共查询到20条相似文献，搜索用时 31 毫秒
1.
This study investigated the perceptions of foster parents of children with disabilities concerning their interactions with school personnel. We conducted semi-structured interviews with 7 foster parents of 6 children with disabilities (age range = 5–16). A qualitative analysis of the interviews resulted in the identification of five thematic areas, including foster parent perceptions of: (a) the role of the foster parent, (b) the efficacy of the foster parent in helping the child learn, (c) invitations to involvement from the school (d) invitations to involvement from the child, and (e) foster child experiences in the school system. Marked differences were found in the perceptions of the perceptions in foster parents of elementary and secondary age students.It is clear that foster parents who take on an active role in their child’s education experienced positive relationships with their child’s school. Foster parents who take a passive role in their partnerships with the schools experienced increased difficulty maintaining motivation to continue in their efforts to increase collaboration and involvement with the schools. They indicated a sense of anger, distrust, and even hostility towards the schools. Based on the findings, recommendations are provided for improving home-school relationships, and addressing obstacles to successful school partnerships with foster families. 相似文献
2.
Thomas Valérie De Backer Free Peeters Jeltsen Lombaerts Koen 《Learning Environments Research》2019,22(3):345-363
Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.
相似文献3.
Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
4.
Meng Ee Wong Kenneth K. Poon Sarinajit Kaur Zi Jia Ng 《Asia Pacific Journal of Education》2015,35(1):85-97
Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion. 相似文献
5.
6.
Bobbie Kabuto 《The Educational forum》2020,84(3):242-257
AbstractThe research presented in this article analyses 242 written responses to interview questions conducted with families who live in the United States to explore parental perceptions of disabilities. The data were analyzed through a case study methodology and discourse analysis. Findings from this study illustrate how parents drew upon both medical metaphors and sociocultural factors to discuss their perceptions of their or their children’s perceived learning disabilities. 相似文献
7.
The importance of Early Intervention for children with Autism has been established however little attention has been given to the role of the parent and their perspective (Griffin & Shevlin, 2011). Research on Early Intervention has proliferated and innovative research on involving parents as partners has emerged (Carpenter, 2007; Hornby, 2011), however parents’ experiences of assessment, diagnosis and education have received little attention. This study investigated parental perceptions of Early Intervention services for children with significant disabilities. The purpose of this article is to describe how parents experience assessment, diagnosis and education, exploring the potential of utulising a parental lens in grasping these perspectives. It explored parents’ need to negotiate services and the difficulties surrounding their children's education in mainstream settings. Through qualitative, longitudinal, in‐depth case studies, parents (n 6) were interviewed over a fifteen month period. Interviews coincided with school terms. A major point of difference is the presence of parent voice. This research is dedicated to eliciting parents’ voice and exploring how this may influence current understandings of Early Intervention in Ireland. This research suggests that we need to explore what is needed by parents according to those parents, by acknowledging parent voice. Early Intervention and school settings may be a site of reconfiguration of parenthood where mutually, supportive mechanisms may confront the obscurities associated with their role and the fact that they are seldom heard. 相似文献
8.
This study investigated the relation between multidimensional aspects of high school students' perceptions of their parental involvement and their achievement. It explored differences in socio-economic backgrounds, ethnicity, gender, and higher and lower achieving students, and a structural model was developed to further investigate these relations. A parental involvement questionnaire and measures of efficacy, liking and achievement in mathematics and reading were administered to a sample of 1,554 New Zealand high school students from 59 schools. In the view of students, there is support for parents to be talking to their children about learning and schooling and having high expectations of them and their future in learning, especially for lower achieving students. Students who claim that their parents are talking with their teachers or attending school meetings are more likely to have lower achievement. The implications from this study relate to developing student self-regulation for learning in home, providing more surface than deeper learning as homework, and assisting parents to learn the language of learning and schooling. 相似文献
9.
Lise Roll‐Pettersson 《欧洲特需教育杂志》2013,28(3):331-349
The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework. 相似文献
10.
Reiko Ishihara-Brito 《Prospects》2013,43(2):187-197
This paper presents the findings and implications of a qualitative study conducted in Guatemala, which focused on rural, indigenous parents’ perceptions of their children’s schooling and educational quality. For these parents, the simple fact that their children had improved access to school signifies a satisfactory educational accomplishment; this conceptualization is shaped in large part by their own limited experiences with formal education. Although these parents recognized the importance of education, they held low expectations of and aspirations for their children’s academic performance, likely reflecting their own low educational levels. They identified homework as a key indicator for learning, and parental involvement in homework should be a point of departure in fostering learning environments that help improve student outcomes. The social organization and corresponding family responsibilities of children and youth dictate much of the parents’ thinking with respect to schooling and the children’s future. 相似文献
11.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement. 相似文献
12.
Transition to school for children with autism spectrum disorders (ASDs) places demands on children, parents, and school settings. The unique experiences of parents from diverse backgrounds have not been studied extensively. This qualitative study explored the experiences of 5 Canadian and 5 immigrant families during the transition to school for their children with ASDs. Parent perceptions of support systems during this transition and their experiences with preschool and elementary school staff were analyzed to understand their experiences. Thematic analyses of parent interviews revealed that parents perceived the quality of care during preschool as more supportive than the care received in elementary school. A variety of resources, such as familial, educational, and community support, seemed to help some Canadian and immigrant families in different ways. The transition to school experiences of parents of children with ASDs has important implications for school psychologists who facilitate and mediate parent–school partnerships and interagency collaboration. 相似文献
13.
ABSTRACT This short report is about the experiences, views and perspectives of eight parents whose children experience difficulties in learning or have disabilities. These parents have been involved in or innovated parent groups around England. Their views are presented in the light of education policy which relates to school choice and to children and young people with statements of their ‘special educational needs’. These parents’ perspectives on integration emerged as one of the main themes from the interview data 相似文献
14.
Nancy L. Hutchinson Michelle Villeneuve Jennifer Dods C.J. Dalton Patricia Minnes 《Early Years: An International Journal of Research and Development》2014,34(4):348-363
Research has shown the benefits of parent involvement for student participation in education. Parent advocacy is a critical form of involvement by parents for children who are young, have disabilities, and are making transitions. Studies have classified forms of parent advocacy but have not illuminated the components necessary for effective parent advocacy. In this study of three families of children with developmental disabilities making the transition to kindergarten, we examined the applicability of Test’s conceptual framework of self-advocacy (CFSA) for guiding research and interventions for parent advocacy. The four components of CFSA were all reported in the parents’ experiences of advocacy. These cases highlight how parent advocacy is similar to, and more complex than, self-advocacy and suggest that parent advocacy is also influenced by the parent’s perceptions of the child’s needs and is context specific. In these cases, advocacy during transition reflects the parent’s priorities for the child’s inclusion. 相似文献
15.
Maria A. Rogers Andrea Jane Hickey Judith Wiener Nancy Heath Rick Noble 《Learning Environments Research》2018,21(3):423-431
Parental involvement in children’s learning has been found to influence academic success. However, very few tools exist for measuring parental involvement, particularly ones that target adolescents’ self-report. The present study assessed the factor structure, reliability and convergent validity of a new scale to assess adolescents’ perceptions of their mothers’ and fathers’ educational involvement: the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS). The PSLS-AS, as well as a questionnaire measuring the risk of high school drop-out, was administered to a sample of 825 youth (aged 13–14 years). Exploratory factor analysis revealed a two-factor structure representing parental involvement: Controlling Involvement and Autonomy Supportive Involvement. Adolescents’ perceptions of their parents’ involvement correlated with a risk of high school drop-out. Implications and future directions for further validation of the PSLS-AS are discussed. 相似文献
16.
Meghan Stacey 《Critical Studies in Education》2016,57(2):209-223
This article reports the findings of a study on the nature of parent–school engagement at an academically selective public high school in New South Wales, Australia. Such research is pertinent given recent policies of ‘choice’ and decentralization, making a study of local stakeholders timely. The research comprised a set of interviews with parents and teachers (n = 15), through which parents – all members of the school’s Parents’ and Citizens’ group – theorized and explained their involvement with the school, and teachers spoke about their views on this involvement. Results are organized around three themes: ‘how parents worked to nurture their children’s schooling’, ‘reasons behind parents’ involvement with the school’, and ‘communication and use of parental resources by the school’. Overall it was found that while parents were making significant efforts to involve themselves in the education of their children and with the school more broadly, the reasons for their involvement were not always consistent, but instead revealed a range of motivations for and conceptions of parents’ roles within schools, which at times were at odds with the teachers’. Through this, the study contributes to our understanding of middle-class parent engagement at an unusual and particular type of school. 相似文献
17.
The social status of elementary students with learning disabilities (LD) served by the Integrated Classroom Model (ICM) was compared to the social status of elementary students with learning disabilities served in a regular class with resource room support. The ICM serves elementary special education and non-special-education students (1:2) together as one class. The comparison group was composed of students with learning disabilities who received special education services outside of their regular classroom for a portion of their school day. Social status was determined by assessing interpersonal relationships among students, using a peer rating method. The results of analyses of various dimensions suggest that while special education students in both programs have significantly lower social status on average than their non-special-education peers, the children in the ICM have a better opportunity to blend successfully into the classroom than the children who go out to a resource room. 相似文献
18.
《Journal of Education for Students Placed at Risk》2013,18(4):349-372
The purpose of this study was to examine the relationships among the attitudes and perceptions of parents, teachers, and family support staff toward parental involvement in prekindergarten programs for children identified as being at risk for later school failure. Focus group interview data identified, from multiple perspectives, factors that encourage or discourage parents from assuming an active role in their young children's education. Results are discussed in terms of future research and program development efforts aimed at helping family support professionals and early childhood educators better meet the needs of the diverse groups of children and families represented in prekindergarten programs. 相似文献
19.
Jessica K. Bacon Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(7):682-699
The Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan (IEP) meetings, and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent–school relationship when parents are fighting for more inclusive placements for their children. This study uncovers the bureaucratic processes schools utilise, which do not allow for equitable parent participation in IEP processes including: medical and deficit discourse, professionalised discourse, policy interpretations, and meeting practices. We then describe strategies that parent-advocates use in order to obtain adequate services for their children including: networking, bringing an advocate, and education. We conclude with recommendations for schools and parents which promote enhanced parent–school collaboration throughout IEP planning, with an end goal towards improving educational opportunities for students with disabilities. 相似文献
20.
The perceptions of parents and teachers of 24 children with learning disabilities regarding their children's or students' locus of control (LC) orientation were compared to the LC orientation held by the children themselves. While no significant differences were found between parents and children, teachers were found to perceive in their students with learning disabilities significantly more internally oriented success experiences than the students perceived in themselves. Significant differences in LC orientation were also found between the children with learning disabilities and a comparable group of nondisabled subjects. Implications for both preservice and inservice teacher education are presented. 相似文献