scholarly journals The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

2017 ◽  
Author(s):  
Mr Sasmoko ◽  
Hardijanto Saroso ◽  
Ms Lasmy ◽  
Yasinta Indrianti ◽  
Aqeel Khan
Keyword(s):  
Parental Involvement ◽  
Classroom Climate ◽  
Peer Group

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

2021 ◽  
Author(s):  
José Carlos Núñez ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
Antonio Valle ◽  
Jianzhong Xu
Keyword(s):  
Student Engagement ◽  
Parental Involvement ◽  
Secondary School ◽  
Mediating Role

The Internet according to kids

2002 ◽  
Vol 3 (2) ◽  
pp. 45-52
Author(s):  
Jorian Clarke
Keyword(s):  
Parental Involvement ◽  
Mobile Phones ◽  
Online Shopping ◽  
Online Banking ◽  
Internet Usage ◽  
The Internet ◽  
The Future ◽  
Child Friendly ◽  
Over Time

Describes a six‐year study of children’s Internet usage which shows how preferences and habits have changed over time; this was conducted by SpectraCom Inc and Circle 1 network. Explains the research methodology and the objectives, which were to identify trends in the amount of time spent by children online now and in future, their opinions about the future role of the Internet in society and the future of e‐commerce, and parents’ roles in children’s online activities. Concludes that there is need for a more child‐friendly content in Internet sites and for more parental involvement, that children will be influential in the market for alternative devices like mobile phones, that online shopping is likely to flourish, and that children have a growing interest in online banking.

scholarly journals Placing women in Cytogenetics: Lore Zech and the chromosome banding technique

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Felicitas Söhner ◽  
Nils Hansson
Keyword(s):  
Peer Group ◽  
Secondary Analysis ◽  
Qualitative Evaluation ◽  
Banding Technique ◽  
Karolinska Institute ◽  
New Era ◽  
Human Cytogenetics ◽  
History Of ◽  
Witness Interviews

Abstract Background Scholars agree that Torbjörn Caspersson’s lab at the Institute of Medical Cell Research and Genetics at the Karolinska Institute, Sweden, played a key role in the first description of the so-called Q-banding technique. It laid the foundation for a new era of cytogenetic diagnostics and had a lasting impact in several areas of biology and medicine. Methods Based on a mixed-method approach, essential aspects of the history of human cytogenetics are considered via primary and secondary analysis of biographical interviews as well as the qualitative evaluation of bibliometrics. Drawing on interviews with colleagues of lab member Lore Zech (1923–2013) and contemporary publications, this paper illuminates the role of and contribution by Zech: To what extent is the discovery attached to her and what does her legacy look like today? Results The analysis of the contemporary witness interviews with colleagues, students and junior researchers shows that Lore Zech was a committed member of Caspersson's research group. In addition, memoirs by contemporary colleagues describe her outstanding skills in microscopy. The different sources paint a multifaceted picture. In addition to the historians' patterns of interpretation, different legacies can also be found within the peer group. Conclusions We argue that Zech represent the type of scientist who, although her research was acknowledged with several prizes, so far has not been part of the canon of pioneers of international cytogenetics.

Determinants of U.S. Exports to China

2008 ◽  
Vol 7 (3) ◽  
pp. 1-26 ◽  
Author(s):  
Barry Bosworth ◽  
Susan M. Collins
Keyword(s):  
United States ◽  
Multinational Corporations ◽  
Peer Group ◽  
Initial Point ◽  
The United States ◽  
Market Size ◽  
Gravity Equations ◽  
Point Of Departure ◽  
The Eu

This paper examines U.S. goods trade with China, focusing on the performance of exports. Throughout the analysis, we explore whether U.S. trade is unusual by contrasting it with trade from Japan and the EU-15.1 The issue is examined from three perspectives: the commodity composition of exports, the role of multinational corporations (MNCs), and the determinants of trade as specified in a formal “gravity model.” As an initial point of departure, we show that the commodity composition of U.S. exports to China is similar to the pattern of exports to the world as a whole, and that the operations of U.S. MNCs have only minor implications for trade with China. Consequently, we emphasize the estimation of a set of “gravity equations” that explore the role of market size and distance from the United States. Distance exerts a surprisingly large effect on trade. Finally, although exports to China may be a small share of U.S. GDP, they are relatively substantial compared to U.S. exports to other countries. In other words, the measure of U.S. trade performance in China is distorted by the low level of its exports to all countries. We present evidence that the United States underperforms as an exporter relative to a peer group of high-income European countries and Japan.

The role of proficiency testing in the detection and resolution of calibration bias in the LeadCare® blood lead analyzer; limitations of peer-group assessment

2006 ◽  
Vol 11 (11) ◽  
pp. 590-592 ◽  
Author(s):  
Noel V. Stanton ◽  
Tracy Fritsch ◽  
Ciaran Geraghty ◽  
Mary Frances Verostek ◽  
Bruce Weiner ◽  
...  
Keyword(s):  
Proficiency Testing ◽  
Peer Group ◽  
Blood Lead ◽  
Group Assessment

scholarly journals “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Rockie Sibanda
Keyword(s):  
Parental Involvement ◽  
South African ◽  
Teaching Role ◽  
Role Of Parents ◽  
Teachers And Parents ◽  
Children's Schooling ◽  
Successful School ◽  
Pedagogical Function ◽  
South African Township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.

The Magic of Mesosystems, Seedbeds of Solidarity

2020 ◽  
pp. 74-94
Author(s):  
Barbara Bennett Woodhouse
Keyword(s):  
Social Cohesion ◽  
Peer Group ◽  
Social Institutions ◽  
Community Identity ◽  
Community School ◽  
Political Movements ◽  
Economic Policies ◽  
Building Community ◽  
Friendly Competition

Chapter four explores how the activities and relationships occurring in the spaces where microsystems overlap function as seedbeds of solidarity, generating a shared sense of identity, fostering social cohesion and transforming “other people’s children” into “our children.” The author focuses on interactions among the primary social institutions comprising children’s microsystems: family, faith community, school, peer group, and neighbourhood. Drawing on observations from the villages under study, the author illustrates the dynamic created when these social institutions cooperate, collaborate and even engage in friendly competition in support of the community’s children. The chapter highlights the role of rituals and traditions in building community identity and solidarity in both villages. It explores how village identity can endure across time and distance in migrants’ attachments to their home towns. In closing, it predicts further erosion of community identity due to global economic policies and divisive political movements.

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