A Good Beginning for Parent Involvement

G/C/T ◽  
1981 ◽  
Vol 4 (1) ◽  
pp. 8-10
Author(s):  
Anne M. Perry ◽  
Jon Shoop
Keyword(s):  
Parent Involvement ◽  
School Districts ◽  
Parental Involvement ◽  
Interpersonal Relationships ◽  
Gifted And Talented ◽  
Community Members ◽  
Professional Educators ◽  
Total Community ◽  
Worthy Goal ◽  
Gifted And Talented Program

How can a school encourage meaningful parental involvement in its programs? Professional educators are sometimes justified in feeling that meetings which seek parent input will result, instead, in “gripe sessions.” School boards know the frustrating reality that community members with complaints are heard from far more often than those with compliments. To keep a positive attitude operating in the total community is a necessary and worthy goal for school districts to pursue. We had an idea which worked very well for our school district and might be useful to yours. This article describes how we organized and held a “Reflections for Living” workshop with parents of children who were participating in the school district's gifted and talented program. This type of workshop brought welcome perspective to adults by improving interpersonal relationships. It proved to be a good beginning for increased participation of the total community in the school's program. — A.M.P./J.S.

The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys

2018 ◽  
Vol 49 (1) ◽  
pp. 77-88 ◽  
Author(s):  
Melinda Webber ◽  
Tracy Riley ◽  
Katrina Sylva ◽  
Emma Scobie-Jennings
Keyword(s):  
Secondary School ◽  
Gifted And Talented ◽  
School Success ◽  
Community Members ◽  
School Contexts ◽  
Teachers Perceptions ◽  
Science Practices ◽  
Junior Secondary ◽  
Zealand Secondary School ◽  
Authentic Engagement

When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.

scholarly journals Perceptions of community members towards youth abusing alcohol in the Capricorn District of the Limpopo Province, South Africa

Curationis ◽  
2009 ◽  
Vol 32 (4) ◽  
Author(s):  
T.M. Mothiba ◽  
R.N. Malema
Keyword(s):  
South Africa ◽  
Alcohol Abuse ◽  
Interpersonal Relationships ◽  
Physical Dependence ◽  
Antisocial Behaviour ◽  
The Body ◽  
Limpopo Province ◽  
Negative Effects ◽  
Community Members ◽  
Physical Damage

Alcohol abuse is a problem in South Africa and it has negative effects on the wellbeing of individuals, families, friends, work associates and neighbours. Alcohol produces both psychological and physical dependence. Gillies (1999:112) indicated that alcoholism usually interferes with the ability to socialize, work and may lead to much other destructive behaviour. It was further stated that people who are addicted to alcohol often have a low self-esteem, immaturity, are easily frustrated, and have difficulty in solving personal problems. This study investigated the perceptions of community members towards youth abusing alcohol and identified, among others, anti-social behaviour, poor interpersonal relationships, family disorganization, poor integration with family members and physical damage as the major concerns. An attempt was also made to develop strategies that can be used to overcome the problems of alcohol abuse by youth. Design and Method: A qualitative, exploratory, descriptive and contextual research design was followed in this study for the participants to describe their perceptions regarding the phenomenon in question (Brink, 2006:113). Data were collected through individual unstructured interviews in one village of the Capricorn District of the Limpopo Province. The researchers employed the principles of Guba and Lincoln (1993) cited in De Vos (1998:331) relating to trustworthiness and adhered to the ethical standards as set by the Democratic Nurses Association of South Africa (DENOSA, 1998:2.3.2).Findings: Five themes and seven categories emerged from the data analysis, using Tech’s open coding approach (1990), as outlined in De Vos (1998:343), namely, antisocial behaviour, poor interpersonal behaviour, physical damage, poor progress in life processes and effects of alcohol on the body. To address the problem of alcohol abuse by youth in one village (the study area) of the Capricorn District in the Limpopo Province and other villages the study recommends that educational and recreational facilities and the formation of youth structures should be established.

Parent Involvement in the Education of Children with Chronic Diseases

2016 ◽  
pp. 151-164
Author(s):  
Ali Kemal Tekin
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Chronic Diseases ◽  
Cognitive Skills ◽  
Common Goal ◽  
Teachers And Parents

Through parent involvement, children with chronic diseases have a lot of gains with respect to their achievement, cognitive skills, behavior, and motivation. However, although involving parents is not a new issue in the education of children, there are potential challenges while implementing parent involvement in the education of children with chronic diseases. Teachers and parents need clues and directions to figure out how to work together in order to achieve a common goal. Therefore, this chapter aims to provide information about (1) the background and benefits of parent involvement focusing on the education of children with chronic diseases, (2) the challenges encountered by parents and practitioners through this process, and (3) the solutions for those potential challenges. Lastly, recommendations for successful strategies for successful parental involvement are discussed.

Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability

2020 ◽  
pp. 004208592093776
Author(s):  
Jordan A. Conwell ◽  
Simone Ispa-Landa
Keyword(s):  
Parent Involvement ◽  
Longitudinal Study ◽  
Parental Involvement ◽  
Urban Schools ◽  
Test Scores ◽  
School Principals ◽  
Instructional Time ◽  
Academic Goals ◽  
Public School Principals ◽  
Chicago Public School

We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Viewing principals in urban schools as street-level bureaucrats who have discretion in how they implement policy demands offers a way to understand variation in principals’ decisions about parent involvement.

Stigma and discrimination associated with mental illness and other stigmatizing conditions in China using two cultural-sensitive measures of stigma: interpersonal distance and occupational restrictiveness

2020 ◽  
pp. 1-10 ◽  
Author(s):  
Wei Xiong ◽  
Michael R. Phillips ◽  
Zhizhong Wang ◽  
Yuhong Zhang ◽  
Hui G. Cheng ◽  
...  
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Interpersonal Relationships ◽  
Interpersonal Distance ◽  
Community Members ◽  
Stigma And Discrimination ◽  
Different Types ◽  
Health Related ◽  
Core Components ◽  
Selection Of

Abstract Background Reducing stigma is a perennial target of mental health advocates, but effectively addressing stigma relies on the ability to correctly understand and accurately measure culture-specific and location-specific components of stigma and discrimination. Methods We developed two culture-sensitive measures that assess the core components of stigma. The 40-item Interpersonal Distance Scale (IDS) asks respondents about their willingness to establish four different types of relationships with individuals with 10 target conditions, including five mental health-related conditions and five comparison conditions. The 40-item Occupational Restrictiveness Scale (ORS) asks respondents how suitable it is for individuals with the 10 conditions to assume four different types of occupations. The scales – which take 15 min to complete – were administered as part of a 2013 survey in Ningxia Province, China to a representative sample of 2425 adult community members. Results IDS and ORS differentiated the level of stigma between the 10 conditions. Of the total, 81% of respondents were unwilling to have interpersonal relationships with individuals with mental health-related conditions and 91% considered them unsuitable for various occupations. Substantial differences in attitudes about the five mental health-related conditions suggest that there is no community consensus about what constitutes a ‘mental illness’. Conclusions Selection of comparison conditions, types of social relationships, and types of occupations considered by the IDS and ORS make it possible to develop culture-sensitive and cohort-specific measures of interpersonal distance and occupational restrictiveness that can be used to compare the level and type of stigma associated with different conditions and to monitor changes in stigma over time.

An Analysis of Content Elimination and Strategies Used by Elementary Classroom Teachers in the Curriculum Compacting Process

1993 ◽  
Vol 16 (2) ◽  
pp. 147-170 ◽  
Author(s):  
Sally M. Reis ◽  
Jeanne H. Purcell
Keyword(s):  
School Districts ◽  
Elementary School Teachers ◽  
Gifted And Talented ◽  
Instructional Strategy ◽  
Research Study ◽  
Curriculum Material ◽  
Classroom Teachers ◽  
School Teachers ◽  
Content Areas ◽  
Assessment Strategies

Curriculum compacting is an instructional strategy that can be used by classroom teachers to modify and/or eliminate curriculum material that has already been mastered, or can be mastered in a fraction of the time, by students of above average ability. In this experimental research study, the effects of three increasing levels of treatment on the instructional practices of elementary school teachers as they implemented curriculum compacting are reported. Approximately 470 teachers from 27 school districts across the country participated in this study sponsored by The National Research Center on the Gifted and Talented (NRC/GT). This article will report: the content areas in which various percentages of curriculum could be compacted; the strategies used by teachers to identify subject matter previously mastered by students; the assessment strategies utilized by teachers to document proficiency of curriculum material; and the nature and type of replacement strategies teachers used after curriculum was compacted. Results suggest that elementary teachers are able to eliminate between 24–70% of the curriculum across content areas for more capable students. It was also clear from the results that classroom teachers need considerable assistance to design challenging and rigorous replacement activities.

scholarly journals Lessons learned from engaging communities for Ebola vaccine trials in Sierra Leone: Reciprocity, reliability, relationships and respect (The Four R’s)

2019 ◽  
Author(s):  
Sara Dada ◽  
Gillian McKay ◽  
Ana L. Mateus ◽  
Shelley Lees
Keyword(s):  
Social Science ◽  
Sierra Leone ◽  
Interpersonal Relationships ◽  
Local Community ◽  
Lessons Learned ◽  
Clinical Team ◽  
Community Members ◽  
Team Members ◽  
Public Meetings ◽  
Vaccine Trials

Abstract Background Building trust and engaging the community are important for biomedical trials. This was core to the set up and delivery of the EBOVAC-Salone and PREVAC Ebola vaccine trials in Sierra Leone during and following the 2014-2016 West African Ebola epidemic. Local community liaison teams (CLT) engaged with the community through public meetings, radio chat shows, and other activities, while a social science team (SST) assessed community members’ and participants’ perceptions and regularly updated the clinical team to adapt procedures to improve the acceptability and compliance of the trial. The objective of this study was to examine the community engagement (CE) program in these trials and to identify potential barriers and facilitators. Methods Fifteen CLT and SST members participated in in-depth interviews and 23 community members attended three focus groups to discuss the Ebola vaccine trials and their experiences and perspectives of the CE activities. Results A key aim of the CE program was to build trust between the community and the trial. Four main principles (the “four R’s”) evolved from the discussions with team members and the community that influenced this trust: reciprocity, relatability, relationships and respect. The CLT and SST ensured reciprocal communication between the trial and the community. The CLT delivered key messages from the trial, whilst the SST completed ethnographic research in the field to uncover rumors and perceptions of the trial in the community. These ethnographic findings were shared with the CLT and addressed in targeted messaging to the community. Both the CLT and SST approached the communities in an egalitarian manner, by dressing modestly, speaking local dialects, and using relatable examples. Appreciation and understanding of the importance of interpersonal relationships and respect for the people, their customs, and traditions also played a large role in the CE program. Conclusion These findings provide an in-depth understanding of how interdisciplinary community liaison and social science teams can work with a clinical team to strengthen trust. The four R’s suggest the ways in which trust relations are central to CE and confidence in vaccine trials, and could offer an approach to CE in vaccine trials.

scholarly journals Impact of Parental Involvement towards School Education between Boys and Girls

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Richa Varshney ◽  
Dr. Uma Joshi
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Building Blocks ◽  
School Education ◽  
School Behavior ◽  
Parent Knowledge ◽  
Role Of Parents ◽  
Agra City ◽  
Active Parent

Children are the building blocks of the nation and home is the first and most important school for the child, will ever have. Parental involvement has been recognized as the most important factor to influence the childhood and adulthood. Any enrichment programme, for maximizing the potentials of all the children has to have active parent-child interaction. The role of parents in bringing up their children is quite important both in terms of their devotion with respect to time spent with them, money and other consideration. Parents transmit the culture and custom of society to the incoming generation. Parent involvement implies how the parents involve themselves in developing overall personality of the child. It may be described as the allocation of resources to the child‟s school behavior. Parents‟ involvement in education either in school or at home, will create a partnership between school and parents. The resulting partnership between parents and school will develop effective communication from home to school and school to home. The main objective of the present study was to compare the parent knowledge, attitude and involvement towards school education between boys and girls children. Data was collected with the help of standardized tool „Parent Involvement Scale‟ by Dr. Rita Chopra and Surbala Sahoo. Sample size was 100 boys and girls of IVth and Vth Standards, will be selected from Agra city. Analysis of data was done by percentile technique. Findings of the study indicate that involvement of parents towards boy is more than girls. Although they support both of them but in some areas like tours from schools, outdoor group study, financial matter etc, they still ignore girls.

scholarly journals Encouragement of Academic Skills in Young Children: Measuring and Investigating Parents' Efforts to Educate their Young Children

2021 ◽  
Author(s):  
◽  
Kylie J. Hardgrave
Keyword(s):  
Parent Involvement ◽  
Young Children ◽  
Parental Involvement ◽  
Learning Outcomes ◽  
Academic Skills ◽  
Home Education ◽  
The Us ◽  
Reliable Instrument ◽  
Fast Development ◽  
School Preparation

<p>The Encouragement of Academic Skills in Young Children (EASYC) is a new measure, used to investigate the benefits of parents using in-home educational activities with their young children. The overall goals of this study were to 1) validate the EASYC as a reliable instrument for measuring parents’ at-home education practices, and 2) demonstrate the importance of providing a stimulating home educational environment for young children. In general, the EASYC was demonstrated as applicable to 4 year old children and the US sample, with future development possible for other populations. Key findings illustrated 1) the fast development of children’s learning, 2) the co-dependence of literacy and numeracy in young children, 3) that formal activities are more influential than informal activities, 4) that parental involvement is maintained across time, and 5) that culture influences how parents teach their children. The EASYC was established as a measure of parent involvement in pre-school education with a scope not previously achieved and the potential to benefit learning outcomes and school preparation in pre-school children.</p>

scholarly journals Lessons learned from engaging communities for Ebola vaccine trials in Sierra Leone: Reciprocity, relatability, relationships and respect (The Four R’s)

2019 ◽  
Author(s):  
Sara Dada ◽  
Gillian McKay ◽  
Ana L. Mateus ◽  
Shelley Lees
Keyword(s):  
Social Science ◽  
Sierra Leone ◽  
Interpersonal Relationships ◽  
Local Community ◽  
Lessons Learned ◽  
Clinical Team ◽  
Community Members ◽  
Team Members ◽  
Public Meetings ◽  
Vaccine Trials

Abstract Background Building trust and engaging the community are important for biomedical trials. This was core to the set up and delivery of the EBOVAC-Salone and PREVAC Ebola vaccine trials in Sierra Leone during and following the 2014-2016 West African Ebola epidemic. Local community liaison teams (CLT) engaged with the community through public meetings, radio chat shows, and other activities, while a social science team (SST) assessed community members’ and participants’ perceptions and regularly updated the clinical team to adapt procedures to improve the acceptability and compliance of the trial. The objective of this study was to examine the community engagement (CE) program in these trials and to identify potential barriers and facilitators.Methods Fifteen CLT and SST members participated in in-depth interviews and 23 community members attended three focus groups to discuss the Ebola vaccine trials and their experiences and perspectives of the CE activities.Results A key aim of the CE program was to build trust between the community and the trial. Four main principles (the “four R’s”) evolved from the discussions with team members and the community that influenced this trust: reciprocity, relatability, relationships and respect. The CLT and SST ensured reciprocal communication between the trial team and the community. The CLT delivered key messages from the trial, whilst the SST completed ethnographic research in the field to uncover rumors and perceptions of the trial in the community. These ethnographic findings were shared with the CLT and addressed in targeted messaging to the community. Both the CLT and SST approached the communities in an egalitarian manner, by dressing modestly, speaking local dialects, and using relatable examples. Appreciation and understanding of the importance of interpersonal relationships and respect for the people, their customs, and traditions also played a large role in the CE program.Conclusion These findings provide an in-depth understanding of how interdisciplinary community liaison and social science teams can work with a clinical team to strengthen trust. The four R’s suggest the ways in which trust relations are central to CE and confidence in vaccine trials, and could offer an approach to CE in vaccine trials.

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