Parent participation positively influences teens' adherence to an e-health obesity program

2013 ◽  
Author(s):  
Andrew Tu ◽  
Maria Valente ◽  
Allison Watts ◽  
Judith E. de Niet ◽  
Louise C. Masse
Keyword(s):  
Parent Participation

Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

2022 ◽  
Author(s):  
David R. Johnson ◽  
Martha L. Thurlow ◽  
Yi-Chen Wu ◽  
Xueqin Qian ◽  
Ernest Davenport ◽  
...  
Keyword(s):  
Transition Planning ◽  
Parent Participation ◽  
Individualized Education Program ◽  
The United States ◽  
Significant Decline ◽  
Regression Analyses ◽  
The Past ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Abstract The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category.

scholarly journals Strategies to Increase Parent Participation in IEP Conferences

1982 ◽  
Vol 48 (4) ◽  
pp. 360-361 ◽  
Author(s):  
Sue Goldstein ◽  
Ann P. Turnbull
Keyword(s):  
Parent Participation

scholarly journals Implementasi Penanaman Nilai Pancasila pada Peserta Didik

2020 ◽  
Vol 16 (2) ◽  
pp. 119
Author(s):  
Abdul Latief ◽  
Ade Rahayu
Keyword(s):  
Local Government ◽  
Extracurricular Activities ◽  
Learning Process ◽  
Parent Participation ◽  
Research Instrument ◽  
Planting Material ◽  
Collaborative Activities ◽  
Descriptive Qualitative

This study aims to see how to instill the value of Pancasila in students.The appropriate type of research is descriptive qualitative research.The research instrument used deep interview, observation and documentation.Research Subjects are Educators /Teachers.The focus of this research is the cultivation of the three principles of Pancasila by educators/teachers at SMA Negeri 1 Polewali, West Sulawesi Province.It was found that the implementation of the implanting of the three values of Pancasila in students was carried out by institutions/schools through the role of educators in the learning process in the classroom, through planting material, extracurricular activities, collaborative activities with local government partners, as well as community and parent participation.

scholarly journals Music Participation Among School-Aged Children Who Are Hard of Hearing

2019 ◽  
Vol 28 (4) ◽  
pp. 908-926
Author(s):  
Erik J. Jorgensen ◽  
Elizabeth A. Walker
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Parent Participation ◽  
Music Listening ◽  
Music Participation ◽  
School Aged Children ◽  
Live Music ◽  
5Th Grade

Purpose Music is an important part of life for many people. Furthermore, music training has been shown to improve a variety of cognitive functions among children and adults. However, little research exists on how children who are hard of hearing (HH) perceive or participate in music. In particular, it is unknown whether hearing loss limits participation in music activities among school-aged children with mild-to-severe hearing loss. The purpose of this study was to determine whether hearing loss limits participation among children who are HH compared to children with normal hearing (NH). Method Participants were parents of 2 cohorts of children finishing 5th grade (approximately 11 years old). Parents were asked to complete a survey (online or paper) regarding the role of music in their child's life. A total of 88 surveys were completed (67 from parents of children who are HH and 21 from parents of children with NH, with an overall response rate of 74%). Results Hearing loss did not limit music participation among children. Children who are HH listened to recorded music, attended live concerts, and practiced an instrument at the same rates as children with NH. Listening to recorded and live music, practicing an instrument, and playing in an ensemble were equally as important to children who are HH as children with NH. Children who are HH were significantly more likely to regularly play in an ensemble than children with NH. Parent participation in music significantly influenced music participation for children who are HH but not children with NH. Descriptive data about music genres, instruments, and ensembles are also presented. Conclusions Children who are HH participate in music at the same or greater rates as children with NH. Parent participation in music may be particularly important for children who are HH. In light of this, music listening should be a consideration when fitting children with hearing aids.

Perceptions of Some Priority Issues in Education among Rural Parents and Teachers

1986 ◽  
Vol 30 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Alan D. Bowd ◽  
Colin R. Boylan
Keyword(s):  
Parent Involvement ◽  
Curriculum Development ◽  
Local Community ◽  
Social Role ◽  
Parent Participation ◽  
Community Characteristics ◽  
Employment Opportunities ◽  
Education And Employment ◽  
Rural Parents ◽  
Parent Involvement In Education

Eighty-nine teachers and fifty-nine active members of parent organizations associated with the teachers' schools were surveyed regarding their perceptions of significant issues in education. Issues were rated as high, medium or low priority and then rank-ordered separately for parents and teachers. Overall ranking for the two groups differed significantly. Ratings of issues bearing upon parent involvement in education and employment opportunities for students were more highly rated by parents than teachers. When ratings of most curriculum-related issues were compared for the two groups they were not found to differ significantly. The results were interpreted to reflect broad social role differences between parents and teachers as well as local community characteristics. Some implications for fostering parent participation in curriculum development were outlined.

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