer, Carien

    2016-01-01

    Through in-depth interviews with 21 parents and 12 children in lesbian/gay-parented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children's education and used these reflections to offer advice to teachers and…

  14. Effect of a School-Based Intervention on Parents' Nutrition and Exercise Knowledge, Attitudes, and Behaviors

    Science.gov (United States)

    Rausch, John C.; Berger-Jenkins, Evelyn; Nieto, Andres R.; McCord, Mary; Meyer, Dodi

    2015-01-01

    Background: Parents exert a significant effect on children's eating behaviors and physical activity levels, so it is imperative to find successful obesity prevention programs that target whole families in underserved communities. Purpose: To investigate the effects of a Coordinated School Health Program (CSHP) on parents in the program over a…

  15. Family-School Relations as Social Capital: Chinese Parents in the United States

    Science.gov (United States)

    Wang, Dan

    2008-01-01

    Guided by both Coleman and Bourdieu's theories on social capital, I interviewed Chinese immigrant parents to understand their experiences in weaving social connections with the school and teachers to benefit their children's education. This study confirms Coleman's argument that human capital in parents will not transfer to the children…

  16. Parental Involvement as a Mediator of Academic Performance among Special Education Middle School Students

    Science.gov (United States)

    Flores de Apodaca, Roberto; Gentling, Dana G.; Steinhaus, Joanna K.; Rosenberg, Elena A.

    2015-01-01

    This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents…

  17. Effects of Parental Divorce or a Father's Death on High School Completion

    Science.gov (United States)

    Sapharas, Nicole K.; Estell, David B.; Doran, Kelly A.; Waldron, Mary

    2016-01-01

    Associations between parental loss and high school (HS) completion were examined in data drawn from 1,761 male and 1,689 female offspring born in wedlock to mothers participating in a nationally representative study. Multiple logistic regression models were conducted predicting HS completion by age 19 among offspring whose parents divorced or…

  18. Reflections of Adults on Their School Experiences Growing up with a Severely Mentally Ill Parent

    Science.gov (United States)

    Leahy, Marie A.

    2013-01-01

    More than five million children in the United States have a parent suffering from a severe mental illness and these children have specific experiences and needs, particularly in school. Children of mentally ill parents are at greater risk of being neglected and of developing psychological, social, emotional, and behavioral problems. They often…

  19. Postsecondary Schooling and Parental Resources: Evidence from the PSID and HRS

    Science.gov (United States)

    Haider, Steven J.; McGarry, Kathleen

    2018-01-01

    We examine the association between young adult postsecondary schooling and parental financial resources using two datasets that contain high-quality data on parental resources: the Panel Study of Income Dynamics (PSID) and the Health and Retirement Study (HRS). We find the association to be pervasive--it exists for income and wealth, it extends…

  20. Parental Influence, School Readiness and Early Academic Achievement of African American Boys

    Science.gov (United States)

    Joe, Emanique M.; Davis, James Earl

    2009-01-01

    This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…