Involving Parents through School Letters: Mothers, Fathers and Teachers Negotiating Children's Education and Rearing

ERIC Educational Resources Information Center

Forsberg, Lucas

2007-01-01

The present article explores home-school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The…

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

PubMed

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

2016-03-01

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

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

NASA Astrophysics Data System (ADS)

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.

Who's Doing the Talking? Teacher and Parent Experiences of Parent-Teacher Conferences

ERIC Educational Resources Information Center

Lemmer, E. M.

2012-01-01

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

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

ERIC Educational Resources Information Center

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'…

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

Parent Empowerment and Teacher Professionalism: Teachers' Perspective

ERIC Educational Resources Information Center

Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

2008-01-01

School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher--parent relations. In-depth interviews with homeroom teachers in affluent urban…

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

ERIC Educational Resources Information Center

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…

Teacher Work Context and Parent Involvement in Urban High Schools of Choice.

ERIC Educational Resources Information Center

Bauch, Patricia A.; Goldring, Ellen B.

2000-01-01

Uses findings from previous studies of teacher work context to hypothesize that some features of the school workplace may contribute to greater parent involvement in urban high schools, especially home-school communication and parent volunteering. Discusses the roles of communal school organization and a context of caring. (SLD)

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Getting Parents Involved: A Handbook of Ideas for Teachers, Schools and Communities. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Wittreich, Yvonne M.; Jacobi, Evelyn F.; Hogue, Iris E.

Intended as a guide for all educators associated with parent involvement--especially classroom teachers--this resource handbook addresses the issues and concerns of parents in school programs. Following an Introduction, chapters in the handbook are: (1) Why We Need Parent Involvement in Our Schools; (2) Diversity in Schools; (3) The ABC's of…

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

PubMed

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

The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools: Perspective of Teachers

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Sedat

2013-01-01

This exploratory qualitative study investigates the effects of socio-economic status on parental involvement in public primary schools in Turkey. The study aims to examine how teachers in these schools present the scope of current parental involvement, to what factors teachers ascribe the barriers to parental involvement, and whether teachers'…

Parent-Teacher Conflict Related to Student Abilities: The Impact on Students and the Family-School Partnership

ERIC Educational Resources Information Center

Lasater, Kara

2016-01-01

Family-school partnerships have a positive impact on both students and schools, yet they remain challenging to establish and maintain, particularly in the presence of parent-teacher conflict. The purpose of this qualitative study was to examine the experiences of parents, teachers, and students when parents and teachers disagreed about a student's…

Teachers' Opinions about the Responsibilities of Parents, Schools, and Teachers in Enhancing Student Learning

ERIC Educational Resources Information Center

Korkmaz, Isa

2007-01-01

Enhancing student learning is a complex process in itself and is related to a variety of factors. This study deals with the three of these factors (i.e., parents, schools, and teachers) based on teachers' perceptions. A short survey composed of three open-ended questions was administered to 148 teachers. The teachers were asked to write their…

Translating "School": The Intersection of Teachers' and Immigrant Parents' Schemas about Public Elementary School Education

ERIC Educational Resources Information Center

Goldston, Jennifer Anne

2013-01-01

The goal of this study was to analyze the education-related schemas guiding teachers and highly educated, professional immigrant parents in a small southern California elementary school district, and to describe how facets of these schemas converged or diverged as parents and teachers drew upon their social and cultural backgrounds during…

Parent and Teacher Satisfaction with School-Based Psychological Reports

ERIC Educational Resources Information Center

Rahill, Stephanie A.

2018-01-01

School psychologists spend a great deal of time translating assessment results into a psychoeducational report. The importance of creating reports that are both useful and understandable to the readers of the report while also being efficient for the school psychologist cannot be overstated. This study examines parent and teacher perceptions…

Playing Their Parts: Parents and Teachers Talk about Parental Involvement in Public Schools. A Report from Public Agenda.

ERIC Educational Resources Information Center

Farkas, Steve; Johnson, Jean; Duffett, Ann; Aulicino, Claire; McHugh, Joanna

This report summarizes findings from two national opinion surveys that looked at issues surrounding parental involvement in schools. One survey assessed the views of 1,000 public school teachers; the other examined the views of 1,220 parents of children currently in public school. The focus of the survey was to find out what parents and teachers…

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

ERIC Educational Resources Information Center

Gilbert, Ailia S.

2017-01-01

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

Pre-Service Teachers and Muslim Parents: Exploring Religious Diversity in Canadian Public Schools

ERIC Educational Resources Information Center

Guo, Yan

2015-01-01

This study explores how a group of Caucasian pre-service teachers responded to Muslim immigrant parents' accounts of the marginalization of their faith practices in Canadian public schools. Data were collected through interviews with parents, dialogues between parents and pre-service teachers, online reflections, and focus groups among pre-service…

Concerns of parents and teachers of children with autism in elementary school.

PubMed

Azad, Gazi; Mandell, David S

2016-05-01

Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent-teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent-teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent-teacher communication, rather than agreement, to facilitate home-school collaboration. © The Author(s) 2015.

Rights and Responsibilities of Teachers and Parents as School Citizens: A Qualitative Study Based on Organizational Citizenship

ERIC Educational Resources Information Center

Yaylaci, Ali Faruk

2016-01-01

This study intends to explore the perspectives of school administrators, teachers, and parents on the rights and responsibilities of teachers and parents in terms of organizational citizenship. The study was designed as a qualitative research. The study group consisted of 95 participants in total (20 school administrators, 20 teachers, 15 parents,…

Prospective Teachers' Figured Worlds of the Parent-Teacher Conference: Collaborating with, Instructing, and Impressing Parents

ERIC Educational Resources Information Center

Tomczyk, Mary M.

2009-01-01

The creation of productive home-school relationships has been recognized as important in children's school success; however, in many teacher education programs, parent-teacher conferences may be the primary--and sometimes only--interface prospective teachers have with parents prior to graduation. This study considers how a group of 22 prospective…

Inside Connections: Local Teachers' Perspectives on Parental Engagement in an Urban Elementary School

ERIC Educational Resources Information Center

Reed, Wayne A.

2007-01-01

This study examines the engagement of local teachers and parents in a low-income urban elementary school. Based on participant observation and interviews with 10 teachers who have residential histories in their school's neighborhood, this phenomenological study examines the ways in which the presence of teachers in the neighborhood and their…

Parental Attitude and Teacher Behaviours in Predicting School Bullying

ERIC Educational Resources Information Center

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…

The Construction of Parents and Teachers as Agents for the Improvement of Municipal Schools in Chile

ERIC Educational Resources Information Center

Montecinos, Carmen; Sisto, Vicente; Ahumada, Luis

2010-01-01

This article examines how teachers and parents in 10 municipal schools serving students growing up under conditions of social vulnerability represented themselves, and others, as valid agents for charting school improvement. In four schools parents and teachers saw each other as trustworthy and collaborating to provide an education that could…

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

PubMed

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

2016-01-01

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

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

ERIC Educational Resources Information Center

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,…

The Effect of Hidden Curriculum on the Criteria Parents Use to Select Schools and Teachers

ERIC Educational Resources Information Center

Sahan, Hasan Hüseyin

2014-01-01

A framework of school and teacher qualities has been established by research. The need to identify families' school and teacher selection criteria, in particular, is the main motive behind the present study. It mainly aims to identify the criteria parents use when selecting schools and teachers, or the influence of hidden curriculum on school and…

School and Parent Community Involvement; Career Development for Teachers and Administrators.

ERIC Educational Resources Information Center

Home and School Inst., Washington, DC.

The Home and School Institute has developed three plans to train teachers and administrators to work more effectively with parents and the community. The basic goals of these programs are a) to improve the skills and attitudes of participants in working with parents and the community, b) to provide parent reinforcement of children's learning, c)…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Teachers', Students' and Parents' Attitudes towards Disruptive Behaviour Problems in High School: A Case Study.

ERIC Educational Resources Information Center

Romi, Shlomo; Freund, Mira

1999-01-01

Explores the attitudes of students, teachers, and parents toward students' disruptive behavior as part of school discipline. Finds that teachers agreed on the severity of most disruptive behavior problems, while parents and students disagreed among themselves. Indicates that parents and students should be involved with discipline-related policies.…

Concerns of parents and teachers of children with autism in elementary school

PubMed Central

Azad, Gazi; Mandell, David S

2015-01-01

Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their concerns for their children with autism and (2) when given the opportunity, whether they discussed these concerns. Participants were 39 parent–teacher dyads of children with autism in kindergarten-through-fifth grade autism support classrooms. Each parent and teacher was interviewed separately about their concerns and then observed together in a discussion about the child. Parents and teachers generally agreed about their primary and secondary concerns. When given an opportunity to communicate their concerns, 49% of the parent–teacher dyads discussed problems that neither reported as their primary concern, and 31% discussed problems that neither reported as their primary or secondary concern. These findings suggest that interventions should target parent–teacher communication, rather than agreement, to facilitate home–school collaboration. PMID:26069200

Speak Up 2007 for Students, Teachers, Parents & School Leaders: Selected National Findings

ERIC Educational Resources Information Center

Project Tomorrow, 2008

2008-01-01

Speak Up 2007 provided online surveys for K-12 students, teachers, parents (in English and Spanish) and for the first time, school leaders, defined as school principals, technology coordinators, district administrators and school board members. In addition to asking foundational questions about technology use, 21st century skills and schools of…

Can Parent-Teacher Groups Work for All Students?

ERIC Educational Resources Information Center

Woyshner, Christine; Cucchiara, Maia

2017-01-01

Who benefits from parent-teacher organizations in schools? Which parents are included, and which are excluded? How can school leaders work with them? In this article, an historian and a sociologist review the complex history of parent-teacher organizing and examine current issues in parental efforts to improve schools, including concerns about…

If an Adolescent Begins To Fail in School, What Can Parents and Teachers Do? ERIC Digest.

ERIC Educational Resources Information Center

Robertson, Anne S.

Many teens experience a time when keeping up with school work is difficult. Some adolescents are able to get through this time with minimal assistance from their parents or teachers. However, when the difficulties last longer than a single grading period or are linked to a long-term pattern of poor school performance, parents and teachers may need…

Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.

PubMed

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-06-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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

PubMed

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.

Volatile Knowing: Parents, Teachers, and the Censored Story of Accountability in America's Public Schools

ERIC Educational Resources Information Center

Tollefson, Kaia

2008-01-01

"Volatile Knowing" refers to the potential for positive change that can result when parents and teachers talk with each other about the politics and policies of externally defined accountability mandates in education. This text tells the story of twelve teachers and parents who breached the unofficial, but deeply inscribed home/school divide to…

The MetLife Survey of the American Teacher: Teachers, Parents and the Economy

ERIC Educational Resources Information Center

MetLife, Inc., 2012

2012-01-01

"The MetLife Survey of the American Teacher: Teachers, Parents and the Economy" (2011) examines the teaching profession and parent-school engagement at a time when there has been a prolonged economic downturn. The survey explores how teachers, parents and schools are working together to promote student learning and healthy development in the…

Primary School Teachers' Perception on Parental Involvement: A Quliatative Case Study

ERIC Educational Resources Information Center

Aslan, Dolgun

2016-01-01

The purpose of this study is to highlight the opinions of teachers with regard to the approaches of parental involvement in school. A case study design was used in this study conducted that is employed in studies of a qualitative nature. In the "case" under research, there was an attempt to determine the opinions of teachers regarding…

Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships☆

PubMed Central

Chan, Christian S.; Rhodes, Jean E.; Howard, Waylon J.; Lowe, Sarah R.; Schwartz, Sarah E.O.; Herrera, Carla

2013-01-01

This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students’ socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth’s Emotional Engagement scale, was significantly associated with positive changes in youths’ relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed. PMID:23375177

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

PubMed

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.

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

PubMed Central

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

2015-01-01

Objectives Up to 20% of school-age children have a vision problem identifiable by screening, over 80% of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. Methods We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Results Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students’ focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. Conclusions for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance. PMID:26649878

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

PubMed

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

2016-05-01

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

Parent-Teacher Conferences: A Tip Sheet for Teachers

ERIC Educational Resources Information Center

Educational Horizons, 2012

2012-01-01

Parent-teacher conferences are an important component of ongoing home-school communication and family involvement in your classroom. Did you also know that home-school communication predicts positive outcomes for students and for schools? Although you may already be working hard to engage parents in their children's education, this tip sheet is…

How African American Parents Understand Their and Teachers' Roles in Children's Schooling and What This Means for Preparing Preservice Teachers

ERIC Educational Resources Information Center

Doucet, Fabienne

2008-01-01

Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect "caring parents" to behave and contribute in certain ways to their children's schooling. Preservice teachers who come from widely divergent backgrounds from the communities in which they serve can sometimes be skeptical of parents who are not…

Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School

ERIC Educational Resources Information Center

Chang, Heather Lynn

2013-01-01

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial and social class differences (Bryk and Schneider, 2002). This paper examines how relational trust was both fostered and inhibited between low-income parents and their children's…

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

ERIC Educational Resources Information Center

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,…

Parental Involvement in Norwegian Schools

ERIC Educational Resources Information Center

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…

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

PubMed

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

2015-01-01

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

A large-scale examination of the nature and efficacy of teachers' practices to engage parents: assessment, parental contact, and student-level impact.

PubMed

Seitsinger, Anne M; Felner, Robert D; Brand, Stephen; Burns, Amy

2008-08-01

As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in communicating with parents. The structure of teacher-parent-contact practices was examined using data from multiple, longitudinal cohorts of schools and teachers from a large-scale project and found to be a reliable and stable measure of parent contact across building levels and localities. Teacher/school practices in contacting parents were found to be significantly related to parent reports of school contact performance and student academic adjustment and achievement. Implications for school improvement efforts are discussed.

Approaches to Building Teacher-Parent Cooperation

ERIC Educational Resources Information Center

Cankar, Franc; Deutsch, Tomi; Sentocnik, Sonja

2012-01-01

The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parental influence on school decisions, and parent involvement in different school…

A Comparison of the Academic Achievement of Seventh-Day Adventist Elementary Students by School Type: The Influence of Teacher, Student, Parent, and School Variables

ERIC Educational Resources Information Center

White, Denise Sue

2009-01-01

Enrollment in Seventh-day Adventist (SDA) schools is declining as is the number of schools and teachers. While there could be many reasons for this, one perception of SDA schools, held by parents, teachers, pastors, and school board members, is that students enrolled in schools with one, two, or three teachers do not achieve at the same rate as…

Perspectives of Teachers and Parents of Chinese American Students with Disabilities about Their Home-School Communication

ERIC Educational Resources Information Center

Chu, Szu-Yin

2014-01-01

This exploratory qualitative study aimed to examine the perspectives of teachers and parents of Chinese American students with disabilities regarding home-school communication in the special education field. The author recruited 2 parents and 2 teachers for this study. Different sources of data including observations, interviews, documentations,…

Parents and Teachers' Knowledge of Violent Disciplinary Practices against Secondary School Students in Oyo State, Nigeria

ERIC Educational Resources Information Center

Omoyemiju, M. A.; Ojo, O. O.; Olatomide, O. O.

2015-01-01

The study investigated the Violent Disciplinary Practices (VDP) perpetrated by parents and by teachers against secondary schools students. The study adopted a descriptive survey research design. Six hundred and sixteen participants comprising 336 and 280 parents and teachers, respectively, were selected to participate in the study. Two instruments…

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

PubMed

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

2002-01-01

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

Teachers' Perceptions of Parent-Teacher Alliance and Student-Teacher Relational Conflict: Examining the Role of Ethnic Differences and "Disruptive" Behavior

ERIC Educational Resources Information Center

Thijs, Jochem; Eilbracht, Lizzy

2012-01-01

Although parents' relationships with teachers are considered to be an important aspect of parental school involvement, few studies have examined their implications for students' school adjustment. The present study provided further insight into the relevance of teachers' perceptions of the parent-teacher relationship by examining their link to…

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

PubMed

Sheridan, Susan M; Witte, Amanda L; Holmes, Shannon R; Coutts, Michael J; Dent, Amy L; Kunz, Gina M; Wu, ChaoRong

2017-04-01

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

ESL Parents and Teachers: Towards Dialogue?

ERIC Educational Resources Information Center

Gou, Yan; Mohan, Bernard

2008-01-01

Conflict and miscommunication between English as a Second Language (ESL) parents and teachers has had a major impact on educational policy, but few empirical studies examine it as discourse. This study examines communication between ESL parents and high school ESL teachers in a "Parents' Night" (PN) event organised to increase understanding of the…

ADHD, Parent Perspectives and Parent-Teacher Relationships: Grounds for Conflict

ERIC Educational Resources Information Center

Gwernan-Jones, Ruth; Moore, Darren A.; Garside, Ruth; Richardson, Michelle; Thompson-Coon, Jo; Rogers, Morwenna; Cooper, Paul; Stein, Ken; Ford, Tamsin

2015-01-01

Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high-quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or…

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

ERIC Educational Resources Information Center

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…

Job satisfaction of Jamaican elementary school teachers

NASA Astrophysics Data System (ADS)

Rodgers-Jenkinson, Fay; Chapman, David W.

1990-09-01

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

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

Johnson, Kaprea; Hannon, Michael D.

2014-01-01

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

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

ERIC Educational Resources Information Center

Khateeb, Linda Ahmad

2015-01-01

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

Parents' and teachers' perceptions of adolescent storm and stress: relations with parenting and teaching styles.

PubMed

Hines, Allyn R; Paulson, Sharon E

2006-01-01

The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress beliefs were identified as parents' and teachers' perceptions of conflict, moodiness, and risk-taking behavior. Scales assessing classic/conforming and positive adolescent behaviors also were included. Self-report assessments of parenting and teaching were administered as well. Results indicated that whereas both parents and teachers held storm and stress beliefs, teachers maintained stronger perceptions than parents. Teachers also endorsed higher classic/conforming and lower positive behaviors than did parents. The results further indicated that parents' perceptions of storm and stress were related to their degree of parental responsiveness; but teachers' perceptions were not related to their teaching style. These results suggest that stereotypic beliefs of the adolescent period continue to be maintained, and that these may influence how adults interact with adolescents.

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

ERIC Educational Resources Information Center

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…

Parent-Teacher Conferences: Building a Team. Project Enlightenment.

ERIC Educational Resources Information Center

Burgess, Kay; Johnston, Lynne

This pamphlet is designed to help teachers of young children (in preschools, day care centers, or kindergartens) improve their working relationship with parents through productive parent-teacher conferences. Several steps to be taken early in the school year or even before school begins include establishing and maintaining communication,…

Differential Perceptions of Bullying in the Schools: A Comparison of Student, Parent, Teacher, School Counselor, and Principal Reports

ERIC Educational Resources Information Center

Newgent, Rebecca A.; Lounsbery, Karyl L.; Keller, Elizabeth A.; Baker, Crystal R.; Cavell, Timothy A.; Boughfman, Erica M.

2009-01-01

Differential perceptions among students, parents, and school personnel in relation to peer victimization were examined. Data were collected at three time points. Students reported lower overall levels of peer victimization at Time 1 than did parents and lower levels of verbal victimization than did teachers. Students reported victimization…

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

ERIC Educational Resources Information Center

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…

Inner-city African American parental involvement in children's schooling: racial socialization and social support from the parent community.

PubMed

McKay, Mary McKernan; Atkins, Marc S; Hawkins, Tracie; Brown, Catherine; Lynn, Cynthia J

2003-09-01

Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.

The Place of the "Open House" in the School-Choice Process: Insights from Canadian Parents, Children, and Teachers

ERIC Educational Resources Information Center

Oplatka, Izhar

2007-01-01

The current study aimed at exploring the perceived significance of promotional events in secondary schools among Canadian parents, their children, and teachers and at determining the influence of these events on the school-choice process and school life. The findings suggest that both teachers and families displayed apparently contradictory…

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

PubMed

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.

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

ERIC Educational Resources Information Center

Hines, Allyn R.; Paulson, Sharon E.

2006-01-01

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

Parental Involvement: An Essential Ingredient for a Successful School.

ERIC Educational Resources Information Center

Akimoff, Kimberly G.

This study examined how teachers in a Christian school in the North Bay, California, area, perceive the academic and behavioral performance of students whose parents are involved in the school compared to the performance of students whose parents are not involved. Parental involvement includes parents attending parent-teacher conferences, open…

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

PubMed

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.

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

PubMed Central

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 < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

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

PubMed

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 < 0.05). Parents gave the lowest ratings of parental involvement , and staff gave the lowest ratings of academic emphasis ( p s < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.

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

ERIC Educational Resources Information Center

Ogbe, Joseph O.

2015-01-01

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

Homeschooling Parent/Teachers' Perceptions on Educating Struggling High School Students and their College Readiness

ERIC Educational Resources Information Center

McCullough, Brenda Tracy

2013-01-01

A general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent's recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students'…

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

PubMed

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

2016-09-01

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

Changing Teacher Attitudes and Actions To Promote Better Parent-Teacher Communication.

ERIC Educational Resources Information Center

Schweiker-Marra, Karyn E.

2000-01-01

Using qualitative information (faculty meeting transcripts) and a survey, researchers showed that seven statements pertaining to parent-teacher communication at a large rural middle school were poorly rated. A subsequent survey showed improved teacher attitudes, thanks to a monthly newspaper, parent hotline, web page, and other changes. (Contains…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

A Large-Scale Examination of the Nature and Efficacy of Teachers' Practices to Engage Parents: Assessment, Parental Contact, and Student-Level Impact

ERIC Educational Resources Information Center

Seitsinger, Anne M.; Felner, Robert D.; Brand, Stephen; Burns, Amy

2008-01-01

As schools move forward with comprehensive school reform, parents' roles have shifted and been redefined. Parent-teacher communication is critical to student success, yet how schools and teachers contact parents is the subject of few studies. Evaluations of school-change efforts require reliable and useful measures of teachers' practices in…

"Extended Schools": An Exploration of the Feelings, Beliefs and Intentions of Parents and Teachers

ERIC Educational Resources Information Center

McGill, Shauna

2011-01-01

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools…

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

PubMed

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Blau, Ina; Hameiri, Mira

2012-01-01

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

What Shapes Middle School Teachers' Abilities to Build Productive Parent-Teacher Relationships? The Roles of Self-Efficacy and Teachers' and Principal's Role Constructions

ERIC Educational Resources Information Center

Smith, Nancy Thompson

2012-01-01

Students whose parents have productive relationships with their teachers tend to perform better in school than those who do not (Hughes & Kwok, 2007). Low income students and students belonging to certain minority groups tend to perform less well in school than their higher income, Caucasian peers (McKinley, 2009). The parents of low-income…

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

PubMed

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

2013-09-01

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

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

ERIC Educational Resources Information Center

Wong, Mun

2015-01-01

This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53…

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

PubMed

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

2017-08-14

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

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

PubMed Central

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

2016-01-01

Objectives The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Materials and Methods Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Results Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Conclusions Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops. PMID:27822274

Validity and Utility of the Parent--Teacher Relationship Scale-II

ERIC Educational Resources Information Center

Dawson, Anne E.; Wymbs, Brian T.

2016-01-01

Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent-teacher relations are scant. The current study examined validity evidence for the Parent-Teacher Relationship Scale-I (PTRS). Specifically, the internal…

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

PubMed

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.

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

PubMed

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

2017-08-17

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

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

ERIC Educational Resources Information Center

Parsons, David; Adhikar, Janak

2016-01-01

This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the transformation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists…

District of Columbia Public Schools: School Year 2014-2015. Parental Right to Know Guide

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2014

2014-01-01

School-Parent Compacts are a component of school-level parental involvement policies, and must be developed by the school, teacher, and parents as a description of how parents, the entire school staff, and students themselves will work together for improved student academic achievement. This District of Columbia Public Schools School Year…

Minimum competency: a comparison of reactions of southern black high school students, their parents and black teachers.

PubMed

Schab, F

1984-01-01

A questionnaire was administered to 300 black high school students, 77 parents and 79 black teachers to determine their reactions to minimum competency requirements being suggested for high school graduation. Black parents were strongest in their approval of such requirements, followed by black teachers and to a lesser degree by the students. In some areas all were essentially in agreement. Being able to communicate, handle money matters, stay healthy, recognize dishonest merchandising and make simple home repairs were agreed upon as necessary for survival as adults in our society. Minimal and necessary competencies were thus equated.

Examining Teacher's Comfort Level of Parental Involvement

ERIC Educational Resources Information Center

Jensen, Deborah Ann

2011-01-01

The connection between home and school is of utmost importance. Therefore, an important concern for those educating teachers is to help teachers recognize the need for and importance of establishing parental involvement and to help them create avenues in which communication can occur. Knowing that parental involvement is important and putting that…

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.

ERIC Educational Resources Information Center

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…

Home School Relationships: Challenges for Teachers and Head Teachers in Pakistan

ERIC Educational Resources Information Center

Safdar, Qamar

2006-01-01

The connection between home and school is referred to in various ways such as parent involvement, home-school relations or community involvement in schools. This paper conceptualize that connection as a "partnership" with parents being viewed as partners with teachers in educating children. Parental involvement at all stages is crucial…

First-Year Preschool and Kindergarten Teachers: Challenges of Working with Parents

ERIC Educational Resources Information Center

Mahmood, Sehba

2013-01-01

The significance of relationships between the parents and teachers of preschool and kindergarten children is well established. Teachers and schools are presumed to be responsible for lack of parent-teacher collaboration. Internationally, early childhood teacher education programs recognize this and offer courses related to parents and families.…

Student-Led Parent-Teacher Conferences.

ERIC Educational Resources Information Center

Borba, John A.; Olvera, Cherise M.

2001-01-01

Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

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

PubMed

Aman-Back, Susanna; Björkqvist, Kaj

2007-06-01

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

The Impact of the Computerization of a High School's Pedagogical Administration on Homeroom Teacher-Parents Interrelations: A Case Study

ERIC Educational Resources Information Center

Telem, M.

2005-01-01

The introduction of a school management information system (SMIS) in an urban vocational high school, located in a middle-class socio-economic neighborhood, notably affected the learning, behavior and attendance (LBA) interrelations between homeroom teachers (HRTs) and parents. HRT-parents interrelations in general, but those involving parents…

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

PubMed

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.

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

ERIC Educational Resources Information Center

Fowler, Crystal Nicole

2013-01-01

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

Dishing Direct Instruction: Teachers and Parents Tell All!

ERIC Educational Resources Information Center

Kanfush, Philip M.

2014-01-01

This qualitative study assessed overall parent and teacher satisfaction with Direct Instruction reading for students having low incidence disabilities at an approved, private-licensed school for exceptional children in the Commonwealth of Pennsylvania. Results of four parent and four teacher interviews coupled with document analysis disclosed…

"They Didn't Have 'Out There' Gay Parents--They Just Looked Like "Normal" Regular Parents": Investigating Teachers' Approaches to Addressing Same-Sex Parenting and Non-Normative Sexuality in the Elementary School Classroom

ERIC Educational Resources Information Center

Martino, Wayne; Cumming-Potvin, Wendy

2011-01-01

In this article we draw on queer theoretical and critical literacy perspectives to investigate elementary school teachers' pedagogical approaches to addressing same-sex parenting and non-normative sexuality in the elementary classroom. Through undertaking case study research, we examine two Australian elementary school teachers' reflections on…

Teacher, parent, and child evaluative ratings of a school reintegration intervention for children with newly diagnosed cancer.

PubMed

Katz, E R; Varni, J W; Rubenstein, C L; Blew, A; Hubert, N

1992-01-01

The disruption of school participation and accompanying social experiences because of cancer and its treatment has been related to major problems in adaptation to the disease. For the child with cancer, continuation of his/her social and academic activities provides an important opportunity to normalize as much as possible a very difficult experience. The present study reports on the children's, parents', and teachers' subjective evaluations of the benefits of a comprehensive school reintegration intervention. Forty-nine children, newly diagnosed with cancer, received comprehensive school reintegration consisting of supportive counseling, educational presentations, systematic liaison between the hospital and the school, and periodic follow-ups. Children parents, and teachers were asked to rate their perceptions of the utility and value of the intervention approach. Overall subjective evaluations were very positive, providing support for the social validity of the school reintegration approach for children with newly diagnosed cancer.

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

PubMed Central

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

PRE-SCHOOL PARENT AIDE PROGRAM.

ERIC Educational Resources Information Center

Oakland Unified School District, CA.

THE GOALS OF THE PROGRAM ARE (1) TO IMPROVE SCHOOL-HOME COMMUNICATION, (2) TO MEDIATE THE CHILD'S TRANSITION TO SCHOOL, (3) TO PROVIDE MORE ADULT CONTACTS, (4) TO GIVE PARENTS NEW KNOWLEDGE OF CHILD DEVELOPMENT AND NEW IDEAS OF WAYS FOR WORKING WITH THEIR OWN CHILDREN, AND (5) TO RELIEVE THE TEACHER OF SOME NONTEACHING ACTIVITIES. THE PARENTS WHO…

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

ERIC Educational Resources Information Center

Can, Mustafa Harun

2016-01-01

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

Roles and Perceptions of School Involvement Opportunities between High School Staff and Hispanic Parents

ERIC Educational Resources Information Center

Stoelting, Kent A.

2010-01-01

Parental involvement has different interpretations and applications within the school and home settings. Traditional parental involvement involves such activities as an Open House, parent-teacher conferences, extracurricular activities, and teacher requests regarding academic, attendance, and discipline issues. Parental involvement also occurs…

Variations on a Theme: Parents and Teachers Talking

ERIC Educational Resources Information Center

Laluvein, Jackie

2010-01-01

This article draws upon the findings from a unique research project that provided new insights into the relationship between parents and teachers working with children experiencing difficulties in school. The article introduces ten modes of parents and teachers "working together", each of which has implications for the provision for children…

Middle School Students, Teachers, and Parents Contracting for Success.

ERIC Educational Resources Information Center

Willems, Arnold L.; McConnell, Rodney; Willems, Emily M.

1997-01-01

Educational contracts define the parameters of teacher obligations to students, parents, and other stakeholders freeing teachers to design and implement instruction rather than trying to fulfill roles (counselor, social worker, parent) best filled by other stakeholders. Describes analogous contracts used in the business world and provides examples…

Families and Schools in Portugal: An Exploratory Study of the Perspectives of Teachers and Low-Income Parents. IRE Report No. 15.

ERIC Educational Resources Information Center

Davies, Don; And Others

Parent involvement in Portuguese government-sponsored schools is examined, focusing on the relationships between schools and parents of low economic and social status. This study was conducted in spring 1987 by a study team of 18 members, who interviewed more than 257 parents and teachers in nine of the country's districts. A brief…

Parent- and Teacher-Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations across Contexts

ERIC Educational Resources Information Center

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-01-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are…

Assessment of 6th Grade Elementary School Students, Their Parents' and Branch Teachers' Perspective on Physical Education Classes

ERIC Educational Resources Information Center

Boyraz, Sirin; Ozbar, Nurper; Yetgin, Meral Kucuk; Koksalan, Burke

2015-01-01

A total of 437 volunteers including 54 teachers, 218 6th grade students and 102 parents from Beykoz Elementary Schools participated in this study to understand the perspectives of students, families and teachers on Physical Education classes. The perspectives of students, families and teachers of other branches are identified by survey method.…

Parental Involvement in Secondary Education Schools: The Views of Parents in Greece

ERIC Educational Resources Information Center

Antonopoulou, Katerina; Koutrouba, Konstantina; Babalis, Thomas

2011-01-01

The present study explores Greek parents' views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent-school communication, the psychological climate dominating teacher-parent interactions and parents'…

Choices of Students, Parents, and Teachers and Their Effects on Schools and Communities: A Case Study of a New Enriched High School Program

ERIC Educational Resources Information Center

DiGiorgio, Carla

2010-01-01

This study is an ethnographic case study of two schools as they implemented an enrichment program. The sample included students, parents, teachers, school administrators, and board and government personnel. Data was drawn from interviews and observations of participants, curriculum analysis, and communication between school, home, and the public.…

Students' Perceptions of Parents' and Teachers' Qualities of Interpersonal Relations.

ERIC Educational Resources Information Center

Drevets, Roma K.; And Others

1996-01-01

Predominantly white midwestern high school students (n=561) rated a parent and a teacher on the Barret-Lennard Relationship Inventory (1962, 1978). Overall, girls perceived greater warmth from parents and teachers. Evidence of age differences and of greater warmth from parents with whom students lived was also found. (SLD)

Negotiating Co-Existence in Divided Societies: Teachers, Students and Parents' Perspectives at a Shared School in Cyprus

ERIC Educational Resources Information Center

Zembylas, Michalinos

2010-01-01

This article describes a study conducted at a shared secondary school in Cyprus - that is, a school which co-educates children coming from two conflicting ethnic communities on the island. The study focuses on teachers', students' and parents' perspectives about the struggles to negotiate co-existence in this school. Drawing on a three-month…

School Administrators Skills in Organizing the Parent Participation Studies

ERIC Educational Resources Information Center

Albez, Canan; Ada, Sükrü

2017-01-01

The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators' skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395…

Using Technology to Increase Parent Involvement in Schools

ERIC Educational Resources Information Center

Olmstead, Christine

2013-01-01

The importance of parent involvement in Parents who monitor their student's schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Association of children's eating behaviors with parental education, and teachers' health awareness, attitudes and behaviors: a national school-based survey in China.

PubMed

He, Liu; Zhai, Yi; Engelgau, Michael; Li, Weirong; Qian, Hanzhu; Si, Xiang; Gao, Xin; Sereny, Melanie; Liang, Jing; Zhu, Xiaolei; Shi, Xiaoming

2014-12-01

In China, childhood obesity is a growing health issue. Eating behaviors among children can be influenced by both the family and school environment. We examine the association between these environments and eating habits among children. A total of 11 270 fourth to sixth grade school children, 11 270 of their fathers or mothers, and 1348 teachers from 48 schools were sampled using a multistage cluster random sampling method. Questionnaires collected information on eating behaviors among children, non-communicable chronic disease (NCD)-related health knowledge and behaviors among teachers, and education levels among parents. Mixed effect logistic regression models were used to describe the key associations between eating behaviors among children and teacher and parental characteristics. Health awareness, positive health attitudes, never-smoking and regular-exercise among teachers was positively associated with healthy eating behaviors among their students (having breakfast, vegetables and dairy products every day; P < 0.05), and negatively associated with the unhealthy behaviors (daily intake of fried foods and desserts and sugary beverages; P < 0.05). More than one parent having a high school level or above was positively related to healthy eating behaviors among their children (P < 0.05), but its associations with high-calorie eating habits were negative in urban and positive in rural areas (P < 0.05). School-based interventions which target health-related awareness, attitude and behaviors among school teachers may help improve school-aged children's eating behaviors. Parental education levels may help guide efforts to target children at higher risk of unhealthy eating habits. © The Author 2013. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

Parents as "Help Labor": Inner-City Teachers' Narratives of Parent Involvement

ERIC Educational Resources Information Center

Christianakis, Mary

2011-01-01

This article examines teachers' perceptions of parent involvement through the narratives of 15 racially and linguistically diverse teachers who worked together at Jefferson Elementary, an inner-city school in Northern California composed mostly of African-American, Latino, and Asian students. One overarching research question framed the…

School Involvement of Parents of Linguistic and Racial Minorities and Their Children's Mathematics Performance

ERIC Educational Resources Information Center

Chang, Mido; Choi, Namok; Kim, Sunha

2015-01-01

The goal of the study was to provide empirical findings on the effects of different types of parents' school involvement (PSI) on their children's mathematics performance. For PSI, we explored parent participation in parent-teacher conferences, voluntary parental involvement in school activities, parent informal contact with school or teachers,…

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

PubMed

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

2017-12-01

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

Parent beliefs and children's social-behavioral functioning: the mediating role of parent-teacher relationships.

PubMed

Kim, Elizabeth Moorman; Sheridan, Susan M; Kwon, Kyongboon; Koziol, Natalie

2013-04-01

This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers reported on the quality of their relationships with parents and children's adaptive functioning (i.e., social and adaptive skills) and externalizing behaviors. Results indicated that parents' motivational beliefs were related significantly and positively to children's adaptive functioning and negatively to children's externalizing behaviors. Parents' motivational beliefs were also significantly associated with enhanced parent-teacher relationship quality. There was a significant medium-sized indirect effect of parents' motivational beliefs on children's adaptive functioning through parent-teacher relationship quality (k(2)=.12) and a small indirect effect of parents' motivational beliefs on children's externalizing behaviors (k(2)=.05). This research suggests that parent-teacher relationship quality may be one mechanism by which the benefits of parents' motivational beliefs are transmitted to children. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Parent, Teacher, and School Stakeholder Perspectives on Adolescent Pregnancy Prevention Programming for Latino Youth.

PubMed

Johnson-Motoyama, Michelle; Moses, Mindi; Kann, Tiffany Koloroutis; Mariscal, E Susana; Levy, Michelle; Navarro, Carolina; Fite, Paula J

2016-12-01

Teen pregnancy remains a public health concern particularly among Latinos, whose pregnancy rate of 83.5 per 1000 girls constitutes one of the highest rates of teen pregnancy among all ethnic and racial groups in the United States. To enhance the effectiveness of interventions for diverse Latino populations in the US, it is crucial to assess the community's understanding of the etiology of the problem of adolescent pregnancy and to implement programs that reflect the local community's beliefs and preferences. We present findings from six focus groups held with parents (n = 18), teachers (n = 23) and school stakeholders (n = 8) regarding teen pregnancy prevention among Latino youth at a high school located in a large, Midwestern city. Two investigators analyzed data iteratively using a template organizing approach. A consensus emerged across the groups regarding content that emphasized respect for oneself and one's family, a focus on personal and shared responsibility in reproductive health behavior, information about the "realities" or consequences associated with engaging in sexual activity, and information about contraceptives. The strong request from participants to include a parental education component reflects the community's belief that parents play a crucial, protective role in the socialization and development of adolescent sexual behavior, a view that is supported by empirical research. Findings highlight the importance of involving local school communities in identifying adolescent pregnancy prevention strategies that are responsive to the community's cultural values, beliefs, and preferences, as well as the school's capacity and teacher preferences.

Schools Seek to Channel Parent Involvement

ERIC Educational Resources Information Center

Keller, Bess

2008-01-01

Schools flush with students' parents showing up and helping out have long been the envy of those where classrooms echo on back-to-school night. But in recent years, incidents reported in the news media have dabbed shadows on that glowing picture of parent involvement, raising issues about whether demanding adults have made teachers' jobs harder…

Teacher-Parent Relationships: Influence of Gender and Education on Organizational Parents' Counterproductive Behaviors

ERIC Educational Resources Information Center

Pepe, Alessandro; Addimando, Loredana

2014-01-01

The present paper examines the influence of parent's demographics (gender and educational level) and a contextual variable (school grade) on counterproductive parents' behavior during interaction with teachers. Data were gathered by administering the Italian version of the Challenging Parent Standard Questionnaire (Pepe 2010) to a sample of…

Orange County Outdoor School: Teacher's Guide.

ERIC Educational Resources Information Center

Orange County Dept. of Education, Santa Ana, CA.

Divided into six sections, the guide provides helpful information for the teacher to prepare students to attend the Orange County Outdoor School. Pre-camp responsibilities section provides pre-camp preparation checklists for the principal, teacher, parents, school nurse, and outdoor specialist; a checklist for morning departure; discipline policy…

Cognitive, Parent and Teacher Rating Measures of Executive Functioning: Shared and Unique Influences on School Achievement

PubMed Central

Dekker, Marielle C.; Ziermans, Tim B.; Spruijt, Andrea M.; Swaab, Hanna

2017-01-01

Very little is known about the relative influence of cognitive performance-based executive functioning (EF) measures and behavioral EF ratings in explaining differences in children's school achievement. This study examined the shared and unique influence of these different EF measures on math and spelling outcome for a sample of 84 first and second graders. Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF), and children were tested with computer-based performance tests from the Amsterdam Neuropsychological Tasks (ANT). Mixed-model hierarchical regression analyses, including intelligence level and age, showed that cognitive performance and teacher's ratings of working memory and shifting concurrently explained differences in spelling. However, teacher's behavioral EF ratings did not explain any additional variance in math outcome above cognitive EF performance. Parent's behavioral EF ratings did not add any unique information for either outcome measure. This study provides support for the ecological validity of performance- and teacher rating-based EF measures, and shows that both measures could have a complementary role in identifying EF processes underlying spelling achievement problems. The early identification of strengths and weaknesses of a child's working memory and shifting capabilities, might help teachers to broaden their range of remedial intervention options to optimize school achievement. PMID:28194121

The Impossible Child in School--at Home: A Guide for Caring Teachers and Parents.

ERIC Educational Resources Information Center

Rapp, Doris J.

Intended for teachers and parents, the book offers guidelines for recognizing and dealing with allergies as causes of learning and behavior problems. Each chapter identifies relevant references in the bibliography. In the first chapter such signs of behavioral reactions as facial or body clues, changes in school performance, and changes in writing…

The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators

ERIC Educational Resources Information Center

Chiasson, Kari; Olson, Myrna R.

2007-01-01

This phenomenological study investigated the perceptions of three teachers, four parents, and three Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder, attention deficit hyperactive disorder, or central auditory processing disorder.…

An interpretivist teacher research study of how connections to a high school classroom experience are created among students, parents, and the teacher through the use of a teacher's website

NASA Astrophysics Data System (ADS)

Thiele, Henry C.

The purpose of this interpretivist, teacher research study was to describe and explain how connections to a high school classroom are created among students, parents, and the teacher through the use of my website. The questions that guided the study are: (1) How does the use of a website affect the connection between students and the classroom experience? (2) How does the use of a website affect the connection between students and their teacher? (3) How does the use of a website affect the connection between parents and their students' classroom experience? The study was centered on the framework of currere which is a process that uses the past and future to bracket an experience before synthesizing the parts together to understand the overall meaning. Data were gathered through student reflections, student autobiographies, and student and parent questionnaires. Student autobiographies collected at the beginning and end of the year served as the regressive and progressive steps of currere, which bracketed weekly student reflections. The effects of the website on the classroom experience were revealed when I synthesized the student data with the information I had collected from parents, and from my own journal. The data were then presented in the form of narratives from the interpreted views of the students, parents, and the teacher. The study found that personal relationships are important and essential to creating an environment where the teacher can adapt to the changing needs of students and parents. The website provided a vehicle for the transfer of real time information between all the parties involved in the classroom experience. The website sped up the processes that led to a belonging classroom, a community of learners. An unexpected finding was the stakeholders were empowered to use the website to shape the development of the classroom experience throughout the school year.

School Avoidance: Tips for Concerned Parents

MedlinePlus

... Threats of physical harm (as from a school bully) Actual physical harm Tips for Concerned Parents: As ... the classroom. If a problem like a school bully or an unreasonable teacher is the cause of ...

Perceptions of children, parents, and teachers regarding whole-grain foods, and implications for a school-based intervention.

PubMed

Burgess-Champoux, Teri; Marquart, Len; Vickers, Zata; Reicks, Marla

2006-01-01

To identify perceptions of whole-grain foods and factors influencing intake by children, parents, and teachers as the basis for increasing intake by children within a school-based intervention. Focus group interviews with questions based on Social Cognitive Theory. After-school care programs in 4 elementary schools in a large metropolitan district in St. Paul, Minn. Seven, three and two focus group interviews with children (n = 40; grades K-6), parents (n = 18), and teachers (n = 11), respectively. Child and adult factors influencing intake of whole-grain foods, with a tasting activity to stimulate discussion. Qualitative data analysis procedures to generate common themes from encoded transcripts. Adults and children were positive about sensory characteristics of whole-grain products. Knowledge of ways to identify these foods was limited. Taste preferences strongly influenced selection of bread and cereals. Children suggested that new school foods should look and taste good, be familiar, and be promoted through sampling, peer influence, and incentives. Adults suggested a gradual increase in whole-grain content of school meals. Focus groups were useful in understanding perceptions regarding whole-grain foods and yielded valuable insight toward design of a school-based intervention.

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

PubMed Central

2013-01-01

Background Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam. The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. Methods A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors’ understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Results Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils’ mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Conclusions Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and

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

PubMed

Nguyen, Dat Tan; Dedding, Christine; Pham, Tam Thi; Bunders, Joske

2013-11-06

Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam.The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors' understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils' mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and apply strategies to improve students' mental

Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

PubMed

McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

2017-06-01

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Involving Parents in the Schools: A Process of Empowerment.

ERIC Educational Resources Information Center

Delgado-Gaitan, Concha

A 4-year ethnographic study in Carpinteria, California, examined the school district's parental involvement activities for their effectiveness with lower-class Spanish-speaking parents. Research at three elementary schools included observations of traditional activities, such as parent-teacher conferences and open house, and non-conventional…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

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

ERIC Educational Resources Information Center

Ankrum, Raymond J.

2016-01-01

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

Parent-School Collaboration: Feminist Organizational Structure and School Leadership.

ERIC Educational Resources Information Center

Henry, Mary E.

This book provides a conceptual basis for viewing the school as an ecology of people and events that goes beyond the school walls. The book argues that everything that goes on in school is inextricably linked to the home--from patterns of thought and behavior to attitudes toward school. The book also provides strategies for parents, teachers, and…

Educational Interventions for Children with Autism Spectrum Disorders: Perceptions of Parents and Teachers in a Northeast Tennessee School System

ERIC Educational Resources Information Center

Nickels, Paula Anderson

2010-01-01

This qualitative case study investigated the perceptions of parents of children with autism spectrum disorders (ASD), special education teachers, and general education teachers in a Northeast Tennessee public school system regarding educational interventions for children with ASD including what interventions they have found effective, the barriers…

Preservice Teacher Attitudes toward Gay and Lesbian Parents

ERIC Educational Resources Information Center

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

2013-01-01

Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated…

Teacher Perceptions of Parent Engagement at a Cyber High School

ERIC Educational Resources Information Center

Borup, Jered

2016-01-01

A growing number of adolescents are taking all or most of their courses online. This places a greater responsibility on parents to support and facilitate their students' learning. This case study used teacher surveys and interviews to better understand how teachers perceived and supported parents' attempts to support their online students at a…

Parents and the School Dropout Problem.

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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)

Two Dimensions of Parent Participation in an Inner School District

ERIC Educational Resources Information Center

Flaugher, Paul

2006-01-01

An exploratory study finds that parents who meet frequently with teachers about their child's school are not also likely to report they attend evening school or parenting programs. The research is based upon a take-home survey administered to parents of elementary school children in an inner-city type school district that is close to a major…

School Sport Self-Concept of Urban Aboriginal School Children: Teacher Influences.

ERIC Educational Resources Information Center

Kickett-Tucker, Cheryl S.

This paper examines the self-concept of urban Western Australian Aboriginal school children, aged 11-12, in school sports settings. Most students were from the Nyoongar Aboriginal community of southwestern Western Australia. Data were collected from interviews with Aboriginal students and parents, class teachers, and sports teachers, and from…

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

PubMed

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.

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

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

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

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

ERIC Educational Resources Information Center

Patel, Nimisha; Stevens, Sharon

2010-01-01

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

Oakland Schools New Teacher's Manual.

ERIC Educational Resources Information Center

Fletcher, Barbara; Hitchins, Renee; Kramp, Robert; Moase-Burke, Jackie; Pinho, Jason

This guide for beginning teachers provides assistance in the following areas: (1) "Physical Environment and Materials" (e.g., room arrangement and bulletin boards); (2) "Setting Expectations" (e.g., rules and consequences and early parent communication); (3) "First Days of School" (e.g., activities and teacher daily…

Conjoint Behavioral Consultation and Parent Participation: The Role of Parent-Teacher Relationships. CYFS Working Paper No. 2012-1

ERIC Educational Resources Information Center

Kim, Elizabeth Moorman; Sheridan, Susan M.; Kwon, Kyongboon; Woods, Kathryn E.; Semke, Carrie A.; Sjuts, Tara M.

2012-01-01

Child behavior problems are a concern for parents and teachers alike and are associated with later academic and behavioral difficulties. Parents' participation in their children's schooling has been shown to help reduce problem behaviors over time. Research indicates that parents are more likely to participate in their children's schooling when…

Parent Participation in the Spanish School System: School Councils

ERIC Educational Resources Information Center

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…

Latent profile analysis of teacher perceptions of parent contact and comfort.

PubMed

Stormont, Melissa; Herman, Keith C; Reinke, Wendy M; David, Kimberly B; Goel, Nidhi

2013-09-01

The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sample was African American (78%), followed by Caucasian (19%) and other ethnic backgrounds (2%). Two subscales from the Parent Involvement-Teacher scale, contact and comfort, were entered as indicators in a latent profile analysis to determine the number and types of parent involvement classes. Contact included the frequency of interactions between parents and teachers; comfort included the quality of their relationship with the parent and how well their goals were aligned. Subsequent latent class regressions were conducted to identify student, school, and family characteristics associated with class membership. Three classes provided the optimal solution. This included two classes of parents with low contact with teachers but different comfort levels; one with low contact and low comfort (11%), and one with low contact but high comfort (71%). The remaining class, representing 18% of parents, was rated high on both contact and comfort. Low income status, family problems, and social, emotional, academic, and self-regulation problems distinguished the low comfort class from the other two classes. It is imperative to help teachers feel more comfortable working with families who may be experiencing substantial stressors and who also have children who need support across school and home settings.

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

ERIC Educational Resources Information Center

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…

Aligning Student, Parent, and Teacher Incentives: Evidence from Houston Public Schools. NBER Working Paper No. 17752

ERIC Educational Resources Information Center

Fryer, Roland, Jr.

2012-01-01

This paper describes an experiment designed to investigate the impact of aligning student, parent, and teacher incentives on student achievement. On outcomes for which incentives were provided, there were large treatment effects. Students in treatment schools mastered more than one standard deviation more math objectives than control students, and…

Motivation of Parent Involvement in Secondary-Level Schooling.

ERIC Educational Resources Information Center

Deslandes, Rollande; Bertrand, Richard

2005-01-01

Inspired by K. V. Hoover-Dempsey and H. M. Sandler's (1995, 1997) model of the parent involvement process, the authors examined 4 psychological constructs of parent involvement: (a) relative strength of parents' role construction, (b) parents' self-efficacy for helping adolescents succeed in school, (c) parents' perceptions of teacher invitations…

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

ERIC Educational Resources Information Center

Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

2016-01-01

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

"I Go to Teacher Conferences, but I Do Not Understand What the Teacher Is Saying": Somali Parents' Perception of the Swedish School

ERIC Educational Resources Information Center

Osman, Ali; Månsson, Niclas

2015-01-01

This study examines the encounter of Somali parents with their children's teachers and how these relations "affect" their possibility of supporting their children's attaining a successful school experience. The study is inspired by and combines the insight and concept of social capital developed by Coleman and Bourdieu. The parents…

Examining Perceptions of Administrators, Teachers, Parents, and Community Residents about Advantages and Disadvantages of Consolidating Two High Schools in a School District in Central Pennsylvania

ERIC Educational Resources Information Center

Ackell, Robert J.

2013-01-01

This mixed methods triangulation approach examined the perceptions of administrators, teachers, parents, and community residents about a consideration of a secondary school consolidation in a school district in central Pennsylvania. These groups are referred to as "stakeholders" in this study. The purpose of this research was to develop…

A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation in Rural Schools: Student Outcomes and the Mediating Role of the Teacher-Parent Relationship

ERIC Educational Resources Information Center

Sheridan, Susan M.; Witte, Amanda L.; Holmes, Shannon R.; Coutts, Michael J.; Dent, Amy L.; Kunz, Gina M.; Wu, ChaoRong

2017-01-01

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at…

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

PubMed

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

2018-01-01

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

Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students

PubMed Central

Murray, Kantahyanee W.; Finigan-Carr, Nadine; Jones, Vanya; Copeland-Linder, Nikeea; Haynie, Denise L.; Cheng, Tina L.

2016-01-01

Using semistructured interviews, we explored barriers and facilitators to school-based parent involvement (SBPI) in a sample of predominately African American parents (N = 44) whose children attended urban public middle schools. Barriers to SBPI (e.g., perceptions of hostile parent–teacher interactions and aggressive, disrespectful students in the school) were more commonly reported than facilitators (e.g., child invitations for involvement). Findings suggest that parents’ motivations for engaging in SBPI may be undermined by a variety of barriers, resulting in low participation. Implications and tailored strategies for enhancing SBPI in this population are presented. PMID:27088049

Reframing Parent Involvement: What Should Urban School Leaders Do Differently?

ERIC Educational Resources Information Center

Watson, Terri Nicol; Bogotch, Ira

2015-01-01

In this article we critically examine how teachers and administrators in an urban high school identify and consider the challenges to parent involvement without either engaging in or disrupting normative constructions of the term parent involvement. It is in this unintentional misconstruction of the notion of parent involvement that school leaders…

Student-Parent-Teacher Partnerships: Creating Safe Classrooms and Communities

ERIC Educational Resources Information Center

Hall, Horace R.

2008-01-01

In this article, the author talks about "Safe Space," an after school program created by a parent-teacher advisory board which maintained that students needed a safe in-school environment where they could openly talk about their out-of-school lives. Being that the school's curriculum heavily focused on academic standards, students' affective…

The Note of Discord: Examining Educational Perspectives between Teachers and Korean Parents in the U. S.

ERIC Educational Resources Information Center

Kwon, Kyee Yum; Suh, Younjung; Bang, Yoo-Seon; Jung, Jeesun; Moon, Seungho

2010-01-01

This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood…

Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis.

PubMed

Thompson, Aaron M; Herman, Keith C; Stormont, Melissa A; Reinke, Wendy M; Webster-Stratton, Carolyn

2017-06-01

The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n=19) or a control condition (n=23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the families of 805 low income students (IY TCM=504, control=301). A latent profile transition analysis framework was used to model the effect of IY TCM on teacher perceptions of parental involvement from pre to posttest. Four profiles consisting of various patterns of high, medium, and low teacher perceptions of bonding with and involvement of parents emerged. Analyses of teacher profiles at baseline revealed teachers who felt parental involvement and bonding was low were also likely to rate students as having more externalizing behaviors, fewer social competencies, more attention deficit symptoms, and disruptive behaviors towards adults and peers compared to teachers with more adaptive profiles. Further analysis revealed that parents of teachers randomly assigned to IY TCM were more likely to transition to a more adaptive view of parental involvement at follow-up compared to teachers in the control condition. Because teacher perceptions of parental involvement may adversely impact teacher attitudes towards difficult students, findings from the present study support the promise of teacher training as an avenue for conferring protections for struggling students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Survey of Attitudinal Acceptance of a Children's Incremental Dental Care Program by Parents, Teachers and School Administrators. Final Report.

ERIC Educational Resources Information Center

Guess, L. Lynn; And Others

This report presents an analysis of the attitudes of parents, teachers, and school administrators to the Chattanooga Incremental Dental Care Program. This project provided dental care in the public elementary schools at specific intervals of time to specific age groups in order to establish and maintain a state of oral health. Dental services were…

Young Children at Home and in School: 212 Educational Activities for Their Parents, Teachers, and Caregivers.

ERIC Educational Resources Information Center

Morse, Philip S.; Brand, Lillian B.

This source book is designed to give parents, teachers, and other caregivers of young children more than 200 sample activities for children that are fun, easy, and educationally sound. Chapter 1 introduces principles of early childhood programs, the "home-school connection," and tips on how to communicate with children. This chapter also gives an…

Kindergartners Use PowerPoint to Lead Their Own Parent-Teacher Conferences

ERIC Educational Resources Information Center

Young, Dianne; Behounek, Lynn M.

2006-01-01

Student-led parent-teacher conferences help young children make sense of what hey know and what they need to learn at school. Just ask them! For the past two years, the kindergarten children at Seymour Elementary School in Ralston, Nebraska, have used PowerPoint to tell their parents how they are doing in school, and the conferences have been a…

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

ERIC Educational Resources Information Center

Traum, Linda C.; Moran, Mary Jane

2016-01-01

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

Discourses of the Good Parent in Attributing School Success

ERIC Educational Resources Information Center

Thomas, Sue; Keogh, Jayne; Hay, Steve

2015-01-01

Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how…

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

ERIC Educational Resources Information Center

Gordon, Lynn Melby

2015-01-01

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

School Problems and Teacher Responsibilities in Juvenile Rheumatiod Arthritis.

ERIC Educational Resources Information Center

Taylor, Janalee; And Others

1987-01-01

Responses of 24 children with rheumatoid arthritis, 24 of their parents, and 14 of their teachers to a survey about school problems indicated that children experienced problems most frequently with self-concept and peer relationships, while parents and teachers focused on physical health and activity-related problems. (Author/CB)

The Nature of Parental Involvement in the Schooling Process in Katsina State

ERIC Educational Resources Information Center

Ibrahim, Ahmed Tijjani; Jamil, Hazri Bin

2012-01-01

Parental involvement in the schooling process of their children seems to be a neglected research area especially in primary schools of Katsina state in Nigeria. Parental involvement as envisaged by Donald, Lazarus and Lolwana (2006) for purposes of transformation cannot be overemphasized by both parents and teachers in schools. Therefore, parents…

Promoting Immigrant Parental Involvement in Culturally-Diverse Schools through a Multiple Perspectives Approach

ERIC Educational Resources Information Center

Hajisoteriou, Christina; Angelides, Panayiotis

2016-01-01

The overarching purpose of this paper is to provide a number of important insights into immigrant parents' school involvement in Cyprus. Therefore, it examines the perspectives of all actors involved in the school-family partnership--namely head-teachers, teachers, immigrant and native parents, and immigrant and native children--through a multiple…

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

PubMed Central

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

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8–12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement. PMID:29670557

Parent and Teacher Opinions of Eight Different Ways of Thinking and Learning

ERIC Educational Resources Information Center

Maycock, George

2017-01-01

Parents and teachers at seven elementary schools were surveyed to determine their opinions of the importance of Gardner's eight different ways of thinking and learning. Parent and teacher opinions were highest in the four areas of logical-mathematical, intrapersonal, linguistic and interpersonal, which were all rated very important. Next in…

Collaboration between teachers and parents of children with ASD on issues of education.

PubMed

Syriopoulou-Delli, Christine K; Cassimos, Dimitrios C; Polychronopoulou, Stavroula A

2016-08-01

This study examines the views of teachers and parents on critical issues concerning their collaboration in the education of children with ASD. For the purposes of this study, a total of 171 teachers and 50 parents of children with ASD, attending mainstream or special primary school units, were randomly selected in Greece in order to respond to a structured questionnaire. The majority of teachers and parents were found to be of the opinion that communication and collaboration between teachers and parents are rendered as critical [n=165 teachers (96.5%), n=50 parents (100%)]. Postgraduate academic studies and working experience with children with ASD are seen to be the most important factors shaping the attitudes of teachers towards collaboration with parents. On the other hand, the types of working unit teachers were employed in are seen to rank in lower importance. Copyright © 2016 Elsevier Ltd. All rights reserved.

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

ERIC Educational Resources Information Center

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…

School Wellness Policy Implementation: Attitudes of School Professionals and Parents in Elementary Schools

ERIC Educational Resources Information Center

Molaison, Elaine Fontenot; Carr, Deborah H.; Federico, Holly A.

2008-01-01

Purpose/Objectives: The purpose of this research was to explore the attitudes and barriers related to the implementation of the local wellness policy (LWP) in the elementary school setting. Methods: Researchers used a two-phase approach. Phase I included focus group interviews with school nutrition directors, principals, teachers, parents, and…

Parents Rights: The Case for Madera Unified School District

ERIC Educational Resources Information Center

Padilla, Frank

2009-01-01

The purpose of this article is to identify power through voting-school boards; it must be explicitly identified and highlighted as a way to empower students and their families. Implications for teachers are discussed, as their role in public schools is crucial to improved parent participation. It examines how Latino parents have used the justice…

How Parents Feel about Their Child's Teacher/School: Implications for Early Childhood Professionals

ERIC Educational Resources Information Center

Knopf, Herman T.; Swick, Kevin J.

2007-01-01

The purpose of this article is to describe the effects that parent perceptions of their relationships with teachers have on parent involvement. After providing a brief review of literature identifying the importance of parent-teacher relationship formation, the authors provide suggestions for early childhood educators that will help them establish…

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

PubMed

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

2018-03-01

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

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

PubMed Central

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

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

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

PubMed

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

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

Back to School 1997--CASA National Survey of American Attitudes on Substance Abuse III: Teens and Their Parents, Teachers and Principals. Conducted by Luntz Research Companies and QEV Analytics.

ERIC Educational Resources Information Center

Columbia Univ., New York, NY. Center on Addiction and Substance Abuse.

For most middle and high school students in the United States, drug-free schools are not available. To explore the nature of drug problems in the schools, 305 middle school teachers, 484 high school teachers, 401 school principals, 1,115 teens, and 998 parents were surveyed so as to assess their attitudes toward cigarettes, alcohol, and drugs such…

Effective School Evaluation in Primary Schools from the Dimension of Parents

ERIC Educational Resources Information Center

Akan, Durdagi

2017-01-01

The aim of this study is to analyze the effectiveness of the primary schools depending on "parents" dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the…

Parents' Perspectives on the School Experiences of Children with Cancer.

ERIC Educational Resources Information Center

Chesler, Mark A.; Barbarin, Oscar A.

1986-01-01

Interviews with 59 parents of school-age children with cancer indicated that despite missing much school their child was caught up with schoolwork, suggesting that academic difficulties are not paramount. Most parents also reported receiving substantial help from sympathetic and competent educators, although some teachers were insensitive and…

Parent-rated externalizing behavior in preschoolers: the predictive utility of structured interviews, teacher reports, and classroom observations.

PubMed

Doctoroff, Greta L; Arnold, David H

2004-12-01

This study investigated multiple forms of home and school assessment as predictors of parent-rated behavior problems across a preschool year. Participants were a community sample of 79 preschool children, their parents, and their teachers. Parent ratings of behavior problems were obtained toward the beginning of the school year and approximately 6 months later. Behavior problems were also assessed early in the school year using parent structured interviews, teacher-rating scales, and classroom observations of problem and prosocial behavior. Consistent with hypotheses, each assessment method significantly predicted year-end parent ratings of behavior problems, even above initial ratings.

Concerns of Parents and Teachers of Children with Autism in Elementary School

ERIC Educational Resources Information Center

Azad, Gazi; Mandell, David S.

2016-01-01

Many consensus guidelines encourage parents and teachers to openly communicate about their concerns regarding their children. These guidelines attest to the importance of achieving consensus about what issues are most critical and how to address them. The purpose of this study was to examine whether parents and teachers (1) agree about their…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Parent Participation Rights and Responsibilities: A True Partnership between Home and School.

ERIC Educational Resources Information Center

Onsman, Yulia

The focus on parent participation in the Australian school community has intensified over the last few years, but both parents and teachers still hold many erroneous notions with regard to their shared responsibilities. Rather than viewing parents and teachers as two separate camps with children in the middle, it must be recognized that…

Using Web 2.0 Technologies: Exploring Perspectives of Students, Teachers and Parents

ERIC Educational Resources Information Center

Yu, Mingmei; Yuen, Allan H. K.; Park, Jae

2012-01-01

Purpose: The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies. Design/methodology/approach: This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong. Findings:…

"Hey, I Saw Your Grandparents at Walmart": Teacher Education for Rural Schools and Communities

ERIC Educational Resources Information Center

Eppley, Karen

2015-01-01

This is a case study about how teacher education might better prepare rural teacher candidates for rural schools. Parents, teachers, community members, and students associated with a rural school described what is important in the preparation of teachers for today's rural schools. Their goals and wishes for their children's school and community…

Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

PubMed Central

Nese, Rhonda N.T.; Palinkas, Lawrence A.; Ruppert, Traci

2017-01-01

Intensive supports are needed for students with emotional disturbance during high-risk transitions. Such interventions are most likely to be successful if they address stakeholder perspectives during the development process. This paper discusses qualitative findings from an iterative intervention development project designed to incorporate parent and teacher feedback early in the development process with applications relevant to the adoption of new programs. Using maximum variation purposive sampling, we solicited feedback from five foster/kinship parents, four biological parents and seven teachers to evaluate the feasibility and utility of the Students With Involved Families and Teachers (SWIFT) intervention in home and school settings. SWIFT provides youth and parent skills coaching in the home and school informed by weekly student behavioral progress monitoring. Participants completed semi-structured interviews that were transcribed and coded via an independent co-coding strategy. The findings provide support for school-based interventions involving family participation and lessons to ensure intervention success. PMID:28966422

Forms and Patterns of Parent Participation at a Jewish and Catholic School

ERIC Educational Resources Information Center

Ross, Renee Rubin

2012-01-01

Given that all schools solicit parent participation, an important question is whether and how this varies by school. I draw on observation and interviews with parents, teachers, and administrators at a Jewish day school and Catholic school to identify forms and patterns of participation. I found that communicating and volunteering were similar at…

The Perception Created of Online Home Work by High School Student, Their Teacher and Parents in Saudi Arabia

ERIC Educational Resources Information Center

Alshehri, Abdulhalim Ali

2017-01-01

The paper investigates the internet utilizing in online homework accomplishing at Saudi High Schools. The study covered three Saudi cities, namely; Riyadh, Jeddah and Dammam. The paper concerned about the teachers, parents and students perceptions toward using internet in education path with concentration on online home works, and its effect in…

Nurturing the Parent Teacher Alliance: A Guide to Forming A Facilitative Relationship.

ERIC Educational Resources Information Center

Howe, Frank; Simmons, Betty Jo

This booklet provides guidelines to help teachers better understand the importance of forming alliances with the primary caregivers (birth parents, adoptive parents, step parents, foster parents, or guardians) of the children whom they teach. Specific recommendations are offered concerning the following factors: conferences in the home, in school,…

Single-Sex Classes in a Coeducational High School Highlighting Parents' Perspectives

NASA Astrophysics Data System (ADS)

Leder, Gilah C.; Forgasz, Helen J.

1997-11-01

A program of single-sex mathematics classes at one coeducational high school was evaluated in 1993 and again three years later in 1996. On both occasions, data were gathered from students, teachers and parents. While also drawing on findings from students and teachers, the focus of this article is on parents' perceptions. In both years more parents supported the program than were opposed to. it. However, support appeared to have waned over the three-year period. The influence of factors both inside and outside the classroom and the school which may partially help to account for the findings are discussed.

Parent/Teacher Talk.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.

This document summarizes the practical advice for improving parent/teacher communication through written messages and telephone conversations provided in two documents written by Michael L. Henniger of Central Washington University: (1) "Building Parent/Teacher Relations through Written Communication" (ED 211 216); (2) "The…

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

ERIC Educational Resources Information Center

Symeou, Loizos

2006-01-01

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

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

ERIC Educational Resources Information Center

Chikoko, Vitallis

2008-01-01

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…

Teachers' Experiences with and Expectations of Children with Incarcerated Parents

ERIC Educational Resources Information Center

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

2010-01-01

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

Disagreeing about development: An analysis of parent-teacher agreement in ADHD symptom trajectories across the elementary school years.

PubMed

Murray, Aja Louise; Booth, Tom; Ribeaud, Denis; Eisner, Manuel

2018-05-30

It is well-known that in cross-sectional analyses, agreement between informants is modest as best when rating attention-deficit/hyperactivity disorder and other disruptive behaviour disorder symptoms. We here aimed to develop recommendations for the use of multi-informant data in the context of longitudinal developmental analyses that examine symptom trajectories over time. Using parallel process modelling, we estimated parent-teacher agreement in inattention and hyperactivity/impulsivity symptom initial levels and slopes across the elementary school years (ages 7, 9, and 11) for a community sample of n = 1,388 youth. We also used these models to examine whether initial levels and slopes differed significantly across informants. Informant agreement was low to moderate and higher for inattention slopes (r = .47) than for hyperactivity/impulsivity slopes (r = .23). Parents and teachers reported opposite developmental trends for inattention with teachers reporting declines and parents reporting increases over time. Parents reported overall higher levels of hyperactivity/impulsivity, but there were no average informant differences in slopes. Of the options available, we recommend specifying separate but correlated factors for different informants in developmental analyses of attention-deficit/hyperactivity disorder. This can be achieved within latent growth curve and growth mixture models. Copyright © 2018 John Wiley & Sons, Ltd.

Do Generalist Parenting Programmes Improve Children's Behaviour and Attendance at School? The Parents' Perspective

ERIC Educational Resources Information Center

Rogers, Lynne; Hallam, Susan; Shaw, Jacquelene

2008-01-01

Previous research has demonstrated that parenting programmes can be an effective intervention in changing behaviour and parent-child interactions. However, less attention has been given to the impact of these programmes in relation to improving attendance and behaviour at school. Lynne Rogers, lecturer in teacher education specialising in the…

Comparison of Parent and Teacher Perceptions of Essential Website Features and Elementary Teacher Website Use: Implications for Teacher Communication Practice

ERIC Educational Resources Information Center

Roman, Tiffany A.; Ottenbreit-Leftwich, Anne T.

2016-01-01

Within the United States, there has been a call for timely, effective, and targeted communication between home and school environments to increase student achievement and engage parents (Project Tomorrow, 2011a). Although teachers can use websites as a means of communication to connect with parents online (Dunn, 2011; Janicki &…

Developing a coordinated school health approach to child obesity prevention in rural Appalachia: results of focus groups with teachers, parents, and students.

PubMed

Schetzina, Karen E; Dalton, William T; Lowe, Elizabeth F; Azzazy, Nora; Vonwerssowetz, Katrina M; Givens, Connie; Stern, Harold P

2009-01-01

High prevalence rates of obesity, particularly among those residing in US rural areas, and associated physical and psychosocial health consequences, direct attention to the need for effective prevention programs. The current study describes an initial step in developing a school-based obesity prevention program in rural Appalachia, USA. The program, modeled on the Centers for Disease Control and Prevention Coordinated School Health (CSH) Program, includes a community-based participatory research approach to addressing the health needs specific to this region. Focus groups with teachers, parents, and 4th grade students were used to understand perceptions and school policy related to nutrition, physical activity, and the role of the school in obesity prevention. Results revealed that these community stakeholders were concerned about the problem of child obesity and supported the idea of their school doing more to improve the diet and physical activity of its students. Specifically, all groups thought that foods and drinks consumed by students at school should be healthier and that they should have more opportunities for physical activity. However, they cited limitations of the school environment, academic pressures, and lack of parental support as potential barriers to making such changes. Parents were most concerned that their children were not getting enough to eat and they and the teachers were not in favor of BMI screening at the school. Parents were in favor of increasing physical activity during school and thought that parent volunteers should help students select foods in the cafeteria. Students cited examples of how diet and physical activity affect their health and school performance, and thought that they should have more physical education time and recess. The data collected in the current study contributed to the limited knowledge base regarding rural populations as well as identified strengths and potential barriers to assist with the development of a

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

PubMed

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

2005-02-01

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

Selected Bibliography and Notations: Parents, Teacher Aides, and In-Service Education. Vol. 1, No. 7.

ERIC Educational Resources Information Center

Kaufman, Martin

The emphasis of the bibliography on parents, teacher aides, and inservice education is on the utilization of parents as teacher aides in school and at home to foster the fullest development of children. Its stated purpose is to provide a resource for persons desiring information on the maximal enhancement of the interactions between parent and…

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

ERIC Educational Resources Information Center

Symeou, Loizos; Roussounidou, Eleni; Michaelides, Michalis

2012-01-01

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

Reflections of a Former Oakland Public School Parent.

ERIC Educational Resources Information Center

Abron, JoNina M.

1997-01-01

Shares the perspectives of a black parent, herself a teacher at a school founded by the Black Panthers, whose daughter was educated in the public schools of Oakland (California) and Kalamazoo (Michigan) between 1986 and 1996. Many negative experiences, some centered around language, are described. (SLD)

Parenting Preschoolers: Curriculum Help and Study Guides. A Teacher's Guide.

ERIC Educational Resources Information Center

Lindsay, Jeanne Warren

This guide for teachers provides both suggestions for teaching high school students about parenting young children and questions and answers extracted from 10 books that focus on parenting and related topics. Among the topics discussed are self esteem, play, sex fairness, child development, nutrition, equality in marriage, pregnant students, and…

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

PubMed

Lewis, Hannah; Hope, Steven; Pearce, Anna

2015-01-01

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

Issues To Address, Assets To Engage: Parents in Classrooms and Schools.

ERIC Educational Resources Information Center

Craig, Cheryl J.

1998-01-01

A teacher working in a school with an open-door policy discusses some difficulties with this arrangement. She had trouble finding a private place, including the staff room, to talk intimately with other teachers, had to build her schedule around parent helpers, and noted some unethical treatment of children. Parent involvement is no elixir. The…

Teacher-Parent Partnership: An Authentic Teacher Education Model to Improve Student Outcomes

ERIC Educational Resources Information Center

Murray, Mary M.; Mereoiu, Mariana

2016-01-01

This manuscript describes a statewide initiative to implement a training model for educators and parents of children with disabilities in more than 90 public school districts and 20 higher education institutions. The proposed model was designed to facilitate positive changes among families, teachers and administrators by increasing their…

Will Parents and Teachers Get on the Bandwagon To Reduce Class Size?

ERIC Educational Resources Information Center

Johnson, Jean

2002-01-01

Presents several questions and answers about small high schools based on Public Agenda (a nonprofit research organization in New York City) survey of 920 public high school teachers and 801 parents of students enrolled in public high schools. Discusses community issues related to reducing school size. (PKP)

Is All Classroom Conduct Equal?: Teacher Contact with Parents of Racial/Ethnic Minority and Immigrant Adolescents

ERIC Educational Resources Information Center

Cherng, Hua-Yu Sebastian

2016-01-01

Background/Context: Parental involvement is a key ingredient in the educational success of students and an integral component of involvement is teacher-parent communication. One body of research finds that minority immigrant parents face barriers in interacting with schools, and communicate less with schools than native-born White parents.…

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

ERIC Educational Resources Information Center

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…

A Pilot Investigation of Teachers' Perceptions of Psychotropic Drug Use in Schools

ERIC Educational Resources Information Center

Lien, My T.; Carlson, John S.; Hunter-Oehmke, Shana; Knapp, Kelly A.

2007-01-01

Objective: Children's behavior at school often leads to parental interest in seeking physician treatment. This study examines teachers' knowledge and perceptions of psychotropic drug use in schools. Method: Structured interviews were conducted with 27 general education teachers from a diverse representation of elementary schools within central…

Evidence of Parent and Teacher Validity in Screening for Handicaps.

ERIC Educational Resources Information Center

Schaefer, Earl S.; Edgerton, Marianna

This study of handicapped and non-handicapped preschool and early elementary school children and their older normal siblings was designed to determine (1) the intercorrelation of parent and teacher ratings of the child's academic competence and social adjustment, and (2) the correlations of mother, father and teacher ratings with the child's…

Violent and Prosocial Behavior by Adolescents toward Parents and Teachers in a Community Sample

ERIC Educational Resources Information Center

Jaureguizar, Joana; Ibabe, Izaskun; Straus, Murray A.

2013-01-01

This study focused on violent and prosocial behaviors by adolescents toward parents and teachers, and the relation between such behaviors and adolescents' perceptions about the family and school environment. Gender differences in child-to-parent violence and student-to-teacher violence were also studied. The sample comprised 687 adolescents from…

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

PubMed

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

2018-05-05

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

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

ERIC Educational Resources Information Center

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…

Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child

ERIC Educational Resources Information Center

Adams, Donnie; Harris, Alma; Jones, Michelle Suzette

2016-01-01

This article outlines the findings from a contemporary study of teacher-parent collaboration in inclusive education in primary and secondary schools in Malaysia. Recent inclusive education policy developments within Malaysia have increased teachers' accountability to effectively meet the needs of all students. This article draws upon recent…

Australian Schools and the Law: Principal, Teacher and Student.

ERIC Educational Resources Information Center

Knott, A. E.; And Others

This handbook on Australian school law is meant for practicing teachers, principals and other educators, parents, teacher training institutions, and lawyers in that country. It explains the basic principles underlying a large number of legal problems facing Australian teachers and offers practical guidance in dealing with them. Among the problems…

Congruence within the Parent-Teacher Relationship: Associations with Children's Functioning. CYFS Working Paper No. 2012-2

ERIC Educational Resources Information Center

Kim, Elizabeth Moorman; Minke, Kathleen M.; Sheridan, Susan M.; Koziol, Natalie; Ryoo, Ji Hoon; Rispoli, Kristin M.

2012-01-01

Meaningful interactions between families and schools benefit multiple facets of children's functioning including their academic, social, and behavioral adjustment. Positive relationships between parents and teachers predict children's enhanced social-emotional functioning and academic adjustment across time. Studies of parent-teacher relationships…

Student-Led, Teacher-Supported Conferences: Improving Communication across an Urban School District

ERIC Educational Resources Information Center

Goodman, Amy

2008-01-01

This article describes how parent communication across an urban school district was improved through student-led, teacher-supported conferences. According to "This We Believe," student-led, teacher-supported conferences empower young adolescents to accept responsibility for their own learning. Such conferences invite parents into the…

Practices and representations of health education among primary school teachers.

PubMed

Jourdan, Didier; Pommier, Jeanine; Quidu, Frédérique

2010-02-01

School is one of the key settings for health education (HE). The objectives of this study are to assess primary school teachers' self-reported teaching practices in HE and to describe their representation concerning their role in HE. A quantitative study was conducted on a sample of primary school teachers (n = 626) in two French regions in order to analyze their practices and representations in HE. A hierarchical clustering dendogram was performed on questions exploring representations of HE. Multiple linear regression analysis helped explain the motivation and self-perceived competency score. Three quarters of the teachers declare they work in HE. Only one third of them declare they work in a comprehensive HE perspective. The HE approach is often considered in terms of specific unique curriculum intervention. Two thirds of the teachers say they work alone in HE, the other third associate other partners and choose mainly school health services. Parents are rarely (12%) involved in HE initiatives. It is essentially the practice of HE, teacher training and teachers' representation of HE that condition their motivation to develop HE. Teachers can take different approaches to HE. Teachers' representation of HE plays an important role in the development of HE activities: some teachers consider that HE is the mission of the health professionals and the parents. Our expectations of teacher involvement should be realistic, should take into account the representations of their role, the difficulties they encounter, and should be sustained by specific training.

Los padres como maestros de los ninos. Los padres como recursos para los maestros. Serie E: [E1] logro de la participacion de los padres. cuadernos 1 y 2. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Their Children's Teachers. Parents as Resources for Teachers. Series E: Parent Participation, Book 1 and 2. Teacher Edition. Bilingual Education Teacher Training Packets).

ERIC Educational Resources Information Center

Lazos, Hector, Comp.

This guide on training bilingual education teachers focuses on parent participation in school activities. The guide addresses three groups of people: paraprofessionals and non-graduate students, bilingual teachers, and graduate students. Two units are presented, one dealing with the important influence parents have on their child's language…

Primary Schools: United States, Netherlands, United Kingdom. Teacher Tasks in Innovative Schools, Vol. I.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France).

The document comprises three articles which analyze roles and tasks of teachers in innovative elementary schools in the United States, Netherlands, and England. Innovative schools are interpreted as schools which favor educational practices such as open classrooms, team teaching, parent involvement, nongraded classes, global orientation,…

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

ERIC Educational Resources Information Center

Pryor, Brandt W.; Pryor, Caroline R.

2009-01-01

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

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

ERIC Educational Resources Information Center

Schecter, Sandra R.; Sherri, Dana L.

2009-01-01

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

Needs Assessment: Reconciliation of Children, Parent and Teacher Views.

ERIC Educational Resources Information Center

Celotta, Beverly; Sobol, Betty

1983-01-01

Describes how, over two years, a steering committee at Cherokee Lane Elementary School (Maryland), which was intended to plan, implement, and evaluate an elementary guidance program, dealt with problems of discrepant perceptions of children's needs by children, parents, and teachers. (MH)

Students, Parents, and Teachers Say, "Take This Test and Shove It!"

ERIC Educational Resources Information Center

Spritzler, John

2000-01-01

Public school students, parents, and teachers are protesting "high stakes" standardized tests that bar many deserving students from promotion or graduation. A typical high stakes test is a state-mandated 10th-grade test that students must pass to graduate high school. They are called high stakes because a student's entire high school career rides…

Teachers' and parents' views on the Internet and social media usage by pupils with intellectual disabilities.

PubMed

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

2015-03-01

This article reports experiences from a Swedish study, discussing teachers' and parents' views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual disabilities and parents (n = 5) of pupils in the same form of schooling, and they were analysed with thematic analysis. Teachers more strongly emphasize a pupil's use of the Internet for interactive purposes. Parents had expectations that the Internet could be a tool for gaining more awareness of one's own disability and a way to meet other peer group pupils. Teachers' and parents' perspectives on the Internet and social media usage are important since it is imperative to show how support can be provided for young people with intellectual disabilities. © The Author(s) 2014.

Agreement between parents and teachers on behavioral/emotional problems in Japanese school children using the child behavior checklist.

PubMed

Satake, Hiroyuki; Yoshida, Keiko; Yamashita, Hiroshi; Kinukawa, Naoko; Takagishi, Tatsuya

2003-01-01

We investigated the agreement between Japanese parents' and teachers' ratings concerning their children's behavioral/emotional problems. Mothers (n = 276) and teachers (n = 19) assessed each child (n = 316; 6 to 12 years old ) using Japanese parent and teacher version of the Child Behavior Checklist. Parent-teacher agreement were examined through three indices; mean scores, correlations and D scores (generalized distance between item profile). Mean scores rated by parents were significantly higher than those by teachers. The differences of parents' ratings according to sex of the child or parents' occupational level, and those of teachers' ratings according to sex of the child were consistent with previous Western studies. Parent-teacher correlations were in the low to middle range (0.16-0.36). We obtained significant sets of independent variables accounting for the variance of D scores, but the effect size of these variables was small. These results indicated that, as seen in Western studies, Japanese parents and teachers would also assess their child's problems differently and the child's demographics affect their evaluation. For further research, parent and teacher characteristics which may influence on their perspective of the child's problems could be examined.

Parent involvement in school: English speaking versus Spanish speaking families.

PubMed

Lee, Sang Min; Thorn, Antoinette; Bloomdahl, Susana Contreras; Ha, Jung Hee; Nam, Suk Kyung; Lee, Jayoung

2012-07-01

The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.

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

PubMed

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

2012-01-01

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

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

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David

2018-01-01

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

Factor structure of parent and teacher ratings of the ODD symptoms for Malaysian primary school children.

PubMed

Gomez, Rapson

2017-02-01

This present study used confirmatory factor analysis (CFA) to examine the applicability of one-, two- three- and second order Oppositional Defiant Disorder (ODD) factor models, proposed in previous studies, in a group of Malaysian primary school children. These models were primarily based on parent reports. In the current study, parent and teacher ratings of the ODD symptoms were obtained for 934 children. For both groups of respondents, the findings showing some support for all models examined, with most support for a second order model with Burke et al. (2010) three factors (oppositional, antagonistic, and negative affect) as the primary factors. The diagnostic implications of the findings are discussed. Copyright © 2016 Elsevier B.V. All rights reserved.

The perception of parents and teachers about intermittent preventive treatment for malaria in school children in a semi-rural area of Kinshasa, in the Democratic Republic of Congo.

PubMed

Matangila, Junior R; Fraeyman, Jessica; Kambulu, Marie-Louise Mbula; Mpanya, Alain; da Luz, Raquel Inocêncio; Lutumba, Pascal; Van Geertruyden, Jean-Pierre; Bastiaens, Hilde

2017-01-07

Intermittent preventive treatment (IPT) is likely to be the most promising therapeutic strategy to prevent malaria and its related adverse outcomes in schoolchildren. However, its successful implementation will depend on acceptability to key stakeholders such as parents and teachers. A qualitative research was conducted, following a clinical trial assessing the effectiveness of IPT in schoolchildren (IPTsc), to understand the perceptions and experiences of parents and teachers with IPTsc, in two schools of Mokali, in Kinshasa, Democratic Republic of the Congo. Eighty parents participated in 8 focus group discussions and 6 school staff were involved in 6 semi-structured interviews. Parents experiences with IPTsc divided them into two groups (owning positive experiences and owning negative experiences with IPTsc). Three major themes emerged as key factors associated with reluctance of parents to IPT use in schoolchildren. These included wrong malaria-related knowledge, bad experience with IPTsc administered during the trial and misunderstanding of IPTsc. The school staff were generally willing to be trained to give medicine to schoolchildren within the scope of IPT. However, most parents were more comfortable with the use of health workers than teachers for drug administration. More importantly, all parents accepting IPT suggested to diagnose malaria infection before any administration of IPT, which is not in line with IPT principal. These results suggest that more efforts are needed to improve overall malaria-related knowledge in the community, specifically chemo-prevention strategies and the safety of the drugs used, to ensure the success of health interventions.

Parents and Schools: A Partnership Model.

ERIC Educational Resources Information Center

Hauser-Cram, Penny; And Others

Project Partnership was designed to promote parent/professional collaboration in the education of young handicapped children. The project intended to have positive impacts on the home and on the teachers, who are asked to allow for greater communication between the school and home by redefining their roles. The project's approaches include team…

Development, theoretical framework, and evaluation of a parent and teacher-delivered intervention on adolescent vaccination.

PubMed

Gargano, Lisa M; Herbert, Natasha L; Painter, Julia E; Sales, Jessica M; Vogt, Tara M; Morfaw, Christopher; Jones, LaDawna M; Murray, Dennis; DiClemente, Ralph J; Hughes, James M

2014-07-01

The Advisory Committee on Immunization Practices recommended immunization schedule for adolescents includes three vaccines (tetanus, diphtheria, and acellular pertussis [Tdap]; human papillomavirus [HPV] vaccine; and meningococcal conjugate vaccine [MCV4]) and an annual influenza vaccination. Given the increasing number of recommended vaccines for adolescents and health and economic costs associated with nonvaccination, it is imperative that effective strategies for increasing vaccination rates among adolescents are developed. This article describes the development, theoretical framework, and initial first-year evaluation of an intervention designed to promote vaccine acceptance among a middle and high school-based sample of adolescents and their parents in eastern Georgia. Adolescents, parents, and teachers were active participants in the development of the intervention. The intervention, which consisted of a brochure for parents and a teacher-delivered curriculum for adolescents, was guided by constructs from the health belief model and theory of reasoned action. Evaluation results indicated that our intervention development methods were successful in creating a brochure that met cultural relevance and the literacy needs of parents. We also demonstrated an increase in student knowledge of and positive attitudes toward vaccines. To our knowledge, this study is the first to extensively engage middle and high school students, parents, and teachers in the design and implementation of key theory-based educational components of a school-based, teacher-delivered adolescent vaccination intervention. © 2014 Society for Public Health Education.

School District Responsibilities in Addressing Parental Involvement in No Child Left Behind

ERIC Educational Resources Information Center

Finch, Kim S.

2010-01-01

No Child Left Behind, Section 1118, Title I is devoted solely to parental involvement. Section 1118 requires school districts receiving Title I funds to develop and implement a written plan for parent involvement. Parental involvement is examined through teachers' responses concerning their engagement of parents in student achievement. Results…

Connect for Success: Building a Teacher, Parent, Teen Alliance. A Toolkit for Middle and High School Teachers.

ERIC Educational Resources Information Center

Recruiting New Teachers, Inc., Belmont, MA.

Beginning in middle school, there is an increasing gap between school and the home. In linguistically and ethnically diverse communities, there is often an even greater separation between children's school lives and the home. This toolkit provides teachers, particularly new teachers and those in high-poverty urban and rural communities, with…

Preschool Teacher Survey, 1999-2000: A Report of the Detroit Public Schools.

ERIC Educational Resources Information Center

Washington, Joyce A.

The Preschool Teacher Survey was designed to gather information on the experience of preschool teachers in the Detroit Public Schools (DPS) and their perceptions of program effectiveness regarding student cognitive development, school readiness, parent involvement, and stability of classroom enrollment. The 12-item survey was distributed,…

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

ERIC Educational Resources Information Center

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…

Pressures and interventions imposed on medical school teachers regarding students' examination grades.

PubMed

Babic, Andrija; Brekalo, Marko; Juric, Slavica; Puljak, Livia

2013-08-01

This study was designed to investigate the pressures and interventions experienced by medical school teachers in relation to grades awarded in assessments of students' knowledge. Of 124 tenured teachers at the University of Split School of Medicine, 91 (73%) participated in the study through the anonymous completion of a questionnaire administered during the 2011-2012 academic year. A total of 42 (46%) teachers reported having experienced some kind of pressure or intervention imposed by students, students' parents or colleagues that was intended to ensure the student obtained a pass or a better grade on an examination. The most common forms of pressure imposed by students were persistent pleading, 'friendly' requests and crying. Students' parents and staff colleagues mostly used 'friendly' requests or indicated that they would like to discuss a student's results. Colleagues who contacted teachers about students' examination results included doctors who did not work at the school and other teachers at the School of Medicine. As a method of preventing the imposition of such pressures and interventions in relation to examination results, teachers suggested that students should be warned against these practices before their courses started and that appropriate policies should be initiated. Some of the teachers rated some specific pressures or interventions as fully or partially acceptable; these included the making of 'friendly' requests, persistent pleading, crying and yelling. Most of the teachers stated that they would report some instances of such interventions to the school management, but 15 (17%) teachers stated that they would not report any type of pressure. It is necessary to raise awareness of the unacceptability of such pressures and interventions in relation to examination results, and to change the current professional culture in which the imposition of such pressures by students, their parents and staff colleagues is considered acceptable and common. �

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

ERIC Educational Resources Information Center

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…

Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.

PubMed

Haskett, Mary E; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-04-01

Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Parents' expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. Copyright © 2012 Elsevier Ltd. All rights reserved.

Using Email to Improve Parental Involvement in Middle School

ERIC Educational Resources Information Center

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…

Do Disadvantaged Urban Schools Lose Their Best Teachers? Brief 7

ERIC Educational Resources Information Center

Hanushek, Eric A.; Rivkin, Steven G.

2008-01-01

A growing body of research confirms the long-held belief of parents, school administrators, and policy makers that teachers are the key component to a good education and that there is substantial variation in teacher quality. This research differs fundamentally from prior work on teachers by focusing directly on differences in student learning…

Teacher-Parent Interactions in Taiwan: A Qualitative Investigation of Teachers' Perspectives

ERIC Educational Resources Information Center

Wu, Pi-Ju

2015-01-01

Because the importance of parental involvement in education has been emphasized recently in Taiwan, the nature of teacher-parent interactions has changed. The current study describes teacher-parent interactions from teacher perspectives in grades 1-12 in Taiwan. Data were collected from 50 teachers using open-ended questionnaires. Thematic…

School response to self-injury: Concerns of mental health staff and parents.

PubMed

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

2017-06-01

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 school students view NSSI to determine how parent-school communication about NSSI, and responses to NSSI, can be improved. Nineteen school mental health staff participated in interviews and 10 parents of adolescents with a history of NSSI completed open-ended questionnaire items. Staff identified that sector-wide NSSI policy and education for teachers and principals would help them feel more supported and improve consistency in addressing NSSI between and within schools. In contrast, parents wanted more support directed at them rather than solely their adolescent. Implications for policy and parental support provided by the school are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Truancy: How Parents and Teachers Contribute.

ERIC Educational Resources Information Center

Little, Linda F.; Thompson, Rock

1983-01-01

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

Teachers Engaging Parents as Reading Tutors

ERIC Educational Resources Information Center

Kupzyk, Sara S.; Daly, Edward J., III.

2017-01-01

This study examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Three teachers were trained in a 3-h workshop to develop individualized tutoring programs with parents. Following training, the teachers trained four parents to use individualized tutoring programs.…

Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

PubMed Central

Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-01-01

Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

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

ERIC Educational Resources Information Center

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…

The Relationship of Leadership Practices on Teacher Morale and School Performance in Elementary Schools

ERIC Educational Resources Information Center

Howard, Mary Frances.

2012-01-01

The nation's K-12 schools are faced with critical challenges: elevating academic achievement, recruiting high-caliber teachers, engaging parental involvement and at-risk students. The national and global economic crisis has significantly compounded these challenges (Fullan, 2002; McEwan, 2003; Kowalski, 2008). School leaders are mandated by…

Reservation and Off-Reservation Parent, Teacher and Student Perceptions of Student Rights.

ERIC Educational Resources Information Center

Oaster, Thomas R. F.

Past research has assumed that differences between parents and school officials on the topic of discipline are to be expected. Previous student rights research has also tended to focus on student reactions. To explore differences among students', teachers' and parents' perceptions of student rights, three studies were conducted. The first included…

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

PubMed

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.

What Parents Want from Teachers.

ERIC Educational Resources Information Center

Rich, Dorothy

1998-01-01

Parents in Anchorage, Alaska, and Rochester, New York, have been rating their children's teachers. From these report cards arise three major concerns: how well teachers know and care about teaching, about their children, and about communicating with parents. Educators can capitalize on parent reports, on getting credit for what they do well, and…

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

PubMed

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

2012-12-01

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

Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

PubMed

Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K

2016-01-01

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families.

PubMed

Calzada, Esther J; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-10-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent-teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.

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

PubMed

Gniewosz, Burkhard; Watt, Helen M G

2017-07-01

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

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

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Quantity of Parental Involvement: The Influence of the Level of Educational Attainment of Elementary Private School Parents

ERIC Educational Resources Information Center

Secord, Deborah K.

2009-01-01

The purpose of this research was to determine the influence of the custodial parents' level of educational attainment on the quantity of parental involvement in the areas of assistance with homework, time spent in home activities with the child, communication with teachers, participation in school events, educational discussions with the child,…

Parents, teachers and peer relations as predictors of risk behaviors and mental well-being among immigrant and Israeli born adolescents.

PubMed

Walsh, Sophie D; Harel-Fisch, Yossi; Fogel-Grinvald, Haya

2010-04-01

This study examines the roles of parents (monitoring, involvement and support at school), teachers (support) and peers (excess time spent with friends, peer rejection at school) in predicting risk behaviors (smoking and drinking) and mental well-being among 3499 Israeli-born and 434 immigrant adolescents ages 11, 13 and 15, in the 2006 WHO Health Behavior in School-Aged Children cross-national survey. Structural Equation Modeling (SEM) showed that for native Israeli youth, in line with previous developmental literature, all three relationships - parents, teachers and peers - have a significant impact on both mental well-being and risk behaviors. However, for immigrant adolescents, it was the school environment (parental support at school, teacher support and peer relationships) that proved to be the significant predictor of risk behaviors and mental health outcomes. These findings suggest that the school is an important social support in the health and mental well-being of immigrant schoolchildren. (c) 2010 Elsevier Ltd. All rights reserved.

Where All Are Winners: A Mathematics Olympics for Parents, Students, and Teachers.

ERIC Educational Resources Information Center

Koes, Mary T.; Saab, Joy Faini

1996-01-01

Presents the benefits of staging a mathematics Olympics involving parents as well as the students and teachers. Benefits include promoting a positive attitude toward the school and fostering mutual trust between homes and schools. Describes such activities as battleship, tangram exercises, juggle, fraction blackjack, Kalah, and a wheel of numbers,…

Understanding ADHD: A Practical Guide for Teachers and Parents.

ERIC Educational Resources Information Center

Bender, William N.

This book is intended as a practical guide for parents and teachers in managing children or students with attention deficit hyperactivity disorder (ADHD). Specific strategies and techniques are presented that will facilitate learning for individuals with ADHD in both the home and school environment. Chapters include: "ADHD at Home and in the…

Reflections on a Primary School Teacher Professional Development Programme on Learning English through Process Drama

ERIC Educational Resources Information Center

To, Lai-wa Dora; Chan, Yuk-lan Phoebe; Lam, Yin Krissy; Tsang, Shuk-kuen Yvonne

2011-01-01

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

Cooperation between Migrant Parents and Teachers in School: A Resource?

ERIC Educational Resources Information Center

Lea, Martha

2012-01-01

Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children's future, and education may gain from stronger cooperation between school and parents. Some…

Parent, Student, and Teacher Perceptions of Student-Led Conferences and Strategies to Host Effective Student-Led Conferences

ERIC Educational Resources Information Center

Jackson, Sharon M.

2012-01-01

This is a mixed-methods case study designed to examine the perceptions parents, students and teachers have about student-led conferences with the purpose of informing practices at the researcher's school as well as sharing strategies used to host effective student-led conferences. Parents and students were interviewed and surveyed. Teachers were…

Student Behaviour and Emotional Challenges for Teachers and Parents in Hong Kong

ERIC Educational Resources Information Center

Forlin, Chris; Cooper, Paul

2013-01-01

Social, emotional, and behavioural disorders of children, within the context of a whole-school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure…

Parent and Teacher SNAP-IV Ratings of Attention Deficit Hyperactivity Disorder Symptoms: Psychometric Properties and Normative Ratings from a School District Sample

ERIC Educational Resources Information Center

Bussing, Regina; Fernandez, Melanie; Harwood, Michelle; Hou, Wei; Garvan, Cynthia Wilson; Eyberg, Sheila M.; Swanson, James M.

2008-01-01

To examine Swanson, Nolan, and Pelham-IV (SNAP-IV) psychometric properties, parent (N = 1,613) and teacher (N = 1,205) data were collected from a random elementary school student sample in a longitudinal attention deficit hyperactivity disorder (ADHD) detection study. SNAP-IV reliability was acceptable. Factor structure indicated two ADHD factors…

Concordance among Physical Educators', Teachers', and Parents' Perceptions of Attention Problems in Children

ERIC Educational Resources Information Center

Efstratopoulou, Maria; Simons, Johan; Janssen, Rianne

2013-01-01

Objective: The study examined the concordance among rating sources on attention problems of elementary school-aged children. Method: A randomly selected sample ("N" = 841) of children was rated by the physical educators, the teachers, and the parents, using the Attention Scales of the Motor Behavior Checklist (MBC), the Teacher Report…

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

ERIC Educational Resources Information Center

Matthiesen, Noomi Christine Linde

2016-01-01

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

Upper Secondary School Students' Perceptions of Teacher Socialization Practices and Reports of School Adjustment

ERIC Educational Resources Information Center

Studsrod, Ingunn; Bru, Edvin

2012-01-01

Lack of adjustment or school failure is of concern to educators, child welfare workers, educational, and school psychologists as well as parents, but there are few studies on this aspect of education, especially among late adolescents. Furthermore, there is a lack of research on teachers as socialization agents as an independent variable in…

Expectations and high school change: teacher-researcher collaboration to prevent school failure.

PubMed

Weinstein, R S; Soulé, C R; Collins, F; Cone, J; Mehlhorn, M; Simontacchi, K

1991-06-01

Describes the multilevel outcomes of a collaborative preventive intervention for ninth-graders at risk for school failure using qualitative and quasi-experimental methods. Teachers, administrators, and researchers implemented innovative practices communicating positive expectations for low-achieving adolescents in their transition to high school. Changes were made in the practices of curriculum, grouping, evaluation, motivation, student responsibility, and relationships (in the classroom, with parents, and in the school). Both implementation and evaluation evolved as a function of collaboration. Change was promising but not uniform. Project teachers became more positive about students and colleagues, expanded their roles, and changed school tracking policies. The 158 project students, in contrast to the 154 comparison students showed improved grades and disciplinary referrals post-intervention and increased retention in school 1 year later, but their absences rose and improved performance was not maintained. The implications of this analysis for school-based interventions and its evaluation are discussed.

An evaluation of school involvement and satisfaction of parents of children with autism spectrum disorders.

PubMed

Zablotsky, Benjamin; Boswell, Katelyn; Smith, Christopher

2012-07-01

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 Statistics, 2006-2007 ). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent-teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.

Managing Middle School Madness: Helping Parents and Teachers Understand the "Wonder Years"

ERIC Educational Resources Information Center

Gilderman, Glen

2006-01-01

For many parents and students, the transition from elementary school to middle school can be difficult. This book is a compilation of advice and information to help parents prepare for the behavioral, social, and academic adjustments that students may encounter. In this book, the author offers practical tips on topics such a setting up rewards for…

The Role of Leadership in Engaging Parents in United Arab Emirate Schools

ERIC Educational Resources Information Center

Al-Taneiji, Shaikah

2013-01-01

The aim of this study is to explore the practices used by school leaders (principals, vice principals and social workers) to encourage parental involvement in UAE schools, and the differences in these practices based on their gender, school level and job position. A questionnaire was distributed to teachers in schools in Dubai, Sharjah, Fujairah…

Intercultural Communication Barriers and Bridges: Talking with High School Teachers about Multi-Culturalism.

ERIC Educational Resources Information Center

Gougeon, Thomas D.; Hutton, Susan I.

As part of a larger study of school system communication with second language parents in three Alberta (Canada) urban senior high schools, this study focused on analysis of interview data from teachers responding to questions on intercultural communication barriers and bridges with students and immigrant parents. Data were collected through 30…

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

ERIC Educational Resources Information Center

Daniel, Graham R.; McLeod, Sharynne

2017-01-01

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

[Health education in primary school: Alicante city (Spain) teachers' opinions].

PubMed

Davó-Blanes, M Carmen; García de la Hera, Manuela; La Parra, Daniel

2016-01-01

This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

Parental Expectations of Their Adolescents' Teachers.

ERIC Educational Resources Information Center

Tatar, Moshe; Horenczyk, Gabriel

2000-01-01

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

Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

ERIC Educational Resources Information Center

Levpuscek, Melita Puklek; Zupancic, Maja

2009-01-01

Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

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

ERIC Educational Resources Information Center

Mustam, Baniah; Daniel, Esther Sarojini

2016-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

High Concordance of Parent and Teacher Attention-Deficit/Hyperactivity Disorder Ratings in Medicated and Unmedicated Children with Autism Spectrum Disorders

PubMed Central

Aman, Michael G.; Arnold, L. Eugene; Lane, David M.; Loveland, Katherine A.; Santos, Cynthia W.; Casat, Charles D.; Mansour, Rosleen; Jerger, Susan W.; Ezzell, Sarah; Factor, Perry; Vanwoerden, Salome; Ye, Enstin; Narain, Punya; Cleveland, Lynne A.

2012-01-01

Abstract Objective Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). Method Participants were 86 children (66 boys; mean: age=9.3 years, intelligence quotient [IQ]=84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview–Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. Results Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms—as well as closely related externalizing symptoms—are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. Conclusions Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child

High concordance of parent and teacher attention-deficit/hyperactivity disorder ratings in medicated and unmedicated children with autism spectrum disorders.

PubMed

Pearson, Deborah A; Aman, Michael G; Arnold, L Eugene; Lane, David M; Loveland, Katherine A; Santos, Cynthia W; Casat, Charles D; Mansour, Rosleen; Jerger, Susan W; Ezzell, Sarah; Factor, Perry; Vanwoerden, Salome; Ye, Enstin; Narain, Punya; Cleveland, Lynne A

2012-08-01

Parent and teacher ratings of core attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as behavioral and emotional problems commonly comorbid with ADHD, were compared in children with autism spectrum disorders (ASD). Participants were 86 children (66 boys; mean: age=9.3 years, intelligence quotient [IQ]=84) who met American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) criteria for an ASD on the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS). Parent and teacher behavioral ratings were compared on the Conners' Parent and Teacher Rating Scales (CPRS-R; CTRS-R). The degree to which age, ASD subtype, severity of autistic symptomatology, and medication status mediated this relationship was also examined. Significant positive correlations between parent and teacher ratings suggest that a child's core ADHD symptoms-as well as closely related externalizing symptoms-are perceived similarly by parents and teachers. With the exception of oppositional behavior, there was no significant effect of age, gender, ASD subtype, or autism severity on the relationship between parent and teacher ratings. In general, parents rated children as having more severe symptomatology than did teachers. Patterns of parent and teacher ratings were highly correlated, both for children who were receiving medication, and for children who were not. Parents and teachers perceived core symptoms of ADHD and closely-related externalizing problems in a similar manner, but there is less agreement on ratings of internalizing problems (e.g., anxiety). The clinical implication of these findings is that both parents and teachers provide important behavioral information about children with ASD. However, when a clinician is unable to access teacher ratings (e.g., during school vacations), parent ratings can provide a reasonable estimate of the child's functioning in these domains in school. As such

Parents as First Teacher

ERIC Educational Resources Information Center

Cordry, Sheila; Wilson, Janell D.

2004-01-01

Increased parental involvement of parents may well be the hope of every educator. However, many teachers report little if any constructive parental involvement in the education of the children in their classrooms. This paper reflects on the growing need for parents to increase their involvement with their children in the home as well as become…

An Urban School Principal Encounters a Group of Teachers Who Seek to Address Racism in Their School

ERIC Educational Resources Information Center

Scheurich, James Joseph; Williams, Nathanial

2017-01-01

Urban principals lead complex schools. Although such schools often serve racially marginalized students from low-income families, they also exist within an environment that negatively stereotypes the students and their parents. Such stereotypes are even often held by school leaders and teachers in these environments. At the same time, there are…

Development, Theoretical Framework, and Outcome Evaluation from Implementation of a Parent and Teacher-Delivered Adolescent Intervention on Adolescent Vaccination

PubMed Central

Gargano, Lisa M.; Herbert, Natasha L.; Painter, Julia E.; Sales, Jessica M.; Vogt, Tara M.; Morfaw, Christopher; Jones, LaDawna M.; Murray, Dennis; DiClemente, Ralph J.; Hughes, James M.

2017-01-01

The Advisory Committee on Immunization Practices recommended immunization schedule for adolescents includes three vaccines (Tdap, HPV, and MCV4) and annual influenza vaccination. Given the increasing number of recommended vaccines for adolescents and health and economic costs associated with non-vaccination, it is imperative that effective strategies for increasing vaccination rates among adolescents be developed. This article describes the development, theoretical framework, and initial first-year evaluation of an intervention designed to promote vaccine acceptance among a middle- and high-school based sample of adolescents and their parents in eastern Georgia. Adolescents, parents, and teachers were active participants in the development of the intervention. The intervention, which consisted of a brochure for parents and a teacher-delivered curriculum for adolescents, was guided by constructs from the Health Belief Model and Theory of Reasoned Action. Evaluation results indicated that our intervention development methods were successful in creating a brochure that met cultural relevance and literacy needs of parents. We also demonstrated an increase in student knowledge of and attitudes toward vaccines. To our knowledge, this study is the first to extensively engage middle- and high-school students, parents, and teachers in the design and implementation of key theory-based educational components of a school-based, teacher-delivered adolescent vaccination intervention. PMID:24440920

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

ERIC Educational Resources Information Center

Palts, Karmen; Kalmus, Veronika

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Tutor and Teacher Timescapes: Lessons from a Home-School Partnership

ERIC Educational Resources Information Center

Coco, Angela; Goos, Merrilyn; Kostogriz, Alex

2007-01-01

A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the "tutors" (as the volunteers were called) understood the value of the project. "Being a…

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

ERIC Educational Resources Information Center

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…

Preparing Teachers to Engage Parents

ERIC Educational Resources Information Center

Harris, Mary M.; Jacobson, Arminta; Hemmer, Rebecca

2004-01-01

Teacher education has the potential to serve as an important forum for overcoming barriers to the engagement of parents in their children?s education. Nevertheless, parent involvement has yet to hold a central role in the teacher education curriculum (Chavkin & Williams, 1987; de Acosta, 1996; Epstein & Dauber, 1991; Hiatt-Michael, 2001) and in…

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

ERIC Educational Resources Information Center

Borup, Jered; Stevens, Mark A.

2016-01-01

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

Parent Involvement in Rural Elementary Schools in New Zealand: A Survey

ERIC Educational Resources Information Center

Hornby, Garry; Witte, Chrystal

2010-01-01

We surveyed rural elementary schools in New Zealand regarding their practice of parent involvement (PI). Interviews were conducted at 22 schools using a schedule which focused on eleven aspects of PI: policy formation, acting as a resource, collaborating with teachers, sharing information on children, channels of communication, liaison with school…

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

ERIC Educational Resources Information Center

Addi-Raccah, Audrey; Grinshtain, Yael

2017-01-01

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

Family-School Relations as Social Capital: Chinese Parents in the United States

ERIC Educational Resources Information Center

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…

Promoting Effective Parenting Practices and Preventing Child Behavior Problems in School among Ethnically Diverse Families from Underserved, Urban Communities

ERIC Educational Resources Information Center

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…

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

PubMed

Rescorla, Leslie A; Bochicchio, Lauren; Achenbach, Thomas M; Ivanova, Masha Y; Almqvist, Fredrik; Begovac, Ivan; Bilenberg, Niels; Bird, Hector; Dobrean, Anca; Erol, Nese; Fombonne, Eric; Fonseca, Antonio; Frigerio, Alessandra; Fung, Daniel S S; Lambert, Michael C; Leung, Patrick W L; Liu, Xianchen; Marković, Ivica; Markovic, Jasminka; Minaei, Asghar; Ooi, Yoon Phaik; Roussos, Alexandra; Rudan, Vlasta; Simsek, Zeynep; van der Ende, Jan; Weintraub, Sheila; Wolanczyk, Tomasz; Woo, Bernardine; Weiss, Bahr; Weisz, John; Zukauskiene, Rita; Verhulst, Frank C

2014-01-01

Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of problem? (b) Does parent-teacher agreement vary across different problem scales or across societies? (c) How well do parents and teachers in different societies agree on problem item ratings? (d) How much do parent-teacher dyads in different societies vary in within-dyad agreement on problem items? (e) How well do parents and teachers in 21 societies agree on whether the child's problem level exceeds a deviance threshold? We used five methods to test agreement for Child Behavior Checklist (CBCL) and Teacher's Report Form (TRF) ratings. CBCL scores were higher than TRF scores on most scales, but the informant differences varied in magnitude across the societies studied. Cross-informant correlations for problem scale scores varied moderately across societies studied and were significantly higher for Externalizing than Internalizing problems. Parents and teachers tended to rate the same items as low, medium, or high, but within-dyad item agreement varied widely in every society studied. In all societies studied, both parental noncorroboration of teacher-reported deviance and teacher noncorroboration of parent-reported deviance were common. Our findings underscore the importance of obtaining information from parents and teachers when evaluating and treating children, highlight the need to use multiple methods of quantifying cross-informant agreement, and provide comprehensive baselines for patterns of parent-teacher agreement across 21 societies.

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

ERIC Educational Resources Information Center

Ivey-Hatz, Julie; Frederick, Karen

2014-01-01

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

Teacher Home Visits

ERIC Educational Resources Information Center

Kronholz, June

2016-01-01

Volumes of research suggest that one key to a child's academic success is having "engaged" parents, but parents know that, to teachers, engagement means a fairly circumscribed round of activities--back-to-school nights, parent-teacher conferences, potlucks, and interactive homework. Making the connection between schools and families is…

Parental Involvement and Developmentally Appropriate Practices: A Comparison of Parent and Teacher Beliefs

ERIC Educational Resources Information Center

Demircan, Özlen; Erden, Feyza Tantekin

2015-01-01

The purpose of this study was to investigate the relationship between developmentally appropriate practices (DAP) and parental involvement beliefs of preschool teachers and the parents of preschool children. Data were collected from 279 teachers and 589 parents via a demographic information questionnaire, "Teachers' Beliefs Scale"…

Respect in Principal-Teacher Relations at Primary Schools in Turkey

ERIC Educational Resources Information Center

Güngör, Sabri; Aydin, Inayet; Memduhoglu, Hasan Basri; Oguz, Ebru

2013-01-01

Respect means consideration of actions and requests of others and confirmation of values of others. School is a social institution where students are equipped with knowledge and skills, as well as fundamental character attributes. Respect among students, teachers, administrators, parents, and other staff at schools is of importance. In this study,…

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

PubMed

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

2011-03-01

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

Malaysian parent and teacher ratings of the oppositional defiant disorder symptoms: measurement invariance and parent-teacher agreement.

PubMed

Gomez, Rapson

2014-10-01

This study evaluated the measurement invariance and agreement across parent and teacher ratings of the DSM-IV-TR oppositional defiant disorder (ODD) symptoms. Malaysian parents and teachers of 934 children (between 6 and 11 years of age) completed rating scales comprising the ODD symptoms. Findings showed support for full measurement invariance (configural, metric and thresholds). Additional results indicated low parent-teacher agreement for all symptoms. The theoretical and clinical and implications of these findings are discussed. Copyright © 2014 Elsevier B.V. All rights reserved.

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

ERIC Educational Resources Information Center

Blasco, Maribel

2004-01-01

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

Korean Parental Beliefs about ELT from the Perspective of Teachers

ERIC Educational Resources Information Center

Linse, Caroline

2011-01-01

In South Korea, as in many other parts of the world, children begin learning English when they are very young. Korean parents want their children to learn English as quickly as possible and often make heavy financial and other investments in their children's English language education. English language teachers of school-age learners in Korea…

Obtaining active parental consent for school-based research: a guide for researchers.

PubMed

Wolfenden, Luke; Kypri, Kypros; Freund, Megan; Hodder, Rebecca

2009-06-01

Schools increasingly require researchers to obtain active parental consent for students to participate in health research. We sought to identify effective strategies for the recruitment of child research participants through schools. A search of Medline, PsycINFO, Educational Resources Information Center, ProQuest 5000 and the Cochrane Library electronic databases was conducted for the period 1988 to 2008. The review found evidence that the following strategies may be effective in enhancing participation rates: 1) promotion of the research to school principals, teachers, parents and students; 2) dissemination of study information using methods allowing direct contact with parents (i.e. telephone or face-to-face); 3) provision of incentives to teachers, students and at a class level; 4) making reminder contacts; and 5) having a member of the research team co-ordinate and closely monitor the recruitment process. Application of these strategies should reduce the risk of non-response and other biases that result from selective non-participation. Further randomised controlled trials of these and other strategies are required to strengthen the evidence base.

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families

PubMed Central

Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-01-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents’ connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent–teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools. PMID:26417116

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

ERIC Educational Resources Information Center

Chirkov, Valery I.; Ryan, Richard M.

2001-01-01

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

Who Needs Parent-Teacher Meetings in the Technological Era?

ERIC Educational Resources Information Center

Nitza, Davidivitch; Roman, Yavich

2017-01-01

In this study we shall examine parent-teacher meetings in the technological era, i.e., whether parent-teacher meetings are still relevant, how they should be conducted, whether it is necessary to change the structure of the parent-teacher meeting or its conception by parents, students, and teachers. For this purpose, identical questionnaires were…

Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt.

PubMed

Awadalla, N J; Ali, O F; Elshaer, S; Eissa, M

2016-11-02

There is a knowledge gap in primary school teachers that affects their ability to detect attention deficit hyperactivity disorder (ADHD). This study measured primary school teachers' knowledge about ADHD, and implemented a training programme to improve early detection of ADHD. The prevalence and risk factors of ADHD were also studied. The training programme was implemented through a 2-day workshop for 39 primary school teachers who completed a validated Arabic version of the ADHD Rating Scale for 873 primary school children. The children's parents completed the questionnaire to explore ADHD risk factors. The teachers' pre-training knowledge scores of ADHD ranged from 17.9 to 46.2%. Post-training, their scores improved significantly to 69.2-94.9%. Prevalence rate of ADHD was 12.60%. On logistic regression, independent predictors of ADHD were female gender, unemployed fathers and rural residence. In conclusion, ADHD is a significant health problem among primary school children in Mansoura, Egypt. Efforts should be made to improve teachers' knowledge about ADHD and control modifiable risk factors.

A cystic fibrosis handbook for teachers.

PubMed

Ryan, L L; Williams, J K

1996-01-01

The purposes of this project were to (1) develop a handbook on cystic fibrosis for elementary school teachers and to (2) pilot this handbook with a group of teachers and school nurses. The project used a descriptive survey design in which parents, teachers, and school nurses of 14 elementary-age children with cystic fibrosis were recruited from one cystic fibrosis clinic. Interest in using the handbook with their child's teachers was elicited from parents; also, interest in using the handbook was obtained by open-ended questions in a mailed survey sent to teachers and school nurses. Levels of teacher and school nurse knowledge were measured with a true/false pretest and posttest instrument. All parents expressed a desire to use the handbook with their child's teachers. Sixty-seven percent of the teachers and 89% of the school nurses returned the survey, and all endorsed the use of the handbook in their classrooms or schools. Comparison of the pretest and posttest scores from the teachers revealed an increase in teachers' knowledge. Scores on pretest and posttest measures from school nurses were high at each testing time. Results support the use of a printed handbook to promote knowledge of cystic fibrosis in teachers and to support communication among nurses, parents, and teachers.

Teachers' Perceptions of the Effect of Their Attire on Middle-School Students' Behavior and Learning

ERIC Educational Resources Information Center

Sampson, Elizabeth Clemons

2016-01-01

Teachers were once held to a professional dress code. This code has become lax, resulting in teachers dressing in more casual attire. A local middle school in rural Georgia was experiencing complaints about teachers' unprofessional attire from other teachers, administrators, and parents. Teachers play an integral role in modeling cultural and…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Hablando Con Maestros Guia para Padres para Resolver Problemas Con La Escuela = Talking With Teachers: A Problem-Solving Handbook for Parents.

ERIC Educational Resources Information Center

Mata, Roberto L.

Designed to help parents communicate with teachers about the school problems of their children, the handbook provides strategies which can guide parents to collect accurate information about a problem and to use it to initiate an open exchange with the teacher. The strategies can be used whether parents are becoming aware of a problem or have been…

The Examination of the Validity and Reliability of the Teacher School-Age Temperament Inventory

ERIC Educational Resources Information Center

Lyons-Thomas, Juliette; McClowry, Sandee G.

2012-01-01

The purpose of this study was to examine the validity and reliability of the Teacher School-Age Temperament Inventory (T-SATI) which is an adaptation of a parent version of the tool. A principal factor analysis using varimax rotation was performed on data provided by 143 teachers who reported on their 261 elementary school students. The results…

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

PubMed

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

2012-08-01

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

Gay Parents/Straight Schools: Building Communication and Trust.

ERIC Educational Resources Information Center

Casper, Virginia; Schultz, Steven B.

There are few bodies of research that can inform thinking about the education of young children with respect to gay-headed families. This 3-year ethnographic study used interviews with lesbian and gay parents of 3 to 7 year-olds, their children's teacher and the school administrator, and observations of the children to examine the relationship…

Becoming Unionized in a Charter School: Teacher Experiences and the Promise of Choice

ERIC Educational Resources Information Center

Montaño, Elizabeth

2015-01-01

When California legislators passed the California Charter School Act of 1992, it allowed parents the choice of sending their children to public charter schools, places where teachers would have more autonomy and where schools faced exemptions from state education codes and from collective bargaining contracts. Hope Charter School (a pseudonym;…

The DELF in Canada: Perceptions of Students, Teachers, and Parents

ERIC Educational Resources Information Center

Vandergrift, Larry

2015-01-01

The "Diplôme d'études de langue française" (DELF) has recently gained attention in Canada for its potential as a national French second language (FSL) proficiency test. This article explores the perceptions of students, teachers, and parents in various school jurisdictions across Canada on a range of issues related to the DELF test and…

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

PubMed

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.

Preservice Teachers' Attitudes toward Parental Involvement.

ERIC Educational Resources Information Center

McBride, Brent A.

This exploratory study investigated preservice teachers' attitudes toward parental involvement in an attempt to identify a source of or solution to the relatively low rates of parental involvement in formal preschool learning environments. Subjects were 271 undergraduate, early childhood teacher education majors. Demographic data supplemented…

Guidelines for Teachers and Parents of Visually Handicapped Children with Additional Handicaps.

ERIC Educational Resources Information Center

Eustis, E. M.; Tierney B.

Intended for parents and teachers of blind, multihandicapped children in special schools; the booklet outlines practical suggestions for teaching children with varying degrees of handicap. Sections cover the following areas (subtopics in parentheses): visual handicap (degrees of blindness); motor development and mobility (suggestions for…

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools

PubMed Central

Webster-Stratton, Carolyn; Reid, M. Jamila; Stoolmiller, Mike

2009-01-01

Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homewrok to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the

Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

PubMed

Berg, Juliette K; Cornell, Dewey

2016-03-01

Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (c) 2016 APA, all rights reserved).

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

ERIC Educational Resources Information Center

Ludicke, Penelope; Kortman, Wendy

2012-01-01

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

Knowledge of epilepsy and preferred sources of information among elementary school teachers.

PubMed

Mott, Jared; Shellhaas, Renée A; Joshi, Sucheta M

2013-06-01

We conducted an online survey of elementary school teachers in Washtenaw County, Michigan, regarding their confidence in their knowledge of epilepsy and their preferred media or sources of information about epilepsy. Eighty-three teachers (9.3%) responded. One quarter expressed a lack of confidence in their ability to teach students with epilepsy or to respond appropriately to a seizure. Teachers most frequently (68%) cited the Internet as their primary source of information about epilepsy, with the school nurse and parents/guardians also frequently mentioned (55% and 48%, respectively). In contrast, most respondents prefer that their information come from the school nurse (74%) or a physician (73%), while only 25% cited the Internet as a preferred source. Teachers most frequently indicated EpilepsyFoundation.org (70.5%) as a trusted source of information. Future collaborative education efforts between school nurses and physicians, especially through use of the Internet, could improve teachers' knowledge of epilepsy.

Functions of the Parent-Teacher Association (PTA): A Hong Kong Perspective.

ERIC Educational Resources Information Center

Pang, I-wah

1997-01-01

Attempts to provide an understanding of the purpose behind the recent increase in parent-teacher associations (PTA) in Hong Kong over the past three years. Shows that enhancing home-school communication is the most important objective. Examines the practices and networking functions of the PTA, and develops a model of PTA functions. (DSK)

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

ERIC Educational Resources Information Center

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

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

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

PubMed

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

[Parents and teachers perception of the risky factors for legal or illegal drugs consumption among students].

PubMed

Sánchez, Fátima Morán; Ferriani, Maria das Graças Carvalho

2004-01-01

This work had the opportunity to know and analyze the parents and teachers' perception about the risky factors that influence in scholars for the legal and illegal consumption of drugs. The methodology focused is the qualitative one, of the descriptive explanatory type with the modality of case study. The sample consisted on 8 parents and 8 teachers from the 5th, 6th and 7th basic grades of the Fiscal Primary School, "Carmen Navarro Wither" from Guayaquil, Ecuador. To obtain the data, it was used the "focused group technique" and the observation participation. Also, the thematic containing analysis was done. During the develop of the focused group, it was showed by the parents and teachers a lot of interest and preoccupation about the topic and they perceived it as risky factors the following: The economic situation that commonly force the parents' emigration, the influence of the surroundings and the ignorance of parents and teachers about the drugs topic. Besides, they really would like to know and learn more the drugs' consumption prevention to raise, in this way, the children's rejection about it.

Saudi Parents' Perceptions of the Kind of Help They Offer to Their Primary School Kids

ERIC Educational Resources Information Center

Mahmoud, Salameh S.

2018-01-01

Parents in the Kingdom of Saudi Arabia usually help their kids in early school years especially in English language. This help varies according to the parents' level of education, the degree of difficulty of the curriculum and the type of school their kids join. Sometimes they give the right kind of help that matches the teachers' strategies and…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

PubMed

Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

2014-01-01

As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.