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.

Parent Involvement in the Education of Children With Chronic Diseases

2019 ◽  
pp. 1124-1137
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.

scholarly journals TĖVŲ ĮSITRAUKIMAS Į IKIMOKYKLINĖS UGDYMO ĮSTAIGOS VEIKLĄ: TĖVŲ NUOMONĖ [PARENTS INVOLVEMENT IN THE PRE-SCHOOL EDUCATIONAL INSTITUTION ACTIVITIES: PARENTS OPINION]

2017 ◽  
Vol 9 (2) ◽  
pp. 76-88
Author(s):  
Skaistė Kovienė
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Social Relations ◽  
Educational Institution ◽  
Research Data ◽  
Educational Institutions ◽  
Parental Communication ◽  
Empiric Data ◽  
Parents Involvement ◽  
Teachers And Parents

The involvement of parents in the activities of pre-school educational institutions positively affects children's learning achievements, mental health, social relations with others, and helps teachers to solve educational problems more effectively. The purpose of this study is to reveal the possibilities of parental involvement in a pre-school educational institution. The study examines the causes of parental involvement in the educational institution, the reasons for the involvement of parents in the pre-school educational institution, and the ways of parents' assistance to educators in the process of education. Parental communication between forms and parental cooperation has been revealed. Standardised interview was applied for the research (for gathering empiric research data) and content analysis (empiric data analysis). Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about the possibilities of parental involvement in pre-school educational institutions. Keywords: parent involvement, teachers` and parents` cooperation, parent cooperation, pre-school educational institution.

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.

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.

scholarly journals Exploring the Use of Mobile Instant Messaging for Parent-Teacher Communication

2020 ◽  
Vol 14 (04) ◽  
pp. 152
Author(s):  
Azidah Abu Ziden ◽  
Muhammad Faizal Abdul Rahman ◽  
Too Woon Ching
Keyword(s):  
Parental Involvement ◽  
Qualitative Data ◽  
Instant Messaging ◽  
Educational Background ◽  
Teacher Communication ◽  
Study Results ◽  
Attitudes And Perceptions ◽  
Economic Background ◽  
Teachers And Parents ◽  
The Relationship

Communication between teachers and parents is essential to foster parental involvement in school related activities. The purpose of this study is to evaluate the effectiveness of mobile instant messaging for parent-teacher communication in enhancing two-way communication between parents and teachers. In particular, the research examines the barriers on parental involvement and investigates the relationship between the use of mobile instant messaging for parent-teacher communication, as well as for families of different socio-economic and educational background. In addition, the study also evaluates parents’ attitudes and perceptions towards the use of mobile instant messaging for communication with teachers. The respondents for this study were 251 parents with different background. This study employed a mix-method research design which involved quantitative and qualitative data. The findings revealed that time constraint is the primary reason for parents to be involved in school related activities. The study results also indicated that there is no relationship between family socio-economic background and the use of mobile instant messaging for parent-teacher communication. However, the findings show a significant relationship between parents’ educational background and the use of mobile instant messaging for parents-teacher communication. Moreover, the study also found a receptive attitude among parents towards mobile based communications with teachers and school

Home-School Partnership within Mathematics Intervention

2007 ◽  
Vol 32 (3) ◽  
pp. 48-58 ◽  
Author(s):  
Marguerite Maher
Keyword(s):  
New Zealand ◽  
Parental Involvement ◽  
Intervention Program ◽  
Mathematics Learning ◽  
Dynamic Force ◽  
Mathematics Intervention ◽  
Teaching Of Reading ◽  
School Partnership ◽  
Home School Partnership ◽  
Teachers And Parents

THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.

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 Kebijakan Pendidikan Karakter Dalam Meminimalisir Kenakalan Remaja

2021 ◽  
Vol 18 (1) ◽  
pp. 33-42
Author(s):  
Wildan Taufiq ◽  
Ayu Puji Lestari ◽  
Lailli Irna Sari ◽  
Risma Ardianti Restianty
Keyword(s):  
Juvenile Delinquency ◽  
Education Policy ◽  
Character Education ◽  
Cognitive Skills ◽  
School Principals ◽  
The Future ◽  
Circle Of Friends ◽  
Role Of Teachers ◽  
Teachers And Parents

The role of character education in shaping student character is as a counterweight to cognitive skills for students. The implementation of character education itself has been reflected in Rasullullah SAW. In the person of the Apostle who contains great and noble values. Therefore the important role of teachers, school principals, and parents in building the character of students is needed. Teachers and parents must collaborate in instilling the character values of students so that later the character education received by children will be in accordance with what must be taught. Cultivating character education is very important for the student so that in the future they can find out how good deeds are done and not good to use. Juvenile delinquency at this time is triggered because of being influenced by the circle of friends he follows, which causes them to be easily influenced by invitation from friends who they think are appropriate examples. This research was conducted to analyze the character education policy in minimizing juvenile delinquency.

scholarly journals PERAN SERTA ORANG TUA DALAM SISTEM BUDAYA MUTU DI SEKOLAH DASAR PSKD MANDIRI

2016 ◽  
Vol 7 (1) ◽  
pp. 1264-1273
Author(s):  
DWI RAHAYU
Keyword(s):  
Parental Involvement ◽  
Interpersonal Communication ◽  
Text Messaging ◽  
Deep Understanding ◽  
Use Of Technology ◽  
Wide Range ◽  
Result Show ◽  
Teachers And Parents ◽  
E Mail

The objective of this research is to gain a deep understanding of the parents involvement in a quality culture system in  PSKD MANDIRI Primary School. This research is a case study method. The validity of qualitative data obtained through the extention of time doing research and triangulation of data collection techniques and data sources in the field. The result show: Interpersonal communication in PSKD Mandiri Schools is the result of a  good engagement between teachers and parents. Parents understand the  procedures how to make a contact with teachers. Parents are also free to choose the communication channel that they desired. Schools encourage the use of technology in the  communication between home – school. Several form of written communication have been considered including handbooks, newsletter, progress reports and home – school diaries.  Guidelines have been also provided for the use of  telephone contacts with parents and for the use of new technological option such as school website, e-mail, ans text messaging. Therefore, it is considered that making a range of strategies available to parents will lead to optional levels of parental involvement in school. However the range of strategies used by the school will mostly be dependent on teachers’s knowledge of and skills for effectively implementing the various strategies.  The wide range of activities is also used by school to bring about high levels of parental involvement.

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