scholarly journals Enhancing the Mesosystem for Adolescent Growth: Home-Based Parent Involvement and Guided Inquiry Activities for Parents and Children

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Peter Rillero
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Sixth Grade ◽  
School Curriculum ◽  
Positive Influence ◽  
Guided Inquiry ◽  
Positive Attitudes ◽  
Home Based ◽  
Parents And Children ◽  
At Home

<p>Parent involvement in education is almost universally recognized as a positive influence on children, their academic performance, and attitudes toward school. While studies generally support these ideas, research on parental involvement is challenged by problems including a lack of agreement about what are the key aspects of parental involvement and limited research employing a theoretical model. Focusing on parental involvement as adults helping their children at home, this study had 101 sixth-grade students complete at-home guided-inquiry science activities with their parents. Levels of participation varied but were best when the activities aligned with the school curriculum and materials were readily available. Parents and students generally had positive attitudes toward the program, with parents more positive than students and female students slightly more positive than male students. Interview and survey results suggest most parents felt they helped their child learn science. Shortages of parent time and student procrastination were problems that were identified. Many parents reported learning more about their children.  The majority of students indicated they would rather work on this type of homework with a parent than work alone. </p>

scholarly journals The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

2018 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
Jung-Tae Kim ◽  
Rusty Barrett
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
English Proficiency ◽  
Positive Influence ◽  
English Learning ◽  
Negative Attitudes ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Korean Efl Learners

This paper seeks to examine Korean EFL learners&rsquo; perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent&rsquo;s involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners&rsquo; attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners&rsquo; achievement.

scholarly journals Being ‘at-home’ on outpatient parenteral antimicrobial therapy (OPAT): a qualitative study of parents’ experiences of paediatric OPAT

2019 ◽  
Vol 105 (3) ◽  
pp. 276-281
Author(s):  
Bernie Carter ◽  
Debra Fisher-Smith ◽  
David Porter ◽  
Steven Lane ◽  
Matthew Peak ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Antimicrobial Therapy ◽  
Return To School ◽  
Positive Experience ◽  
Outpatient Parenteral Antimicrobial Therapy ◽  
Home Based ◽  
Parents And Children ◽  
Paediatric Outpatient ◽  
And Control ◽  
At Home

ObjectiveTo better understand the factors that facilitate and hinder a positive experience of paediatric outpatient parenteral antimicrobial therapy (OPAT).DesignQualitative study using semistructured interviews.SettingA dedicated paediatric consultant-led hospital-based, outreach OPAT service in England.ParticipantsParticipants were primarily parents of children who had received OPAT; one child participated.MethodsChildren and parents of children who received OPAT and who had participated in the survey phase of the larger study were invited to be interviewed.Results12 parents (10 mothers and 2 fathers) of 10 children participated; one child (aged 15 years). Data analysis resulted in one meta-theme, ‘At-homeness’ with OPAT, this reflected the overall sense of home being a place in which the children and their parents could be where they wanted to be. Four key themes were identified that reflect the ways in which parents and children experienced being at-home on OPAT: ‘Comfort, security, freedom, and control’; ‘Faith, trust and confidence’; ‘Explanations and communication’ and ‘Concerns, restrictions and inconveniences’.ConclusionsDespite feeling anxious at times, parents reported that they and their children generally had a positive experience of OPAT; being at-home brought many benefits compared with in-patient care. Recommendations arising from the study include a ‘whole-system’ approach to discharge home that includes support related to return to school/nursery, reduction in disruptions to home-based routines, more clarity on choice and preparation for managing potential anxiety, better consideration of dose timing and enhanced preparation and information.

scholarly journals Attitudes and perspectives of older adults on technologies for assessing frailty in home settings: a focus group study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Chao Bian ◽  
Bing Ye ◽  
Anna Hoonakker ◽  
Alex Mihailidis
Keyword(s):  
Older Adults ◽  
Focus Group ◽  
Rapid Development ◽  
Consumer Involvement ◽  
Focus Group Study ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Home Based ◽  
Specific Technology ◽  
At Home

Abstract Background The rapid development of technology such as sensors and artificial intelligence in recent years enables monitoring frailty criteria to assess frailty early and accurately from a remote location such as a home. However, research shows technologies being abandoned or rejected by users due to a lack of compatibility and consumer involvement in selecting their assistive technology devices. This study aims to understand older adults’ perceptions and preferences of technologies that can potentially assess frailty at home. Methods This study collected qualitative data through focus group meetings with 15 participants ages 65 and older. Researchers asked participants questions to achieve the goal of understanding their attitudes on the technologies. These questions include (1) the concerns or barriers of installing and using the presented technology in daily life at home, (2) the reasons participants like or dislike a particular technology, (3) what makes a specific technology more acceptable, and (4) participants’ preferences in choosing technologies. Data were transcribed, coded and categorized, and finally synthesized to understand the attitudes towards presented technologies. Results Three focus group sessions were conducted with five participants in each session. In the findings, the attitudes and perspectives of participants on the technologies for assessing frailty were categorized into four themes: (A) general attitude towards using the technologies, (B) conditions for accepting certain technologies, (C) existing living habits or patterns related to using the technologies, and (D) constructive suggestions related to the technologies. Conclusions Participants generally had positive attitudes towards allowing the technologies to be installed and used at their homes. They would accept some technologies if used under certain conditions. However, questions and concerns remain, such as concerns about privacy, functionality, and aesthetics. The study also found that older adults’ living habits or patterns could affect the design and use of technology. Lastly, many valuable suggestions have been made by participants. These perspectives and insights can help improve the design and adoption of home-based frailty assessment technologies among older adults.

scholarly journals KETERLIBATAN ORANG TUA DALAM PEMBELAJARAN ANAK USIA DINI SELAMA BELAJAR DARI RUMAH DI MASA PANDEMI COVID-19

2020 ◽  
Vol 6 (2) ◽  
pp. 63-74
Author(s):  
Jane Gresia Akollo ◽  
Meike Elsa Toisuta
Keyword(s):  
Early Childhood ◽  
Parental Involvement ◽  
Learning Process ◽  
Children’S Learning ◽  
Parents And Children ◽  
Learning Development ◽  
Early Childhood Learning ◽  
Children's Learning ◽  
At Home

AbstrackIn children learning process that is conducted from home during the Covid-19 pandemic, parents must function as “teachers”.  As the 'teachers', parents must prepare themselves, starting from reading books, participating in webinars, following learning videos or videos of children's creativity activities in order to nourish their intellectuals with various information and knowledge.  This study employs a qualitative approach with a case study method on 10 parents (father or mother) who had early childhood (5-6 years) at PAUD Rafflesia Arnolis, Kayu Tiga, Soya Village Ambon City. The data were obtained through interviews and documentation. The result of this study reveal some foms of parental involvement namely there is a communication between parents and teacher, accompany and help children learn as well as privide learning facilities. In addition, there are several positive things created between parents and children, such as the closeness of parents and children, parents can follow and know about children's learning development and parents are enriched intellectually and creatively while being 'teachers' for children at home. The benefit of the research is that the parents realize how important it is for them to be involved in their childrens' learning process and recognize the forms of involvement. Thus, parents can improve the quality and intensity of their children's learning involvement at home during the Covid-19 pandemic.Keywords: parental involvement, early childhood, learning from home

scholarly journals PARENTAL INVOLVEMENT PADA ORANG TUA DENGAN ANAK SLOW LEARNER DI BANDUNG

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Marissa Putri Lutfiatin ◽  
Stephani Raihana Hamdan
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Inclusive Education ◽  
Special Treatment ◽  
Slow Learner ◽  
School Program ◽  
Self Assessment ◽  
Descriptive Research ◽  
Learning At Home ◽  
At Home

ABSTRACT: PARENTAL INVOLVEMENT ON PARENTS OF SLOW LEARNER CHILDREN IN BANDUNG Slow learner is one of students’ characteristics that need special treatment in inclusive schools. The condition of children who are slow to learn has a high enough risk to stay in class. Therefore, the factor of parental involvement in student learning is important for slow learner children's education. The purpose of this research is to give description on how the parental involvement in SDN X. This is a descriptive research with 42 people as population. As a measurement we use Self Assessment of School / Program Parent Involvement Practices Based on Joyce Epstein’s Six Type of Involvement. The result of this research show that 69,05% has a low parental involvement and learning at home aspect has the lowest percentage about 59,52%. Based on these results, it is necessary to increase the involvement of parents with slow learner children, especially in repeating material at home so that the learning achievement of slow learner students can be achieved optimally. Keywords: Inclusive Education, Slow Learner, Parental involvement. Slow learner merupakan salah satu karakteristik siswa yang perlu mendapatkan penanganan khusus di sekolah inklusi. Kondisi anak yang lambat belajar mempunyai resiko cukup tinggi untuk ting­gal kelas. Oleh karenanya faktor keterlibatan orang tua dalam pembelajaran siswa menjadi penting bagi pendidikan anak slow learner. Tujuan dari penelitian ini adalah untuk melihat gambaran mengenai parental involvement pada orang tua dengan anak slow learner pada SDN X. Penelitian ini merupakan penelitian deskriptif dengan populasi sebanyak 42 orang. Alat ukur yang digunakan dalam penelitian ini berupa kuesioner Self Assessment of School / Program Parent Involvement Practices berdasarkan teori Joyce Epstein (2001). Hasil penelitian menunjukkan bahwa parental involvement di SDN X termasuk rendah dengan persentase sebesar 69,05% dan aspek yang memiliki persentase tertinggi adalah aspek learning at home dengan persentase sebesar 59,52%. Berdasarkan hasil ini maka perlu adanya upaya peningkatan keterlibatan orang tua dengan anak slow learner khususnya dalam pengulangan materi di rumah agar prestasi belajar siswa slow learner dapat tercapai optimal.    Kata Kunci: Pendidikan Inklusi, Slow Learner, Parental Involvement

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

scholarly journals Dying at home of Covid-19: Meeting the need for home-based care

2020 ◽  
pp. 106409
Author(s):  
Cara Kiernan Fallon ◽  
Madison K. Kilbride
Keyword(s):  
Home Based ◽  
Dying At Home ◽  
Home Based Care ◽  
At Home

scholarly journals Initiation of therapy for obstructive sleep apnea syndrome: a randomized comparison of outcomes of telemetry-supported home-based vs. sleep lab-based therapy initiation

2021 ◽  
Author(s):  
Ingo Fietze ◽  
Sebastian Herberger ◽  
Gina Wewer ◽  
Holger Woehrle ◽  
Katharina Lederer ◽  
...  
Keyword(s):  
Obstructive Sleep Apnea ◽  
Sleep Apnea ◽  
Control Group ◽  
Sleep Laboratory ◽  
Home Therapy ◽  
Home Management ◽  
Therapy Initiation ◽  
Home Based ◽  
Obstructive Sleep ◽  
At Home

Abstract Purpose Diagnosis and treatment of obstructive sleep apnea are traditionally performed in sleep laboratories with polysomnography (PSG) and are associated with significant waiting times for patients and high cost. We investigated if initiation of auto-titrating CPAP (APAP) treatment at home in patients with obstructive sleep apnea (OSA) and subsequent telemonitoring by a homecare provider would be non-inferior to in-lab management with diagnostic PSG, subsequent in-lab APAP initiation, and standard follow-up regarding compliance and disease-specific quality of life. Methods This randomized, open-label, single-center study was conducted in Germany. Screening occurred between December 2013 and November 2015. Eligible patients with moderate-to-severe OSA documented by polygraphy (PG) were randomized to home management or standard care. All patients were managed by certified sleep physicians. The home management group received APAP therapy at home, followed by telemonitoring. The control group received a diagnostic PSG, followed by therapy initiation in the sleep laboratory. The primary endpoint was therapy compliance, measured as average APAP usage after 6 months. Results The intention-to-treat population (ITT) included 224 patients (110 home therapy, 114 controls); the per-protocol population (PP) included 182 patients with 6-month device usage data (89 home therapy, 93 controls). In the PP analysis, mean APAP usage at 6 months was not different in the home therapy and control groups (4.38 ± 2.04 vs. 4.32 ± 2.28, p = 0.845). The pre-specified non-inferiority margin (NIM) of 0.3 h/day was not achieved (p = 0.130); statistical significance was achieved in a post hoc analysis when NIM was set at 0.5 h/day (p < 0.05). Time to APAP initiation was significantly shorter in the home therapy group (7.6 ± 7.2 vs. 46.1 ± 23.8 days; p < 0.0001). Conclusion Use of a home-based telemonitoring strategy for initiation of APAP in selected patients with OSA managed by sleep physicians is feasible, appears to be non-inferior to standard sleep laboratory procedures, and facilitates faster access to therapy.

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