Teachers’ capital in view of intensive parental involvement in school: the case of teachers in high socio-economic status schools in Israel

2017 ◽  
Vol 33 (5) ◽  
pp. 599-619 ◽  
Author(s):  
Audrey Addi-Raccah ◽  
Yael Grinshtain
Keyword(s):  
Parental Involvement ◽  
Economic Status ◽  
Socio Economic Status

scholarly journals Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana

2021 ◽  
Vol 3 (1) ◽  
pp. 96-109
Author(s):  
Daniel Ampem Darko-Asumadu ◽  
Solomon Sika-Bright
Keyword(s):  
Academic Performance ◽  
Parental Involvement ◽  
Economic Status ◽  
Cape Coast ◽  
P Values ◽  
Educational Productivity ◽  
Socio Economic Status ◽  
Academic Activities ◽  
Parent Teacher Association

Abstract Studies have shown that pupils’ academic performance is not only determined by their parents’ socio-economic status but also parental involvement in the education processes. The study, therefore, examined the socio-economic status of parents and its influence on pupils’ academic performance looking at the role of parental involvement in that relationship. With Walberg’s theory of educational productivity as a lens, the findings were based on surveys with 120 pupils selected randomly from Kwaprow Basic School and 10 and 5 interviews with parents and teachers respectively. The study found that parents’ education did not significantly affect students’ academic performance. Parents were not assisting their children in their academic activities including failure to attend Parent-Teacher Association meetings and not assisting them with homework. This was largely attributed to parental low educational level. However, with a 0.045, 0.028, 0.041 and 0.036, as p-values, the study showed that there was a statistically significant relationship between parental involvement, occupation and family size and academic performance of pupils. In order to improve students’ academic performance, the study recommended that the Parent-Teacher Associations (PTA) should intensively sensitise parents on the need to involve themselves in their wards’ education so as to aid them to perform better academically.

Oral Language Behavior of Older Cerebral Palsied Children

1964 ◽  
Vol 7 (4) ◽  
pp. 349-359 ◽  
Author(s):  
Russell J. Love
Keyword(s):  
Oral Language ◽  
Economic Status ◽  
Educational Background ◽  
Socio Economic Status ◽  
Language Behavior ◽  
Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

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