International Journal about Parents in Education最新文献_第8页

Mobile-mediated home-school partnership: attitudes and expectations of teachers, parents and students 以移动为媒介的家校合作：教师、家长和学生的态度与期望

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18266

S. Castelli, M. Pieri

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The relation of home and childcare/school environment to differential trajectories of externalizing problems 家庭和儿童保育/学校环境与外化问题不同轨迹的关系

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18257

K. Fanti, Christopher C. Henrich

{"title":"The relation of home and childcare/school environment to differential trajectories of externalizing problems","authors":"K. Fanti, Christopher C. Henrich","doi":"10.54195/ijpe.18257","DOIUrl":"https://doi.org/10.54195/ijpe.18257","url":null,"abstract":"This paper uses data from the NICHD study of Early Child Care to investigate how exposure to different home and childcare/school environmental settings are associated with children’s trajectories of externalizing problem from age 2 to age 12. The sample included 1232 children (52% male). Different classes of children exhibiting low, moderate desisting, moderate, high desisting and chronic externalizing problems across the 10 year period were identified. Boys were more likely to be identified in the chronic group and girls in the low group. Furthermore, the findings suggested that the chronic externalizing problems group was also at high risk for experiencing a negative home environment across time, being born into a low familial socio-economic environment, and for experiencing a low quality classroom environment during middle childhood. Therefore, the quality of both the home and school environment are important for identifying these children at high and continuous risk for externalizing psychopathology. Finally, the findings suggested that the quality of the child’s home environment had the more pervasive consequences for the establishment and continuation of externalizing problems in comparison to the quality of the child’s childcare environment.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"88 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279877","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}

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Social Values and Authority in Education: Collaboration between School and Families 教育中的社会价值和权威：学校与家庭之间的合作

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18187

A. Bernal, Carmen Urpí, S. Rivas, R. Repáraz

{"title":"Social Values and Authority in Education: Collaboration between School and Families","authors":"A. Bernal, Carmen Urpí, S. Rivas, R. Repáraz","doi":"10.54195/ijpe.18187","DOIUrl":"https://doi.org/10.54195/ijpe.18187","url":null,"abstract":"A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"90 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279959","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}

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The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents 本文旨在分析和讨论学前教师在其职业范围内为家长提供支持的方法。本文探讨的问题是：学前教育教师采取什么样的支持方法来加强家长的支持？

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18170

M. C. Azaola

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Being a Parent and not a Teacher: the Case of Specific Learning Disabilities 身为父母而非教师：特殊学习障碍案例

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18211

Susana Padeliadou, Anastasia Chideridou

{"title":"Being a Parent and not a Teacher: the Case of Specific Learning Disabilities","authors":"Susana Padeliadou, Anastasia Chideridou","doi":"10.54195/ijpe.18211","DOIUrl":"https://doi.org/10.54195/ijpe.18211","url":null,"abstract":"Living with a child with Specific Learning Disabilities (SLD) can be highly demanding or frustrating at times. In this paper we focus on the everyday reality and demands on the parents, their relationship with their children, and their reflection on these experiences. Through semi-structured focus-group interviews, we collected data from 15 parents (13 mothers and two fathers) in groups of 4-6 individuals. The two major questions around which the interviews were structured were 1) How did the child’s Specific Learning Disabilities impact on the everyday life of the family and especially of the parents? 2) What would they need and what would they do differently, if they could go back in time, to support their child? Based on the analyses of the interviews, three major issues were revealed: the high time-demands and therefore, lack of leisure-personal time, the lack of knowledge regarding SLD, and the retrospective regret and guilt of the parents. All parents appeared to struggle to balance between two, conflicting roles: the parent and the teacher roles. Lookingback, they strongly regrettedthepressure they had asserted on their children, often leading to verbal and even physical abuse.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"87 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280049","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

Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs 家长对小学体育课程中适当教学方法的了解

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18164

David Barney, F. Pleban

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Supporting 11 to 13 year old students’ reading: perceptions of parents 支持 11 至 13 岁学生阅读：家长的看法

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18200

Karen Nicholas, Jo Fletcher, Faye Parkhill

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Types of parents and school strategies aimed at the creation of effective partnerships 旨在建立有效伙伴关系的家长和学校战略类型

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18248

F. Smit, G. Driessen, R. Sluiter, P. Sleegers

{"title":"Types of parents and school strategies aimed at the creation of effective partnerships","authors":"F. Smit, G. Driessen, R. Sluiter, P. Sleegers","doi":"10.54195/ijpe.18248","DOIUrl":"https://doi.org/10.54195/ijpe.18248","url":null,"abstract":"In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279775","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

Supporting Parents in their Parental Role - Approaches Practiced by Preschool Teachers in Preschool 支持家长扮演家长角色 - 学前班教师在学前教育中采用的方法

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18169

Tuula Vuorinen

{"title":"Supporting Parents in their Parental Role - Approaches Practiced by Preschool Teachers in Preschool","authors":"Tuula Vuorinen","doi":"10.54195/ijpe.18169","DOIUrl":"https://doi.org/10.54195/ijpe.18169","url":null,"abstract":"The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool and home collaboration.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279792","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 Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive 远程联网学校（RNS）模式：保持农村小规模学校及其当地社区活力的信息和通信技术倡议

International Journal about Parents in Education Pub Date : 2023-11-11 DOI: 10.54195/ijpe.18186

Stéphane Allaire, Thérèse Laferrière, Nadège Bikie, Christine Hamel, Émilie Labonté-Hubert, R. Deslandes, Vincent Gagnon

{"title":"The Remote Networked School (RNS) Model: An ICT Initiative To Keep Small Rural Schools and Their Local Community Alive","authors":"Stéphane Allaire, Thérèse Laferrière, Nadège Bikie, Christine Hamel, Émilie Labonté-Hubert, R. Deslandes, Vincent Gagnon","doi":"10.54195/ijpe.18186","DOIUrl":"https://doi.org/10.54195/ijpe.18186","url":null,"abstract":"The importance of peer interaction for learning purposes is a well-known fact in educational theory, and a school of a small size is particularly challenged to engage same-age students in social exchange of this nature. For almost a decade, an action research partnership (Laferrière & Breuleux, 2002) has been established. A systemic approach was applied (Banathy, 1991; Engeström, 1999; Seidel & Perez, 1994). It has meant tackling an educational challenge and social one as well as distance from urban areas using the support of the Internet. Partners’ objective was to design and study (see design experiment methodology: Brown, 1992; Collins, 1992; 1999), from an ecological perspective (Nardi & O’Day, 1999). The model that was cocreated was meant to enrich interactions for learning purposes in rural schools. More concretely, with the use of information and communication technologies (ICTs), we designed a model whose purpose is to bring classrooms of different schools and regions to work and learn together. This paper focuses on two poles of results of the Remote Networked School (RNS) model: 1) the advantages of collaboration between schools from teachers’ point of view; 2) parents’ social representations of the RNS model and its value as it pertains to their children’s education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279811","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