Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and preschool characteristics

Author(s):  
Axinja Hachfeld ◽  
Yvonne Anders ◽  
Susanne Kuger ◽  
Wilfried Smidt
Keyword(s):  
Author(s):  
José Carlos Núñez ◽  
Carlos Freire ◽  
María del Mar Ferradás ◽  
Antonio Valle ◽  
Jianzhong Xu

2002 ◽  
Vol 3 (2) ◽  
pp. 45-52
Author(s):  
Jorian Clarke

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.


2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Rockie Sibanda

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.


2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Areej A. Alsanosi ◽  
Thuraya A. Alabsi

Parental involvement is a key predictor of students’ success in academic and general life. Moreover, the integration of technology has had a massive influence on the learning process and in facilitating parents’ involvement. The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components. A descriptive method is used to conduct the research with a sample of 50 parents of female students at the intermediate stage of King Abdul Aziz private school, and using a questionnaire as an instrument. The results indicated a high level of parental involvement in supporting their daughters’ progress. Moreover, parents were pleased when the teachers kept them informed about their daughters’ progress in English. Communication with the school and supervision of homework had a positive effect on the quality of learning. The results revealed that parental involvement enhanced English language skills and increased learners’ motivation to work hard. In addition, the study discovers the positive perception of parents regarding the use of Edmodo.


2017 ◽  
Vol 3 (3) ◽  
pp. 64-85
Author(s):  
Samuel Elliott ◽  
Murray Drummond

There has been increasing academic interest in understanding the nature of parental involvement in youth sport. Much scholarly focus has illuminated both positive and negative forms of sport parenting from the perspectives of coaches, parents and youth participants. One less understood aspect however surrounds the potentially conflicting role of parents who coach their own children in youth sport. This is surprising given that many parents, especially fathers, demonstrate support by fulfilling essential roles such as team manager and team coach (Jeffery-Tosoni, Fraser-Thomas, & Baker, 2015). This paper emerges from an Australian study of 16 parent-coaches involved in Australian football. The original purpose of the study was to understand the nature of the sport parenting role in youth sport in Australia. A number of pertinent themes were constructed surrounding the contemporary experiences of parent-coaches who coach their own children, and how coaching is subsequently justified. The findings illustrate how concerns of favouritism impact how parent-coaches interact with their child in contrast to the rest of the team, encouraging nuances of ‘negative’ parenting toward their own children under the guise of being the coach. Examples of this include demonstrating deliberate criticism at training and matches and overlooking their child in awarding encouragement awards after each weekly match. Significantly, parent-coaches justify these behaviours in attempting to fulfil the dual role of parent and team coach. We argue that this can be potentially problematic for some parent and child relationships and have a reinforcing influence on how other parent-coaches negotiate being a parent and coach. 


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