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…

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

ERIC Educational Resources Information Center

Ishimaru, Ann M.; Takahashi, Sola

2017-01-01

Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

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.…

Parents and Communities as Partners in Teaching Writing in Canadian Middle Grades Classrooms

ERIC Educational Resources Information Center

McClay, Jill Kedersha; Peterson, Shelley Stagg; Nixon, Rhonda

2012-01-01

Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of…

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…

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…

Building an Early Childhood Parent-Teacher Resource Center.

ERIC Educational Resources Information Center

Holloway, Mary A.

This manual is a guidebook to the development of the Project Enlightenment Parent-Teacher Resource Center and serves as a reference for the replication of this type of center in other communities. The manual consists of three chapters that are conceptualized as building blocks, because they are sequential, incremental, and independent. Block A…

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

ERIC Educational Resources Information Center

Bardack, Sarah; Obradovic´, Jelena

2017-01-01

Research Findings: Drawing from a diverse community sample of 89 children, ages 4-6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children.…

Do School Teacher Parents Make a Difference?

ERIC Educational Resources Information Center

McFarlin, Isaac, Jr.

2007-01-01

Two national probability samples are used to uncover whether children benefit from having school teacher parents. The inquiry is motivated by frequent commentaries by teachers that substandard student performance is associated with unhelpful parenting practices. If teachers believe that parents are crucial for determining child outcomes, then we…

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…

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…

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…

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…

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.

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…

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.

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"…

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.

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.

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…

"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…

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…

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-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.

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…

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…

Social Issues Surrounding the Adolescent with Asperger Syndrome: Perceptions of Parents and Teachers

ERIC Educational Resources Information Center

Hurlbutt, Karen; LaPlante, Elaine

2010-01-01

The purpose of this qualitative study, a focused case study of a community, was to investigate the perceptions and experiences of three parents and three teachers regarding social issues of adolescents with Asperger Syndrome (AS). The study revealed that, in this small, rural community, students with AS are supported by their peers, appear to be…

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…

SNAC: San Mateo Nutrition Activity Curriculum. "Swing Into Nutrition" (Parent/Community In-Service Guide).

ERIC Educational Resources Information Center

San Mateo City Elementary School District, CA.

This inservice guide for elementary school teachers provides a competency based nutrition course to be used to increase parent/community participation in nutrition education activities and to lead parents toward providing better nutrition for themselves and their children. The curriculum is presented in six lessons which cover the following…

Knowledge Is Power: Empowering the Autism Community through Parent-Professional Training

ERIC Educational Resources Information Center

Murray, Mary M.; Ackerman-Spain, Karen; Williams, Ellen U.; Ryley, Anderia T.

2011-01-01

Partnerships for Autism through Collaborative Community Choice and Empowerment (Project PACE) was developed to empower parents and professionals (e.g., general or special education teachers, therapists, social workers, school counselors, psychologists) through training and education. Project PACE was designed to provide participants with basic…

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…

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)

Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

ERIC Educational Resources Information Center

Brown, Amber L.; Harris, Mary; Jacobson, Arminta; Trotti, Judy

2014-01-01

This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and…

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

ERIC Educational Resources Information Center

Gerich, Mara; Schmitz, Bernhard

2016-01-01

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

Researching Teachers' and Parents' Perceptions of Dialogue

ERIC Educational Resources Information Center

Tveit, Anne Dorthe

2014-01-01

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

Building Parent/Teacher Relations Through Written Communication.

ERIC Educational Resources Information Center

Henniger, Michael L.

Information about children's behavior in preschool and about the preschool program interests parents and provides them with useful information. Preschool teachers should make every effort to share their knowledge with parents whenever possible. How to communicate various types of information presents a major difficulty for teachers. Some…

Teacher-Parent Partnerships. ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

Teacher Communities for Equity

ERIC Educational Resources Information Center

Cochran-Smith, Marilyn

2015-01-01

Teachers working together in learning communities is a popular aspect of school reform projects in countries around the world. However, teacher communities vary greatly from one another. This article describes two communities whose purpose is to help teachers work for equity by focusing on questions that emerge from practice and from genuine…

The ABCs of Teacher-Parent Communication

ERIC Educational Resources Information Center

Banach, William J.

2007-01-01

This book fills a void in teacher education and training. It helps teachers understand and deal with the real-world challenges of effectively communicating with parents. With the utmost regard for limited teacher time and demanding workloads, the book presents a practical, no-nonsense approach any teacher can use to improve communication and…

Working with Parents and Family: Factors that Influence Chinese Teachers' Attitudes toward Parent Involvement

ERIC Educational Resources Information Center

Gu, Wei; Yawkey, Thomas D.

2010-01-01

Student achievement and teacher-parent collaboration are strongly correlated to teachers' attitudes toward involvement (Muller & Kerbow, 1993; Swap, 1993). However, there is very little research in China (Gu, 2006) on examining factors that are well documented to show impacts on teachers' attitudes toward parent involvement. This research…

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…

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…

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…

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…

The Communication Barriers between Teachers and Parents in Primary Schools

ERIC Educational Resources Information Center

Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz

2016-01-01

Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of…

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…

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

ERIC Educational Resources Information Center

Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

2004-01-01

The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

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.

Do Parents' and Teachers' Views of Children's Educational Resilience Matter?

ERIC Educational Resources Information Center

Rautiainen, Riitta; Räty, Hannu; Kasanen, Kati

2015-01-01

This study set out to examine parents' and teachers' perceptions of children's educational resilience. As expected, the parents attributed greater levels of educational resilience to their children than did the teachers. However, both the parents and teachers assessed the sixth graders' educational resilience as higher than that of the third…

Teachers' Perspectives on Using E-Mail to Communicate with Parents

ERIC Educational Resources Information Center

Kilgore, Amanda J.

2010-01-01

Research has shown that positive communication between parents and teachers at all grade levels is essential for student success and parent-teacher relationship formation. This positive communication practice is the key component of the parent-teacher relationship that is supported by the uncertainty reduction theory. The purpose of this study was…

Preservice Elementary Teachers' Attitudes Toward Gay and Lesbian Parenting.

ERIC Educational Resources Information Center

Maney, Dolores W.; Cain, Richard E.

1997-01-01

This study assessed preservice elementary teachers' attitudes toward homosexual parents and their children. Surveys of 198 preservice teachers who completed the Gay and Lesbian Parenting Questionnaire indicated that some homophobia existed, though less than expected. Females had significantly more favorable attitudes toward homosexual parents and…

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…

Preschoolers: Questions and Answers. Psychoanalytic Consultations with Parents, Teachers, and Caregivers.

ERIC Educational Resources Information Center

Furman, Erna, Ed.

This collection of essays is written for parents, professional teachers, and caregivers to enlighten the readers about preschool children's development, the role of parent and teacher, and the nature of the parent-caregiver partnership. The essays emphasize how to observe, to understand, and to intervene with preschoolers, teachers, and parents,…

Parent versus teacher report of daytime behavior in snoring children.

PubMed

Kohler, Mark J; Kennedy, J D; Martin, A J; Lushington, K

2013-05-01

Problematic behavior is widely reported in children with sleep-disordered breathing (SDB). Daytime behavior is an important component in the evaluation of clinical history in SDB; however, there is a reliance on parental report alone, and it is unclear whether reports by teachers will aid diagnosis. We assessed sleep and behavior reported by both parents and teachers in 19 children with SDB and 27 non-snoring controls. All children were screened for prior diagnoses of other medical and/or behavior and learning disorders and underwent polysomnography and both parental and teacher assessment of behavior. Both parents and teachers report greater problematic behavior in SDB children, predominantly of an internalizing nature. Despite this consistency and moderate correlation between informants, the agreement between parent and teacher reports of individual child behavior was poor when assessed using Bland-Altman plots. Clinicians should be mindful that the behavioral history of a child being evaluated for SDB may vary depending on whether parent or teacher report is being discussed as this may influence clinical decision making.

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…

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…

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.

Within Reach: Academic Achievement through Parent-Teacher Communication.

ERIC Educational Resources Information Center

Markoff, Annabelle M.

This guide to fostering parent-teacher cooperation in the education of children with special needs, especially children with learning disabilities, offers a structure and process to maximize the effectiveness of parent-teacher meetings and other forms of communication. An introductory background chapter reviews the history of special education,…

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,…

Constructions of Girls in Preschool Parent-Teacher Conferences

ERIC Educational Resources Information Center

Markstrom, Ann-Marie; Simonsson, Maria

2011-01-01

The article investigates the discursive constructions of preschool girls and points to how girls are positioned, assessed and constructed by adults in parent-teacher conferences in Swedish preschools. Using transcripts of audio-taped episodes from parent-teacher conferences, the analysis reveals that gender is an important aspect of the adults'…

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…

Children's Social Development: Information for Teachers and Parents.

ERIC Educational Resources Information Center

Asher, Steven R.; And Others

This compilation of information for teachers and parents translates important aspects of research regarding children's social development and peer relationships into strategies that can be used by parents and teachers to understand and help children who need to develop more effective ways to deal with peers. The publication includes three topical…

A Measurement of Student Teachers' Parent-Teacher Communication Competences: The Design of a Video-Based Instrument

ERIC Educational Resources Information Center

De Coninck, Karen; Valcke, Martin; Vanderlinde, Ruben

2018-01-01

This study reports on the design of a video-based instrument to assess student teachers' parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and…

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

ERIC Educational Resources Information Center

Närvänen, Anna-Liisa; Markström, Ann-Marie

2015-01-01

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent-teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are…

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…

Elementary School Child Health for Parents and Teachers.

ERIC Educational Resources Information Center

Humphrey, James H.

The primary health educators of children are their parents; secondary health educators of children are their teachers. This book provides a resource for parents and teachers interested in child and school health and offers guidance to promote the health of children between the ages of 5 and 12. An introductory chapter describes such terms as…

Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?

ERIC Educational Resources Information Center

Hur, Jung Won; Brush, Thomas A.

2009-01-01

The purpose of this study was to examine reasons for teacher participation in online communities of K-12 teachers. The authors interviewed 23 teachers from three self-generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing…

Conferencias de padres-educadores: Sugerencias para los padres (Parent-Teacher Conferences: Suggestions for Parents). ERIC Digest.

ERIC Educational Resources Information Center

Clark, Ann-Marie

Parent-teacher conferences sometimes become a cause for concern for everyone involved. This Spanish-language ERIC Digest outlines ways to improve communication during parent-teacher conferences. Suggestions are offered to help parents participate more effectively in conferences, including identifying what is being done to help a child overcome a…

Blown Away: Parents and Preservice Teachers Working Together to Help Struggling Readers

ERIC Educational Resources Information Center

Rohr, Jean

2009-01-01

Teacher education programs do not generally provide opportunities for preservice teachers to work with parents. As a result, these novice teachers often leave their teacher education programs with little or no information about how to successfully interact with parents. This article details the actions of parents during a reading course that was…

Parental Expectations of Teachers in a Private School.

ERIC Educational Resources Information Center

Kapel, David E.; Kapel, Marilyn B.

A survey was made of parental expectations of secular and religious teachers at a Jewish day school in a large metropolitan area located in the Ohio Valley. The school, with a student population of 108 students, employs 6 secular and 4 religious teachers. A high response rate (61 percent) was received from the parents. Findings indicated that…

Not Just Communication: Parent-Teacher Conversations in an English High School

ERIC Educational Resources Information Center

Bilton, Richard; Jackson, Alison; Hymer, Barry

2017-01-01

In this article we report case study research which focused on the nature of parent-teacher conversations at one English high school. Our research aims were to discover what parents and teachers said to each other during these events and examine how they constructed their talk. Audio recordings of parent-teacher meetings/conferences were analyzed…

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.

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.

The Communication Requirements of Democratic Schools: Parent-Teacher Perspectives on Their Relationships

ERIC Educational Resources Information Center

Miretzky, Debra

2004-01-01

Research on parent-teacher relationships tends to relegate parents to visitor roles in schools and to reinforce student achievement as the primary goal of parent-teacher relationships. This article argues for the recognition of the importance of talk among parents and teachers both as a research methodology and as a desirable outcome in creating…

Gangs: Straight Talk, Straight Up. A Practical Guide for Teachers, Parents, and the Community.

ERIC Educational Resources Information Center

Jensen, Mary M.; Yerington, Philip C.

This book is written about youth gangs with the aim of educating teachers and administrators, parents, and others who work with youth. The main emphasis is on gang identifiers and positive behavior management strategies and crisis intervention techniques that can be used in schools and the home. Section 1, "Youth Gangs Past and Present," provides…

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.

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)

Parents are Teachers: A Child Management Program.

ERIC Educational Resources Information Center

Becker, Wesley C.

This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

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…

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…

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.

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.

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

ERIC Educational Resources Information Center

Gavidia-Payne, Susana; Denny, Bianca; Davis, Kate; Francis, Andrew; Jackson, Mervyn

2015-01-01

Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current…

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…

Principals' and Teachers' Practices about Parent Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif

2016-01-01

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

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

PubMed Central

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. PMID:27929318

Parent and Teacher Concordance on the Social Responsiveness Scale for Children with Autism.

PubMed

Azad, Gazi; Reisinger, Erica; Xie, Ming; Mandell, David S

2016-09-01

There are inconsistent findings regarding parent and teacher agreement on behavioral ratings of their children with autism. One possible reason for this inconsistency is that studies have not taken autism severity into account. This study examined parent and teacher concordance of social behavior based on symptom severity for children with autism. Participants were 123 parent-teacher dyads who completed the Social Responsiveness Scale. Symptom severity was assessed using the Autism Diagnostic Observation Schedule (ADOS). Results indicated that parent and teacher ratings were statistically significantly correlated at the beginning and end of the academic year, but only for severely affected children. Teacher report of social deficits was correlated with symptom severity as measured by the ADOS; parent report was not. These findings have implications for improving assessment procedures and parent-teacher collaboration.

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'…

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.

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.

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.

Teachers' Attitudes toward Parents' Involvement in School: Comparing Teachers in the USA and Israel

ERIC Educational Resources Information Center

Dor, Asnat; Rucker-Naidu, T. Brooke

2012-01-01

The purpose of this study is a qualitative comparison of Israeli and U.S. teachers' views and attitudes toward parents' involvement in school. Fifty-six elementary school and secondary school teachers in Israel and in the state of Maryland, USA were asked to define parents' involvement, their feelings towards it, and its challenges and strengths.…

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…

Family involvement and parent-teacher relationships for students with autism spectrum disorders.

PubMed

Garbacz, S Andrew; McIntyre, Laura Lee; Santiago, Rachel T

2016-12-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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.

Parent-School and Community Partnerships in Children's Mental Health: Networking Challenges, Dilemmas, and Solutions

ERIC Educational Resources Information Center

Ouellette, Philip M.; Briscoe, Richard; Tyson, Chandra

2004-01-01

Inter-agency collaboration, service coordination, and the creation of successful partnerships among parents, teachers, and human services professionals continues to be a challenge for the development of responsive community-based systems of care for at-risk youth and their families. We explore how one inner-city neighborhood struggles to create…

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…

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.

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study.

PubMed

van Lankveld, Thea; Schoonenboom, Judith; Kusurkar, Rashmi; Beishuizen, Jos; Croiset, Gerda; Volman, Monique

2016-04-14

Informal peer learning is a particularly powerful form of learning for medical teachers, although it does not always occur automatically in the departments of medical schools. In this article, the authors explore the role of teacher communities in enhancing informal peer learning among undergraduate medical teachers. Teacher communities are groups of teachers who voluntarily gather on a regular basis to develop and share knowledge. Outside of medical education, these informal teacher communities have proved to be an effective means of enhancing peer learning of academic teachers. The processes underlying this outcome are, however, not known. This study therefore aims to explore the processes that make informal teacher communities effective in supporting peer learning of teachers. A qualitative study was performed at a Dutch medical school, where a student-centred undergraduate curriculum had recently been introduced. As part of this curriculum, tutors are segregated into separate specialty areas and thus have only limited opportunities for informal learning with other tutors. The authors followed two informal teacher communities aimed at supporting these tutors. They observed the interactions within the teacher communities and held semi-structured interviews with ten of the participants. The observation notes and interview data were analysed using thematic analysis. The informal teacher communities allowed the tutors to engage in a dialogue with colleagues and share questions, solutions, and interpretations. The teacher communities also provided opportunities to explicate tacit expertise, which helped the tutors to develop an idea of their role and form a frame of reference for their own experiences. Furthermore, the communities enhanced the tutors' sense of belonging. The tutors felt more secure in their role and they felt valued by the organisation due to the teacher communities. This study shows that informal teacher communities not only support the professional

Preparing Preservice Teachers to Engage Parents through Assessment

ERIC Educational Resources Information Center

Mehlig, Lisa M.

2013-01-01

The purpose of this study is to determine the degree to which activities within an undergraduate teacher education course in classroom assessment prepared preservice teachers for engaging parents in their children's education. Research indicates that few preservice teachers enter their first classrooms prepared, specifically in the areas of…

A Parental Voice: Parents as Equal and Dependent--Rhetoric about Parents, Teachers, and Their Conversations

ERIC Educational Resources Information Center

Tveit, Anne Dorthe

2009-01-01

This study analyses texts from the National Parents' Committee for Primary and Lower Secondary Education in Norway and addresses how parents describe their own role, the teachers' role, and their conversations. The theoretical perspective employed is Koselleck's conceptual theory. The findings show that, despite having formal legal rights, parents…

The Surprise Element: How Allaying Parents' Misconceptions Improves a Teacher's Communicative Process

ERIC Educational Resources Information Center

Kumar, Rashmi

2010-01-01

Challenged by parents' misconceptions about the role of cooperative learning activities in developing their gifted children, a teacher began to mentor the parents. The act of mentoring those parents resulted in the teacher's longer-term professional development: specifically, creating a process of seeking structured feedback from parents and…

Parent Beliefs and Children's Social-Behavioral Functioning: The Mediating Role of Parent-Teacher Relationships

ERIC Educational Resources Information Center

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

2013-01-01

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…

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

ERIC Educational Resources Information Center

Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.

2014-01-01

This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a…

Parent-Teacher Collaboration: Teacher Perceptions of What Is Needed to Support Students with ASD in the Inclusive Classroom

ERIC Educational Resources Information Center

Schultz, Tia R.; Able, Harriet; Sreckovic, Melissa A.; White, Tamira

2016-01-01

Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful…

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.

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.

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…

Parents' Involvement in School: Attitudes of Teachers and School Counselors

ERIC Educational Resources Information Center

Dor, Asnat

2012-01-01

This qualitative study compares the attitudes of teachers and school counselors toward parents' involvement in school. The method and procedure is: A semi-structured interview (four open questions on informing parents about school, the child, strengths, and challenges) was conducted with 12 Israeli elementary-school teachers and 11 Israeli…

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…

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…

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…

Improving Prospective Teachers' Counseling Competence in Parent-Teacher Talks: Effects of Training and Feedback

ERIC Educational Resources Information Center

Gerich, Mara; Trittel, Monika; Schmitz, Bernhard

2017-01-01

Counseling parents concerning students' learning processes is considered to be an increasingly important competence area of teachers. However, few educational programs exist specifically focusing on improving this essential teacher competence, particularly in early teacher education. The current study, which took place at a German university,…

Parents' and Teachers' Perceptions of Quality in Portuguese Childcare Classrooms

ERIC Educational Resources Information Center

Barros, Sílvia; Leal, Teresa B.

2015-01-01

The main goal of this study was to examine parents' and teachers' perceptions of quality in early childhood education for toddlers in Portugal. A total of 110 parents and 110 teachers participated in the study, rating the importance of specific quality criteria and assessing childcare classrooms, based on the Infant/Toddler Environment Rating…

Exploring Parental Aggression toward Teachers in a Public School Setting

ERIC Educational Resources Information Center

May, David C.; Johnson, Jerry; Chen, Yanfen; Hutchinson, Lisa; Ricketts, Melissa

2010-01-01

Almost all of the extant research examining aggressive activity uses data from student populations. In this study, we extend that literature by examining teacher perceptions of parental aggression in public schools in Kentucky. Using data from a sample of 5,971 public school teachers, we determine that parental aggression directed at public school…

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…

Exploring the Emotional Geographies of Parent-Teacher Candidate Interactions: An Emerging Signature Pedagogy

ERIC Educational Resources Information Center

Dotger, Benjamin H.; Harris, Steven; Maher, Michael; Hansel, Amber

2011-01-01

This article explores preservice teachers' emotional responses to simulated parent-teacher conferences. The authors examine the transfer of a medical education pedagogy as it is diffused to teacher education, scrutinizing the types of emotional responses teachers exhibited as they engaged with standardized parents in six clinical parent…

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

Involving the Parents of English Language Learners in a Rural Area: Focus on the Dynamics of Teacher-Parent Interactions

ERIC Educational Resources Information Center

Shim, Jenna M.

2013-01-01

In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions…

Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades

ERIC Educational Resources Information Center

Rothenbusch, Sandra; Voss, Thamar; Golle, Jessika; Zettler, Ingo

2018-01-01

This study investigated teacher and parent ratings of teacher-nominated gifted elementary school students' verbal abilities, mathematical abilities, deductive reasoning, creative thinking, and engagement, and connected these ratings to school grades. Teacher and parent ratings were compared with regard to accuracy levels and halo effects.…

Parent and teacher perspectives about problem behavior in children with Williams syndrome.

PubMed

Klein-Tasman, Bonita P; Lira, Ernesto N; Li-Barber, Kirsten T; Gallo, Frank J; Brei, Natalie G

2015-01-01

Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions, compulsions, picking nose or skin), and social problems, reflecting a robust behavioral phenotype in Williams syndrome present across contexts. Some rater differences were observed; most notably, parents reported more attention and mood difficulties than did teachers, while teachers reported more oppositionality and aggression than did parents. Relations to intellectual functioning, age, and gender were examined. The implications of the findings for understanding the behavioral phenotype associated with Williams syndrome are discussed.

Attitudes of Parents and Teachers toward Improving Academic Achievement in Inner-City Schools.

ERIC Educational Resources Information Center

Twillie, Less Doll; And Others

This monograph studies the relationship between parental attitudes and student achievement in inner-city schools, and compares parental and teacher attitudes regarding parental involvement in elementary education. Seventy-one teachers from two inner-city elementary schools in Memphis (Tennessee) and 30 parents of students from one school responded…

Communities, Teacher's Guide.

ERIC Educational Resources Information Center

California Univ., Berkeley. Science Curriculum Improvement Study.

The Science Curriculum Improvement Study has developed this teacher's guide to "Communities," the fifth part of a six unit life science curriculum sequence. The six basic units, emphasizing organism-environment interactions, are organisms, life cycles, populations, environments, communities, and ecosystems, and make use of scientific and…

Kindergarten and First-Grade Teachers' Reported Knowledge of Parents' Involvement in Their Children's Education.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Kessler-Sklar, Susan; Piotrkowski, Chaya S.; Parker, Faith Lamb

1999-01-01

First-grade and kindergarten teachers rated parents' involvement in their children's education. A significant portion of teachers reported limited knowledge of parents' involvement in their children's education. Findings were consistent with reports of a lack of opportunity for meaningful communication between parents and teachers, and indicate…

Portraiture of constructivist parental involvement: A model to develop a community of practice

NASA Astrophysics Data System (ADS)

Dignam, Christopher Anthony

This qualitative research study addressed the problem of the lack of parental involvement in secondary school science. Increasing parental involvement is vital in supporting student academic achievement and social growth. The purpose of this emergent phenomenological study was to identify conditions required to successfully construct a supportive learning environment to form partnerships between students, parents, and educators. The overall research question in this study investigated the conditions necessary to successfully enlist parental participation with students during science inquiry investigations at the secondary school level. One hundred thirteen pairs of parents and students engaged in a 6-week scientific inquiry activity and recorded attitudinal data in dialogue journals, questionnaires, open-ended surveys, and during one-one-one interviews conducted by the researcher between individual parents and students. Comparisons and cross-interpretations of inter-rater, codified, triangulated data were utilized for identifying emergent themes. Data analysis revealed the active involvement of parents in researching with their child during inquiry investigations, engaging in journaling, and assessing student performance fostered partnerships among students, parents, and educators and supported students' social skills development. The resulting model, employing constructivist leadership and enlisting parent involvement, provides conditions and strategies required to develop a community of practice that can help effect social change. The active involvement of parents fostered improved efficacy and a holistic mindset to develop in parents, students, and teachers. Based on these findings, the interactive collaboration of parents in science learning activities can proactively facilitate a community of practice that will assist educators in facilitating social change.

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…

The new dropout challenge: bridging gaps among students, parents, and teachers.

PubMed

Bridgeland, John M

2010-01-01

Interview and survey data reveal significant disconnects among the insights and perspectives of dropouts, parents, teachers, and administrators on the causes and solutions to the dropout challenge. Many educators, for example, do not see boredom as a factor for most dropouts, while young people who drop out see it as the central cause. The author argues that if these disconnects are not more fully understood and bridged, they will continue to set back efforts to keep more students in school and on track to graduate ready for postsecondary education. Models for how communities can engage these constituencies in productive dialogue and transformative action are included in reports and in Grad Nation, a guidebook that helps communities tackle their dropout crises.

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…

A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators

ERIC Educational Resources Information Center

Guillen, Lorena; Zeichner, Ken

2018-01-01

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of…

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Blaming the helpers: the marginalization of teachers and parents of the urban poor.

PubMed

Farber, B A; Azar, S T

1999-10-01

The nature and origins of the current tendency toward disparaging parents and teachers of the urban poor are examined. It is suggested that the influence of parents and teachers must be understood in the context of multiple intervening variables. Several explanations are offered for the phenomenon of blame, including the fact that women constitute the great majority of teachers and are often the primary agents of parenting.

Association Between Parenting Style and Socio-Emotional and Academic Functioning in Children With and Without ADHD: A Community-Based Study.

PubMed

Bhide, Sampada; Sciberras, Emma; Anderson, Vicki; Hazell, Philip; Nicholson, Jan M

2016-07-28

In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children (n = 391; 66.2% male) with ADHD (n = 179), compared with non-ADHD controls (n = 212). Parenting style was assessed using parent-reported (93.5% female) measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD. © The Author(s) 2016.

We're All in This Together: Teacher Empowerment and Leadership Transform an Elementary School Community.

ERIC Educational Resources Information Center

Pinchot, Michelle; Weber, Chris

2016-01-01

At Peters K-3 Elementary School in Garden Grove, California, teacher leadership and empowerment supported by professional learning from the district have led to increases in student outcomes and in parent and student satisfaction with the culture and climate of the school community. Peters demonstrates the impact that empowering staffs and…

Notes from a Meeting with Preschool Parents.

ERIC Educational Resources Information Center

Manning, Diane; And Others

1996-01-01

Conducting question-and-answer sessions among teachers, parents, and mental health professionals can build a tighter home-school community while improving children's quality of life. This article presents the gist of one such meeting with three child psychoanalysts, early childhood-education professors, preschool parents, and teachers. Analysts…

Stimulating Parenting Practices in Indigenous and Non-Indigenous Mexican Communities.

PubMed

Knauer, Heather A; Ozer, Emily J; Dow, William; Fernald, Lia C H

2017-12-25

Parenting may be influenced by ethnicity; marginalization; education; and poverty. A critical but unexamined question is how these factors may interact to compromise or support parenting practices in ethnic minority communities. This analysis examined associations between mothers' stimulating parenting practices and a range of child-level (age; sex; and cognitive and socio-emotional development); household-level (indigenous ethnicity; poverty; and parental education); and community-level (economic marginalization and majority indigenous population) variables among 1893 children ages 4-18 months in poor; rural communities in Mexico. We also explored modifiers of associations between living in an indigenous community and parenting. Key findings were that stimulating parenting was negatively associated with living in an indigenous community or family self-identification as indigenous (β = -4.25; SE (Standard Error) = 0.98; β = -1.58; SE = 0.83 respectively). However; living in an indigenous community was associated with significantly more stimulating parenting among indigenous families than living in a non-indigenous community (β = 2.96; SE = 1.25). Maternal education was positively associated with stimulating parenting only in indigenous communities; and household crowding was negatively associated with stimulating parenting only in non-indigenous communities. Mothers' parenting practices were not associated with child sex; father's residential status; education; or community marginalization. Our findings demonstrate that despite greater community marginalization; living in an indigenous community is protective for stimulating parenting practices of indigenous mothers.

Parent, Student, and Teacher Perceptions of School Climate at Suburban High

ERIC Educational Resources Information Center

Steiner, Cory J.

2009-01-01

School climate has a major impact on the school setting. In order to manage climate, it is essential to assess and understand the perceptions of teachers, students, and parents. This study identified the differences between teachers, students, and parents relative to their perceptions concerning school climate at Suburban High. The instrument…

Mindfulness programming for parents and teachers of children with ADHD.

PubMed

Miller, Carlin J; Brooker, Brianne

2017-08-01

Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

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…

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…

Latent Profile Analysis of Teacher Perceptions of Parent Contact and Comfort

ERIC Educational Resources Information Center

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

2013-01-01

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…

Teacher Factors Associated with Preschool Teacher-Child Relationships: Teaching Efficacy and Parent-Teacher Relationships

ERIC Educational Resources Information Center

Chung, Li-Chuan; Marvin, Christine A.; Churchill, Susan L.

2005-01-01

The present study investigated specific teacher factors that potentially influence teacher-child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3-6-year-old children in community-based childcare and preschool centers in one mid-western state. There were 46…

Parent oriented teacher selection causes language diversity.

PubMed

Cimentepe, Ibrahim; Bingol, Haluk O

2017-09-21

An evolutionary model for emergence of diversity in language is developed. We investigated the effects of two real life observations, namely, people prefer people that they communicate with well, and people interact with people that are physically close to each other. Clearly these groups are relatively small compared to the entire population. We restrict selection of the teachers from such small groups, called imitation sets, around parents. Then the child learns language from a teacher selected within the imitation set of her parent. As a result, there are subcommunities with their own languages developed. Within subcommunity comprehension is found to be high. The number of languages is related to the relative size of imitation set by a power law. Copyright © 2017 Elsevier Ltd. All rights reserved.

Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences

ERIC Educational Resources Information Center

Cheatham, Gregory A.; Ostrosky, Michaelene M.

2011-01-01

Early childhood and early childhood special education programs have a focus on parent-educator partnerships. Parent-teacher conferences are a context for these partnerships, and advice giving is one type of exchange occurring within conferences. Parent-teacher conference advice was investigated through participant interviews and the methodology of…

Stimulating Parenting Practices in Indigenous and Non-Indigenous Mexican Communities

PubMed Central

Ozer, Emily J.; Dow, William

2017-01-01

Parenting may be influenced by ethnicity; marginalization; education; and poverty. A critical but unexamined question is how these factors may interact to compromise or support parenting practices in ethnic minority communities. This analysis examined associations between mothers’ stimulating parenting practices and a range of child-level (age; sex; and cognitive and socio-emotional development); household-level (indigenous ethnicity; poverty; and parental education); and community-level (economic marginalization and majority indigenous population) variables among 1893 children ages 4–18 months in poor; rural communities in Mexico. We also explored modifiers of associations between living in an indigenous community and parenting. Key findings were that stimulating parenting was negatively associated with living in an indigenous community or family self-identification as indigenous (β = −4.25; SE (Standard Error) = 0.98; β = −1.58; SE = 0.83 respectively). However; living in an indigenous community was associated with significantly more stimulating parenting among indigenous families than living in a non-indigenous community (β = 2.96; SE = 1.25). Maternal education was positively associated with stimulating parenting only in indigenous communities; and household crowding was negatively associated with stimulating parenting only in non-indigenous communities. Mothers’ parenting practices were not associated with child sex; father’s residential status; education; or community marginalization. Our findings demonstrate that despite greater community marginalization; living in an indigenous community is protective for stimulating parenting practices of indigenous mothers. PMID:29295595

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.

Views of Students, Parents, and Teachers on Homework in Elementary School

ERIC Educational Resources Information Center

Davidovitch, Nitza; Yavich, Roman

2017-01-01

The current study seeks to examine the perception of the three main populations that have a part in the educational and pedagogic domain: teachers, parents, and elementary school students, while comparing between religious and secular schools. The major hypothesis of the study is that teachers, parents, and students do not have congruent views on…

Effects of Postnatal Parental Smoking on Parent and Teacher Ratings of ADHD and Oppositional Symptoms

PubMed Central

Kollins, Scott H.; Garrett, Melanie E.; McClernon, F. Joseph; Lachiewicz, Ave M.; Morrissey-Kane, Erin; FitzGerald, David; Collins, Ann L.; Anastopoulos, Arthur D.; Ashley-Koch, Allison E.

2013-01-01

To assess the effects of postnatal parental smoking on subsequent parent and teacher ratings of DSM-IV attention deficit hyperactivity disorder (ADHD) symptoms and oppositional behaviors in children diagnosed with ADHD and their siblings. Children between 5 and 12 years of age with ADHD and their siblings were included. DSM-IV ADHD symptom subscales (Inattentive and hyperactive-impulsive), and oppositionality subscale scores from Conners’ Rating Scales were predicted on the basis of parental smoking status in the first 7 years after birth using Generalized Estimating Equations controlling for a range of relevant covariates. Postnatal parental smoking was associated with both parent and teacher ratings of ADHD symptoms and oppositional behavior. After controlling for a number of covariates, several of these relationships were still significant. The risk of maternal smoking for the development of ADHD symptoms does not end during pregnancy. Research on the mechanisms underlying the observed associations is needed. PMID:19525745

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…

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…

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…

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

ERIC Educational Resources Information Center

Brodkin, Adele M.

2005-01-01

This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.

Process into Products: Supporting Teachers to Engage Parents

ERIC Educational Resources Information Center

Abel, Yolanda

2014-01-01

This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

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.

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…

Talk-story: perspectives of children, parents, and community leaders on community violence in rural Hawaii.

PubMed

Affonso, Dyanne D; Shibuya, June Y; Frueh, B Christopher

2007-01-01

To enhance our understanding of what community violence means to a multiethnic school community in rural Hawaii and obtain people's perspectives of how to deal with and prevent violence-related behaviors among children. An exploratory design was used to collect qualitative data from a purposive sample of 150 key stakeholder participants, including 84 school children aged 5-10 years and 66 adults. Focus group methodology via Hawaiian island-style (culturally adapted techniques) of "talk-story" and a metaphor of introduction were used to elicit contextual data on the experiences, meanings, and perceptions of youth violence. Qualitative narrative analyses were used to analyze the data. Five higher order themes were found, including the need to: build a common understanding of what violence looks like; develop school-based identification, management, and prevention efforts; develop comprehensive school health services; develop state-level school health policies; and conduct outreach to make violence prevention a community affair. The findings will inform the development of a school-based culturally adapted violence-prevention program led by teachers, in partnership with parents, students, and community-cultural leaders.

Parent Empowerment: Connecting with Preservice Special Education Teachers

ERIC Educational Resources Information Center

Murray, Mary M.; Handyside, Lisa M.; Straka, Leslie A.; Arton-Titus, Tabatha V.

2013-01-01

Parent empowerment includes the ability to meet the needs of one's family while feeling in control. This phenomenological study seeks to understand the experience of 71 parents of children with disabilities who participated with pre-service teachers in a 16-week special education course between 2006 and 2010. Analysis of pre-course and post-course…

Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training

ERIC Educational Resources Information Center

Webster-Stratton, Carolyn; Reid, M. Jamila; Hammond, Mary

2004-01-01

Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations…

Preparing Community-Engaged Teachers

ERIC Educational Resources Information Center

Haddix, Marcelle

2015-01-01

The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement…

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.

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

PubMed

Crosnoe, Robert; Ansari, Arya

2015-12-01

For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home- and community-based involvement behaviours than U.S.-born and foreign-born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration-heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives. © 2015 International Union of Psychological Science.

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…

Looking at Teacher Practices through the Lens of Parenting Style

ERIC Educational Resources Information Center

Walker, Joan M. T.

2008-01-01

In this article, the author used a parenting style framework to explain mixed evidence about the influence of teacher practices on student outcomes. Participants included 3 fifth-grade math teachers and 45 of their students. The author assessed teacher practices, teaching style (i.e., demandingness and responsiveness), student engagement,…

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.

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

ERIC Educational Resources Information Center

Karakus, Mehmet; Savas, Ahmet Cezmi

2012-01-01

In this study it was aimed to determine the effects of parental involvement, teachers' trust in parents and students, and teachers' pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with…

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.

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…

[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

Exploring Preservice Mathematics Teachers' Perception of the Mathematics Teacher through Communities of Practice

ERIC Educational Resources Information Center

Akkoç, Hatice; Balkanlioglu, Mehmet Ali; Yesildere-Imre, Sibel

2016-01-01

This research aimed to analyse the induction experiences of preservice mathematics teachers during their school placements through the lens of communities of practice. The main research question was concerned with how preservice mathematics teachers perceive what constitutes the practice of a professional community of mathematics teachers. A…

The Relation between Prospective Teachers' and Their Parents' Learning Styles

ERIC Educational Resources Information Center

Vural, Levent

2016-01-01

The aim of this study is to investigate the relation between the learning styles of teacher candidates and those of their parents. Relational survey method has been employed to conduct the study. The target group contains 211 novice teachers studying at different teacher training departments of a Turkish university. The Grasha-Riechmann Student…

The Influence of Parenting Experience on Special Education Teachers' Pedagogy

ERIC Educational Resources Information Center

Koch, Katherine A.

2016-01-01

The purpose of this study was to explore the experiences of teachers who have the dual role of parent and teacher of children with disabilities. Data were collected in a qualitative methodology through semi-structured interviews with participants about their experiences. Questions focused on how teachers 1) experienced their roles, 2) addressed…

Building Preservice Teachers' Connections with Communities through Inquiry

ERIC Educational Resources Information Center

Nicholas, Trula Morehead; Baker-Sennett, Jacquelyn; McClanahan, Lauren; Harwood, Angela

2012-01-01

This study describes how a community-based interprofessional education approach designed to engage preservice teachers with community members and human services professionals contributes to preservice teachers' inquiry skills and their understanding of interprofessional collaboration. Preservice teachers were enrolled in a research methods course…

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…

Mechanisms for Teacher Outreach to Parents in Charter and Traditional Public Schools

ERIC Educational Resources Information Center

Rose, Bess A.; Stein, Marc L.

2014-01-01

Parent involvement is greatly influenced by the extent to which schools and teachers reach out to parents. Charter schools may be uniquely situated vis-à-vis traditional public schools to create the school organization and policies that can encourage teachers to reach out more. The authors examined the extent to which organizational and…

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

ERIC Educational Resources Information Center

Klein-Tasman, Bonita P.; Lira, Ernesto N.; Li-Barber, Kirsten T.; Gallo, Frank J.; Brei, Natalie G.

2015-01-01

Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions,…

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…

Teachers' Professional Agency and Learning--From Adaption to Active Modification in the Teacher Community

ERIC Educational Resources Information Center

Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2015-01-01

The aim of this study was to examine teacher learning in terms of teachers' professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers' active efforts to learn in the professional community and to promote school development cannot be…

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

ERIC Educational Resources Information Center

Garbacz, S. Andrew; Sheridan, Susan M.; Koziol, Natalie A.; Kwon, Kyongboon; Holmes, Shannon R.

2015-01-01

The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on…

Community preceptors' views of their identities as teachers.

PubMed

Starr, Susan; Ferguson, Warren J; Haley, Heather-Lyn; Quirk, Mark

2003-08-01

Community physicians are increasingly being recruited to teach medical students and residents, yet there has been little research about how they think of themselves as teachers or what factors contribute to "teacher identity." Physicians who think of themselves as teachers may be more likely to enjoy teaching, to teach more, and to be recognized by students and other faculty as good teachers. Identifying factors that enhance teacher identity may be helpful for the recruitment and retention of high-quality community faculty. Thirty-five experienced community preceptors were audiotaped in five structured focus groups in April 2001, answering a series of questions about their teacher identity. Responses were qualitatively analyzed for evidence of themes. "Feeling intrinsic satisfaction" was the most common theme that emerged from the tapes. Preceptors also identified that "having knowledge and skill about teaching" and "belonging to a group of teacher" enhanced their roles as teachers. "Being a physician means being a teacher," "feeling a responsibility to teach medicine," and "sharing clinical expertise" also emerged as important themes. Although a group of participants were interested in "receiving rewards for teaching," rewards did not need to be financial compensation. For some, genuine recognition for their efforts by the medical school, particularly in the form of faculty development opportunities, constituted reward and recognition for teaching. Community physicians described a variety of factors that contribute to their identity as teachers. Faculty development programs offer opportunities to strengthen teacher identity and foster relationships between teaching programs and community-based faculty.

Examining a Self-Report Measure of Parent-Teacher Cocaring Relationships and Associations with Parental Involvement

ERIC Educational Resources Information Center

Lang, Sarah N.; Schoppe-Sullivan, Sarah J.; Jeon, Lieny

2017-01-01

By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young…

Children with Lesbian Parents: A Community Study.

ERIC Educational Resources Information Center

Golombok, Susan; Perry, Beth; Burston, Amanda; Murray, Clare; Mooney-Somers, Julid; Stevens, Madeleine; Golding, Jean

2003-01-01

Examined the quality of parent-child relationships and the socioemotional and gender development of a community sample of 7-year-olds with lesbian parents, with two-parent heterosexual parents, or with single heterosexual mothers from the Avon Longitudinal Study of Parents and Children. Found no significant differences between lesbian mothers and…

Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD.

PubMed

Bied, Adam; Biederman, Joseph; Faraone, Stephen

2017-04-01

To review the literature evaluating the psychometric properties of parent and teacher informants relative to a gold-standard ADHD diagnosis in pediatric populations. We included studies that included both a parent and teacher informant, a gold-standard diagnosis, and diagnostic accuracy metrics. Potential confounds were evaluated. We also assessed the 'OR' and the 'AND' rules for combining informant reports. Eight articles met inclusion criteria. The diagnostic accuracy for predicting gold standard ADHD diagnoses did not differ between parents and teachers. Sample size, sample type, participant drop-out, participant age, participant gender, geographic area of the study, and date of study publication were assessed as potential confounds. Parent and teachers both yielded moderate to good diagnostic accuracy for ADHD diagnoses. Parent reports were statistically indistinguishable from those of teachers. The predictive features of the 'OR' and 'AND' rules are useful in evaluating approaches to better integrating information from these informants.

Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems.

PubMed

Ban, Jiyoon; Oh, Insoo

2016-11-01

The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

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'…

Preparing Special Education Teachers to Collaborate with Families

ERIC Educational Resources Information Center

Collier, Margo; Keefe, Elizabeth B.; Hirrel, Laura A.

2015-01-01

Positive family-school-community relationships are associated with student success. Creating successful relationships with parents is an important but difficult task for teachers to master. Therefore, teacher candidates need opportunities to learn how to develop collaborative relationships with parents of all children, including children with…

Keeping the Spirits Up: The Effect of Teachers' and Parents' Emotional Support on Children's Working Memory Performance.

PubMed

Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Baeyens, Dieter

2017-01-01

Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 ( M age = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that

Learning in the Early Grades: Parents and Teachers Talk.

ERIC Educational Resources Information Center

Leavitt, Midge, Ed.

This booklet contains four articles, from the perspective of both parents and teachers, concerned with learning in the early grades. "From Kindergarten to Grade One: Making the Transition" (J. Ward), is a teacher's narrative on the importance of creating a child-centered classroom and an integrated, play-based curriculum. This article…

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…

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…

Democracy (In)Action: A Critical Policy Analysis of New York City Public School Closings by Teachers, Students, Administrators, and Community Members

ERIC Educational Resources Information Center

Kretchmar, Kerry

2014-01-01

In this article, I serve as a secretary for the critical policy analysis presented by hundreds of teachers, parents, students, and community members during 19 public hearings on school closures in New York City. In testimony at hearings, community members rejected the narrow, statistical approach they felt the Department of Education was using to…

Engaging Local Communities in the Preparation of Teachers

ERIC Educational Resources Information Center

Zeichner, Ken

2015-01-01

The author critiques both major camps in the current debates about teacher education for their lack of attention to the role of local communities in preparing teachers. The current work at the University of Washington, Seattle, to engage local community members as mentors of teacher candidates is highlighted.

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:…

Teachers Helping Parents To Raise the Level of Curiosity in Young Children.

ERIC Educational Resources Information Center

Green, Methlyn

This paper presents methods by which teachers can show parents how to use opportunities they have in everyday life to peak the interest and curiosity of their children. It establishes steps to build a workshop for teachers and day care providers, sharing tips and advice and displaying books and materials which parents can use in their homes. After…

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

ERIC Educational Resources Information Center

Dewi, Nurul Fitria Kumala; Rachmi, Titi; Imaniah, Ikhfi; Firdaus, Moh Iqbal

2015-01-01

The study aims to explore the effectiveness of the approach of communication between parents and teachers to change the behavior of young children. Surely, it prioritizes on the social interaction between teachers and parents of the students. The method used in this study is field research that is qualitative, while the analysis of the data used…

Learning from Families: Pre-Service Teachers' First Interactions with Parents

ERIC Educational Resources Information Center

Brannon, Diana

2014-01-01

Parent involvement is essential to student success. However, it is also often a struggle for even the most experienced teacher to get parents involved. There are many barriers to parent involvement including issues related to parents finding the time, understanding its importance, and speaking a different language in the home. That is the reality…

Disability, Stigma and Otherness: Perspectives of Parents and Teachers

ERIC Educational Resources Information Center

Lalvani, Priya

2015-01-01

This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers' beliefs were generally consistent…

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,…

Work at school: teacher and parent perceptions about children's participation.

PubMed

Lowe, Susan; Chapparo, Christine

2010-01-01

Little research has been carried out on the behaviours that lead to children's successful participation in work roles at school. The objective of this study was to identify some of the elements critical to participation of students by listening to the perspectives of teachers and parents of children who have difficulties with school work. The study is part of a larger research project aimed at developing an assessment tool to describe the participation of children at school with particular reference to students who experience a difficulty with learning. 50 teachers and 44 parents of children referred to occupational therapy for problems with school work. A survey approach using an open ended written response questionnaire. The findings indicated that there are core elements of participation in work that are commonly perceived as crucial by teachers and parents. These included common definitions of work participation with the emergence of several themes relative to work roles and meaning, opportunity for inclusion in school work, risk taking and enjoyment as part of work, and thinking processes. Differences between teacher and parent responses related to perceived reasons for a difficulty with participation, activities which require high levels of participation and aspects of participation that are most difficult to change. This study provided descriptive data on which to build further research into children's experiences of work, and highlights the need for occupational therapists to consider perceptions of key stakeholders when assessing children's work ability at school.

Predictors of Parent-Teacher Agreement in Youth with Autism Spectrum Disorder and Their Typically Developing Siblings.

PubMed

Stratis, Elizabeth A; Lecavalier, Luc

2017-08-01

This study evaluated the magnitude of informant agreement and predictors of agreement on behavior and emotional problems and autism symptoms in 403 children with autism and their typically developing siblings. Parent-teacher agreement was investigated on the Child Behavior Checklist (CBCL) and Social Responsiveness Scale (SRS). Agreement between parents and teachers fell in the low to moderate range. Multiple demographic and clinical variables were considered as predictors, and only some measures of parent broad autism traits were associated with informant agreement. Parent report on the SRS was a positive predictor of agreement, while teacher report was a negative predictor. Parent report on the CBCL emerged as a positive predictor of agreement, while teacher report emerged as a negative predictor.

Can parent reports serve as a proxy for teacher ratings in medication management of attention-deficit hyperactivity disorder?

PubMed

Lavigne, John V; Dulcan, Mina K; LeBailly, Susan A; Binns, Helen J

2012-05-01

While American Academy of Pediatrics guidelines recommend obtaining symptom reports from both parents and teachers when treating children with attention-deficit hyperactivity disorder (ADHD), information from parents is easier to obtain and practitioners may prefer to rely solely on parent report when managing medications. There are, however, few empirical data on the relationship between parent and teacher reports during medication management of ADHD. This study examined the relationship between parent and teacher reports of symptoms of ADHD during a clinical trial. A study to improve medication management of ADHD was conducted in 24 pediatric practices with 270 children. Children meeting criteria for ADHD were randomized by practice to treatment-as-usual or specialized care groups, with data combined from the groups to examine parent-teacher agreement. Parent and teacher reports on the ADHD Rating Scale-IV were obtained at pretreatment, 4 months, and 12 months follow-up. At each assessment, correlations between parent and teacher ratings were statistically significant, but the magnitudes of the correlations were low, accounting for no more than approximately 17% of the variance between measures. Correlations between change scores on parent and teacher ratings were statistically significant but low for Total and Inattentive scales and not significant for the Hyperactive-Impulsive scale. For agreement on extreme scores, 6 of 9 kappas were statistically significant but all were unacceptably low. Agreement between parent and teacher ratings of symptoms of ADHD is too low for clinicians to rely on parent reports while managing medications. Teacher reports are still needed to ensure optimal management.

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

ERIC Educational Resources Information Center

Kotaman, Hüseyin

2016-01-01

The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

Connecting Research to Teaching: Professional Communities: Teachers Supporting Teachers.

ERIC Educational Resources Information Center

Adajian, Lisa Byrd

1996-01-01

Reviews research on importance of strong professional communities for supporting reform. National Center for Research in Mathematical Sciences Education (NCRMSE) found significant correlation between teachers' professional community and reformed mathematics instruction. Urban Mathematics Collaboratives (UMC), Quantitative Understanding: Amplifying…

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.

Examining Similarities and Differences among Parent-Teacher Reports of Spanish-English Productive Vocabulary

ERIC Educational Resources Information Center

Dubasik, Virginia L.; Svetina, Dubravka

2014-01-01

Purpose: The purposes of the present study were to (a) explore the relationship between parent and teacher reports of children's bilingual (Spanish-English) productive vocabulary and (b) examine similarities and differences among parent-teacher reports. Word categories were examined to determine the nature of similarities and differences.…

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…

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.…

Community Involvement Components in Culturally-Oriented Teacher Preparation.

ERIC Educational Resources Information Center

Mahan, James M.

1982-01-01

Describes community involvement components in culturally oriented teacher education program, i.e., preservice and inservice community agency assignments, oncampus cultural preparation. Reveals that cultural immersion student teacher programs are attractive and professionally advantageous. (AH)

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,…

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

ERIC Educational Resources Information Center

Rautamies, Erja; Poikonen, Pirjo-Liisa; Vähäsantanen, Katja; Laakso, Marja-Leena

2016-01-01

This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child…

Family as Faculty Parents: Influence on Teachers' Beliefs about Family Partnerships

ERIC Educational Resources Information Center

Patterson, Karen B.; Webb, Kristine W.; Krudwig, Kathryn M.

2009-01-01

The authors describe how the participation of Family as Faculty parents in case-based instruction influenced 16 beliefs of 89 special education teacher candidates about the value of partnering with parents. The parents, who all had children with disabilities, participated in a simulated individualized education program meeting that was embedded in…

The Development of Community Competence in the Teacher Education Curriculum

ERIC Educational Resources Information Center

Dobber, Marjolein; Vandyck, Inne; Akkerman, Sanne; Graaff, Rick de; Beishuizen, Jos; Pilot, Albert; Verloop, Nico; Vermunt, Jan

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay attention to and aim to stimulate the development of…

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…

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

ERIC Educational Resources Information Center

Gruber, Heidi

2016-01-01

The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…

Developing Community-Empowered Schools.

ERIC Educational Resources Information Center

Burke, Mary Ann; Picus, Lawrence O.

A community-empowered school is one in which administrators, teachers, staff, students, parents, and members of the community at large feel that they have a stake in the success of that school. Despite common reservations about the involvement of parents and volunteers in the classroom, this book makes clear the long-term advantages of onsite…

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,…

It's Time to Revamp the Parent-Teacher Conference Process: Let's Include the Child!

ERIC Educational Resources Information Center

Boazman, Janette

2014-01-01

This article focuses on the fact that very often the traditional parent-teacher conference process is missing the most important stake holder, the child. The author asks the reader to clear the traditional image of parent-teacher conferences from their mind and imagine a conference process and setting that has the potential to bring together…

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…

Where Are the Adults? The Attitudes of Parents, Teachers, Clergy, Coaches, and Youth Workers on Teen Pregnancy. A Focus Group Report.

ERIC Educational Resources Information Center

National Campaign To Prevent Teen Pregnancy, Washington, DC.

In 1997, the National Campaign To Prevent Teen Pregnancy convened nine focus groups of parents of teens and other adults who work with teens such as teachers, clergy, coaches, youth recreation specialists, youth-serving organization staff, and community outreach workers. This report publishes the results of these focus groups, which involved 57…

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…

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

ERIC Educational Resources Information Center

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Teacher Professional Development: A Primer for Parents and Community Members

ERIC Educational Resources Information Center

Public Education Network, 2005

2005-01-01

Quality teachers are the single greatest determinant of student achievement. Teacher education, ability, and experience account for more variation in student achievement than all other factors. Studies have found that 40 to 90 percent of the difference in student test scores can be attributed to teacher quality. Knowing the subject matter,…

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…

Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

ERIC Educational Resources Information Center

Kupzyk, Sara S.

2012-01-01

This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

ERIC Educational Resources Information Center

Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

2012-01-01

Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

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

PubMed

Parada-Toro, Irene; Gómez-Quiroz, Rosa M; Treviño-Siller, Sandra

2017-03-01

The purpose of this study was to implement and test an educational intervention aimed at training parents/caregivers and teachers in strategies to support children with verbal communication disabilities (VCDs). We carried out a descriptive observational research conducted in two phases during 2013-2014: a mixed-method diagnosis and intervention development. We used convenience sampling to select the parents/caregivers and teachers of first-to-third graders with VCDs across four public elementary schools in a suburban community in central Mexico. Diagnosis was based on questionnaires conducted with parents/caregivers (n = 38) and teachers (n = 16). The instruments focused not only on the respondents' socioeconomic characteristics and general knowledge about VCDs but also included open questions (24/42) about their common practices and support for children with VCDs. The intervention was built on data collected through the questionnaires, and was designed according to the Integral Intervention Model framework based on the ecosystemic approach. Participants were parents/caregivers and teachers of children with VCDs. Main results showed that the participants were trained in various support techniques, they gained knowledge about VCDs and changed their perception of their own ability to help children with language impairments. As an important upshot of the intervention, communication and networking among parents/caregivers and teachers increased. The main strengths of this research reside in its solid theoretical foundation and the fact that intervention design was based on the specific needs of the target group. In as much as the public health problem of VCDs in Mexico has barely been studied and has received minimal official support, it is essential to engage additional social actors, stakeholders and decision-makers in the implementation of permanent actions. Our study emphasises the importance of recognising this form of health impairment as a social

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 &…

A Design Framework for Online Teacher Professional Development Communities

ERIC Educational Resources Information Center

Liu, Katrina Yan

2012-01-01

This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

Parent Evaluation of Community Based Rehabilitation in Jamaica.

ERIC Educational Resources Information Center

Thorburn, M. J.

1992-01-01

A survey of parent views of the community-based rehabilitation program in two Jamaican communities is reported. Analysis of the 539 questionnaire responses indicated appreciation of home visits, increased knowledge, and improved attitudes and child-rearing practices. Unmet needs in child and parent education were also identified. (DB)

"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…

Los Pactos entre Padres y Maestros (Teacher-Parent Partnerships). ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

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…

How to Handle Difficult Parents: Proven Solutions for Teachers. Second Edition

ERIC Educational Resources Information Center

Tingley, Suzanne Capek

2012-01-01

"How to Handle Difficult Parents" is a funny, but practical, guide to working effectively with parents and avoiding unnecessary conflict. Whether you're a teacher (regular or special education) or a coach, this book will give you practical suggestions regarding what to say and how to say it to parents who question your lesson plans, challenge your…

Teacher-Parent Communication and Parents' Ability to Select Reading Material: A Study of a Baggy Book Program

ERIC Educational Resources Information Center

Lorenz, Kelley M.

2013-01-01

This study examined the effects of a home-reading program on parent-teacher communication and on the ability of parents to select reading material for their children. In this qualitative case study, parents of 4th grade students participated in a reading homework program with their children. Using constructivist theories, the study's…

The Interactive Effects of Perceived Parental Involvement and Personality on Teacher Satisfaction

ERIC Educational Resources Information Center

Li, Chung-Kai; Hung, Chia-Hung

2012-01-01

Purpose: This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits. Design/methodology/approach: A questionnaire was conducted; participants were 572 classroom teachers who teach at…

Teacher Education in the United States: The Responsibility Gap.

ERIC Educational Resources Information Center

Study Commission on Undergraduate Education and the Education of Teachers, Lincoln, NE.

This book examines the balance in the education of teachers, between the federal and state interest and parent, community, and the individual interest. Chapter one, "The Future of Schools and Children: Education of Teachers as a Community Activity," deals with arguments defining the need to pay close attention to the health of the community;…

Change in parenting, change in student-teacher relationships, and oxytocin receptor gene (OXTR): Testing a gene-×-environment (G×E) hypothesis in two samples.

PubMed

Hygen, Beate Wold; Belsky, Jay; Li, Zhi; Stenseng, Frode; Güzey, Ismail Cuneyt; Wichstrøm, Lars

2017-07-01

Prior research suggests that parenting affects children's relationships, including those with teachers, although there is variation across individuals in such effects. Given evidence suggesting that oxytocin may be particularly important for the quality of social relationships, we tested the hypotheses (a) that change in parenting from 4 to 6 years of age influences and predicts change in the student-teacher relationship from 6 to 8 years of age and (b) that this effect is moderated by a polymorphism related to the child's oxytocin receptor gene (OXTR), rs53576. In 2 studies, participants included, respectively, 652 socioeconomically diverse Norwegian children from a community sample (50.8% male; mean age of 54.9 months at first assessment) and 559 such children from 8 different U.S. locales (49.0% male; approximately 54 months at the first assessment). Norwegian results showed that change in parenting predicted change in student-teacher relationships, but only in the case of children homozygous for the A allele of rs53576 and in a manner consistent with differential-susceptibility theory: for AA carriers, when parenting changed for the worse, so did children's relationship with teachers, whereas when parenting changed for the better, the teacher-child relationships improved accordingly. Such G×E findings could not be replicated in the American sample. Results are discussed in terms of 2 contrasting models of Person-×-Environment interaction (differential susceptibility and diathesis stress) and potential reasons for failure to replicate. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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…

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…

Between Teachers & Parent: Helping Children Manage Stress

ERIC Educational Resources Information Center

Brodkin, Adele M.

2005-01-01

In this article, the author discusses how to manage stress in children. A teacher's story and a parent's story about a child who complains of frequent stomach aches, is presented. Stomach aches and other somatic complaints without any apparent physical explanation are common among young children experiencing stress. Nevertheless, it is essential…

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

PubMed

Hsiao, Yun-Ju; Higgins, Kyle; Pierce, Tom; Whitby, Peggy J Schaefer; Tandy, Richard D

2017-11-01

Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

Community factors to promote parents' quality of child-nurturing life.

PubMed

Aoyama, Megumi; Wei, Chang Nian; Chang-nian, Wei; Harada, Koichi; Ueda, Kimiyo; Takano, Miyuki; Ueda, Atsushi

2013-01-01

The purpose of this study was to clarify the role of community factors in parents' quality of child-nurturing life (QCNL). We developed a questionnaire to evaluate the degree of QCNL and determine the structural factors related to QCNL as community factors related to parents' QCNL derived from focus group interviews and the Delphi technique. The questionnaire also included the battery of the self-rating depression scale and Tsumori-Inage Infant's Developmental Test. Using the questionnaire, we then conducted a quantitative survey of parents whose children attended nursery schools in Kumamoto Prefecture. Factor analysis, calculation of the mean score and/or ratio to each item, Pearson's correlation coefficient, t test, multiple regression analysis, and covariance structure analysis were performed. The questionnaire we developed consisted of seven items with 75 elements, involving ten elements as community factors. Subjects included 699 parents (mean age 33.6 ± 5.4 years) and 965 children (age range 0-6 years). Factor analysis revealed that community factors consisted of five factors, such as "lifestyle rooted in the ground," "balance of housekeeping and work," "community network," "amenity," and "regeneration of life". These factors may be dominant in a rural area. Finally, we developed a structural model with "community factors," QCNL, QOL, and "child growth" by covariance structural analysis. The analysis revealed that community factors had a positive relation to parents' QCNL (r = 0.81, p < 0.001) and that parental SDS score had a negative relation to parents' QCNL (r = -0.59, p < 0.001). The analysis did show that community factors were positively related to the sound growth of children. The covariance structure analysis revealed that community factors were associated with parents' QCNL, SDS, and "child growth."

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…

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.

10 Myths & Realities about Community College Teacher Education Programs. Second Edition

ERIC Educational Resources Information Center

Maricopa Community Colleges, 2009

2009-01-01

As community colleges emerge as a solution to the teacher quality and shortage issue, the National Association of Community College Teacher Education Programs (NACCTEP) created this pamphlet in an attempt to dispel any misperceptions individuals may have about the community college role in teacher education. "10 Myths About Community College…

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

PubMed

Stone, Lisanne L; Janssens, Jan M A M; Vermulst, Ad A; Van Der Maten, Marloes; Engels, Rutger C M E; Otten, Roy

2015-01-01

The Strengths and Difficulties Questionnaire is one of the most employed screening instruments. Although there is a large research body investigating its psychometric properties, reliability and validity are not yet fully tested using modern techniques. Therefore, we investigate reliability, construct validity, measurement invariance, and predictive validity of the parent and teacher version in children aged 4-7. Besides, we intend to replicate previous studies by investigating test-retest reliability and criterion validity. In a Dutch community sample 2,238 teachers and 1,513 parents filled out questionnaires regarding problem behaviors and parenting, while 1,831 children reported on sociometric measures at T1. These children were followed-up during three consecutive years. Reliability was examined using Cronbach's alpha and McDonald's omega, construct validity was examined by Confirmatory Factor Analysis, and predictive validity was examined by calculating developmental profiles and linking these to measures of inadequate parenting, parenting stress and social preference. Further, mean scores and percentiles were examined in order to establish norms. Omega was consistently higher than alpha regarding reliability. The original five-factor structure was replicated, and measurement invariance was established on a configural level. Further, higher SDQ scores were associated with future indices of higher inadequate parenting, higher parenting stress and lower social preference. Finally, previous results on test-retest reliability and criterion validity were replicated. This study is the first to show SDQ scores are predictively valid, attesting to the feasibility of the SDQ as a screening instrument. Future research into predictive validity of the SDQ is warranted.

Let's-Play-to-Grow: For Families, for Schools, for Communities. [Guides to Physical Education, Play and Sports for Teachers and Parents of Special Children].

ERIC Educational Resources Information Center

Joseph P. Kennedy, Jr. Foundation, Washington, DC.

Presented is a curriculum of play and recreation activity adapted to the needs of parents and teachers of physically, mentally, and emotionally handicapped children. The kit of materials includes a teachers' manual and 12 play guides that outline the teaching of the following physical activities: rhythm, movement and dance; seeing and creating;…

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.

Parental Involvement, Is It Real? A Study of Viewpoints Promoting Parental Involvement That Enhances Student Performance

ERIC Educational Resources Information Center

Rucker, Lorretta Faye

2014-01-01

The purpose of this qualitative case study was to explore the motives, practices, attitudes, and barriers of parental involvement as recognized by administrators and teachers in southwest Tennessee in order to improve the school-home and community relationship in southwest Tennessee. This study investigated the benefits of parental involvement and…

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…

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…

The Parenting for Prevention Information Series: For Parents, Teachers, and Other Caregivers.

ERIC Educational Resources Information Center

Johnson Inst., Minneapolis, MN.

Intended for parents, teachers, and other caregivers, this set of guide booklets presents simple and effective skills for communicating with children and adolescents on a variety of child-rearing and life-safety issues including sexuality and drug abuse. The 23 booklets are:(1) "How To Set Guidelines for Teenage Parties"; (2) "What To Teach Kids…

Teachers, Curriculum and the Community.

ERIC Educational Resources Information Center

Molnar, Alex

In this essay teachers, school curriculum and their relationship to the society they serve and the community in which they function are discussed. Since educational institutions serve a regulatory function, what goes on in schools mirrors the interests of the status quo in the society. Therefore the question facing educators and community people…

Why Go to School? Student, Parent and Teacher Beliefs about the Purposes of Schooling

ERIC Educational Resources Information Center

Widdowson, Deborah A.; Dixon, Robyn S.; Peterson, Elizabeth R.; Rubie-Davies, Christine M.; Irving, S. Earl

2015-01-01

This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13-15 years) and parents and teachers in three secondary schools in…

The Changing Nature of Parent-Teacher Communication: Mode Selection in the Smartphone Era

ERIC Educational Resources Information Center

Thompson, Blair Christopher; Mazer, Joseph P.; Flood Grady, Elizabeth

2015-01-01

Parent-teacher communication continues to evolve due to smartphones and other new communication technologies. In all, 1,349 parents completed the Parental Academic Support Scale to assess the frequency and importance of communication across modes. Confirmatory analysis revealed a good model fit. Media richness theory was applied to parents'…

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

ERIC Educational Resources Information Center

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

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the…

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…

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

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

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

ERIC Educational Resources Information Center

Boveja, Marsha E.

1998-01-01

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

Unvarnished Documentation: A Dialogue between Teacher and Parent in Understanding a Child's "Bad" Behavior

ERIC Educational Resources Information Center

Laughlin, Liana; Turner, Terri

2014-01-01

Teachers are often asked to fill out progress reports that include check marks indicating if a child has met certain criteria. While this document offers a superficial glance at knowing a child, it is often the only kind of "assessment" a parent receives. The authors, a daycare teacher and a parent of Rosa, "the mean girl" in…

Teacher Academy Induction Learning Community: Guiding Teachers through Their Zone of Proximal Development

ERIC Educational Resources Information Center

Flores, Belinda Bustos; Hernandez, Arcelia; Garcia, Claudia Trevino; Claeys, Lorena

2011-01-01

This is a preliminary analysis of The Academy for Teacher Excellence (ATE) induction support provided through the Teacher Academy Induction Learning Community (TAILC). In response to current US teacher attrition rates, ATE-TAILC's primary objective is to retain teachers in the classroom and provide support to ensure they are fully prepared to meet…

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

ERIC Educational Resources Information Center

Cascella, Paul W.; Trief, Ellen; Bruce, Susan M.

2012-01-01

Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for…

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

ERIC Educational Resources Information Center

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

2012-01-01

This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…

Scribliotherapy: Enhancing Communication among Students, Parents, and Teachers.

ERIC Educational Resources Information Center

Fine, Joyce C.

Researchers have long noted the psychologically-liberating effects of expressive language. This paper explores how a writing technique, scribliotherapy, enhances communication among students, parents, and teachers. Scribliography is the technique of matching children with books on the topics of their emotional concerns and writing their response…

Specific language impairment and executive functioning: parent and teacher ratings of behavior.

PubMed

Wittke, Kacie; Spaulding, Tammie J; Schechtman, Calli J

2013-05-01

The current study used the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF-P. The executive functioning of children with SLI were rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities. Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.

Evaluation of a Community-Based Parenting Program with the Parents of Young Children.

ERIC Educational Resources Information Center

Brenner, Viktor; Nicholson, Bonnie C.; Fox, Robert A.

1999-01-01

Evaluated effectiveness of a cognitive-behavioral parenting program for parents of children ages 1 to 5 years offered through community-based family resource centers. Found that participants showed significant decreases in use of verbal and corporal punishment, and increases in nurturing behaviors as measured by the Parent Behavior Checklist.…

Proactive Parent Communication.

ERIC Educational Resources Information Center

Babcock, Sharel; Backlund, Judy

2001-01-01

Presents examples of teacher-parent interactions designed to help teachers communicate with parents. The scenarios involve a teacher communicating with parents about a struggling student, a teacher communicating with parents about a student's behavior problems, and a teacher attempting to communicate with a confrontational parent. Teacher prompts…

Should there be separate parent and teacher-based categories of ODD? Evidence from a general population.

PubMed

Munkvold, Linda; Lundervold, Astri; Lie, Stein Atle; Manger, Terje

2009-10-01

To examine the occurrence of oppositional defiant disorder (ODD) symptoms in a general population of boys and girls, as reported by parents and teachers, and to investigate differences in prevalence estimates, depending on how parents' and teachers' ratings were combined. Data were collected from 7007 children (aged 7-9) who participated in The Bergen Child Study (BCS), an ongoing population-based study of children's development and mental health. ODD symptoms were measured by the SNAP-IV (Swanson, Nolan, & Pelham-IV) Oppositional Defiant Disorder sub-scale (SNAP-IV ODD) that was distributed to parents and teachers. Co-occurring symptoms of mental health problems were measured by the Strengths and Difficulties Questionnaire (SDQ). Prevalence-estimates of ODD varied considerably depending on how ratings from parents and teachers were combined. Specific ODD symptoms occurred at very different rates depending on the rater and on the gender of the child being rated. Parents and teachers co-identified very few children with ODD. ODD identified by only one informant was associated with high levels of comorbid mental health problems and impairment according to both informants. The results support an informant-specific conceptualization of childhood ODD.

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…

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…

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

ERIC Educational Resources Information Center

Major, Sofia O.; Seabra-Santos, Maria J.; Martin, Roy P.

2015-01-01

The parent-teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent-teacher agreement (correlations) and discrepancies (t…

Fostering Teacher Understanding of Parent Issues when a Child Has a Disability: A Brief Report

ERIC Educational Resources Information Center

Wilgosh, Lorraine; Scorgie, Kate

2006-01-01

The paper reports on parent survey comments to raise awareness of teachers of children with disabilities and facilitate the parent-teacher collaborative experience. The Life Management Survey (LMS) was designed (Scorgie, Wilgosh, & McDonald, 1997) to corroborate nine themes (Scorgie, Wilgosh, & McDonald, 1996) identified through in-depth…

JiaoShi-JiaZhang De HeZuo (Teacher-Parent Partnerships). ERIC Digest.

ERIC Educational Resources Information Center

Swick, Kevin J.

Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

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…

On the border: young adults with LGBQ parents navigate LGBTQ communities.

PubMed

Goldberg, Abbie E; Kinkler, Lori A; Richardson, Hannah B; Downing, Jordan B

2012-01-01

Little research has examined the perspectives of young adults with lesbian, gay, bisexual, transgender, and queer (LGBTQ) parents, particularly in relation to their identification with the LGBTQ community. To address this gap, we conducted a qualitative study of 42 young adults (ages 18-29) who were raised by LGBQ parents. We found that participants often described their sense of belonging to the LGBTQ community as shifting over the life course. Some participants, particularly those whose parents had always been out, felt connected to the LGBTQ community as children. Of these, most maintained those connections over time. However, some increasingly deidentified with the LGBTQ community, which they sometimes attributed to their own heterosexual identification. Others, particularly those whose parents came out later in life, described a lack of connection to the LGBTQ community as children. Of these, most became increasingly identified with the community, which they often attributed to their own and their parents' increasing sense of comfort with their parents' sexuality. Heterosexual participants who sought out LGBTQ-oriented groups in young adulthood sometimes encountered resistance from these groups, whereby participants' reasons for wanting to become involved were not readily apparent or appreciated. Our findings highlight the need for practitioners to understand the complex and often changing role of the LGBTQ community in the lives of young adults with LGBQ parents. (c) 2012 APA, all rights reserved.

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

ERIC Educational Resources Information Center

Blackman, Stacey; Mahon, Erin

2016-01-01

Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In-depth interviews were done with teachers and analysis utilised content…

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…

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

ERIC Educational Resources Information Center

Bofferding, Laura; Kastberg, Signe; Hoffman, Andrew

2016-01-01

Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…

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 =…

Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation

ERIC Educational Resources Information Center

Lees, Anna

2016-01-01

This qualitative case study explored a community-university partnership for teacher preparation with an urban Indigenous community organization. The study examined the roles of Indigenous community partners as co-teacher educators working to better prepare teachers for the needs of urban Indigenous children and communities. The author collected…

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…

Parents' Views on Preschool Care and Education in Local Community

ERIC Educational Resources Information Center

Devjak, Tatjana; Bercnik, Sanja

2009-01-01

In this text, the authors are analyzing preschool care and education in local community. They are focusing on the problem of information transfer between the kindergarten, parents and local community, as well as the model of relationship participation. Cooperation between parents, kindergarten and local community is an important element in the…

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

PubMed

Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

2011-01-01

This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P < 0.05). Perceived barriers were negatively associated with child activities (P < 0.05). The level of oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

Wiki Writers: Students and Teachers Making Connections across Communities

ERIC Educational Resources Information Center

Andes, Laurie; Claggett, Elizabeth

2011-01-01

Expressions of delight and anticipation are a direct result of a schoolwide writing program designed by teachers to develop language skills in special education students. These second graders participated in a writing project that made use of wikis to facilitate collaboration among the students, parents, teachers, and university members of their…

Why Relationships Matter: Parent and Early Childhood Teacher Perspectives about the Provisions Afforded by Young Children's Relationships

ERIC Educational Resources Information Center

Degotardi, Sheila; Sweller, Naomi; Pearson, Emma

2013-01-01

This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child-teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0-5 years who responded to an online survey containing a series of relationship function…

Child and Adolescent Life Stories: Perspectives from Youth, Parents, and Teachers

ERIC Educational Resources Information Center

Lodico, Marguerite G.; Voegtle, Katherine H.

2005-01-01

The uniqueness of this book lies in the multiple perspectives drawn from youth, their parents, and their teachers. These perspectives provide a range of lenses through which a student or beginning teacher may view child and adolescent development. The complex processes of development occur within a social context, and therefore a professional…

Parent Power Nights: A Model for Engaging Adults/Families in Learning Mathematics

ERIC Educational Resources Information Center

Kosheleva, Olga; Lesser, Larry; Munter, Judith; Trillo, Sylvia

2008-01-01

Located on the U.S./México border, The University of Texas at El Paso (UTEP) offers academic programs in K-12 school teacher preparation. Many of the courses integrate parents and families into teacher preparation courses. One example of effective adult/community learning is the "Parent Power Night" (PPN) component. This model builds a…

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).

Investigation into the Perceptions of Students, Parents, and Teachers in China's Education Reform in Grades 7 and 8

ERIC Educational Resources Information Center

Joong, Peter; Xiong, Ying; Li, Lin; Pan, Chun Jian

2009-01-01

The objective of this study was to examine how and to what extent Grades 7 and 8 teachers have implemented educational reforms in China that have had a direct impact on students, teachers, and parents. Major sources of data for this study were separate anonymous surveys for teachers, students, and parents. The study concluded that teachers and…

What Teachers and Parents Should Know about Ritalin.

ERIC Educational Resources Information Center

Prater, Mary Anne; Pancheri, Christina

1999-01-01

Presents basic information on Ritalin, a frequently prescribed stimulant medication for students with attention deficit hyperactivity disorder. A quiz evaluates the reader's knowledge level and is followed by an explanation of the correct answers. Also considered are pros and cons of Ritalin use, teachers' and parents' responses to the quiz, and…

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

ERIC Educational Resources Information Center

Dotger, Benjamin H.

2009-01-01

Many teachers are not well prepared for, nor are they being trained to communicate effectively with, parents/caregivers from the different backgrounds and cultures with whom they will interact. Yet, one knows that teachers' professional communication skills are important as they work with parents to promote the success of all children in the…

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.

[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.

Limited Concordance between Teachers, Parents and Healthcare Professionals on the Presence of Chronic Diseases in ID-Adolescents

ERIC Educational Resources Information Center

Oeseburg, B.; Jansen, D. E. M. C.; Reijneveld, S. A.; Dijkstra, G. J.; Groothoff, J. W.

2010-01-01

Evidence on teachers' knowledge about somatic and mental chronic diseases among ID-adolescent compared to the knowledge parents and healthcare professionals have, is limited. The aim of this study is: (1) to assess the knowledge of teachers on the presence of chronic diseases in ID-adolescents; (2) to compare teachers with parents and healthcare…

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

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)

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…

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…

Preservice Teacher Institute: Developing a Model Learning Community for Student Teachers

ERIC Educational Resources Information Center

Kent, Andrea M.; Simpson, Jennifer L.

2009-01-01

The Preservice Teacher Institute (PTI) is a budding learning community designed to provide mentoring and support for senior elementary education undergraduate candidates. This program is an effective paradigm for mentoring and inducting new teachers into the profession. PTI is a two-semester program. The first semester is restricted to candidates…

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…

Priorities for Developmental Areas in Early Childhood Education: A Comparison of Parents' and Teachers' Priorities

ERIC Educational Resources Information Center

Sackes, Mesut

2013-01-01

The purpose of this study was to examine parents' and early childhood teachers' perceptions of the priorities for developmental areas targeted in the Turkish Early Childhood Education Curriculum for children aged 36-72 months. The sample of this study consisted of 1600 parents and 158 early childhood teachers. The study utilized a survey research…

A professional learning community model: a case study of primary teachers community in west Bandung

NASA Astrophysics Data System (ADS)

Sari, A.; Suryadi, D.; Syaodih, E.

2018-05-01

The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

Exposure to domestic and community violence in a nonrisk sample: associations with child functioning.

PubMed

Malik, Neena M

2008-04-01

Limited data exist on the unique, additive, and interactive effects of exposure to domestic and community violence on children's functioning, particularly in community samples. This study examined relations between children's violence exposure, at home and in the community, and symptoms of externalizing and internalizing problems. Parents reported on domestic violence in the home, and children reported on community violence. Concurrent child functioning was measured through parent and teacher reports on the Child Behavior Checklist (CBCL) and child self-reports on the Children's Depression Inventory. A multi-ethnic sample of 117 children, aged 8 to 12 years, and their parents and teachers participated. Community violence was related to all measures of children's adjustment, whereas exposure to domestic violence was related only to CBCL externalizing problems. Teacher reports of child aggression were predicted by child age, community violence, and the interaction of community and domestic violence. Implications for research and clinical intervention are discussed.

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…

Understanding the Link between Professional Learning Communities and Teacher Collective Efficacy

ERIC Educational Resources Information Center

Voelkel, Robert H., Jr.; Chrispeels, Janet H.

2017-01-01

Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Some studies indicate that these communities also predict greater collective efficacy, while others suggest teacher efficacy is predictive of teachers working together. Although studies have identified effective,…

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

PubMed

Wan Salwina, Wan Ismail; Baharudin, Azlin; Nik Ruzyanei, Nik Jaafar; Midin, Marhani; Rahman, Fairuz Nazri Abdul

2013-12-01

Attention Deficit Hyperactivity Disorder (ADHD) is a clinical diagnosis relying on persistence of symptoms across different settings. Information are gathered from different informants including adolescents, parents and teachers. In this cross-sectional study involving 410 twelve-year old adolescents, 37 teachers and 367 parents from seven schools in the Federal Territory of Kuala Lumpur, reliability of ADHD symptoms among the various informants were reported. ADHD symptoms (i.e. predominantly hyperactive, predominantly inattentive and combined symptoms) were assessed by adolescents, teachers and parents, using Conners-Wells' Adolescent Self-report Scale (CASS), Conner's Teachers Rating Scale (CTRS) and Conner's Parents Rating Scale (CPRS) respectively. For predominantly hyperactive symptoms, there were statistically significant, weak positive correlations between parents and teachers reporting (r=0.241, p<0.01). Statistically significant, weak positive correlations were found between adolescents and parents for predominantly inattentive symptoms (r=0.283, p<0.01). Correlations between adolescents and parents reporting were statistically significant but weak (r=0.294, p<0.01). Weak correlations exist between the different informants reporting ADHD symptoms among Malaysian adolescents. While multiple informant ratings are required to facilitate the diagnosis of ADHD, effort should be taken to minimize the disagreement in reporting and better utilize the information. Copyright © 2013 Elsevier B.V. All rights reserved.

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,…

Culture-specific views of child maltreatment and parenting styles in a Pacific-Island community.

PubMed

Collier, A F; McClure, F H; Collier, J; Otto, C; Polloi, A

1999-03-01

Providing culturally sensitive definitions of child abuse is difficult as perceptions of what constitutes abuse can vary around the world. This study was undertaken to assess how teachers in the Republic of Palau perceived the severity of potentially abusive incidents and what types of recommendations, if any, they would have for situations judged as severely abusive. Attitudes about child rearing practices were also evaluated. Teachers (n = 141 ) were given: (1) a questionnaire consisting of 25 vignettes describing parent/child interactions that were potentially abusive and asked to rate the severity of abuse and recommended interventions for each vignette; and (2) a 40-item parenting styles questionnaires to evaluate attitudes about child-rearing practices. Teachers identified and recommended interventions for more severe forms of abuse at rates similar to other international samples. For less severe parental misconduct, teachers were reluctant to involve nonfamily and outside agencies. Sexual abuse was rated as the most serious type of abuse and when identified, intervention was highly recommended. Some traditional Palauan parenting practices that might be considered maltreatment by other cultures were not considered abusive. For parenting styles, older individuals were more likely to use guilt induction and less likely to use methods of acceptance. Aggressive parenting styles were negatively correlated with all forms of abuse, suggesting that teachers who used aggressive disciplinary styles were less likely to perceive abusive situations as harmful. These results indicate that cultural values and practices play important roles in shaping the definition and interpretation of child maltreatment.

Barriers to access to education for young people with epilepsy in Northern Tanzania: A qualitative interview and focus group study involving teachers, parents and young people with epilepsy.

PubMed

Quereshi, Charlotte; Standing, Holly C; Swai, Amina; Hunter, Ewan; Walker, Richard; Owens, Stephen

2017-07-01

Educational outcomes for young people with epilepsy (YPE) in Hai District, Tanzania, are poor, as is commonly observed elsewhere in Sub-Saharan Africa. The reasons for this finding are not well understood, though stigma arising from supernatural concepts of epilepsy is frequently cited as a barrier to YPE accessing education. In this study, we aimed to explore the reasons why many YPE in Tanzania experience poor access to education, and elicit ways in which education could be improved for YPE according to teachers, parents and YPE. Ten focus group discussions with teachers were organized in Hai schools between March and May 2016. The themes arising from these discussions were identified, coded, analyzed and tested in semi-structured interviews with 19 YPE and 17 parents identified from a prevalent cohort of YPE identified in 2009. Behavioral problems and learning difficulties were cited as the main barriers to education for YPE. Other barriers included parental stigmatization, teachers' inadequate seizure management, and limited access to specialist schools. Teachers perceived that parents and YPE believe in spiritual etiology and traditional management for epilepsy. However, the majority of teachers, parents, and YPE cited biological etiology and management options, although understanding of epilepsy etiology and management could be improved amongst all groups. A multidimensional approach is needed to improve educational access, and hence outcomes, for YPE. Widespread community education is needed to improve knowledge of epilepsy etiology and management. Teachers require seizure management training, and parents need help to recognize YPE's right to education. Educational needs assessments would help to identify YPE requiring specialist schooling, and access to this could be improved. These interventions will likely reduce stigma, ensure appropriate academic and pastoral care at school, and thus enable YPE to attend, and succeed, in education. Copyright © 2017

The Role of Informal Parent and Teacher Assessment in Diagnosing Learning Disabilities.

ERIC Educational Resources Information Center

Sikora, Darryn M.; Plapinger, Donald S.

1997-01-01

This study compared parent and teacher perceptions of academic performance and cognitive deficits with the standardized test performance of 19 students (ages 7-13) with hearing impairments. Results indicate that parents and educators were equally skilled in predicting academic performance, but had greater difficulty predicting specific cognitive…

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…

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…

Community Organizations' Programming and the Development of Community Science Teachers

ERIC Educational Resources Information Center

Varelas, Maria; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Canales, Karen; Mitchener, Carole

2018-01-01

In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected…

Parents served by assertive community treatment: parenting needs, services, and attitudes.

PubMed

White, Laura M; McGrew, John H; Salyers, Michelle P

2013-03-01

Assertive Community Treatment (ACT) is an evidence-based practice for individuals with severe mental illness. Although at least half of all people with severe mental illness are parents, little is known about their experiences as parents and as recipients of mental health interventions like ACT. The purpose of the current study was to examine the experiences of parent consumers served by ACT. Seventeen parents being served by ACT teams were interviewed about parenting, parenting needs, severe mental illness, satisfaction with ACT services, and suggestions for improved parent-focused treatment services. All parents identified at least one positive aspect of parenting and most parents (77%) also identified negative aspects of parenting. Loss of custody emerged as a significant parenting problem, with most parents (88%) experiencing custody loss at least once. Parents expressed interest in numerous parent-focused services, including family therapy, parenting skills, communication skills training, resources for children, and peer support groups. Most participants with adult children (88%) reported having no unmet parent-related needs and high satisfaction (4.63 of 5) with ACT services, whereas parents with young children (78%) reported having several unmet parenting needs and relatively lower satisfaction (3.78 out of 5) with ACT services. The ACT treatment model may not be adequately serving parents of young, dependent children. Findings suggest the need for more attention and focus on parent consumers, including identification of parental status and improved parent-related treatment services and support. PsycINFO Database Record (c) 2013 APA, all rights reserved

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

ERIC Educational Resources Information Center

Chan, Kwok-wai; Chan, Siu-mui

2005-01-01

Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

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

ERIC Educational Resources Information Center

Ada, Alma Flor; Baker, Colin

This book provides a practical introduction to questions about bilingualism. It is for parents and teachers who are themselves bilingual, for monolinguals who want to know more, for those with some intuitive understanding of bilingual situations and for those who are starting from the very beginning. The book poses questions that people often ask…

The Mental Health Status of Single-Parent Community College Students in California.

PubMed

Shenoy, Divya P; Lee, Christine; Trieu, Sang Leng

2016-01-01

Single-parenting students face unique challenges that may adversely affect their mental health, which have not been explored in community college settings. The authors conducted secondary analysis of Spring 2013 data from the American College Health Association-National College Health Assessment to examine difficulties facing single-parent community college students and the association between single parenting and negative mental health (depression, self-injury, suicide attempt). Participants were 6,832 California community college students, of whom 309 were single parents. Demographic and mental health data were characterized using univariate descriptive analyses. Bivariate analyses determined whether single parents differed from other students regarding negative mental health or traumatic/difficult events. Finances, family, and relationship difficulties disproportionally affected single parents, who reported nearly twice as many suicide attempts as their counterparts (5.3% vs. 2.7%; p < .0001). Single-parenting students face a higher prevalence of mental health stressors than other community college students.

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

ERIC Educational Resources Information Center

Wu, Shu-Chen; Faas, Stefan; Geiger, Steffen

2018-01-01

This qualitative study investigated Chinese and German teachers' and parents' conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These…

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…

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…

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…

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)

Community College Roles in Teacher Education: Current Approaches and Future Possibilities.

ERIC Educational Resources Information Center

Townsend, Barbara K.; Ignash, Jan M, ED.

2003-01-01

Examines the current role of community colleges in pre-service and in-service teacher education, including the development of the associate of arts degree in teacher education, the community college baccalaureate in teacher education, and alternative certification programs. Discusses factors influencing future trends and predictions about the…

Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9-12 and the Influence of Age, Sex, Level of Parental Education.

PubMed

van Tetering, Marleen A J; Jolles, Jelle

2017-01-01

Executive functions (EFs) develop over the period of early childhood and adolescence up until young adulthood. Individual children differ substantially in the pace at which their EFs develop, and characteristics such as sex and the level of parental education (LPE) are thought to contribute to these differences. In the present study, we assessed age-related changes in EFs as perceived and evaluated by teachers and parents as well as the influence of sex and LPE on their evaluations. We used a newly developed observer-report questionnaire, the Amsterdam Executive Function Inventory (AEFI). The AEFI assesses three important components of the executive aspects of daily life behavior in 13 questions: Attention; Self-control and Self-monitoring; and Planning and Initiative taking. Teachers and parents evaluated these aspects of executive functioning in 186 schoolchildren in grades 3-6 (age: 9-12 years). Age effects within grades and differences in social economic status between the four participating schools were controlled. Results showed a significant increase in teacher-perceived EFs from third to fourth grades and from fifth to sixth grades. This development was influenced both by the sex of the child and by the LPE. As perceived by teachers, the component self-control and self-monitoring was higher for girls than for boys, and planning abilities were higher for children from families with a higher LPE. Additional analyses showed that there is a systematic and statistically significant difference between the evaluations of the teachers and that of parents. Parents reported higher scores for planning, whereas teachers reported higher scores for self-control and self-monitoring. Evaluations by parents and teachers were different for girls, but not for boys. These findings are important because they imply that the development of EFs as perceived by parents and teachers is influenced by child-related factors. Second, there are clear differences in evaluations between

Creating Teacher Communities of Inquiry through Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty

2013-01-01

Opportunities for teachers to engage in collaborative learning to examine and reflect on their practice are vital for sustained professional learning. Lesson Study centres on teachers coming together with colleagues to plan, observe, and reflect on classroom teaching and learning as a Community of Inquiry. In this project, six teachers from three…

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…

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation.

PubMed

Sirin, Nursinem; Tekin-Iftar, Elif

2016-08-01

Safety skills instruction should be regarded as one of the important teaching areas. A descriptive study was designed to reveal the opinions of Turkish parents and teachers of children with autism spectrum disorders regarding safety skills instruction. Data were collected through interview and analyzed descriptively. Findings showed that (a) both parents and teachers were able to define safety skills, (b) they found safety skills instruction important and necessary, (c) rather than providing systematic instruction they use natural occurrences as teaching opportunities and prevention behaviors, (d) parents have never had a conversation with teachers about safety skills instruction, and (e) neither parents nor teachers have enough knowledge and experience for teaching safety skills. Implications for implementing safety training are discussed.

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…

Should There Be Separate Parent and Teacher-Based Categories of ODD? Evidence from a General Population

ERIC Educational Resources Information Center

Munkvold, Linda; Lundervold, Astri; Lie, Stein Atle; Manger, Terje

2009-01-01

Objective: To examine the occurrence of oppositional defiant disorder (ODD) symptoms in a general population of boys and girls, as reported by parents and teachers, and to investigate differences in prevalence estimates, depending on how parents' and teachers' ratings were combined. Method: Data were collected from 7007 children (aged 7-9) who…

Voicing the Challenges Faced by an Innovative Teacher Community

ERIC Educational Resources Information Center

Moate, Josephine

2011-01-01

This research draws on sociocultural theories of learning and activity theory to explore the challenges faced by an innovative community of teachers in Central Finland. The aim of the teacher community was to develop a stream of foreign-language (FL)-mediated teaching and learning in the locality from kindergarten to upper secondary level. To…

Social functioning in pediatric epilepsy reported by parents and teachers: Contributions of medically related variables, verbal skills, and parental anxiety.

PubMed

Carson, Audrey M; Chapieski, Lynn

2016-09-01

Children with epilepsy are at increased risk for deficits in social functioning, though the underlying causes are not well-understood. We examined multiple seizure-related, demographic, and cognitive variables in a group of 93 pediatric patients with intractable seizures who were at risk for social skills deficits and social problems at home and in the classroom. Verbal intelligence and parental anxiety about epilepsy were found to be the two primary predictors of social functioning in children with epilepsy as reported by parents and teachers. Though other social variables and secondarily generalized seizures were significantly correlated with certain aspects of parent-reported social functioning, the impact of these variables appeared to be mediated through verbal intelligence and/or parental anxiety about epilepsy. These findings emphasize the importance of family characteristics on social functioning in children with epilepsy and also suggest that parental anxiety about their child's epilepsy may be a specific risk factor for this population. The findings from this study suggest that the factors associated with social functioning in children with epilepsy are similar regardless of whether social functioning is assessed by the parent or the classroom teacher. Copyright © 2016 Elsevier Inc. All rights reserved.

Dykes and tykes: a virtual lesbian parenting community.

PubMed

Lev, Arlene Istar; Dean, Gwendolyn; DeFilippis, Lauren; Evernham, Kim; McLaughlin, Larin; Phillips, Cynthia

2005-01-01

This article is a collaborative project by six members of an Internet community of lesbian mothers called MOMS. MOMS is a diverse community of lesbian mothers that is inclusive of bisexual and transgender women, as well those planning to become parents. The article outlines the history of the group and how the moderators have created an environment that encourages diversity. Members of the MOMS community differ in age, race, ethnicity, and nationality, as well as political, religious, and social expressions. Additionally, they became parents in diverse ways and parent children in distinct and often disparate styles. Nonetheless, MOMS is a high-volume list with a large membership that remains a close-knit and intimate discussion group. This article outlines some of the discussion topics common on the MOMS list. Some of these are particular to parenting, and others involve a broad spectrum of subjects including racism, butch/femme dynamics, vegetarianism, circumcision, breast versus bottle feeding, and transgender politics. To subscribe to the MOMS list, send an e-mail message to majordomo@groups.queernet.org. Write "subscribe moms" in the body of the e-mail, without quotation marks.

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…

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

ERIC Educational Resources Information Center

Seymour, Frederick W.; France, Karyn G.

1984-01-01

Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

The Power of Community Schools

ERIC Educational Resources Information Center

Capers, Natasha; Shah, Shital C.

2015-01-01

In this article, Shital Shah, who supports community schools as assistant director for educational issues at the American Federation of Teachers, and Natasha Capers, a coordinator for the New York City Coalition for Educational Justice (CEJ), a parent-led collaborative of unions and community organizations, discuss the community schools movement…

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

PubMed

DuPaul, George J; Reid, Robert; Anastopoulos, Arthur D; Lambert, Matthew C; Watkins, Marley W; Power, Thomas J

2016-02-01

Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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.

Teachers' Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm

ERIC Educational Resources Information Center

Souto-Manning, Mariana; Swick, Kevin J.

2006-01-01

This article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and…

Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

ERIC Educational Resources Information Center

Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

2013-01-01

A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships.

PubMed

Guo, Jing; Ren, Xuezhu; Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children's Depression Inventory-Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC.

High heritability of speech and language impairments in 6-year-old twins demonstrated using parent and teacher report.

PubMed

Bishop, Dorothy V M; Laws, Glynis; Adams, Caroline; Norbury, Courtenay Frazier

2006-03-01

Previous twin studies have demonstrated high heritability of specific language impairment (SLI) when the diagnosis is based on psychometric testing. The current study measured the effectiveness of parent and teacher ratings of communication skills in identifying heritable language impairment. The Children's Communication Checklist was completed by parents and teachers of 6-year-old twins recruited from a general population sample. One hundred and thirty twin pairs (65 MZ) were selected because at least one twin had low language skills at 4 years of age; a further 66 pairs (37 MZ) were a low risk group with no indication of language difficulties at 4 years. Internal consistency, inter-rater reliability, and validity in identifying language impairment were assessed for all CCC scales. CCC scales, especially those assessing structural language skills, were highly effective in identifying cases of language impairment, but agreement between parent and teacher ratings was modest. Genetic analysis revealed negligible environmental influence and substantial genetic influence on most scales. A rater-specific effects model was fit to the data to assess how far parents and teachers assess a common genetic factor on the CCC. Ratings of parents and teachers were influenced to some extent by the same child characteristics, but rater-specific effects were also evident, especially on scales measuring pragmatic aspects of communication. This study shows that there are strong genetic influences on both structural and pragmatic language impairments in children, and these can be detected using a simple checklist completed by parents or teachers.

Agreement between parents and teachers on preschool children's behavior in a clinical sample with externalizing behavioral problems.

PubMed

Korsch, Franziska; Petermann, Franz

2014-10-01

An accurate interpretation of information obtained from multiple assessors is indispensible when complex diagnoses of behavioral problems in children need to be confirmed. The present study examined the similarity of parents and kindergarten teachers ratings on children's behavior in a sample of 160 preschool children (a clinical group including 80 children with externalizing behavioral problems and a matched control group including 80 children). Behavioral problems were assessed using the SDQ, and the DISYPS-II questionnaires for ADHD and conduct disorders. The results revealed low levels of parent-teacher agreement for their ratings on the children's behavior in both groups with the highest correlations in the non-clinical sample. Parent-teacher agreement did not differ significantly across the samples. Parent and teacher ratings correlated with the prevalence of externalizing disorders and were found to be almost independent of each other. The results highlight the importance of multiple informants and their independent influence within the diagnostic process.

ADHD bifactor model based on parent and teacher ratings of Malaysian children.

PubMed

Gomez, Rapson

2014-04-01

The study used confirmatory factor analysis to ascertain support for the bifactor model of the Attention Deficit/Hyperactivity Disorder (ADHD) symptoms, based on parent and teacher ratings for a group of Malaysian children. Malaysian parents and teachers completed ratings of ADHD and Opposition Defiant Disorder (ODD) symptoms for 934 children. For both sets of ratings, the findings indicating good fit for the bifactor model, and the factors in this model showed differential associations with ODD, thereby supporting the internal and external validity of this model. The theoretical and clinical implications of the findings are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

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…

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…

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.…

Teacher Metacognition within the Professional Learning Community

ERIC Educational Resources Information Center

Prytula, Michelle P.

2012-01-01

A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include…

Community College Student-Parents: Priorities for Persistence

ERIC Educational Resources Information Center

Peterson, Sally

2016-01-01

This study of community college student-parents used interpretive phenomenological analysis of interview data contributed by 15 participants from three Mountain West Community Colleges. The participants qualified by the following criteria: had delayed college entrance by 2 years or more, had a child not yet in kindergarten, were full-time students…

Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Sjoer, Ellen; Meirink, Jacobiene

2016-01-01

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

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…

Does a child's language ability affect the correspondence between parent and teacher ratings of ADHD symptoms?

PubMed

Gooch, Debbie; Maydew, Harriet; Sears, Claire; Norbury, Courtenay Frazier

2017-04-05

Rating scales are often used to identify children with potential Attention-Deficit/Hyperactivity Disorder (ADHD), yet there are frequently discrepancies between informants which may be moderated by child characteristics. The current study asked whether correspondence between parent and teacher ratings on the Strengths and Weakness of ADHD symptoms and Normal behaviour scale (SWAN) varied systematically with child language ability. Parent and teacher SWAN questionnaires were returned for 200 children (aged 61-81 months); 106 had low language ability (LL) and 94 had typically developing language (TL). After exploring informant correspondence (using Pearson correlation) and the discrepancy between raters, we report inter-class correlation coefficients, to assess inter-rater reliability, and Cohen's kappa, to assess agreement regarding possible ADHD caseness. Correlations between informant ratings on the SWAN were moderate. Children with LL were rated as having increased inattention and hyperactivity relative to children with TL; teachers, however, rated children with LL as having more inattention than parents. Inter-rater reliability of the SWAN was good and there were no systematic differences between the LL and TL groups. Case agreement between parent and teachers was fair; this varied by language group with poorer case agreement for children with LL. Children's language abilities affect the discrepancy between informant ratings of ADHD symptomatology and the agreement between parents and teachers regarding potential ADHD caseness. The assessment of children's core language ability would be a beneficial addition to the ADHD diagnostic process.

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.

Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment.

PubMed

Baxendale, Janet; Lockton, Elaine; Adams, Catherine; Gaile, Jacqueline

2013-01-01

Treatment trials that enquire into parents' and teachers' views on speech-language interventions and outcomes for primary school-age children are relatively rare. The current study sought perceptions of the process of intervention and value placed on outcomes resulting from a trial of intervention, the Social Communication Intervention Project (SCIP), for children with communication disorders characterized by persistent needs in pragmatics and social use of language. To describe parent and teacher views around the process and experience of participating in SCIP intervention, including aspects of collaborative practice; and to gain understanding of parents' and teachers' perceptions of communication outcomes for children who had received intervention. Parents and teachers of eight children in the intervention arm of the SCIP study participated in semi-structured interviews with a researcher within 2 months of completion of SCIP intervention. The framework method of analysis was used to explore predetermined themes based around a list of topics informed by previous thinking and experience of the research. Parents and teachers perceived liaison with the SCIP speech and language therapist as being an important element of the intervention. Indirect approaches to liaison with parents were perceived as effective in transferring information as were brief meetings with teachers. Teachers and parents were able to make explicit links between therapy actions and perceived changes in the child. Work on comprehension monitoring and emotional vocabulary was perceived to be particularly effective with respect to communication outcomes. Parents also reflected that they had adopted different strategies towards communication and behaviour in the home as a result of intervention. The limits of potential change in terms of child communication in areas such as non-verbal communication and pragmatic skills were discussed by parents. This analysis has contributed essential information to

The Efficacy of Conjoint Behavioral Consultation in the Home Setting: Outcomes and Mechanisms in Rural Communities

ERIC Educational Resources Information Center

Sheridan, Susan M.; Witte, Amanda L.; Holmes, Shannon; Wu, ChaoRong; Bhatia, Sonya A.; Angell, Samantha

2017-01-01

This study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in…

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.…

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…

How Do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

ERIC Educational Resources Information Center

Saunders-Stewart, Katie S.; Walker, Cheryl L.; Shore, Bruce M.

2013-01-01

Although an abundance of information exists concerning advantages and disadvantages of certain grouping arrangements with highly able students in classroom settings, little research has focused on gifted children's parents' and teachers' opinions of group work. The present study explored potential differences between these opinions. Parents (n=…

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

ERIC Educational Resources Information Center

Herman, Keith C.; Reinke, Wendy M.

2017-01-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

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…

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…

Communication without Speech: A Guide for Parents and Teachers.

ERIC Educational Resources Information Center

Bloomberg, Karen, Ed.; Johnson, Hilary, Ed.

This guide addresses issues facing the parents, teachers and caregivers of children who are unable to use normal speech as a means of communication. It focuses on people who are intellectually disabled or children who are starting to use augmentative communication. The guide includes the following topics: the nature of communication; an overview…

Using Technology-Based Simulations to Promote Teacher Candidate Parental Collaboration and Reflective Instructional Decision Making

ERIC Educational Resources Information Center

Accardo, Amy; Xin, Joy

2017-01-01

In teacher preparation programs, teacher candidates are expected to learn parental collaboration through their required college coursework and field experiences. Due to confidentiality requirements in field placements, however, teacher candidates are typically not provided an opportunity to attend IEP or 504 plan conferences. In this study,…

The Things they Carry: Ideology in an Urban Teacher Professional Community

ERIC Educational Resources Information Center

Abbate-Vaughn, Jorgelina

2004-01-01

This article provides an opportunity to extend the discussion about teacher communities as part of complex school reform models, specifically centered on those communities whose membership is drawn on a semi-voluntary basis. Through a sixteen-month long ethnography, I document the activities of an urban teacher professional community (TPC) at a…

Community Involvement Components in Culturally-Oriented Teacher Preparation.

ERIC Educational Resources Information Center

Mahan, James M.

At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and…

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

ERIC Educational Resources Information Center

Sobkin, V. S.; Adamchuk, D. V.

2015-01-01

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

PubMed Central

Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

2015-01-01

The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895

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…

The Development of Collective Moral Leadership among Parents through Education Organizing

ERIC Educational Resources Information Center

Evans, Michael P.; Shirley, Dennis

2008-01-01

It is often assumed that parent participation in schools is primarily based on self-interest and that this is a frequent source of contention between parents and teachers. This article examines the experiences of members of the Jamaica Plain Parent Organizing Project (JP-POP), a community-based organization in Boston, and reveals that some 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.…

Seed Experiments for Students. Tips & Demonstrations for Teachers & Parents.

ERIC Educational Resources Information Center

Tant, Carl

This book provides a short course in the mysteries of seed structure, function, and development. Chapter 1, "Backgrounds, Hints, And Tips For Teachers And Parents," provides a basis for working with the mid-years student. Chapater 2, "Where Do I Start? What Do I Do?" provides procedural tips for science research. Chapter 3,…

Gender Equity in Mathematics: Beliefs of Students, Parents, and Teachers

ERIC Educational Resources Information Center

Leedy, M. Gail; LaLonde, Donna; Runk, Kristen

2003-01-01

The attitudes about mathematics held by girls and boys participating in a regional mathematics contest, their parents, teachers, and mathematics coaches were investigated. Quantitative data regarding mathematics as a male domain, perception of importance of mathematics, confidence in learning mathematics, effectance motivation, and usefulness of…

Bringing Science to Life for Students, Teachers and the Community

NASA Astrophysics Data System (ADS)

Pratt, K.

2012-04-01

Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.

Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge

ERIC Educational Resources Information Center

Hedges, Helen; Fleer, Marilyn; Fleer-Stout, Freya; Hanh, Le Thi Bich

2016-01-01

Collaborative and reciprocal teacher-parent partnerships have been established in prior research as vital in empowering ethnic-minority children to be competent learners who value their home background, culture, and language and also learn the language used by teachers as the medium of education. Such collaborative relationships may be challenging…

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…

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

PubMed

Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

2017-09-01

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

The Emergence of Community in a Preservice Teacher Education Program

ERIC Educational Resources Information Center

Sumsion, Jennifer; Patterson, Catherine

2004-01-01

This paper traces the unexpected emergence of community in a recently reconceptualized Teachers as Researchers unit in a preservice teacher education program. Drawing on data collected from 145 of the 292 students who completed the unit, we chronicle and theorize about key events, tensions, and dynamics in the evolution of the community, and…

Knowledge Sharing and Creation in a Teachers' Professional Virtual Community

ERIC Educational Resources Information Center

Lin, Fu-ren; Lin, Sheng-cheng; Huang, Tzu-ping

2008-01-01

By virtue of the non-profit nature of school education, a professional virtual community composed of teachers provides precious data to understand the processes of knowledge sharing and creation. Guided by grounded theory, the authors conducted a three-phased study on a teachers' virtual community in order to understand the knowledge flows among…

Beginning High School Teachers' Perceptions of Involvement in Professional Learning Communities and Its Impact on Teacher Retention

ERIC Educational Resources Information Center

Lovett, Helen Tomlinson

2013-01-01

The purpose of this study was to examine beginning high school teachers' perceptions of involvement in Professional Learning Communities in southeastern North Carolina and to determine whether beginning teachers' perceptions of involvement in Professional Learning Communities influenced their decisions to move to another location, stay in…

Exploring a High School Community Relations and Parent Involvement Program

ERIC Educational Resources Information Center

Sink, Robert Corey

2010-01-01

There are few issues in education that get as much attention as the need for improvement of parental and community involvement in and support for local schools. School faculties want to know how to improve the way they work with families and community members to better meet the needs of their students and parents want to find how to best…

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes

ERIC Educational Resources Information Center

Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy

2012-01-01

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of…

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…

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

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.…

Reframing Practice: High School Mathematics Teachers' Learning through Interactions in Their Workplace Community

ERIC Educational Resources Information Center

Bannister, Nicole A.

2009-01-01

This dissertation seeks to understand how teachers learn through interactions in newly formed workplace communities by examining how mathematics teachers engaged in equity-oriented reforms frame problems of practice. It examines how teachers' framings develop over time, and how teachers' shifting frames connect to their learning in a community of…

Parental material and cultivation determine soil bacterial community structure and fertility.

PubMed

Sun, Li; Gao, Jusheng; Huang, Ting; Kendall, Joshua R A; Shen, Qirong; Zhang, Ruifu

2015-01-01

Microbes are the key components of the soil environment, playing important roles during soil development. Soil parent material provides the foundation elements that comprise the basic nutritional environment for the development of microbial community. After 30 years artificial maturation of cultivation, the soil developments of three different parental materials were evaluated and bacterial community compositions were investigated using the high-throughput sequencing approach. Thirty years of cultivation increased the soil fertility and soil microbial biomass, richness and diversity, greatly changed the soil bacterial communities, the proportion of phylum Actinobacteria decreased significantly, while the relative abundances of the phyla Acidobacteria, Chloroflexi, Gemmatimonadetes, Armatimonadetes and Nitrospira were significantly increased. Soil bacterial communities of parental materials were separated with the cultivated ones, and comparisons of different soil types, granite soil and quaternary red clay soil were similar and different with purple sandy shale soil in both parental materials and cultivated treatments. Bacterial community variations in the three soil types were affected by different factors, and their alteration patterns in the soil development also varied with soil type. Soil properties (except total potassium) had a significant effect on the soil bacterial communities in all three soil types and a close relationship with abundant bacterial phyla. The amounts of nitrogen-fixing bacteria as well as the abundances of the nifH gene in all cultivated soils were higher than those in the parental materials; Burkholderia and Rhizobacte were enriched significantly with long-term cultivation. The results suggested that crop system would not deplete the nutrients of soil parental materials in early stage of soil maturation, instead it increased soil fertility and changed bacterial community, specially enriched the nitrogen-fixing bacteria to accumulate

Doesn't He Have Beautiful Blue Eyes? Tips for a Successful Parent-Teacher Conference.

ERIC Educational Resources Information Center

Strudler, Ruth

1993-01-01

Tips for successful parent-teacher conferences concerning children with special needs focus on preventing a conflict cycle and developing a cooperation cycle. Specific suggestions to reduce stress levels and involve parents positively are offered for preconference behaviors, conference behaviors, and postconference behaviors. (DB)

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.

A randomized controlled study of a social skills training for preadolescent children with autism spectrum disorders: generalization of skills by training parents and teachers?

PubMed

Dekker, Vera; Nauta, Maaike H; Mulder, Erik J; Timmerman, Marieke E; de Bildt, Annelies

2014-07-02

Social skills training (SST) is a common intervention for children with autism spectrum disorders (ASDs) to improve their social and communication skills. Despite the fact that SSTs are often applied in clinical practice, the evidence for the effectiveness of these trainings for children with ASD is inconclusive. Moreover, long term outcome and generalization of learned skills are little evaluated. Additionally, there is no research on the influence of involvement of parents and teachers on effectiveness of SST and on the generalization of learned social skills to daily life. We expect parent and teacher involvement in SST to enhance treatment efficacy and to facilitate generalization of learned skills to daily life. In a randomized controlled trial (RCT) with three conditions, 120 participants with ASD at the end of primary school (10-12 years of calendar age) have been randomized to SST, SST-PTI (SST with Parent & Teacher Involvement), or care-as-usual. The SST consists of 18 group sessions of 1.5 hours for the children. In the SST-PTI condition, parents additionally participate in 8 parent sessions and parents and teachers are actively involved in homework assignments. Assessment takes place at three moments: before and immediately after the intervention period and at 6 months follow-up. Primary outcome is socialization, as an aspect of adaptive functioning. Secondary outcomes focus on specific social skills children learn during SST and on more general social skills pertaining to home and community settings from a multi-informant perspective. Additionally, possible predictors of treatment outcome will be assessed. The current study is an RCT study evaluating SST in a large sample of Dutch children with ASD in a specific age range (10-12 years). Strengths of the study are the use of one manualized protocol, application of standardized and internationally used rating instruments, use of multiple raters, investigation of generalization of learned skills to daily

The Role of Child Temperament on Low-Income Preschool Children's Relationships with Their Parents and Teachers

ERIC Educational Resources Information Center

Acar, Ibrahim H.; Torquati, Julia C.; Encinger, Amy; Colgrove, Amy

2018-01-01

The current study examined the associations between low-income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two…

Bridging Distances: Building Communities.

ERIC Educational Resources Information Center

Pailliotet, Ann Watts

1996-01-01

Reviews Sudia Paloma McCaleb's "Building Communities of Learners: A Collaboration among Teachers, Students, Families and Community," a recent book that talks about how literacy can be nurtured at home while parents and families can be brought into the schools. Compliments the book for its ability to connect complex ideas to the existing realities…

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

Predicting Nonresponse Bias from Teacher Ratings of Mental Health Problems in Primary School Children

ERIC Educational Resources Information Center

Stormark, Kjell Morten; Heiervang, Einar; Heimann, Mikael; Lundervold, Astri; Gillberg, Christopher

2008-01-01

The impact of nonresponse on estimates of mental health problems was examined in a prospective teacher screen in a community survey of 9,155 7-9 year olds. For 6,611 of the children, parents consented to participation in the actual study (Responders), while for 2,544 children parental consent was not obtained (Nonresponders). The teacher screen…

Academy for Teacher Excellence: Recruiting, Preparing, and Retaining Latino Teachers through Learning Communities

ERIC Educational Resources Information Center

Flores, Belinda Bustos; Clark, Ellen Riojas; Claeys, Lorena; Villarreal, Abelardo

2007-01-01

The Academy for Teacher Excellence (ATE) at the University of Texas at San Antonio and San Antonio College is proposed as a comprehensive model whose overarching goals include: (1) creating a learning ecology that values diversity and prepares teacher candidates for work in diverse communities; (2) increasing the number of Latino students pursuing…

When Parents Become Students: An Examination of Experiences, Needs, and Opportunities Which Contribute to Student Parent Engagement in Community College

ERIC Educational Resources Information Center

Attar Flores, Jannette Elizabeth

2013-01-01

This study investigated the experiences which keep student parents engaged in community college. The purpose of this study was to examine the experiences of student parents enrolled at a community college and the support services which they utilize. The research included student parents who have one or more dependent children aged 17 or younger…