scholarly journals KEMITRAAN SEKOLAH DAN ORANG TUA DALAM PENANAMAN KEDISPLINAN IBADAH SISWA SMA NEGERI 5 YOGYAKARTA

2017 ◽  
Vol 13 (2) ◽  
pp. 145-156
Author(s):  
Nurfiyani Dwi Pratiwi
Keyword(s):  
Parent Involvement ◽  
Open Access ◽  
Home Visits ◽  
Level Of Education ◽  
Children's Education ◽  
Teaching Faculty ◽  
Children’S Education ◽  
School Events ◽  
Teachers And Parents ◽  
Research Show

Nurfiyani Dwi Pratiwi. Partnership Schools And Parents In Students’ Worship Disciplines Education.Yogyakarta: Islamic Teaching Department ofTarbiya and Teaching Faculty UIN Sunan KalijagaYogyakarta. This study aims to determine the form of partnership schools and parents in educateworship discipline of students, as well as factors supporting and inhibiting. This is a qualitativeresearch using approach of Sociology.The results of this research show that 1) Forms of partnerships: teachers and parents meetings,correspondence the school and parents, home visits, parent involvement in school events, associationsof parents and teachers, and periodic reports using a books report. 2) The supporting factors: the socialcompetence of teachers, parents’ attention in children’s education, and open access schools. Inhibitingfactors: level of education and the work of parents and teachers administrative tasks.Keywords: Partnership, School, Parent, and Worship.

Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice

1995 ◽  
Vol 17 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Patricia A. Bauch ◽  
Ellen B. Goldring
Keyword(s):  
Parent Involvement ◽  
School Choice ◽  
Home School ◽  
School Type ◽  
Schools Of Choice ◽  
Children's Education ◽  
School Connection ◽  
Different Types ◽  
Children’S Education

School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.

scholarly journals What Research Tells Us about How Trust Is Built in Kindergarten and Why It Is Important for Children’s Education

2020 ◽  
Vol 3 (4) ◽  
pp. 88
Author(s):  
Xingyun Fang
Keyword(s):  
Teaching Method ◽  
Relationship Building ◽  
Trust Relationship ◽  
Children's Education ◽  
Child Centered ◽  
Teachers And Students ◽  
Social Achievement ◽  
Children’S Education ◽  
Teachers And Parents ◽  
The Relationship

This paper mainly describes how to build a trust relationship in kindergarten and why trust is so important for children’s education. As the relationship between teachers and parents is becoming more and more tense, the relationship between teachers and teachers is becoming more and more independent (Tschannen-Moran, 2014)[57]. The trust relationship has a profound impact on children’s academic and social achievement (Bryk and Schneider, 2002)[5]. Therefore, the establishment of the trust relationship is of vital importance in kindergartens. The whole article can be divided into three parts: what, why and how. What is trust first, mentioned a few scholars understanding of trust and understanding? The second part is why trust is important in kindergartens and the factors influencing trust are mentioned. The third part is the focus of this paper, how to do to build trust in kindergarten. This article mentions five solutions, including hiring good leaders; advance step by step according to the order of establishing trust relationship; building a culture of trust in schools; building trust between parents and teachers, teachers and students, and teachers and teachers; using the teaching method adopts the child-centered teaching mode.

scholarly journals Saudi Parents' Involvement in Children's Education during COVID-19

2021 ◽  
Vol 9 (1) ◽  
pp. 44
Author(s):  
Dalal Bahanshal
Keyword(s):  
Sampling Technique ◽  
Parental Engagement ◽  
School Closure ◽  
Survey Method ◽  
Children's Education ◽  
Children’S Education ◽  
Parents Involvement ◽  
Quantitative Descriptive ◽  
Teachers And Parents ◽  
Almost All

The flare-up of coronavirus has reportedly put on many changes and wrecked chaos in almost all life aspects, economically, academically, and socially. School closure has led to homeschooling, where the responsibility of children's education was laid mainly in the parents' hands. Consequently, many parents were compelled to be significantly involved in their children's education. However, full parental engagement in children's education is seemed to be a comparatively new trend amongst Saudi parents. Drawing from existing literature on parents' involvement, this paper used a quantitative descriptive study through a survey method to access the experience of Saudi parents involved in homeschooling. A purposive sampling technique was used to recruit 51 Saudi parents.The findings showed that even though Saudi parents have encountered some challenges, they are facilitating their children's learning and assisting them throughout the online learning process. Parents' support was identified in different areas such as ensuring students' attendance of online sessions, nurturing a good session flow, connecting with teachers and parents via WhatsApp group, and taking full responsibility for mongering their children during exams. The result provided a comprehensive set of recommendations not only to parents but also to schools to consolidate a good connection between especially in times of crisis. It is envisaged that the results of this study will enrich the literature about this phenomenon which seems relatively new not only in the context where this study was situated but worldwide due to the pandemic of coronavirus or other unforeseen circumstances. 

Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education

2006 ◽  
Vol 24 (1) ◽  
pp. 80 ◽  
Author(s):  
Yan Guo
Keyword(s):  
Parent Involvement ◽  
Second Language ◽  
Secondary Schools ◽  
Parent Participation ◽  
Relevant Literature ◽  
Teacher Communication ◽  
Children's Education ◽  
The Past ◽  
Children’S Education ◽  
K 12

When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.

Aboriginal Parental Involvement in Education

1978 ◽  
Vol 6 (4) ◽  
pp. 45-53 ◽  
Author(s):  
J. Budby
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Department Of Education ◽  
Children's Education ◽  
Queensland Department ◽  
The Family ◽  
Children’S Education ◽  
Parental Involvement In Education ◽  
Consultative Group

The Aboriginal consultative group to the Schools Commission in their report, Education for Aborigines, made the following statement about the involvement of parents in the education of their children: We are aware of recent research that emphasises the importance of adult and parent involvement in the educational process. This is particularly relevant in an Aboriginal context, where traditionally the education of children was the responsibility of the family. We are keen to see Aboriginal parents become more active in their children’s education and in turn develop more skills and greater confidence in themselves.These thoughts resound the sentiments of the Queensland Department of Education. We appreciate the need for parents to become more involved in education, in providing guidelines of what they feel should be taught to cater for the needs of the Aboriginal/Islander child.

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