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1.

This account is based on case study data collected in two first phase schools (5-8 years) in England. The focus is the response of parents and teachers to a supposed opening up of schools through increased parental involvement in schooling. With acknowledgement of appropriate education policy and critical educational research, the authors argue that government policy depoliticises both educational outcomes and parent-teacher relations. The idea of the 'open' school dominates the data; it emerges as a metaphor of convenience and is pivotal in the way in which parents and teachers use it to explain and sustain parent-teacher relations of a mutually acceptable kind. Value is placed by both parties on an atmosphere of open communication, informality and routine. In the process of parent-teacher relations the advantage lies with the teachers, and parental empowerment is something of a myth. The metaphor of 'openness' is not questioned by parents and teachers, and it covers a process where trading is taking place between routine parental needs and the professional power and control of the teachers. There are clear indicators in the data which show that what drives parental involvement in these schools is teacher priorities coupled with some parental compliance, under the cover of the 'open' school, and not government policy imperatives.  相似文献   

2.
Conjoint behavioral consultation (CBC) is an ecological model of service delivery that brings together parents and educators to collaboratively address shared concerns for a child. This study provides exploratory data investigating the effects of CBC on home and school concerns for 48 children aged 6 and younger. Single-subject methods were used to evaluate the effects of CBC on individual children. Effect sizes across cases yielded large median effect sizes (0.97 at home and 1.06 at school). Results of paired sample t tests suggested significant improvements in parents' perceptions of communication with their child's teacher and in the overall parent-teacher relationship. In addition, parents and teachers reported high levels of acceptability of CBC and satisfaction with the consultant. Implications and limitations of the study and future research needs are presented.  相似文献   

3.
Behavioral interventions delivered across home and school settings can promote positive outcomes for youth with autism spectrum disorders (ASD). Yet, stakeholders who deliver these interventions may struggle to implement interventions as intended. Low levels of treatment integrity can undermine potentially positive intervention outcomes. One way to promote implementers' treatment integrity is Implementation Planning, a logistical planning and barrier reduction strategy that is supported by emerging school-based research. The current study extended the research on Implementation Planning and evaluated the effectiveness of the strategy with parents implementing a behavioral intervention at home within a Conjoint Behavioral Consultation model. The behavioral intervention aimed to increase compliance and decrease aggression for two children with ASD at home. Initially, parents struggled to deliver the intervention consistently; however, after Implementation Planning, parents' treatment integrity increased and, subsequently, child outcomes improved. Implications for future research and consultation are presented.  相似文献   

4.
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.

Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.

Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).

Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.

Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership.  相似文献   

5.
Jan Milton 《Sex education》2013,13(3):241-256

This small-scale study draws on qualitative data from four government primary schools in Sydney, Australia to investigate the sex education given to grade five and six primary school children by their teachers. This article explores the sexuality issues teachers find difficult to discuss, and reports the concerns teachers have when teaching sexuality education. The practices teachers adopt to encourage parent-teacher partnerships in sex education are also reported. School programs varied in the coverage that was given to contraception and sexually transmitted infections while no school program formally addressed sexual identity and orientation, issues that were brought up by the children through their questions. Teacher concerns included what parents might think about the program and how to manage the different levels of maturity, knowledge and comfort among the children in their class. The article concludes that teachers need to continue fostering their partnership with parents and that many teachers require more opportunities for training so that they can address with comfort the sexuality issues of concern to children and their parents.  相似文献   

6.
Conclusion It cannot be stressed enough that parental involvement in their child's learning process is necessary. However, this involvement must be more than attending periodic parent-teacher conferences and asking how the child is doing in school. Parents need to understand, and teachers need to reiterate, that the parent is one of the most important teachers a child will have. While curriculum improvement in the schools continues to dominate educational agendas, the home environment unfortunately is easily overlooked as being influential in a child's learning. Educators need to recognize that influence, and while curricula continue to improve, the integration of communication skills at home must be considered to ensure the child the best possible education. Communication between home and school should be ongoing. This combined effort develops a speech and language arts curriculum to its fullest and includes all appropriate individuals involved in the development: educators, parents, and children.  相似文献   

7.
Starting school is a critical event in a child’s life and successful transitions to school have been posited as key indicators for future academic achievement. For children with autism spectrum disorder (ASD), the process is complicated by difficulties in social communication and social interaction. Parents of children with ASD can experience their child’s transition to school as a stressful and challenging time. In this study a qualitative methodology, Interpretative Phenomenological Analysis (IPA), was used to elicit the experiences and perceptions of six parents whose children with ASD were starting school in Ireland. Semi-structured interviews were carried out and a cross-case analysis was conducted. Three common overarching themes were identified which reflected participants’ experiences of the transition process; these were (a) “I think they need to believe, believe what we’re telling them”, (b) “Experience of ASD/it’s a very labelling thing”, and (c) “Preparing for school and feelings about the future”. Implications from the research are discussed with reference to the role of the educational psychologist (EP) in supporting parents of children with ASD in the transition process.  相似文献   

8.
ABSTRACT

This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data were recorded, transcribed, and analysed using both manual thematic coding semantic mapping and text mining analysis (Leximancer). The majority of parents (n?=?21/26) were found to have either minimal or no communication or collaboration with the school. It was mainly a few mothers (n?=?4), and no fathers, who reported consistent communication and collaboration with the school, whose children were partially included in the schools and had high support needs. The findings have implications for building channels of communication and collaboration between parents and school staff in order to support their children with SEN in Bhutan.  相似文献   

9.
Problem solving between parents and teachers is critical to maximizing student outcomes. The current study examined the associations among the different components of problem solving, as well as the relationship between various characteristics and problem solving in parents and teachers of children with autism spectrum disorder (ASD). Participants were 18 teachers and 39 parents of children with ASD. Parents and teachers completed a demographic survey, phone interview, and dyad observation. Results indicated that parent and teacher problem solving strategies were correlated with each other. Lower‐income parents and parents interacting with White teachers displayed less problem solving. Findings suggest that school‐based service delivery models to improve problem solving should consider both skill development, as well as the sociodemographic characteristics that parents and teachers bring to their interactions.  相似文献   

10.
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school.

Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process.

Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education.

Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track.

Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases.

Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively.  相似文献   

11.
Objective. This study examined whether mainland Chinese and U.S. American children’s interpretations of their parents’ coercive authority assertion and critical comparison and shaming moderate relations between their reports of parenting and adjustment. Design. Middle-school children from mainland China (n = 217) and the United States (n = 207) rated their parents on coercive authority assertion and critical comparison and shaming, indicated whether they approved of their parents’ practices, rated their parents’ underlying intentions, and reported their own depression, antisocial behavior, and school motivation. Results. Moderation analyses showed that associations between coercive authority assertion or critical comparison and shaming and child depression were stronger for American and Chinese children whose approval ratings for these practices were relatively low. Greater coercive authority assertion was related to lower antisocial behavior for children who rated their parents high for the child beneficial interpretation and to lower school motivation for children who rated their parents low for the parent beneficial interpretation. For American children, greater coercive authority assertion also was related to greater depression for those who rated their parents relatively low for the child beneficial interpretation. For Chinese children, greater critical comparison and shaming was related to increased school motivation for those who rated their parents high on the child beneficial and/or parent beneficial interpretations. Conclusions. When children interpret their parents’ behavior in a more positive manner (i.e., they approve or think it is motivated by concern for the child), negative effects of coercive authority assertion and critical comparison and shaming may be mitigated. However, some cultural differences were found, particularly with respect to school motivation.  相似文献   

12.
Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials.  相似文献   

13.
The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ).  相似文献   

14.
Effective parent‐teacher communication involves problem‐solving concerns about students. Few studies have examined problem‐solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem‐solving behaviors of parents and teachers of children with ASD. Participants were 18 teachers and 39 parents of children with ASD. Parent‐teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem‐solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem‐solving. Teachers displayed more problem‐solving behaviors than parents. Both groups reported engaging in more problem‐solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem‐solving.  相似文献   

15.
ABSTRACT

In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed.  相似文献   

16.
Objective. Children vary in how sensitive they are to environmental influences. Child temperament is an individual difference factor that appears to moderate the impact of environment on early child development. This study contrasts the “diathesis-stress/dual risk” and “differential susceptibility” models in examining difficult temperament as a moderator of the relation between preschool parenting and school-aged child persistence. Design. A longitudinal design included 61 typically developing Portuguese children (31 girls) assessed when they were toddlers (Time 1 at 1–3 years), preschoolers (Time 2 at 4–6 years), and school aged (Time 3 at 8–10 years). At Time 1, parents were recruited and interviewed. At Time 2, semi-structured mother–child interactions were observed, and preschool teachers rated children’s temperament. At Time 3, children’s task persistence was rated by their elementary teachers. Results. Difficult temperament moderated the association between mother–child interactions and child persistence, with stronger associations for children with more difficult temperaments. Conclusions. Consistent with the diathesis-stress model, results reveal that high levels of positive parenting reduce the risk of low self-regulation associated with difficult temperament.  相似文献   

17.
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18.
ABSTRACT

The Madres para Niños (MpN) program uses consultee-centered consultation as a vehicle to help immigrant Latino parents focus and reframe their preexisting child advocacy skills toward their children’s successful transition into elementary school in a new geographic and cultural context. This article describes the Latina mother’s experience as consultee during the MpN ten-week group consultation process.  相似文献   

19.
Australian Play School is a children’s television programme developed in collaboration with early childhood educators. It is screened free to air across Australia. Two hundred and twenty-four adult carers of young children aged 1–8?years completed an online survey via a link on the Play School website. The survey addressed child behaviours during and after viewing, and adult perceptions about which programme segments were most engaging to the child. Play School elicited a large number and variety of behavioural responses from children during and after viewing. The types of responses elicited suggest that viewing the programme may be beneficial for children’s development and learning. Results were tempered by the age of the child and this, as well as the impact of carer attitudes and carer input during and after viewing, needs to be explored further before results are translated into recommendations for programming and optimal viewing strategies.  相似文献   

20.
ABSTRACT

Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.  相似文献   

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