Developing Parent Leaders: Where Do Professionals Fit?

This paper determined the level of awareness of Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries on Climate Change and their level of participation in climate change adaptation and mitigation. The study is anchored on the Theory of Planned Behavior. The study utilized a descriptive survey method. The participants of the study are sixty-one (61) 4Ps Parent-Leaders from the twenty-two (22) barangays of Municipality of Llanera, Nueva Ecija. The results showed that 4Ps beneficiaries are aware of the effects of climate change but their participation to adapt and mitigate its effects are not always observed due to inadequate resources, technology and lack of support from the local government. The study showed the need to evaluate the 4Ps beneficiaries on the application of Family Development Session topics regarding Climate Change. The study may provide baseline data for the formulation of local policies and programs for participatory climate change adaptation and mitigation.

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Mexican-American Parents Using Critical Literacy to Address Climate Change

Advances in Educational Marketing, Administration, and Leadership - Social Justice and Parent Partnerships in Multicultural Education Contexts ◽

10.4018/978-1-5225-3943-8.ch010 ◽

2018 ◽

pp. 187-208

Author(s):

Rosa RiVera Furumoto

Keyword(s):

Children's Literature ◽

Critical Literacy ◽

Social Action ◽

Mexican American ◽

Environmental Science ◽

Children’S Literature ◽

After School ◽

Literacy Strategies ◽

Parent Leaders ◽

And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

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A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel

Journal of Educational Administration ◽

10.1108/jea-03-2019-0042 ◽

2019 ◽

Vol 58 (1) ◽

pp. 96-111

Author(s):

Audrey Addi-Raccah ◽

Noa Friedman

Keyword(s):

Primary Schools ◽

School Principals ◽

Socioeconomic Background ◽

Leadership Positions ◽

Collaborative Relationships ◽

Content Type ◽

Children's Education ◽

Parent Leaders ◽

Children’S Education ◽

Sociological Approaches

Purpose Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position. Practical implications The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.

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Rationale, Design and Methods of “Set the Rules”: A Tailored Peer-to-Peer Health Information Intervention

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph15112391 ◽

2018 ◽

Vol 15 (11) ◽

pp. 2391 ◽

Cited By ~ 1

Author(s):

Jennifer Warren ◽

Brandi White

Keyword(s):

Health Information ◽

Low Income ◽

Community Based Participatory Research ◽

Peer To Peer ◽

Multiple Data ◽

Access To Health ◽

Peer Intervention ◽

Parent Leaders ◽

Design And Methods ◽

Informational Barriers

Ensuring equitable access to health information is one strategy to promote health equity for underserved communities, especially for low-income African Americans (AAs). Childcare centers are one viable site to deliver health information to address this disparity. This paper describes the methods used in a community-based participatory research project with a childcare facility that aimed to reduce environmental tobacco smoke (ETS) exposure among low-income AA children. Through collaboration and multiple data collection methods, partners identified communication strategies to overcome informational barriers. These initial findings indicated a peer-to-peer health information intervention, entitled “Set the Rules”, as the best strategy to increase awareness. The goal of the intervention was to build knowledge in reducing the harms of ETS exposure. Twelve community members were trained as parent leaders for the “Set the Rules” workshops and conducted workshops with parents. Even though there were barriers interfacing with all centers, parents that attended the workshop (n = 32) found the peer-to-peer intervention novel and quite helpful and will share the information learned with others. This intervention suggests that a childcare setting is a relevant space to increase access to health information to optimize child health outcomes. More research is necessary to determine if this intervention has salience in other childcare settings and across racial/ethnic groups.

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Mexican-American Parents Using Critical Literacy to Address Climate Change

10.4018/978-1-6684-3686-8.ch069 ◽

2022 ◽

pp. 1398-1419

Author(s):

Rosa RiVera Furumoto

Keyword(s):

Children's Literature ◽

Critical Literacy ◽

Social Action ◽

Mexican American ◽

Environmental Science ◽

Children’S Literature ◽

After School ◽

Literacy Strategies ◽

Parent Leaders ◽

And Mathematics

This chapter is an in-depth examination of a critical literacy project implemented by immigrant Mexican-American parent leaders that employed culturally relevant Latina/o and Native American children's literature to create dialogue and promote social action focused on environmental concerns. The Good Heart Chicana/o and Native Science after-school enrichment project was held weekly in elementary schools in the San Fernando Valley. Critical pedagogy served as the conceptual framework and informed the critical literacy strategies. Creative dialogue questions based on the children's literature promoted social action among children and families. Hands-on activities deepened the families' connection to environmental science, technology, engineering, art, and mathematics (E-STEAM) content and careers. Children's interest in science and nature increased. Parent leaders grew in their leadership and ability to address environmental issues in communities.

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Syllepsis in Larixlaricina: occurrence and distribution of sylleptic long shoots and their relationships with age and vigour in young plantation-grown trees

Canadian Journal of Forest Research ◽

10.1139/x86-103 ◽

1986 ◽

Vol 16 (3) ◽

pp. 597-607 ◽

Cited By ~ 6

Author(s):

G. R. Powell ◽

Shelley A. Vescio

Keyword(s):

Growth Pattern ◽

Initial Length ◽

Period Distribution ◽

Distinctive Morphology ◽

Parent Leaders ◽

Long Shoots

Production of sylleptic long shoots by 102 young Larixlaricina (Du Roi) K. Koch growing in three plantations was monitored for 5 successive years. Sylleptic long shoots were readily discernible both during development and in subsequent years because of their location, growth pattern, and distinctive morphology. Percentages of trees with current-year syllepsis increased from 67% at age 3 years to 90% at age 6 years. Mean numbers of sylleptic long shoots per sylleptic leader also increased as trees aged. Leaders with heavy syllepsis (21–39 shoots) elongated at a mean rate of 14 mm/day for 60 days; whereas, leaders without syllepsis elongated at 12 mm/day for 60 days. The former then continued elongating for a longer period. Distribution of elongation along the leaders also differed. More segments of equal initial length were marked on sylleptic than on nonsylleptic elongating leaders. Early segments elongated more on the latter than on the former. Sylleptic shoots became evident in late June and more formed acropetally until late July on some trees. They elongated at rates up to 10 mm/day and some continued elongating for as long as did their parent leaders. Syllepsis gives trees apparent advantage as they have greater capacity for foliage production.

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“Venimos Para Que se Oiga la Voz”: Activating Community Cultural Wealth as Parental Educational Leadership

Journal of Research on Leadership Education ◽

10.1177/1942775117744011 ◽

2017 ◽

Vol 13 (1) ◽

pp. 59-78 ◽

Cited By ~ 13

Author(s):

Erica Fernández ◽

Samantha M. Paredes Scribner

Keyword(s):

Educational Leadership ◽

Parental Engagement ◽

Community Cultural Wealth ◽

Preparation Programs ◽

School Officials ◽

Cultural Wealth ◽

Parent Group ◽

Principal Preparation Programs ◽

Urban Elementary School ◽

Parent Leaders

This article expands a more inclusive parental engagement framework by broadening notions of educational leadership using an example of organizing actions of Latina parent leaders amid a hostile anti-immigrant climate within an urban elementary school. Researchers draw on Yosso’s community cultural wealth framework to analyze how a Latinx parent group and parent leaders activated and nurtured community cultural wealth. The findings describe the ways in which the Latinx parent group fostered community cultural wealth and, in doing so, cultivated parental educational leadership. The authors discuss how the Latinx parent leaders then negotiated tensions that emerged between the Latinx parent group and school officials when a new parent organization was established at the school. We use this study to both disrupt traditional notions of educational leadership and discuss the implications it has for principal preparation programs.

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Mentoring New Leadership Roles for Parents of Children with Disabilities

Remedial and Special Education ◽

10.1177/074193259501600507 ◽

1995 ◽

Vol 16 (5) ◽

pp. 307-314 ◽

Cited By ~ 7

Author(s):

SHERI SEARCY ◽

CARLA LEE-LAWSON ◽

BETSY TROMBINO

Keyword(s):

Special Interest ◽

Children With Disabilities ◽

Special Relationship ◽

Leadership Roles ◽

Parent Leaders

Parent leaders were asked to discuss their experiences in being mentored and in mentoring others. mentoring is viewed as a special relationship that develops between two individuals, where the mentor recognizes a uniqueness or potential in the less experienced person and takes a special interest in the growth of that person. likewise, the proteagea admires or values the experience, knowledge, skill, or behavior of the mentor and wishes to emulate this. seven themes are identified relative to effective mentoring of parents of children with disabilities. mentors model desirable qualities or behaviors; they teach and share knowledge; they provide guidance or advice; they actively listen to thoughts and feelings; they provide support and encouragement; they promote proteageas to others; and mentors make a special commitment of time, energy, and interest in the proteagea's growth. specific mentoring activities are provided. barriers to mentoring are also identified.

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Challenging Lies LatCrit Style: A Critical Race Reflection of an Ally to Latina/o Immigrant Parent Leaders

FIU Law Review ◽

10.25148/lawrev.4.1.13 ◽

2008 ◽

Vol 4 (1) ◽

Cited By ~ 1

Author(s):

Veronica Nelly Velez

Keyword(s):

Critical Race ◽

Immigrant Parent ◽

Parent Leaders

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Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education

Asian/Pacific Island Nursing Journal ◽

10.31372/20200502.1086 ◽

2020 ◽

Vol 5 (2) ◽

pp. 73-88

Author(s):

Connie K. Y. Nguyen-Truong ◽

Jacqueline Leung ◽

Kapiolani Micky

Keyword(s):

Participatory Research ◽

Culturally Responsive ◽

Community Organization ◽

Community Based Participatory Research ◽

Popular Education ◽

Community Based ◽

Community Partners ◽

Parent Leaders ◽

Primary Nurse ◽

Leadership Curriculum

Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.

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