Family involvement as a priority element in high school

In article the technique allowing high school students to form a priority of the internal moral principles and a tendency to the positive moral choice is described. Sharp discrepancy of unique individual characteristics of Russians (for example, “emigration from Russia is the most successful for all history of the United States, and the gap with other diasporas is huge”) with the level of a such capacious indicator as the median salary is explained by a little simplifying “rules of the game” followed by society corresponding to “the golden rule of morality”. The authors, who claim that sharp “falling of morals” happened during the last decades, in other works recognize that in days of “the Soviet power” “the double morals”, which are closer to “lack of morals” than to its “originality”, prevailed. Prominent scientists explain small efficiency of huge volume of educational actions in decades of “the Soviet power” with a priority of “pro-social altruism” though the position of “reasonable egoism”, or pragmatism, is more realistic. Progress in “awareness of usefulness and advantage of respect for ethical standards for successful activity, especially in the long term perspective” was made on the basis of complex use of practices of the leading Russian psychologists and teachers: the principle of unity of training and up-bringing, effectiveness of influence of big and small social groups (an analogue of a small group was the pedagogical team), a priority of the training technologies directed to updating of spiritual and moral qualities of the person. Introduction of the technique into “mass” school will demand not only careful development and optimization of methodical recommendations for teachers of each subject. To interest the teacher in this case often is a much more labor-consuming task, than the subsequent interest of students’.

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Transition Services for High School Students with Disabilities:Perspectives of Special Education Teachers

Exceptionality Education International ◽

10.5206/eei.v18i3.7628 ◽

2008 ◽

Vol 18 (3) ◽

Author(s):

Youn-Young Park

Keyword(s):

High School ◽

Special Education ◽

High School Students ◽

Family Involvement ◽

Extended Period ◽

Transition Process ◽

Transition Services ◽

School Students ◽

Resource Teachers ◽

Current Transition

This qualitative study examines the perspectives of special education/resource teachers in Winnipeg on current transition services to prepare high school stu-dents with disabilities for adulthood. The data were collected by individual in-depth interviews with 6 teachers responsible for coordinating transition services. The main themes emerging from these interviews were the roles of schools and teachers; extended period of high school; student and family involvement; func-tional and comprehensive instruction; inclusive placements and experiences; and inter-personnel and interagency collaboration in the transition process in Mani-toba. Interviewees identified barriers to effective transition services including li-mited supports and information for families, teachers, and government workers for transition services; lack of agreement concerning certain roles; delayed adult services; and lack of systematic approaches for student involvement and inclusive placement.

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Homeroom adviser’s role on school family involvement in Senior High School in Manila

RSF Conference Series: Business, Management and Social Sciences ◽

10.31098/bmss.v1i2.257 ◽

2021 ◽

Vol 1 (2) ◽

pp. 21-29

Author(s):

Ma Shiela T Vera ◽

Silvia C. Ambag

Keyword(s):

High School ◽

Family Involvement ◽

Family Engagement ◽

Senior High School ◽

Educational Process ◽

Goal Alignment ◽

School Planning ◽

High Quality Education ◽

Specific Goal ◽

School And Community

Teachers play an important role in bridging the gap between school and home. The success of pupils is defined by their relationship to the educational process. Parent participation can improve the conduct, participation, and accomplishment of pupils. School and community partnerships can also serve to enhance, support, and even transform learners and individual partners to increase the quality, resources efficiency and goal alignment of the program. In this case, Republic Act No. 9155, school leaders should have authority, accountability, and responsibility in the school and community. The purpose of this descriptive study was to evaluate the roles of homeroom advisers in school-family involvement. The study polled 375 parents in grade 12 from a selected Senior High School in Manila's District VI. Its specific goal was to investigate the extent to which homeroom advisers play a role in school-family engagement as perceived by parent respondents for families to participate in school planning, leadership, and volunteering. The overall mean result of the evaluation on the degree to which homeroom advisers influence school-family engagement is involved. Among the indicators of respondent's assessment on the extent of Homeroom Advisers' Role on school-family involvement, the highest is Information to families to assist their children's learning, and the lowest indicator is Opportunities for families in school planning, leadership, and volunteer activities. There is a recommendation of the study that the homeroom adviser's manual should indicate the involvement of parents in school, planning, leadership and voluntary activities to improve their commitment to high-quality education.

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A Validation of the Family Involvement Questionnaire-High School Version

International Journal of Psychological Studies ◽

10.5539/ijps.v8n2p28 ◽

2016 ◽

Vol 8 (2) ◽

pp. 28 ◽

Cited By ~ 2

Author(s):

Katlyn A. Grover ◽

Daniel D. Houlihan ◽

Kristie Campana

Keyword(s):

High School ◽

Factor Analysis ◽

Family Involvement ◽

School Setting ◽

School Settings ◽

Confirmatory Factor ◽

The Family ◽

Education Status ◽

Questionnaire Online ◽

High School Setting

The purpose of this study was to validate the Family Involvement Questionnaire (FIQ) for use in high school settings (9th-12th grade). After the FIQ was redesigned for use in the high school setting, 519 parents completed the questionnaire online. Internal consistency was for the 40-item questionnaire was high (α = 0.93). A confirmatory factor analysis failed to substantiate the FIQ-HS to the elementary version from which it was adapted. However, an exploratory factor analysis yielded three factors consistent with the FIQ-E. Family demographics were compared to participant responses, and significant effects of students’ school and special education status were found.

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