Cooperation between preschools and parents is one key dimension of pedagogical quality in early childhood education and care (ECEC). We examined the structural characteristics of ECEC that predict ...preschool cooperation activities and how they are associated with children's language and social-emotional skills at the age of 3. The results are based on data of an evaluation study with a sample size of 146 families and 46 preschool centres. The head teachers of the preschools gathered information about cooperation activities via a questionnaire. Children's language and social-emotional skills were assessed using the Peabody Picture Vocabulary Test (PPVT), the Vineland Adaptive Behavior Scale (VABS), and the Strengths and Difficulties Questionnaire (SDQ). Results showed associations between further training, job experience, and parent involvement activities. Furthermore, teachers reported that a positive association was found between cooperation activities and problematic behaviour and between receptive language and prosocial skills of the children. Attention should be paid to the professionalization of parent-preschool cooperation.
The aim of this international study was to generate recommendations for curriculum improvement in family-school partnerships (FSP) by examining teacher candidates' understandings, attitudes and ...experiences. A survey of 1144 candidates in their first or final year of preparation at three universities, one each in Belgium, the Netherlands and the USA, provided qualitative and quantitative data regarding their understandings, attitudes about FSP and their experiences in their teacher preparation. The data indicated modest approval of the value of partnerships, understandings of partnerships weighted towards teacher to parent communication, preference for traditional teacher-parent activities over non-traditional choices, and, among final year candidates, mildly positive feelings of preparedness. Candidates wished more interactions with parents during field experiences and practical strategies for communicating with parents. Inferred in their responses was the need for curriculum to develop an expanded view of partnerships, enhance attitudes, especially among secondary education candidates, and cultivate skills in working with families from culturally diverse backgrounds. However, few candidates expressed a desire for exploring theory and research on partnerships or for the opportunity to develop a personal philosophy, components which are thought critical for teachers' ability to establish partnerships with parents.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom ...management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children with CU traits to have more severe disruptive behavior, poorer quality teacher-child and teacher-caregiver relationships and to be less responsive to discipline. The implications of findings for school-based intervention promoting engagement and prosocial behavior for children with CU traits are discussed.
The present meta-analysis assessed concurrent and longitudinal associations between parental educational expectations and child achievement, and factors that mediate the effect of expectations on ...achievement. A systematic search in electronic databases identified 169 studies that were included in a random-effects meta-analysis. We found small to moderate bivariate cross-sectional (
r
= .30) and longitudinal associations (
r
= .28) between parental expectation and achievement which persisted after statistically controlling for socioeconomic status. Associations varied, in part, by children’s age, socioeconomic status, ethnicity, matching of type of expectations and achievement, type of expectation assessed, publication status, and informant. The analysis of cross-lagged effects indicated that parental expectations predicted change in child achievement, thus indicating that expectations had an effect over and above the effect of prior achievement. Effects of expectations on change in achievement were even stronger (
r
= .15) than the effects of achievement on change in expectation (
r
= .09). Parental expectations tended to be higher than the child achievement. Associations between expectations and achievement were partially mediated by educational expectations in the offspring, child academic engagement, and academic self-concept, and to a lesser extent, by parental achievement-supportive behaviors. We conclude that parents are recommended to communicate positive educational expectations to their children. The transmission of positive expectations to the offspring and the encouragement of academic engagement seem to be more effective in realizing parental expectations than parental behavioral academic involvement such as checking homework and staying in contact with teachers.
As social media apps, gaming platforms, and other online environments have given present more opportunities to adolescents to cause harm to their peers, the proportion of youth who have experienced ...cyberbullying continues to rise. This bestselling guide from the co-directors of the Cyberbullying Research Center provides the tools you need today to keep your students safe in this increasingly connected world. Now in its third edition, this essential resource draws on the cyberbullying experiences of thousands of students and incorporates new evidence-based strategies focused on school climate, empathy, resilience, digital citizenship, media literacy, counterspeech, and student-led initiatives. Other updates include: (1) An overview of popular online environments you should know about; (2) Techniques for how best to work with parents, student groups, law enforcement, and social media platforms; (3) Deeper exploration of the emotional and psychological consequences of cyberbullying; (4) A nuanced focus on identity-based (e.g., gender, race, religion, sexual orientation) victimization; and (5) Summaries of the latest legal rulings and what they mean for your school. Featuring solutions that are actionable, relevant, current, and data-driven, this guide will equip you to protect students from online harm.
Family-school partnership (FSP) interventions capitalize on connections between families and schools, as parents and teachers jointly promote child development through activities that bridge both ...settings. The current meta-analysis assessed the effects of FSP interventions on children’s academic and social-emotional competencies. From initial comprehensive search procedures (i.e., online reference databases, hand searches of relevant journals, and cited references) yielding over 19,000 abstracts, our study sample included 77 FSP intervention studies with 438 effect sizes. Studies including the following comprised our final sample: (1) an FSP intervention, (2) school-aged children, (3) academic and/or social-emotional outcomes, (4) a naturalistic setting, and (5) an experimental or quasi-experimental group design. Utilizing robust variance estimation (RVE), results revealed that FSP interventions significantly and positively impacted children’s academic achievement (
δ
= .25 ) and behaviors (
δ
= .30), social-behavioral competence (
δ
= .32), and mental health (
δ
= .34). Additionally, particular structural (i.e., home-based involvement) and relational (i.e., school to home communication, collaboration, bi-directional communication) components significantly contributed to FSP intervention effects. Mixed-effects meta-regression analyses were used to assess if effects of FSP intervention components were moderated by children’s grade or race/ethnicity. Results indicated that certain FSP intervention components (i.e., bi-directional communication, behavioral support) were more effective for older students. No significant moderation effects were found race/ethnicity, indicating that FSP intervention components were effective across participants. Overall, findings provide further support for the use of FSP interventions to support youth outcomes. Future meta-analyses should include single-case design studies and explore unique combinations of FSP intervention components.
Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children's learning. The article seeks to shed light on ...an area of confusion; previous research has shown that different stakeholder groups understand "parental engagement" in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children's learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article draws on data from 20 years of qualitative projects with parents to discuss and analyse four issues. The first is the apparent responsibilities of parents to deliver both the school and ...home setting which will provide 'the best' for their children. Second, the gendering of parental responsibilities. Third, I investigate how class and ethnicity shape parents' relationships with educational institutions. Drawing on Bourdieu's conceptual framework, I consider how parents' habitus and the forms and volumes of capital they both possess and can activate inform their struggles for position in the field of schooling. Fourth, I seek to complicate the binary between middle-class and working-class parents with the former commonly assumed to be powerful and effective in the field of schooling, and the latter powerless and ineffective. I conclude by considering the direction of future research on home-school relations.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Gain seven strategies designed to help you engage students and families by building performance-based relationships. Drawing from research and his own experiences as an education leader, Coach Carlos ...Johnson shares practical guidance on how to deepen the impact of your instruction. Learn his performance-based relationships framework and how to apply it to engaged, partially engaged, and unengaged students. This book will help K-12 teachers and administrators: (1) identify their why behind increasing student engagement and discover how to help students find their why as well; (2) foster a healthy sense of cooperative competition in students that will assist them in reaching their full potential; (3) tailor their approach in response to the various racial, socioeconomic, and gendered factors that impact student investment; and (4) learn how to build mutually beneficial relationships with parents that help to achieve higher educational performance, transform school culture, and reduce staff stress. Foreword written by Anthony Muhammad.
Italian legislation requires that all pupils with special needs be integrated in regular classes through cooperation between the class and special education teachers. After school closure in February ...2020 due to the Covid-19 pandemic, teachers had to work together to arrange online inclusive activities for all the pupils in their classes. The Department of Education at the University of Genoa (Italy) designed a qualitative study aimed at investigating the factors affecting e-inclusion through a questionnaire composed of six open-ended questions. A total of 785 teachers filled out the instrument in April 2020. The responses were analysed by combining qualitative content analysis with statistical textual analysis. The findings indicate that effective e-inclusion depends on technologies, relationships with families, collaboration among teachers and online teaching strategies; in particular, teachers had to create personalised activities through asynchronous and synchronous interactive ways for students to engage in, preferably in small groups and individually.
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