The Principal and the PEA (Parent Education Association)

2019 ◽  
Vol 22 (2) ◽  
pp. 39-53
Author(s):  
Rene O. Guillaume ◽  
Azadeh F. Osanloo ◽  
Kristin L. Kew
Keyword(s):  
Academic Success ◽  
Rural Communities ◽  
Parental Involvement ◽  
Parent Education ◽  
Culturally Responsive ◽  
Educational Leaders ◽  
Immigration Policies ◽  
Education Association ◽  
Changing Demographics

With discourse on immigration policies being brought to the forefront in U.S. education, educational leaders need to be more conscious than ever of changing demographics, diversity, and the multilingual and multicultural value of their students and community. This case study focuses on how educational leaders engage with Latino/a parents and how caregivers in Southwest borderland rural communities can assist in the academic success of their Latino/a students from a culturally responsive approach. The principal and the PEA (Parent Education Association) encourages administrators to engage in conversations regarding immigration policies and parental involvement in hopes of better understanding cultural disparities in parental involvement.

Research Into Practice: Parental Involvement in a Time of Changing Demographics

1989 ◽  
Vol 37 (4) ◽  
pp. 33-35
Author(s):  
Walter G. Secada
Keyword(s):  
Parental Involvement ◽  
Parent Education ◽  
Home Visits ◽  
Research Literature ◽  
School Governance ◽  
Home School ◽  
Learning Activities ◽  
Changing Demographics ◽  
Adult Caregiver ◽  
And Training

The involvement of parents in their children's education can take a number of forms. In their synthesis of the research literature. Tangri and Moles (1987) outlined three dimen-sions of parental involvement. First, it can refer to service in schools (e.g., participating in school governance activities, working in classrooms as paid aides or volunteers). Second, it can refer to home-school relationships (e.g., written and phone communications. home visits by teachers, parent- teacher conferences at school, parent education and training sponsored by the school). Finally, parental involvement can refer to support of learning activities at home (e.g., assisting with homework, tutoring, providing educational enrichment activities). It should be noted that in this article, “parent” refers to any adult caregiver in the home.

scholarly journals The Typologies of Parental Involvement in Katsina State Primary Schools

2012 ◽  
Vol 2 (4) ◽  
pp. 95
Author(s):  
Ahmed Tijjani Ibrahim ◽  
Hazri Bin Jamil ◽  
Annah Christina Abdullah
Keyword(s):  
Academic Success ◽  
Parental Involvement ◽  
Primary Schools ◽  
The Body ◽  
Case Study Method ◽  
Community Members ◽  
School Teachers ◽  
Body Of Knowledge ◽  
Schooling Process

The purpose of this case study is to investigate parental involvement in the schooling process of their children through the six typologies of Parental involvement within the two selected primary schools in Katsina state of Nigeria. The study used qualitative case study method, students, parents, and teachers, of the two selected primary schools in Katsina state were interviewed. In addition to the interviews, observations were conducted; school documents were used as instruments for data collection. The study shows that parent involved in the schooling process of their children through six typologies of parental involvement. The result also indicated that parents in SA use all thesix typologies to get involve while SB uses parenting & decision making more than the rest. The finding also indicated that there is a low level of meaningful contact between school, parents and community members within School B. Apathy exists on the side of parents, low ex­pectations on the side of School teachers, and there is no organisational structure to facilitate parental involvement in the school. The students whose parents were involved in their schooling process achieved more academic success at school than students whose parents were less involved. The study contributed to the body of knowledge by adding insightful information to the knowledge base surrounding the Implementation of the Eptein’s (1998) Typologies of parental involvement for facilitating academic success in Kasina State, Nigeria.

What’s Your Excuse? Sensemaking About Chronic Absenteeism in a Rural, Latinx High School

2021 ◽  
pp. 105268462110262
Author(s):  
Ain A. Grooms ◽  
Diana Galvez Bohorquez
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Rural Communities ◽  
Low Income ◽  
Educational Leaders ◽  
Racial Groups ◽  
School Students ◽  
Student Body ◽  
Chronic Absenteeism

Nationwide, over seven million students are chronically absent from school each year, impacting academic success and future job earnings. Latinx high school students have among the highest absentee rates across all racial groups. Using critical sensemaking theory, this qualitative case study examines how school, district, and community leaders make sense of chronic absenteeism in their diversifying local high school. This study is situated in Hensonville Secondary School (a pseudonym), a small, rural high school in Iowa serving a predominantly Latinx student body. Findings reveal that persistent deficit narratives placed upon Latinx and/or low-income students drive the perception of absentee students as “others” that do not fit the expectations of the educational leaders or of the broader community. Power and privilege in the district were evident as white educational leaders blamed Latinx students and those from low-income backgrounds for chronic absenteeism while minimizing the institutional and contextual factors that may be contributing to low student attendance. Collaborative partnerships are increasingly being used to address chronic absenteeism, and we also investigate these efforts in Hensonville. white educational leaders in diversifying rural communities, and the leadership preparation programs educating these future leaders, must rely on culturally relevant/responsive strategies in order to best support their students and reduce chronic absenteeism.

Mobile Money - A Catalyst for Financial Inclusion in Developing Economies: A Case Study of Zimbabwe using FinScope Survey Data

GIS Business ◽  
2016 ◽  
Vol 12 (4) ◽  
pp. 45-56
Author(s):  
Kingstone Mutsonziwa ◽  
Obert K. Maposa
Keyword(s):  
Rural Communities ◽  
Developing Economies ◽  
Adult Population ◽  
Financial System ◽  
Financial Inclusion ◽  
Viable Option ◽  
Mobile Money ◽  
Bank Branches ◽  
Financial Transactions

Mobile money in Zimbabwe has extensively extended the frontiers of financial inclusion to reach millions who were earlier excluded within a relatively short space of time. The growing use of mobile phones in transferring money and making payments has significantly altered the countrys financial inclusion landscape as millions who had been hitherto excluded can now perform financial transactions in a relatively cheap, reliable and secure way. The FinScope results found out that 45% of the adult population use mobile money services. Of those using mobile money, 65% mentioned that is convenient, while 36% mentioned that it is cheap. Mobile money is accessible. These drivers are in the backdrop of few or no bank branches in rural communities as well as time and cost of accessing the bank branches. In Zimbabwe, mobile money is mostly used as a vehicle for remittances. While some people are enjoying mobile money services, it is important to mention that there are still people who are excluded from the formal financial system. The reasons why people do not use mobile money are mainly related to poverty issues. Mobile money remains a viable option to push the landscape of financial inclusion in Zimbabwe and other emerging markets where the formal financial system might not be strong.

It's Not Just a Job Anymore: The Influence of Cultural Change on Student Services Staff in a Community College

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Mary G. Locke ◽  
Lucy M. Guglielmino
Keyword(s):  
Community College ◽  
Customer Service ◽  
Cultural Change ◽  
Student Services ◽  
Change Process ◽  
Educational Leaders ◽  
Planned Change ◽  
Change Initiative ◽  
Nuanced Understanding

Today’s colleges and universities operate in a complex environment characterized by rapid and unrelenting change, and nowhere do the challenges inherent in change more directly impact students than in the delivery of student services. The need to integrate new models of service delivery, data-driven approaches to enrollment management, greater accountability for student success, stronger emphasis on customer service, and provision of “anytime, anyplace” services through technology are readily evident. Yet, many institutions are finding that their internal cultures are unreceptive, even hostile, toward adopting needed changes. This qualitative case study focusing on a 4- year purposeful change initiative at a community college was conducted to provide higher educational leaders with a more comprehensive and nuanced understanding of the influence of cultural change on student services staff. The results of this study indicated that student services staff constituted a distinct subculture that perceived, experienced, responded to, and influenced planned change differently from other subcultural groups. Specifically, student services staff more demonstrably supported the purpose of the change initiative; identified empowerment, inclusion and involvement in college decision-making, and improved lines of communication as the most important impacts of the change process; and expressed strong confidence regarding the sustainability of the changes that had occurred. Student services staff also indicated that they found greater meaning and developed stronger commitment to their work as a result of the change process. As a result of these findings, implications and strategies that may be helpful in designing and implementing a successful planned change initiative involving student services personnel are presented.

The Urban Spatial Pattern of the Pseudo-Colonial City in Southeast Asia: A Case Study of the Eastern Area of Bangkok, Thailand, during the Thai-Imperialism Period (1855-1932)

2021 ◽  
pp. 009614422110129
Author(s):  
Nicha Tantivess ◽  
David J. Edelman
Keyword(s):  
Rural Communities ◽  
Educational Development ◽  
Transitional Zone ◽  
Administrative Reform ◽  
Urban Transformation ◽  
Urban Spaces ◽  
Eastern Area ◽  
Commercial Center ◽  
Administrative Center

This article discusses the urban spaces of the pseudo-colonial city via the urban transformation in the eastern area of Bangkok between 1855 and 1932. During this period, the Thai royal government was under pressure from colonialism in the Southeast Asian region. To prevent colonization of the country, the kings aimed to strengthen their economic and political powers through administrative reform, educational development, infrastructure construction, and land commodification Thus, the urban spaces in Bangkok were significantly transformed. The eastern area became a transitional zone between the administrative center of the royal government and the commercial center where foreign traders resided. Furthermore, this transitional zone continued expanding into the area of rural communities, and, consequently, the traditional settlements of the local people gradually lost population.

scholarly journals What Are the Impacts of Social Innovation? A Synthetic Review and Case Study of Community Forestry in the Scottish Highlands

2021 ◽  
Vol 13 (8) ◽  
pp. 4359
Author(s):  
Carla Barlagne ◽  
Mariana Melnykovych ◽  
David Miller ◽  
Richard J. Hewitt ◽  
Laura Secco ◽  
...  
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Community Forestry ◽  
Social Innovation ◽  
Local Development ◽  
Evidence Base ◽  
Social Dimension ◽  
Vulnerable Groups ◽  
Study Approach

In a context of political and economic austerity, social innovation has been presented as a solution to many social challenges, old and new. It aims to support the introduction of new ideas in response to the current urgent needs and challenges of vulnerable groups and seems to offer promising solutions to the challenges faced by rural areas. Yet the evidence base of the impacts on the sustainable development of rural communities remains scarce. In this paper, we explore social innovation in the context of community forestry and provide a brief synthetic review of key themes linking the two concepts. We examine a case of social innovation in the context of community forestry and analyse its type, extent, and scale of impact in a marginalized rural area of Scotland. Using an in-depth case study approach, we apply a mixed research methodology using quantitative indicators of impact as well as qualitative data. Our results show that social innovation reinforces the social dimension of community forestry. Impacts are highlighted across domains (environmental, social, economic, and institutional/governance) but are mainly limited to local territory. We discuss the significance of those results in the context of community forestry as well as for local development. We formulate policy recommendations to foster and sustain social innovation in rural areas.

Teaching in an open village: a case study on culturally responsive computing in compulsory education

2021 ◽  
pp. 1-27
Author(s):  
Michael Lachney ◽  
Audrey G. Bennett ◽  
Ron Eglash ◽  
Aman Yadav ◽  
Sukanya Moudgalya
Keyword(s):  
Culturally Responsive ◽  
Compulsory Education
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