Temat: parental involvement - Katalog OPAC zbiorów

Skocz do pozycji: 1.

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

Zmień widok

na półce

Skocz do pozycji: 2.

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

Zmień widok

na półce

Skocz do pozycji: 3.

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

Zmień widok

na półce

Skocz do pozycji: 4.

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

Zmień widok

na półce

Skocz do pozycji: 5.

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

Zmień widok

na półce

Skocz do pozycji: 6.

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

Zmień widok

na półce

Skocz do pozycji: 7.

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

Zmień widok

na półce

Skocz do pozycji: 8.

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

Zmień widok

na półce

Skocz do pozycji: 9.

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

Zmień widok

na półce

Skocz do pozycji: 10.

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

Zmień widok

na półce

Informacja

Wyszukujesz frazę "parental involvement" wg kryterium: Temat

Źródło danych

Dostawca treści

Kolekcja

Rok wydania

Wydawca

Temat

Autor

Typ dokumentu

Język