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1.
Family involvement in education, including the quality of family–school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent–Teacher Relationship, a subscale of the Parent–Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two‐factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent–teacher relationships and evaluating the effectiveness of family–school interventions.  相似文献   

2.
Attention‐Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in‐service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in‐service and preservice primary‐school teachers. Participants included 120 primary‐school teachers and 45 final‐year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in‐service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in‐service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517–526, 2004.  相似文献   

3.
This study investigated the relationships among demographics, parent and peer attachment, school satisfaction, and student engagement behavior in a 1‐year longitudinal study of secondary‐school students. Statistically significant cross‐sectional differences in school satisfaction were observed, based on grade, but not on race, gender, or socioeconomic status. Level of school satisfaction did not moderate the relationships between parent and peer satisfaction and negative student engagement behaviors at Time 2 (controlling for Time 1). School satisfaction did account for significant incremental variance across all levels of parent and peer attachment relationships, although predicting a larger proportion of variance for withdrawal behavior than for resistance/aggression behavior. Adolescents' appraisals of their school satisfaction appear to be an independent predictor of their school engagement behaviors, regardless of the quality of their parent or peer attachment relationships. Limitations of the study as well as implications for future research and educational practice are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

4.
Dynamics of parent involvement at a multicultural school   总被引：1，自引：1，他引：0  
This paper describes a research project that uses Pierre Bourdieu's concepts of habitus and cultural and social capital to penetrate how middle‐class parents exercise influence and form positive relationships at the neighbourhood public school that serves various ethno‐cultural groups of students. One group of white, economically privileged students have populated the school since its founding; the others are new, immigrant, and diverse in ethnicity, race, and immigrant status. The parents of the former group of children enjoy active involvement in the school and trusting relationships with teachers that involves their differentiation from and exclusion of the new immigrant group. While the paper affirms the importance of social class differences in parent involvement, it integrates additional dimensions of immigration status and ethnicity.  相似文献   

5.
The views of parents and teachers in an elementary school serving a low-income, primarily White, urban neighborhood are presented and analyzed. In-depth interviews reveal the beliefs and hopes of members of each group about the relationship between the school and the families that it serves. Themes of separation between home and school, the function of parent volunteers, structural barriers to more family involvement, friendship between teachers and parents, service to the school, teacher attitudes about parents, and parent attitudes about teachers are explored. Recommendations for the creation of a school environment more encouraging to meaningful parent involvement in the schools are made. Key words include parent involvement and home-school relationships.  相似文献   

6.
The purpose of this study was to investigate teacher and school psychologists' knowledge of Attention‐Deficit/Hyperactivity Disorder (ADHD). One hundred thirty‐two kindergarten through 12th‐grade general education teachers, special education teachers, and school psychologists responded to a 24‐item questionnaire concerning treatment and possible causes of ADHD. The results supported the hypothesis that school psychologists' knowledge level of ADHD would be significantly greater than the knowledge level of special and general education teachers, but did not support the hypothesis that the knowledge level of special education teachers would be significantly greater than the knowledge level of general education teachers. Increased years of professional experience was negatively associated with increased knowledge about ADHD. Implications and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc.  相似文献   

7.
This study explored peer victimization in 9‐ to 14‐year‐old children with and without Attention‐Deficit/Hyperactivity Disorder (ADHD). The sample comprised 104 children, 52 of whom had a previous ADHD diagnosis. Children with ADHD had higher overall rates of self‐reported victimization by peers and parent‐ and teacher‐reported bullying behavior than did children without ADHD. The rates of victimization were especially high for girls with ADHD. Furthermore, children with ADHD reported higher frequencies of verbal, physical, and relational victimization than did children without ADHD. When data were pooled from children, parents, and teachers, children with ADHD were categorized as victims, bullies, and bully/victims significantly more often than were children without ADHD. Parent ratings of ADHD symptoms predicted self‐reported victimization by peers. Neither parent‐rated anxious‐shy behaviors nor parent‐ and teacher‐rated social skills predicted victimization by peers over and above ADHD symptoms. Parent ratings of oppositional behavior mediated the relationship between ADHD symptoms and parent‐ and teacher‐rated bullying. © 2008 Wiley Periodicals, Inc.  相似文献   

8.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested.  相似文献   

9.
This small‐scale study explores a group of English parents' perceptions of their relationships with their child's nursery school and, after the transition to Reception class, their primary school. It references current research and literature on the issues of transition and the role of parents in their children's education. Findings from semi‐structured interviews with parents, and with the children's key workers, were analysed for emergent themes. Parents felt very positively about their relationship with their child's nursery, and that they were fully involved in, and informed about, their child's learning. However, the transition to school heralded a change in their relationships. Most parents felt that they had a more distant and less reciprocal relationship with their child's teacher than they had had with their key worker at nursery. The paper concludes with recommendations for further research.  相似文献   

10.
This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.  相似文献   

11.
The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents’ mediation characteristics and children’s early literacy skills. Each of 62 parent‐child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem‐solving tasks, and general measures of interactions). Children’s early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing‐specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children’s early literacy. More emotional mediation measures correlated significantly with children’s early literacy in the ADHD than in the non‐ADHD group. Discussion focused on parent‐child writing interactions as a context of early literacy development among young children with ADHD.  相似文献   

12.
This study investigated the factors influencing parents of students with disabilities in choosing either an integrated setting or a special school for the education of their children. A questionnaire mailed to members of a parent support group in Victoria, Australia, sought responses to questions about current school setting, changes of school, parent preferences for school setting, and parent satisfaction with the current setting. Parents also rated 30 factors, including specialist resources, curriculum, socialisation, normalisation aspects, school environment, and professional consultation and advice, for their importance in selecting a school. Responses were received from 193 parents. Some differences were identified between parents of students in different settings, with mainstream parents giving high ratings to normalisation and academic aspects, and special school parents emphasising special programs, teacher‐student ratios, and the child's self‐esteem. All parents rated school climate variables as highly important. The majority of parents expressed satisfaction with the current school setting. However, a trend was noted for students to move from the mainstream to special schools as secondary education approached, with the need for curriculum focusing on independent living skills playing an important part in this decision.  相似文献   

13.
The mechanism of parent choice is sometimes viewed as a way of improving the quality of child care centres. This study looks at whether parent choice is constrained by family variables such as socio‐economic status, education and family income and to what extent parents do select quality. The sample for the present study included 100 child care centres catering for under two year old children from around New Zealand. The quality of each centre was assessed using two measures, a checklist (the Abbott‐Shim Assessment Profile) and an interval observational procedure focusing on child‐staff interactions (the Howes/Melhuish Observational Schedule). Two under two year‐olds from each centre were observed for 100 minutes and their parents filled in a questionnaire about their satisfaction with the child care centre. The study showed modest correlations (‐.18 to .27) between socio‐economic status, education and family income and the Abbott‐Shim Assessment Profile but none with observations of child/staff interactions. Eighty‐six per cent of parents in the study said that this centre was their first choice and ratings of quality were highly positive. Yet for most measures there were zero correlations between research‐based measures of quality and parent satisfaction. Qualitative data showed that there was some overlap between the criteria which parents mentioned as the ‘best’ or ‘worst’ things and criteria incorporated into research methods. Parents, however, were concerned about cost, location and convenience which were not part of the research measures. Comments on centres which were of high quality and low quality made by parents and early childhood trained researchers were compared.

Parents were much more positive and uncritical in their comments than researchers. It was concluded that many parents make passive choices of centres rather than actively choosing between alternatives and that many do not have knowledge or awareness of specific aspects of quality to look for. It was concluded that parent choice is not currently a viable means of controlling quality and that policy makers need to look to other mechanisms.  相似文献   


14.
Book reviews     
Whilst there is now clearly an expectation upon parents to become more involved in schools and to take a greater part in their children's education, there is still little attempt to address the constraints upon achieving such aims. These constraints have been shown to include social class factors, gender relations, ethnicity and power relationships. This paper will take the analysis of some of these constraints further and, in particular, will focus on the views of working‐class parents on their relationships with, and role in relation to, their children's secondary school. The paper will explore the reasons for the orientation by working‐class parents which would seem to differ markedly from that of middle‐class parents. It will be shown that working‐class parents are committed to their children achieving educational success, and that they perceive their own role as supportive in a variety of ways. However, their position in relation to schools is to view the school as separate from their everyday social and cultural world and that the parent‐teacher role comprises a division of labour. It will be argued that teachers tend to adopt the same strategies for promoting parental involvement irrespective of class, parental needs, individual circumstances, and so on. Hence, because they take no account of differences, and because their strategies are constructed essentially from a logocentric position, then they serve to reinforce the parents’ perception of teachers as the professional ‘who knows best’: as the powerful knower which thus reinforces working‐class parents’ fatalistic view of schooling and their role as passive. The paper draws on data from a three‐year research project into the parents’ relationship with their children's secondary school. The data set which formed the basis of the analysis presented here comprises interviews with 58 parents from one of the case‐study schools which will be known as Acre Lane, and 15 of the school's teachers.  相似文献   

15.
This study focused on violent and prosocial behaviors by adolescents toward parents and teachers, and the relation between such behaviors and adolescents’ perceptions about the family and school environment. Gender differences in child‐to‐parent violence and student‐to‐teacher violence were also studied. The sample comprised 687 adolescents from secondary schools in the province of Gipuzkoa, Spain, aged between 12 and 16 years. Participants responded to the relationship domains of the Family Environment Scale and the Classroom Environment Scale, among other instruments. A positive family relationship was related to less violent and more prosocial behavior toward parents. However, a positive classroom relationship was associated only with more prosocial behavior toward teachers. The results show that criminal and antisocial behaviors had a mediating influence on the relation between family and school relationships and violence against authority. The implications for intervention and prevention programs are discussed.  相似文献   

16.
Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners – those with special educational needs and disabilities (SEND) – may be lower than for those without difficulties. We report on research exploring a model for developing positive home–school relationships, known as ‘structured conversations with parents’, which was implemented as part of a comprehensive intervention to improve outcomes for learners with SEND (the Achievement for All pilot). Our research design utilised both quantitative and qualitative elements, including school‐level surveys, parent questionnaires, interviews with key personnel and stakeholders, and case studies of pupils/parents in participating schools across 10 local authorities in England. Our analyses suggest that the structured conversations with parents were successful in achieving their intended outcomes, albeit with important caveats in relation to issues of individual differences, implementation fidelity/adherence and sustainability.  相似文献   

17.
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18.
This small‐scale study investigates the origins of parental disillusionment with school, with a focus on the extent to which disillusionment is related to the level and quality of partnership between parents and teachers. It also compares the reactions of parents when teachers take the initiative in contacting them about a child's learning or social problems with those of teachers when parents contact them. Sixteen pairs of parents and teachers who had met to discuss such problems agreed to take part in separate interviews. At least at the outset, partnership was consistently more effective when teachers initiated the contact than when parents initiated it. Initial tensions in the relationship could be reduced when either a parent or a teacher took action to improve the relationship. Parental disillusionment occurred in only three cases, where neither parent nor teacher could see their way to any compromise.  相似文献   

19.
Research Findings: Research on teacher–child relationships is important, as the quality of this relationship is linked to numerous child outcomes in the areas of academic and social functioning. In addition, parent involvement has been identified as a significant factor in the successful development of a child. This study attempted to join these two lines of research by assessing the extent to which teacher–child relationship quality varies as a function of parent involvement. We used a sample of 894 third-grade children, mothers, and teachers from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Regression analyses were conducted to examine the relation between teacher–child relationships and parent involvement while controlling for known determinants of teacher–child relationship quality (i.e., gender and income). All variables were significantly related to teacher–child relationship quality. Parent involvement was negatively related to conflict. Furthermore, more parent involvement predicted less teacher–child conflict, but only for children from low-income families. Practice or Policy: The results are discussed in terms of the importance of parent involvement to children's school adjustment, with specific importance for parents of low-income children.  相似文献   

20.
Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children’s schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents’ advice giving as the most salient form of involvement. Parental advice emphasized the importance of persisting in school, avoiding hardship as experienced by parents, and exhibiting social competence in relationships with peers and teachers. Parental advice giving was transmitted most effectively in the context of parent–child closeness. The findings form a basis for fostering effective and sustainable parent–school partnerships.  相似文献   

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