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1.
ABSTRACT

Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on their child's attendance, and provide support to mitigate challenges that threatened parents' ability to get their child to school regularly. The program was well received, with nearly all families registering for participation, and three-quarters of those receiving outreach responding and engaging with school personnel via text. The pilot school's kindergarten chronic absenteeism rate was substantially lower in the intervention year relative to prior trends. Further, in the intervention year, the pilot school's kindergarten chronic absenteeism rate (13%) was substantially lower than for that of a synthetically constructed comparison school (24%). We discuss implications for sustainability and scaling of an effort such as this.  相似文献   

2.
Three procedures to modify excessive absenteeism were implemented by an elementary school principal and assessed with an across-subjects multiple baseline design. In one condition, the principal praised the child in the classroom for attending school. In a second and third condition, parents were contacted by telephone and either praised for their child's attendance or given disapproval for absences and prompts for future attendance. Results indicated that classroom intervention with the child produced a transitory increase in attendance. However, intervention with parents, both approval for attendance and disapproval for absences, produced sustained increases in attendance and parent-initiated contacts with the school. The data suggest that intervention with parents of elementary school children is more effective and efficient than direct intervention with the child in the modification of excessive school absences. School-based intervention strategies for early reduction of absenteeism may be important in the prevention of chronic truancy and of the necessity for extensive remediation.  相似文献   

3.
Abstract

This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group.  相似文献   

4.
We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.  相似文献   

5.
Most screening techniques for school learning difficulty have utilized data obtained from the child during an examination session. However, the child's potential for school learning difficulty may be assessed more reliably by parent report. The Minnesota Child Development Inventory was used to obtain parent observations on 59 children before the start of the kindergarten year. At the end of the kindergarten year, measures of reading skill were obtained by two group tests (Lippincott Reading Readiness Test and Metropolitan Reading Readiness Test) and one test administered individually to each child (Wide Range Achievement Test). Results indicated that the parent report on a number of variables from the MCDI correlated highly with postkindergarten success in reading (multiple r = 0.79). Although follow-up in the primary grades will be needed to determine whether these relationships hold, the data are provocative in suggesting that greater attention should be given to parent reports in evaluating a child's school readiness.  相似文献   

6.
In contrast to a burgeoning literature examining the experience and management of children's start to school, much less is known about school readiness in rural Ireland. On this premise, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school. Due to a paucity of preschool provision in rural areas, attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience. In consequence, a considerable number of children start school at four years of age, two years below the compulsory starting age. On reflection, almost one-third of the parents in this study believe their child was too young for school. An important feature of this research is the inclusion of young children (n=22) between four and six years of age in their first year at school. Although the children anticipated differences between preschool and school, the majority found it difficult to adapt to having fewer toys and play opportunities and to the formal curriculum which characterises teaching and learning in infant classes. Zeitgeist and global and national economic factors inform the interpretation of the results.  相似文献   

7.
Empirical research on parental involvement in children's education often makes the assumption that levels of involvement remain fixed over time. This paper highlights evidence from a longitudinal study that half of parents of young people in Year 9 reported becoming more or less involved in their child's school life over a two‐year period and explores the characteristics associated with mothers and fathers that change their levels of involvement. The young person's attitude to school, the mother's relationship with the school, attendance at parents’ evenings and the mother's ethnicity, qualifications and change in economic status had the strongest associations with a reported change in maternal involvement levels. Changes in paternal involvement were strongly associated with the father's ethnicity and the young person's behaviour.  相似文献   

8.
Current emphasis on developing individual educational plans for children presents a problem of matching one child's educational plan with that of other children and then grouping several such children together for instruction, such that the individual qualities of each child's program are still maintained. Teacher and child variables in a noncategorical program for early childhood education of retarded, autistic, seriously disturbed, learning disabled, and aphasic children were used to generate monthly computerized schedules of instruction for 12–16 children each month. Schedules were generated over an eight-month period, and the last month's weekly schedule was presented for purposes of illustration and discussion. Advantages and feasibility of such a system were discussed.  相似文献   

9.
Research on the transition to school has shown successful adjustment to be characterized by a high degree of effort, initiative, and positive interaction with peers and adults. These behaviors often have their root in the earliest transactions between infant and caregiver, particularly the infant's experience of having his/her cues and signals responded to in a consistent, sensitive way and the secure attachment which develops from such care. Through experiences with caregivers in the first year of life children begin to develop "working models" of others and self, models which influence how that child behaves at later ages, and which in turn influence how others respond to that child. Children who are deprived of the opportunity to develop a secure attachment often fail to develop the initiative and social skills which would facilitate their transition to school. Teachers' low expectations and negative responses to the child in the first years of school may perpetuate the child's negative working models and decrease the child's chances for subsequent school success. The challenge to us is to contradict the negative working models many children bring to school. This implies l) considering the meaning of the child's behavior within the context of his/her relationship history and current life experiences, 2) consistently and persistently caring for a child even in the face of apparent rejection of our efforts, 3) looking for opportunities to reframe how we and others perceive the child, and 4) being alert to subtle ways in which we and others may be perpetuating negative working models held by both the child and his/her parents.  相似文献   

10.
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11.
ABSTRACT

Preschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers’ attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of parents with children attending the district's half-day preschool program were obtained (N = 111). Subsamples of parents participated in a phone interview and follow-up, in-person interview. Parents valued early learning and preschool. Children missed school due to illness, problems with child care, transportation, and family life. Differences in attendance rates appeared by school, family demographics, and race/ethnicity. African-Americans and Hispanics experienced more barriers than Whites and Asians, and were more likely to miss school because of illness and medical appointments. Hispanics were more likely to miss for vacation. Parents noted a lack of social connection with other parents in the school/neighborhood, making seeking help to resolve attendance barriers difficult.  相似文献   

12.
The aim of this investigation was to examine the role of social relationships in the home as predictors of social functioning in the first years of school. Longitudinal data gathered on 156 children from urban, low-income families were used to examine the unique contributions of mother-child attachment classification at ages 1 and 2 years, the child's relationship with another adult caregiver, the child's closeness to a sibling, and the child's status in the family relative to siblings between ages 3 and 4 years, to teacher reports of their own relationship to the child and the child's social skills in the classroom and peer relations. The role of family-based relationships as possible protective factors for children at social or demographic risk for problems in school was also tested. Results indicate that quality of different family relationships provides relatively independent and complementary information about early social functioning in school, with more limited evidence for compensatory or protective processes at work.  相似文献   

13.
The authors explored different factors that were associated with mothers' and fathers' choice between two forms of parent–school communication: school briefing sessions and parent–teacher conferences. A total of 585 parents—295 mothers and 290 fathers from different households—who had at least one child enrolled in middle school in Korea were surveyed. Analytic results indicated that there were gender differences in how mothers and fathers were motivated to communicate with school. More educated and affluent mothers who positively assessed their child's academic achievement but were less confident in the child's ability and dissatisfied with the school-provided information were more likely to communicate with the school, whereas fathers were influenced by the employment status of their wives and communication with the child. Perception of positive child–teacher relationship predicted both mothers' and fathers' engagement in communication. Based on the findings, the authors discuss ways to promote parental involvement in communication with school.  相似文献   

14.
Students who are at risk of dropping out of school can be identified retrospectively as early as third grade on the basis of attendance patterns, academic performance, and behavior. Check &; Connect is a model designed to promote student engagement, support regular attendance, and improve the likelihood of school completion. The program has been used successfully with students attending middle school and high school, with and without disabilities, and in suburban and urban settings. An overview of Check &; Connect, key components of the model, and an application of the model implemented with students who were referred for excessive attendance problems during elementary school years are described. Results from an evaluation of its effectiveness with students who received intervention for at least 2 years (n = 147) showed increased levels of student participation as evidenced by significant increases in the percentage of students whose absences or tardies dropped to or below 5% of the time. In addition, over 90% of the school staff (n = 123) perceived students were showing increased levels of engagement and 87% of school staff reported parents were more supportive of their child's education. Strengths and limitations of the study are discussed in light of rigorous criteria used to examine the effectiveness of social programs. In addition, directions for future research are proposed.  相似文献   

15.
Abstract

One student teacher's moral development process is uncovered, using a case study approach to capture the participant's internal processes and the constructed social context. The participant was in the first eight‐week placement of her semester‐long student teaching assignment, a kindergarten classroom in a rural public elementary school with a diverse student body. The participant believed that her professional moral responsibility was to “put the child first.” She believed this included protecting the child's dignity and autonomy, creating a close classroom community, establishing trust between teacher and child, fostering productive communication among all adults in the child's life, and safeguarding the child's health and safety. The participant maintained these priorities in her daily teaching practice and used them in her decision‐making process. However, the decisions that she was required to make during her early weeks of student teaching led to a modified understanding of her values. Democratic discourse and professional autonomy were associated with the process of moral development in this case. Theoretical and practical implications are described.  相似文献   

16.
The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children's school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent–child relationships and high parent involvement in the child's education were associated with school success in terms of school records of achievement and behavior in school. Parent's intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed.  相似文献   

17.
A two-phase parent consultation intervention was used to treat a noncompliant 14-year-old girl. Phase I was a management training program modeled after the Forehand and McMahon program for conduct disordered children. Phase 2 was a communication and problem-solving skills training program that incorporated procedures prescribed by Foster and Robin. Case progress was monitored using a parent's daily log of the child's behavior, direct observations of the family meetings, and a measure of the family issues that were resolved. After consultation, the child was meeting an average of 86% of the parents' objectives, family members were making fewer derogatory comments and more comments indicating effective listening during family meetings, and both the parents and the child agreed that important issues had been resolved. The case serves as an example of the application of case study strategies within a behavioral technology training approach to consultation services.  相似文献   

18.
The contemporary education paradigm highlights the interdependency of home and school expertise. This discourse analysis study examines the narrated agentive possibilities of 18 Finnish mothers of children diagnosed with ADHD to influence and be involved in their child's schooling. Mothers' strong involvement endeavor is premised on their expertise concerning ADHD, distrust of teachers' adequate knowledge of and attitude towards their child, and anxiety for their child's wellbeing. However, our analysis reveals a gap between the mothers' narrated potential agency to fight for her child's well-being and their actual capability to be involved as intended, due to unequal institutional power relations between home and school. Educational responsibility, and the promise of recognition the diagnosis holds in educational social practices are discussed.  相似文献   

19.
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education.  相似文献   

20.
Viewing children's behavior from a systems perspective allows the school-based consultant an expanded perception of the contextual function of the behavior. The two key systems in a child's life, home and school, often overlap, and what occurs in one system can affect the child's behavior in the other system. By considering the relationships of the child to both home and school, a more holistic view of the child is obtained, and greater opportunity for family involvement is provided. This article explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented, and the need for data-based research is explored.  相似文献   

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