International Journal about Parents in Education最新文献_第10页

Parents of disabled children. The educational system and the everyday challenges 残疾儿童的父母。教育系统和日常挑战

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18261

Anastasia Hadjiyiannakou, C. Ioannou, Charalambos Tziogkouros

{"title":"Parents of disabled children. The educational system and the everyday challenges","authors":"Anastasia Hadjiyiannakou, C. Ioannou, Charalambos Tziogkouros","doi":"10.54195/ijpe.18261","DOIUrl":"https://doi.org/10.54195/ijpe.18261","url":null,"abstract":"The purpose of this presentation is to present how parents with disabled children view and understand the existence of their disabled children through the lens of special education professionals and also how professionals experienced and are affected from this understanding. After a lot of discussions and also after the completion of a questionnaire it had been discovered that parents of disabled children seemed to be a great issue for the professionals who work with their disabled children in case of Cyprus. Thus the Ministry of Education and Culture decided to organize a program which its aim will be to evaluate the difficulties that the professionals faced and secondly it will provide them with the right skills in order to make them able and ready to come across those difficulties. This program consisted of two meetings during the school year 2005-2006 and six meetings during 2006-2007. Parents of disabled children seemed to be a big issue to professionals, since their behaviour sometimes caused lot of difficulties in the everyday life of a school. The group of professionals was made of 22 “special” education teachers who work in the Ministry of Education and Culture. The group was closed for everyone else apart from the two educational psychologists who were responsible for the program and the representative of the Special Education Department. All the information that was mentioned in those groups could not be shared or discussed anywhere else apart from the specific group. It was decided from the organizing team as well that those meetings must be held in places other than school places, since this will provide the participants the chance to talk freely in a much different environment than their everyday environment at work. The analysis on the results is based on qualitative methods, since the group of professionals acts as a focus group.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Perception of Child-Rearing Goals among Surinamese Teachers and Parents 苏里南教师和家长对育儿目标的看法

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18208

Edvin Marshall, K. V. D. Wolf

{"title":"The Perception of Child-Rearing Goals among Surinamese Teachers and Parents","authors":"Edvin Marshall, K. V. D. Wolf","doi":"10.54195/ijpe.18208","DOIUrl":"https://doi.org/10.54195/ijpe.18208","url":null,"abstract":"This explorative study is a first step towards more extensive research into the child-rearing goals and parenting styles used in Suriname’s multiethnic society. We tried to find out whether there are in fact differences in parenting and child-rearing ideals between Surinamese parents and teachers and among Surinamese parents and teachers of different ethnic origins. We have obtained our data by presenting 36 statements about child-rearing goals to 155 teachers and 142 parents and asking them to order them according to the q-sort method. This study has established that there are almost no significant differences between parents and teachers and among the various ethnicities within these two groups. This is contrary to the older literature on child-rearing goals and parenting styles in Suriname, which found greater differences among groups on the basis of anthropological methods like interviews and observations. The absence of differences could indicate that the ethnic groups are converging as far as values and standards are concerned. This finding should, however, be approached with due care since our sample is still small and has been limited to the urban and more highly educated part of the population.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reformation of Storied Assumptions of Parents and Poverty 改革关于父母和贫困的陈腐假设

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18225

Debbie Pushor, Darlene Ciuffetelli Parker

{"title":"Reformation of Storied Assumptions of Parents and Poverty","authors":"Debbie Pushor, Darlene Ciuffetelli Parker","doi":"10.54195/ijpe.18225","DOIUrl":"https://doi.org/10.54195/ijpe.18225","url":null,"abstract":"We begin this article by introducing research into a curriculum of parents (Pushor, 2011, 2013). We then make visible how pre-service teachers’ engagement in such a curriculum creates possibilities for teachers to actively resist deficit-based conceptualizations and to deepen their understanding of discourses of poverty and of representations of parents. The research is situated in Dewey’s (1938) foundational conception of experience as education and in Clandinin and Connelly’s (2000) explication of a narrative inquiry framework comprised of stories of experience. We take up Ciuffetelli Parker’s (2013) notions – narrative reveal, narrative revelation, and narrative reformation – which we use to examine stories which illuminate one pre-service teacher’s growing understanding of the complexities of teaching in a school community affected by poverty. Using Ciuffetelli Parker’s narrative elements, we demonstrate how a teacher candidate, who experienced an explicit curriculum of parents, came to see parents affected by poverty as knowing and knowledgeable and as having an important place and voice in their children’s schooling and education","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"96 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Issues that impact on effective family literacy provision in England 影响英格兰有效开展家庭扫盲的问题

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18193

J. Swain, Greg Brooks

引用次数: 0

Constructing ‘the parents’ in primary schools in Greece: special education teachers’ whispers 构建希腊小学中的 "家长"：特殊教育教师的悄悄话

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18260

E. Boutskou

引用次数: 0

School – family relations: Greek parents’ perceptions of parental involvement 学校与家庭的关系：希腊家长对家长参与的看法

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18254

M. Poulou, E. Matsagouras

{"title":"School – family relations: Greek parents’ perceptions of parental involvement","authors":"M. Poulou, E. Matsagouras","doi":"10.54195/ijpe.18254","DOIUrl":"https://doi.org/10.54195/ijpe.18254","url":null,"abstract":"While the value of the school-family partnership is universally accepted, it is not always easy to promote effective parent-teacher partnership. A central question that emerges is how schools can ensure that they develop their home-school relationship in a way that acknowledges the needs and perspectives of children, parents and teachers and enhances parents’ participation in school activities. Our main assumption is that we can better understand school-family relations, by examining the beliefs held by both teachers and parents about their relationship. This study addressed Greek parents’ perceptions of teachers, as well as their own role and responsibilities, parental involvement activities and areas of cooperation with teachers. Analysis of 581 questionnaires to parents revealed that parents perceived distinctly separate roles between teachers and parents. Teachers were perceived as “experts” in academic domains, while parents were perceived as “guardians” of children’s social and emotional growth. Both teachers and parents’ role was to keep each other informed about children’s achievement in school and home setting respectively. Results of the study are discussed in terms of implications for initiatives to develop school-family relations in teacher training programmes.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland 冰岛青少年对家长参与义务教育学校的看法

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18233

K. Jónsdóttir

{"title":"Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland","authors":"K. Jónsdóttir","doi":"10.54195/ijpe.18233","DOIUrl":"https://doi.org/10.54195/ijpe.18233","url":null,"abstract":"Students’ voices in research on parental involvement in schools are rather weak since many studies report only on opinions of parents and school personnel. This paper draws on findings from a study in 14 compulsory schools and uses data from questionnaires from students in 7th to 10th grade (n=1821). The issue, students’ wishes for parents’ participation, is approached from a systemic perspective; Bronfenbrenner´s ecological systems theory, Epstein´s model of family-school-community partnership, and Pasi Sahlberg´s Nordic point of view are applied. Multiple regression analysis testing revealed that gender, grade, and student confidence in his or her learning ability explained 9.4% of the variance (R2) in students’ wishes. School experiences were added in a second model and explained an additional 8.8% of the variance (R2 change). Believing that parents’ support is important for achievement and believing that discipline and peaceful class environment affects achievement were the two variables added in the third model of the regression analysis, and the overall explanation of the model was raised to 27.6% (R2). Implications are that home-school cooperation on a lower-secondary level should focus more on activities related to the academic side of school life. Also, schools should take action in bettering the quality of factors related to students’ school experience since that could result in an increase in students’ interest for parental participation, which in turn contributes positively to academic achievement.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"20 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cautionary tale on research methods in the field of parents 家长领域研究方法的警示故事

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18198

Alessandro Pepe, S. Castelli

引用次数: 0

Germany’s School-Based Parent Cafés: A new Hype or a Sustainable Way to Update Home-School Policies? 德国的校本家长咖啡馆：新的炒作还是更新家校政策的可持续途径？

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18215

Alexei Medvedev

{"title":"Germany’s School-Based Parent Cafés: A new Hype or a Sustainable Way to Update Home-School Policies?","authors":"Alexei Medvedev","doi":"10.54195/ijpe.18215","DOIUrl":"https://doi.org/10.54195/ijpe.18215","url":null,"abstract":"The following contribution examines a socio-cultural phenomenon that has been emerging in Germany in the recent years – school-based ‘Elterncafés’ (parent cafés). Meanwhile, this term is accustomed by school development practitioners. Therefore, it still raises the question of definition. Parent cafés seem to be a promising format of cooperation between parents and schools, an attempt to attract more foreign-born parents through establishing an institutionalized but at the same time low-threshold setting that combines both Oriental and Occidental traditions of coffee houses and tea rooms. It is too early to claim the school-based parent cafés would manage to evolve a long-awaited breakthrough in home-school policies and replace out-of-date structures of school-parent communication in this country.Nevertheless, the fact is that nationwide the parent café model finds more and more advocates across all school types. One of them is the Europe School Gymnasium Hamm in Hamburg, Germany. The paper gives a vivid example how the school managed to establish its parent café in cooperation with parents, parent facilitators and BQM, a Hamburg-based think-tank. The author reflects this experience from a practitioner’s point of view and proposes some principles of a school-based parent café.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"85 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conditional aspects of school-home conversations 学校与家庭谈话的条件方面

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18268

A. D. Tveit

{"title":"Conditional aspects of school-home conversations","authors":"A. D. Tveit","doi":"10.54195/ijpe.18268","DOIUrl":"https://doi.org/10.54195/ijpe.18268","url":null,"abstract":"The focus of this study is the conditions in which conversations between school and home take place, and the discussion highlights questions such as the following: Are the participants sincere? Do the participants express the truth about the pupils’ school facilities? How does pupil participating impact the conversation? The background for the study is that conversations between school and home should, according to laws and proposals, be characterized by dialogue (1995; 1998a; 1998b), and research results which show that dialogue in these conversations is quite frequently absent (Lidén, 1997; Nordahl, 2000; Nordahl & Sørlie, 1996; Vestre, 1995). Dialogue is understood here as being communicative action as described by Habermas in The Theory of Communicative Action (1984; , 1987). This theory is criticised, however, this is not commented upon in this paper. Certain conditional aspects are tied to the conversation if it is to be considered as communicative action, and the research question is therefore: “What characterizes the conversation between school and home, and how does the conversation coincide in communicative action?” Through studying the participants’ everyday practices and comparing these with communicative action, one may acquire knowledge about how the conversation corresponds with/does not correspond with communicative action, and in this way get insight into the conditional aspects of school-home conversations.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"93 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0