Parental Involvement in Children’s Learning: The Case of Cochlear Implantation—Parents as Educators?

2017 ◽  
Vol 62 (4) ◽  
pp. 601-616 ◽  
Author(s):  
Marieke Bruin
Keyword(s):  
Parental Involvement ◽  
Cochlear Implantation ◽  
Children’S Learning ◽  
Children's Learning

scholarly journals Community Participation in Education: A Case Study in the Four Remote Primary Schools in Samlot District, Battambang Province, Cambodia

2021 ◽  
Author(s):  
◽  
Loeurt To
Keyword(s):  
Parental Involvement ◽  
Community Participation ◽  
Primary Schools ◽  
School Development ◽  
School Support ◽  
Education Development ◽  
Children’S Learning ◽  
Resource Contribution ◽  
Children's Learning

<p>This study was conducted to investigate the nature of community participation in education in a remote district in Cambodia. A case study approach was used to explore the issue and employed mixed research methods for data collection. Epstein‘s participation and Bray‘s degree of community participation were used as analytical frameworks. The study contributes to a wide body of literature in participation in education, but which is under-researched for rural Cambodia. The study focussed on the forms and processes of participation by parents, community members and education stakeholders in primary schools in remote areas.  The study discovered a range of social practices in community participation in education. The degrees of participation varied depending on the types of participation and the participants. Parents had direct participation in their children‘s learning at home, and indirect participation through resource contribution for school development. In addition, the community participated in education through their main representatives, the School Support Committees (SSCs). SSCs were found to possess power in the decision-making processes in school and education development.  The most common type of participation was collaborative resource contribution for school development. This practice reflected the traditional culture of participation of Cambodian society but there was also a sign of behavioural change to focus more on children‘s learning. Teachers and School Support Committees were the drivers in bringing community and parents to participate in education. They were the facilitators, communicators, network connectors and mobilizers for school and education development.  This case study suggests that a shift in focus (on the part of the government, non-governmental organizations and education stakeholders) to support parental involvement in children‘s learning, rather than the traditional resource mobilisation, may better promote children‘s learning. Further research on parental involvement in children‘s learning could be conducted.</p>

scholarly journals Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya

2020 ◽  
Vol 4 (3) ◽  
pp. 26
Author(s):  
Orpha Nyakundi ◽  
Grace Nyagah ◽  
Jeremiah Kalai ◽  
Simon Munayi
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Parental Support ◽  
Structured Interview ◽  
County Government ◽  
Head Teachers ◽  
Children’S Learning ◽  
Involved Parents ◽  
Children's Learning

Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance).  Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

scholarly journals The Impact of Maternal Literacy and Participation Programs: Evidence from a Randomized Evaluation in India

2017 ◽  
Vol 9 (4) ◽  
pp. 303-337 ◽  
Author(s):  
Rukmini Banerji ◽  
James Berry ◽  
Marc Shotland
Keyword(s):  
Parental Involvement ◽  
Adult Literacy ◽  
Randomized Evaluation ◽  
Children’S Learning ◽  
Math Scores ◽  
Randomized Field Experiment ◽  
Learning At Home ◽  
The Impact ◽  
To Receive ◽  
Children's Learning

Using a randomized field experiment in India, we evaluate the effectiveness of adult literacy and parental involvement interventions in improving children's learning. Households were assigned to receive either adult literacy (language and math) classes for mothers, training for mothers on how to enhance their children's learning at home, or a combination of the two programs. All three interventions had significant but modest impacts on childrens math scores. The interventions also increased mothers' test scores in both language and math, as well as a range of other outcomes reflecting greater involvement of mothers in their children's education. (JEL I21, J13, J16, O15)

scholarly journals Impact of Parental Involvement in Homework on Children’s learning

2021 ◽  
pp. 35-46
Author(s):  
Tshering Chophel ◽  
Ugyen Choeda
Keyword(s):  
Parental Involvement ◽  
Formal Education ◽  
Basic Education ◽  
Academic Support ◽  
Extensive Literature ◽  
Structured Interviews ◽  
Children’S Learning ◽  
The Impact ◽  
Remote Setting ◽  
Children's Learning

Our service as the principal in a very remote school under Mongar District evoked our conscience in realizing the impact of parental involvement in homework on children’s learning. Being in the farm with many daily chores and activities, the parents’ concern for children’s learning was left as a secondary option. The parents have vital roles to play in the life of a child. The involvement of parents determines the future of the child, and the parental involvement was seen as a means to bridge the gap between the school and home. Family is the primary cell of society where the child's upbringing must begin since his birth. The researcher used the qualitative approach and phenomenology as a research design. The study involved twelve interview participants, comprising of 3 principals, 3 teachers, 3 students and 3 parents from the participating schools in Yadi Cluster under Mongar District. The data were collected through the use of semi-structured interviews. The interviews were audio-taped, transcribed, and then analyzed using a thematic analysis approach, and compared to previous research gleaned from the extensive literature review. The findings of the study reveal that there are contextual factors that contribute to less parental involvement in their children’s homework. There is a lack of parental care, especially in terms of academic support from parents in their children's learning in the remote setting of Bhutan. Basic education for parents is felt highly required to enable them to realize their support for their children in writing homework to perform better in the school. Non-formal Education (NFE) centers are recommended to be the platform to address the issues.

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