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Tytuł:
Parental involvement in school-ways of communications between teachers and parents
Autorzy:
Biber, Zohar
Powiązania:
https://bibliotekanauki.pl/articles/937980.pdf
Data publikacji:
2018-10-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
parent involvement
teachers
school
students
ways of communication
digital gaps
social network
Opis:
In the course of my research at PHD at the AMU University in Poland, I was exposed to patterns of communication between the school and the parents of the students. It turns out that these patterns change frequently: if in the past it was customary to write to parents in a contact notebook about the student’s behavior at school, or make a call through Telephone line. Now we are exposed to new patterns of communication that may improve the relationship between the school and the parents, but on the other hand there are dangers and challenges that, if not considered, may harm the parents’ involvement or contact with them. In recent years, with digital technological developments (Internet, smartphones, social networks), there has been a significant change in communication patterns between parents and teachers. The communication is immediate, the parents are connected to the school Site, and they are updated online by email, the WA messages, groups, etc. In this article I will examine the changes in communication between the school and parents and the significance of these changes. I will also relate to the gaps created between populations that can’t afford some of these technologies and the intergenerational gap that is growing as a result of technological changes and their impact on students, parents and teachers
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 311-328
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PARENTAL INVOLVEMENT IN GRASSROOTS FOOTBALL: THE OPINIONS OF PARENTS AND THEIR CHILDREN
Autorzy:
Pulido, David
Powiązania:
https://bibliotekanauki.pl/articles/449212.pdf
Data publikacji:
2018-10-11
Wydawca:
Politechnika Opolska. Wydział Wychowania Fizycznego i Fizjoterapii
Tematy:
parental influence, grassroots football, youth athletes, parental involvement
Opis:
This research analyses the influence and conduct of the parents of young footballers belonging to the 14-16 years old league in the Balearic Islands (Spain). This study is focused on management behaviours, pressure, support, understanding and parents’ active participation. The participants were 102 parents, including 63 fathers and 39 mothers who participated in the study voluntarily during the official competitions of the 2016-2017 season. These parents filled in a questionnaire entitled Análisis del Comportamiento y Actuación de Padres y Madres en el Deporte (ACAPMD). Furthermore, 176 young footballers, with an average age of 14.26 years, (SD= .48) participated voluntarily in this study during the 2016/17 season filling in a questionnaire entitled Parental Involvement in Sports Questionnaire (PISQ). The results show that, firstly, no significant differences between data obtained from fathers and mothers exist. Results also indicate that parents have high implication levels concerning their children’s sport. Moreover, parents are interested in maintaining a good parent-child relationship and they value their sons’ sports schools positively. On the other hand, parents don’t agree with spectators’ interventions from the grandstands during their children’s matches.
Źródło:
Journal of Physical Education & Health - Social Perspective; 2018, 7, 11; 31-37
2084-7971
Pojawia się w:
Journal of Physical Education & Health - Social Perspective
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Parental Involvement in Online Mathematics Learning: Examining Student Report and Links with Engagement
Autorzy:
Purnomo, Yoppy Wahyu
Safitri, Eni
Rohmah, Nur
Rahmawati, Rizki Dwi
Abbas, Nor’Arifahwati
Powiązania:
https://bibliotekanauki.pl/articles/1964344.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
parental involvement
student engagement
online mathematics learning
elementary school
COVID-19
Opis:
In learning mathematics online, parental involvement and student engagement are very crucial for student learning development. Therefore, the purpose of this study was to examine the relationship between parental involvement and student engagement in online mathematics learning. The participants of this study were 251 students in fourth and fifth grade from five elementary schools in Bantul, Yogyakarta, Indonesia. This study employed a cross-sectional survey to achieve the research objectives. The research instruments used in this study were two sets of questionnaires: on parental involvement and student engagement adapted from previous research. This study’s findings indicated a significant relationship between parental involvement and student engagement in the online mathematics learning. The need to maximize the role of parents in learning mathematics online is the key to success in bringing students to be actively involved cognitively, socially, and emotionally.
Źródło:
The New Educational Review; 2021, 66; 120-130
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affective variables, parental involvement and competence among South Korean high school learners of English
Autorzy:
Morris, Annie
Lafontaine, Marc
Pichette, Francois
de Serres, Linda
Powiązania:
https://bibliotekanauki.pl/articles/780609.pdf
Data publikacji:
2013-03
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
parental involvement
parental disinterest
motivation
amotivation
L2 competence
Opis:
This study investigated the relationships between various affective variables and two measures of competence in English, for 190 South Korean high school students. A 55-item questionnaire was used to measure attitudes (Attitudes toward English Speakers and their Communities and Attitudes toward the English-speaking Culture), motivation (Motivational Intensity, Desire to Learn and Attitudes toward the Learning of English), amotivation, parental involvement (Active Parental Encouragement, Passive Parental Encouragement and Parental Pressure), parental disinterest and students’ competence in L2 (English- EXAM and English-SELF). Pearson product-moment coefficients indicate that active and passive forms of parental encouragement correlate with motivationto learn, as conceptualized by Gardner (1985, 2010), as well as with parental pressure, which suggests that South Korean students report undergoing forms of pressure when their parents actively or passively encourage them. Furthermore, the obtained correlations of the active and passive forms of encouragement with different variables suggest that the two forms represent two distinct concepts. While parental disinterest correlated negatively with motivational variables, parental pressure correlated only with motivational intensity, and only weakly. Therefore, parental pressure seems not to interact significantly with participants’ attitudes, motivation and competence. Multiple linear regression analyses confirm the importance of motivation to learn for students' L2 competence.
Źródło:
Studies in Second Language Learning and Teaching; 2013, 3, 1; 13-45
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Science Teachers’ Expectatitons from Parents: To What Degree Do Parents Think They Satisfy Such Expectations?
Autorzy:
Tekbıyık, Ahmet
Powiązania:
https://bibliotekanauki.pl/articles/2031770.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
science education
teacher expectations
parental involvement
Opis:
This study aimed to determine teachers’ expectations from parents for effective science teaching and reveal parents’ beliefs on how much they satisfy such expectations. Face-to-face interviews were conducted with 5 science teachers in order to determine teachers’ expectations from parents. “The Scale of Expectations from Parent (SEFP)” was developed by using the findings obtained from the interviews. It was a 5-point Likert-type scale made up of 21 items and including the scale of “parental support” and “sense of responsibility”. The developed scale was delivered to the parents of the students of the teachers participating in the interview. The research results indicated that parents’ levels of satisfying the expectations were a significant predictor of science achievement.
Źródło:
The New Educational Review; 2014, 37; 202-214
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Family involvement in schooling. A North Portugal Portrait by elementary students
Autorzy:
Freires, Thiago
Pereira, Fátima
Santos, Carolina
Powiązania:
https://bibliotekanauki.pl/articles/2005007.pdf
Data publikacji:
2016-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
family involvement
parental involvement
schooling trajectories
narratives
Opis:
Family involvement in education is highlighted as a key factor to boost students’ success. In this paper, we analyze ninth-graders’ discourses on how they see family participation in school-related activities. data derive from 38 biographical interviews involving students from eight public schools from North Portugal. Following a narrative approach, findings emphasize that active involvement of parents make up a fundamental dimension for the consolidation of educational projects. data reveal that mothers play a leader role in the educational setting, while fathers’ lack of participation can impact negatively on students’ trajectories. In addition, research indicates that an extended family can emerge as crucial to the maintenance of a schooling project.
Źródło:
The New Educational Review; 2016, 44; 52-61
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preservice teachers’ attitudes related to family involvement in light of their school placement experience
Autorzy:
Bąk-Średnicka, Anna
Powiązania:
https://bibliotekanauki.pl/articles/783127.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
teacher trainees’ beliefs
field experiences
parental involvement
partnership
Opis:
The paper addresses the problem of how to increase preservice teachers’ awareness and understanding of the importance of building a broader level of partnership with parents that goes beyond parent-teacher conferences and phone calls. The Ministry of Higher Education in Poland has formally acknowledged that prospective teachers should have knowledge about parents as sites of pedagogical activities, as well as acquire the skills to cooperate with them (Journal of Laws of 2012). In practice, however, preservice teachers’ plans to keep parents of their future pupils at a distance have been well documented. This  may be partly due to the fact that school placements specific requirements in Module 2 referring to 30 hours of pedagogical practice and Module 3 referring to 120 hours of didactic practice do not assume that trainee teachers have any (in)formal contacts with parents during their practicum (Journal of Laws of 2012). Consequently, the cases of contacts with parents during school placements are accidental, isolated and sporadic. Likewise, we doubt that the approach of dictating school mentors as to the types of family-school contacts trainee teachers are to experience can be effective, despite the fact that some school mentors do expect that ‘they are told what to do’. In the paper we describe a qualitative study which reveals that there is a statistically significant amount of evidence of an association between trainees’ personal contacts with parents during their teaching practice and their high opinion about collaboration with parents as regards supporting children in: doing homework, recognizing and developing children’s talents, as well as tackling at home those learning problems which occur during lessons. Keywords: teacher trainees’ beliefs, field experiences, parental involvement, partnership   
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Responsible Parenthood as the Foundation of a Childs Success in Education
Autorzy:
Śniegulska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/454170.pdf
Data publikacji:
2017
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
parenthood
parental responsibility
parental involvement
education
educational success
school
Opis:
This paper is an attempt to look at parenthood in the context of supporting the child in the educational process. It emphasizes the idea that educational success and further achievement and well-being of the child largely depend on the way and quality of educational role performed by parents. Other important factors include parents’ social and professional status, financial situation as well as parental awareness and responsibility. The results of survey research used in this work show that the students of Rzeszów University Teaching Faculty see a considerable need of parental involvement in the teaching process of their offspring, which results mainly from a faulty school system. The findings of the research are useful for teaching practice. Firstly, it seems that nowadays there is a need to look for new solutions that would make school and teachers closer to the real needs and capabilities of children and their parents. On the other hand, there is also a growing need for intensified educational activity directed to parents and potential parents aimed primarily at developing responsible parenting attitudes.
Źródło:
Multidisciplinary Journal of School Education; 2017, 12; 125-136
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mother as a Teacher at Home : Challenges and Opportunities for Parental Involvement in Online Mathematics Learning for Elementary School Students
Autorzy:
Purnomo, Yoppy Wahyu
Ainun, Tri Ratna
Nina, Puteri La
Utami, Karunia
Wijayanti, Ririn
Ismail, Siti Noor
Powiązania:
https://bibliotekanauki.pl/articles/2140603.pdf
Data publikacji:
2022-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
COVID-19
learning from home
parental involvement
online mathematics learning
elementary school
Opis:
Apart from changing learning and teaching habits, the COVID-19 pandemic has also affected the way parents involve themselves in learning from home. This study explores the challenges parents face when participating in online learning during the COVID-19 pandemic and what ways can be done to encourage students to learn mathematics online. We use multiple case studies to achieve research objectives. This study involved eight mothers of children in elementary school. Six of them are housewives, and the rest are government employees. Semi-structured interviews were used to gather data. Aside from technical constraints such as the availability of internet networks and infrastructure, the findings of this study show that technological literacy and parental involvement in cognitive, emotional, social, and pedagogical aspects are still lacking. We discussed four key findings, including issues with network availability and technological literacy, issues with parents’ routine work and how to accompany their children, parents’ beliefs about mathematics, and parental involvement in cognitive, affective, social, and pedagogical aspects. Finally, the parents’ learning community must be accommodated, developed, and assisted for their involvement to be more effective.
Źródło:
The New Educational Review; 2022, 69; 130-140
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emotional Capital as a Type of Parental Strategy in Relation to Secondary School Choice Making
Autorzy:
Sirkovská, Monika
Powiązania:
https://bibliotekanauki.pl/articles/25755812.pdf
Data publikacji:
2013-10-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Bourdieu
cultural capital
emotional capital
habitus
parental involvement
parental strategy
Opis:
The study examined two types of parenting and their relationships with the parents’ involvement in the education of their children. A small-scale study1 of one classroom at a urban public school in the Czech Republic suggests that children from families with different backgrounds and different attained education perceive distinct types of parental upbringing styles in relation to their education achievement: the article discusses helicopter and submarine parenting. The main interest is dedicated to helicopter and submarine parenting in their weak and contradictory forms since the research revealed these two forms to be the most prevalent in the studied classroom. As the research data indicates, these two parental models are associated with specific dimensions of emotional capital. The survey revealed that the children of helicopter parents clearly benefit from parental involvement since their parents effectively transform their emotional capital into cultural capital.
Źródło:
Kultura i Edukacja; 2013, 5(98); 185-206
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zaangażowanie rodziców w przestrzeni mediów społecznościowych (na przykładzie zjawiska sharentingu)
Parental Involvement in Social Media Space on the Example Of Sharenting
Autorzy:
Forma, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/2057208.pdf
Data publikacji:
2017
Wydawca:
Olsztyńska Szkoła Wyższa
Tematy:
sharenting
media społecznościowe
rola pedagoga społecznego
dobro dziecka
Sharenting
social media
responsibilities of the social pedagogue
child welfare
Opis:
Współczesność coraz częściej zaskakuje nieprzewidywalnymi przemianami zarówno w skali makro-, mezo-, jak i mikrospołecznej. Po wielokroć z niedowierzaniem przyglądamy się zachodzącym wokół nas procesom, dostrzegamy coraz wyraźniej zarysowujący się oportunizm społeczny wobec przemian, w których człowieczeństwo przestaje mieć wymiar etyczny, w którym spektrum jest dobro człowieka, a prawda interpretowana jest coraz częściej przez pryzmat korzyści. Nowe postawy społeczne manifestowane są także w życiu rodziców, ich aktywności w wirtualnej przestrzeni (sharentingu) i w wypełnianiu ról rodzicielskich. Choć trudno przewidzieć, w jakim kierunku te procesy zmierzają, to w szczególności rodzice zobowiązani są podejmować działania, wyrażając brak akceptacji dla przedmiotowego pojmowania dziecka. Przedmiotem analizy w prezentowanym artykule jest refleksja nad zjawiskiem sharentingu (upowszechniania przez rodziców informacji i wizerunku dotyczących swoich dzieci na łamach portali społecznościowych) odniesiona do opinii użytkowników Internetu. Kontekst zmian aktywności rodziców uwidocznia w mojej ocenie również nową funkcję społeczną pedagoga jako organizatora sieci informacji o zagrożeniach wynikających z niewłaściwego postępowania w mediach społecznościowych oraz tworzenie powiązań pomiędzy różnymi instytucjami publicznymi i niepublicznymi zajmującymi się dobrem dziecka.
Modern age baffles us frequently with unforseeable changes on macro-, meso and microsocial levels. How often do we not observe with unbelieving eyes changes in full progress around us, how often are we stunned by the ever more obvious social opportunizm in the face of changes which renounce humaneness and humanity which focus on human weal and happiness, as our ethical guidline, and instead „truth” is put on the same level with gain and advantage. New social attitudes are likewise apparent in the sphere of parenthood, in the parents’ involvement in cyberspace (sharenting) and in the performing of their parental role. Though future developments are impossible to predict, it is the parents’ obligation and responsibility to take over control in this case and not give their offspring too much free hand in such decisive and particular matters. Subject of the submitted paper are considerations on the issue of sharenting, i.e. the parents’ active involvement in the publishing of their offsprings’ personal information and image on social networks’ portals and the opinion of internet users. The scale of changes in parenting emphasises in my opinion a new social responsability of the pedagogue, who should take on the challenge and act as a coordinator who compiles and makes accessible information about improper and careless use of social media and establishes connections and grids between various public and non public institutions and organizations which act in the name of child welfare.
Źródło:
Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne; 2017, 4; 77-91
2084-1140
Pojawia się w:
Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Parental school choice and involvement in bilingual early childhood education
Autorzy:
Kovács, Ivett Judit
Czachesz, Erzsebet
Powiązania:
https://bibliotekanauki.pl/articles/44707566.pdf
Data publikacji:
2023
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
: parental involvement
parental motivation for bilingual education
parental school choice
early childhood education
Opis:
The present paper explores parental involvement from the parents’ perspective concerning a specific area – bilingual early childhood education. It aims to uncover the level, extent, and quality of involvement in children’s education of those parents who choose bilingual early years programs for their children. Data is collected via questionnaires and interviews. The research results on parental school choice are reflected in the Hungarian sample, but new aspects are also emerging. Results show that the (upper-)middle-class parents in the sample, who choose the bilingual program for an additional fee, have a solid positive sense of efficacy in their parental role. Their school choice reflects their parental views looking for a municipality-run institution of set boundaries with innovative pedagogical methods and inclusive attitude. Out of the four motives of parental involvement defined by Kernan (2012), three are mentioned in the interviews: the harmonization of pedagogical values, the practical help of parents supporting the organization, and the enablement by building mutual relationships between parents and practitioners. The democratic motif does not appear in the data, meaning shared decision-making practices are not present in the institutions.
Źródło:
Problemy Opiekuńczo-Wychowawcze; 2023, 623(8); 61-79
0552-2188
Pojawia się w:
Problemy Opiekuńczo-Wychowawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zaangażowanie rodzicielskie a percepcja doświadczeń rodziców dziecka z chorobą przewlekłą
Parental involvement and perception of experience parents of the child’s with chronic disease
Autorzy:
Kręcisz-Plis, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1628311.pdf
Data publikacji:
2020-03-17
Wydawca:
Uniwersytet Gdański. Instytut Pedagogiki
Opis:
W artykule przedstawiono wyniki badań własnych, których celem było określenie percepcji doświadczeń rodzicielskich oraz poziomu zaangażowania rodzicielskiego rodziców dzieci z chorobą przewlekłą. W badaniach wzięło udział 66 osób, w tym 55 matek i 11 ojców, wychowujących dzieci w wieku od 8. do 18. roku życia z diagnozą cukrzycy lub padaczki. Poziom rodzicielskiego zaangażowania zbadano z wykorzystaniem autorskiej Skali Rodzicielskiego Zaangażowania (Parchomiuk, Kręcisz-Plis), traktującej wspomnianą zmienną jako konstrukt trójczynnikowy, na który składają się: realizacja zadań wynikających z pełnienia roli rodzica dziecka z chorobą przewlekłą, motywacja do ich realizacji oraz poziom osiąganej satysfakcji z realizacji tych zadań. Do zbadania percepcji doświadczeń związanych z opieką i wychowaniem dziecka z chorobą przewlekłą wykorzystano polską wersję eksperymentalną Inwentarza Kansas (Kansas Inventory of Parental Perceptions; Behr, Murphy, Summers 1992) i jej trzy podskale: Pozytywne Uczestnictwo, Porównania Społeczne, Atrybucje Przyczynowe, w adaptacji E. Pisuli i D. Noińskiej. W prezentowanej pracy przeanalizowano związki między rodzicielskim zaangażowaniem i percepcją doświadczeń rodziców. Sprawdzony został również udział zmiennych pośredniczących, takich jak rodzaj choroby dziecka oraz stopień samodzielności.
Parental involvement and perception of experience parents of the child’s with chronic disease The article presents the results of own research concerning positive aspects of the presence of a child with epilepsy in the family. The study involved 66 people, including 55 mothers and 11 fathers, raising children aged 8–18 years, diagnosed with diabetes or epilepsy. The level of parental involvement was examined with the author’s Parental Involvement Scale (Parchomiuk, KrêciszPlis), which treats the aforementioned variable as a three-factor structure, which consists of: the implementation of tasks resulting from the role of a parent of a child with chronic disease, motivation for their implementation and the level of satisfaction achieved from the implementation of these tasks. The Polish experimental version of the Kansas Inventory of Parental Perceptions (Kansas Inventory of Parental Perceptions; Behr, Murphy, Summers 1992) and its three subscale were used to investigate the perception of experiences related to the care and upbringing of a child with chronic disease: Positive Participation, Social Comparisons, Cause Atribuctions, in adaptation by E. Pisula and D. Noiñska. This paper analyzes the relationship between parental involvement and the perception of parental experience. It also examined the share of intermediary variables, such as the type of child’s disease and the degree of independence.
Źródło:
Niepełnosprawność; 2020, 37; 265-287
2080-9476
2544-0519
Pojawia się w:
Niepełnosprawność
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring family-school partnership during emergency remote teaching in the first wave of the COVID-19 pandemic – parents’ perspective. A case study from a Polish elementary school
Autorzy:
Wiatr, Marta
Powiązania:
https://bibliotekanauki.pl/articles/45445755.pdf
Data publikacji:
2024-01-14
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
Family-school partnership
emergency remote teaching
parental involvement
expert school
COVID-19
Opis:
The study aimed to explore parents' experiences of engaging with their children's remote education during the first wave of the COVID-19 pandemic, focusing on the issues of the family-school partnership. The question posed here asks how the family-school relationship was negotiated as well as the role of parents and the role of schools. This line of inquiry is unexplored but vital to understand better the tacit underpinnings of remote education practices and the unobvious potential of parents in the schools in times of crisis. Understanding these relationships provides insights into the processes that occur when schools hastily change their way of teaching while impacting the family environment. This participatory, qualitative case study used data from open-ended questions in an electronic survey, with responses from 104 parents affiliated with a public elementary school in a metropolitan area. In addition, data from the school's electronic registry were included. The qualitative analyses applied constructivist grounded theory strategies. During qualitative analyses of parental narratives, categories were identified that described parents' actions as negotiations conducted with the school. These negotiations pertained to the definition of the situation (characterizing the practices implemented by the school), the comprehension of teaching, including remote teaching, the level and nature of the parents’ involvement in pandemic education, and the extent of their (desired) influence on the shape of implemented solutions. The research uncovered the taken-for-granted vision of the school under the study as an expert entity capable and entitled to independently address even extraordinary challenges without consulting the stakeholders themselves. This vision was challenged by parents. Their initiation of negotiations was considered a manifestation of empowerment and emancipation. Further research on empowering practices of parents as partners, especially concerning changes in educational practices in extraordinary situations.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2023, 10, 2; 100-114
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Influence Of Parents’ Activities In The School And Parents’ Communication Through Social Media On Educational Management In Israeli Schools
Wpływ działań rodziców w szkole – bezpośrednich i za pośrednictwem mediów społecznościowych – na zarządzanie szkołą in Israeli Schools
Autorzy:
Ferster, Ilan
Powiązania:
https://bibliotekanauki.pl/articles/1818376.pdf
Data publikacji:
2020-07-07
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
parental involvement, educational management, social media
zaangażowanie rodziców, zarządzanie szkołą, media społecznościowe
Opis:
Greater involvement of parents and the school community in educational management decisions has brought about changes in the management of the schools. Over the past few decades, reforms to the education system in Israel have allowed for greater involvement of parents and the school community in the activities at schools. Concurrently, the growing popularity of social media has created an ease of communication between parents and their children’s educational management teams that has necessitated changes in the educational management of the school community. The purpose of this paper is to provide an overview of studies that examine the changing influence that parents’ involvement in the school through school activities and their communication on social media has on the role of educational management in Israeli schools. A comprehensive review of key publications was conducted to synthesize research findings about changes occurring in educational management of schools in Israel. In the educational management of a school, which enables parental involvement and accommodates parental communications on social media, cooperation and coordination between parents, educational management and the school community, is likely to contribute to maintaining the required balance between positive involvement and overzealous interference.
Rosnąca popularność nowych technologii komunikacyjnych zmieniła równowagę sił między rodzicami a zespołami zarządzającymi szkołą ich dzieci. Większa łatwość komunikacji spowodowała wzrost zaangażowania rodziców w szkole, a tym samym zmianę roli dyrektorów szkół w zarządzaniu interesariuszami szkoły. Działania rodziców w szkołach i ich komunikacja za pośrednictwem mediów społecznościowych spowodowały zmniejszenie uzależnienia rodziców od kierownictwa szkoły oraz jej kadry dydaktycznej. Celem artykułu jest zidentyfikowanie i wyjaśnienie ewolucji zaangażowania rodziców w zarządzanie szkołą. Kompleksowy przegląd literatury został wykorzystany do oceny zmieniającego się wpływu zaangażowania rodziców w szkole poprzez działania szkolne i media społecznościowe oraz wpływ, jaki wywarł na zarządzanie szkołą. Wzrost wpływu rodziców na zarządzanie szkołą spowodował wiele pozytywnych zmian, jednakże silnie negatywne reakcje w mediach społecznościowych okazały się szkodliwe dla zarządzania szkołą i środowiska szkolnego. Stwierdzono konieczność nasilenia współpracy i wzajemnej koordynacji działań rodziców, kierownictwa szkoły oraz innych interesariuszy, aby osiągnąć wymaganą równowagę między pozytywnym zaangażowaniem a nadgorliwą ingerencją rodziców.
Źródło:
Zeszyty Naukowe Uniwersytetu Przyrodniczo-Humanistycznego w Siedlcach; 2020, 51, 124; 17-24
2082-5501
Pojawia się w:
Zeszyty Naukowe Uniwersytetu Przyrodniczo-Humanistycznego w Siedlcach
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 30

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