scholarly journals Impact of Parental Involvement towards School Education between Boys and Girls

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Richa Varshney ◽  
Dr. Uma Joshi
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Building Blocks ◽  
School Education ◽  
School Behavior ◽  
Parent Knowledge ◽  
Role Of Parents ◽  
Agra City ◽  
Active Parent

Children are the building blocks of the nation and home is the first and most important school for the child, will ever have. Parental involvement has been recognized as the most important factor to influence the childhood and adulthood. Any enrichment programme, for maximizing the potentials of all the children has to have active parent-child interaction. The role of parents in bringing up their children is quite important both in terms of their devotion with respect to time spent with them, money and other consideration. Parents transmit the culture and custom of society to the incoming generation. Parent involvement implies how the parents involve themselves in developing overall personality of the child. It may be described as the allocation of resources to the child‟s school behavior. Parents‟ involvement in education either in school or at home, will create a partnership between school and parents. The resulting partnership between parents and school will develop effective communication from home to school and school to home. The main objective of the present study was to compare the parent knowledge, attitude and involvement towards school education between boys and girls children. Data was collected with the help of standardized tool „Parent Involvement Scale‟ by Dr. Rita Chopra and Surbala Sahoo. Sample size was 100 boys and girls of IVth and Vth Standards, will be selected from Agra city. Analysis of data was done by percentile technique. Findings of the study indicate that involvement of parents towards boy is more than girls. Although they support both of them but in some areas like tours from schools, outdoor group study, financial matter etc, they still ignore girls.

scholarly journals “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Rockie Sibanda
Keyword(s):  
Parental Involvement ◽  
South African ◽  
Teaching Role ◽  
Role Of Parents ◽  
Teachers And Parents ◽  
Children's Schooling ◽  
Successful School ◽  
Pedagogical Function ◽  
South African Township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.

Preventing exclusion: the role of therapists and parents in the inclusion of a disabled child in the education system

2021 ◽  
Vol LXXXII (5) ◽  
pp. 370-386
Author(s):  
Monika Gałkowska ◽  
Katarzyna Kruś-Kubaszewska
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School Education ◽  
Final Decision ◽  
Child Relationship ◽  
Stressful Experience ◽  
Role Of Parents

Choosing an educational system for a disabled child already at the stage of pre-school education is a difficult and stressful experience for parents, which regardless of the final decision, raises many doubts. Certain questions arise: ‘where there is a place in the education system for the child with a disability certificate?’, ‘where the child can develop best?’, but also ‘where the child simply feels happy and does not experience exclusion?’. Many things depend on the level of the child’s disability, on key choices made by parents, and on the quality of cooperation, both in the three-way parent-therapist-child relationship, but also in the two-way parent-child and therapist-child relationships. Parents more and more often make decisions about inclusive education, where a child can develop amongst non-disabled peers. This article focuses primarily on the role of parents and therapists in the process of including a disabled child in the education system, the potential of cooperation, but also the fears, difficulties and expectations accompanying both sides.

scholarly journals Saudi Parental Involvement in EFL Students’ Achievement via Edmodo

2019 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Areej A. Alsanosi ◽  
Thuraya A. Alabsi
Keyword(s):  
Parental Involvement ◽  
Private School ◽  
English Language ◽  
Intermediate Stage ◽  
Integration Of Technology ◽  
Efl Students ◽  
Role Of Parents ◽  
Main Components ◽  
High Level

Parental involvement is a key predictor of students’ success in academic and general life. Moreover, the integration of technology has had a massive influence on the learning process and in facilitating parents’ involvement. The current study aims to explore the role of parents in the achievements of English as a foreign language (EFL) learners via Edmodo, which is a platform consisting of three important main components. A descriptive method is used to conduct the research with a sample of 50 parents of female students at the intermediate stage of King Abdul Aziz private school, and using a questionnaire as an instrument. The results indicated a high level of parental involvement in supporting their daughters’ progress. Moreover, parents were pleased when the teachers kept them informed about their daughters’ progress in English. Communication with the school and supervision of homework had a positive effect on the quality of learning. The results revealed that parental involvement enhanced English language skills and increased learners’ motivation to work hard. In addition, the study discovers the positive perception of parents regarding the use of Edmodo.

scholarly journals The experience of parent-coaches in youth sport: A qualitative case study from Australia

2017 ◽  
Vol 3 (3) ◽  
pp. 64-85
Author(s):  
Samuel Elliott ◽  
Murray Drummond
Keyword(s):  
Parental Involvement ◽  
Qualitative Case Study ◽  
Youth Sport ◽  
Australian Study ◽  
Australian Football ◽  
Parenting Role ◽  
Role Of Parents ◽  
Conflicting Role

There has been increasing academic interest in understanding the nature of parental involvement in youth sport. Much scholarly focus has illuminated both positive and negative forms of sport parenting from the perspectives of coaches, parents and youth participants. One less understood aspect however surrounds the potentially conflicting role of parents who coach their own children in youth sport. This is surprising given that many parents, especially fathers, demonstrate support by fulfilling essential roles such as team manager and team coach (Jeffery-Tosoni, Fraser-Thomas, & Baker, 2015). This paper emerges from an Australian study of 16 parent-coaches involved in Australian football. The original purpose of the study was to understand the nature of the sport parenting role in youth sport in Australia. A number of pertinent themes were constructed surrounding the contemporary experiences of parent-coaches who coach their own children, and how coaching is subsequently justified. The findings illustrate how concerns of favouritism impact how parent-coaches interact with their child in contrast to the rest of the team, encouraging nuances of ‘negative’ parenting toward their own children under the guise of being the coach. Examples of this include demonstrating deliberate criticism at training and matches and overlooking their child in awarding encouragement awards after each weekly match. Significantly, parent-coaches justify these behaviours in attempting to fulfil the dual role of parent and team coach. We argue that this can be potentially problematic for some parent and child relationships and have a reinforcing influence on how other parent-coaches negotiate being a parent and coach. 

scholarly journals Making Learning Visible: Role of Parents in Enhancing the Quality of Teaching at Montessori Level

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Farah Naz ◽  
Zoobia Parveen
Keyword(s):  
Parental Involvement ◽  
Primary Schools ◽  
Target Population ◽  
Teaching Quality ◽  
Survey Method ◽  
Quality Of Teaching ◽  
Classroom Guidance ◽  
Role Of Parents

The study is about parental involvement in quality of teaching at pre- education level (PG to Class2). The aim of this research was to explore the effect of parents’ role in the enhancement of quality of teaching at Montessori level. This research study was descriptive in nature. Parents and teachers of students studying in Lahore city were the target population of the study. Two hundred parents and one hundred students of PG to class 2, from ten public and ten private primary schools were sample of the study. The survey method was used for data collection. It has been found out that parents are facing challenges and difficulties in rearing of child in current era. Study has witnessed a long gap in students’ achievement due to less parents’ support in classroom guidance provided to their kids at preschool level. Findings of this study show that teaching quality and learning level of student is directly correlated with scales from the parental involvement. Evidence based research in this literature review indicated that those preschool approaches are more successful that have focus on role of parents along with the teacher.

Parent involvement and views of school success: The role of parents' Latino and White American cultural orientations

2010 ◽  
Vol 47 (4) ◽  
pp. 391-405 ◽  
Author(s):  
Carey S. Ryan ◽  
Juan F. Casas ◽  
Lisa Kelly-Vance ◽  
Brigette O. Ryalls ◽  
Collette Nero
Keyword(s):  
Parent Involvement ◽  
School Success ◽  
White American ◽  
Cultural Orientations ◽  
Role Of Parents

Reflective Practice: Perceived Expectations of Parental Involvement in Underserved and Under-resourced Communities and the Development of Viable Strategies and Partnerships

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fatima Mansur
Keyword(s):  
Parental Involvement ◽  
School Setting ◽  
Academic Coaching ◽  
Effective Learning ◽  
Holistic Approaches ◽  
Community Dynamic ◽  
School And Community ◽  
Role Of Parents ◽  
Primary Focus

This paper explores the concept of school and community partnerships and their impact on positive student outcomes. My primary focus as a reflective practitioner was to examine the role of parents in this school–community dynamic. School and community are not two separate entities but interwoven through the commitment and support of the children and families they serve. There is a need to identify strategies to assist and empower parents to become more effective learning partners. Friends of Bright Minds Community Prep (FBMCP) sought to address some of the concerns by developing a Parent Academic Coaching Empowerment (PACE) Curriculum; which utilized authentic and holistic approaches rooted in empirical research conducted by Dr. Joyce Epstein’s, involving the six types of parental involvement. It is incumbent for schools and communities (specifically through community-based organizations) to create viable partnerships with the goal of student achievement within the school setting. As a practicing scholar, there is an opportunity for ongoing inquiry, reflection, and discovery.

scholarly journals Study of the Level of Understanding of Parents towards Their Children Curriculum in Vocational Schools

2017 ◽  
Vol 13 (2) ◽  
Author(s):  
Aris Sunawar
Keyword(s):  
High School ◽  
Curriculum Development ◽  
School Education ◽  
Vocational Schools ◽  
Research Needs ◽  
Children's Education ◽  
The Family ◽  
Role Of Parents ◽  
Level Of Understanding

The family is the smallest part in the education unit, the role of parents as educators of children is not stopped just when children start to school and handed over all their children to school education. While the curriculum in 2013, which is based morals, that assessment is not just a numbers, but also the record of the school to the child's progress. To find out how much parents knowledge of the curriculum that is being taken by their child, more research needs to be done, one method is a survey to the parents whose children are still at the high school / vocational randomly either public or private. Questions in the survey is the essence and purpose of the curriculum and the extent to which parents learn and understand the principle of the curriculum as well as participation in their children's education during school. From the results obtained that 83% of parents claimed to already know the competencies that will be owned by his son, and 80% of them have a desire to participate in curriculum development of their children. One of the obstacles they are to participate in the development is the time and their competence in curriculum development. So if parents can also be involved in the curriculum development should been socialized continuously from the school authorities and parents . Who are willing to help the development of the curriculum to get the formula of what competency is needed most and ready to work after graduation.

scholarly journals The Effectiveness of Children YouTube Songs and Flashcard Games to Teach Vocabulary to Kindergarten Pupils

2021 ◽  
Vol 11 (4) ◽  
pp. 528-538
Author(s):  
Gabriella Anindyarizki Widhiprasetya ◽  
Januarius Mujiyanto ◽  
Djoko Sutopo
Keyword(s):  
Parent Involvement ◽  
Online Teaching ◽  
Early Stage ◽  
Effective Interaction ◽  
Independent Variables ◽  
Young Learners ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Role Of Parents

Teaching English to young learners has attracted many people in the last decades worldwide, so that English has been increasingly practised at the kindergarten levels. The role of parents is very crucial in the early stage of a child. This research shows the effective interaction between kindergarten children’s YouTube songs, flashcard games, and parental involvement in vocabulary learning at Kindergarten Karangturi with online teaching. This research was a quasi-experimental study with a 2x2 factorial design that focuses on two or more independent variables or factors on at least one dependent variable. This study employed two independent variables: teaching with YouTube songs and flashcard games based on the design. This study reveals that there was no significant interaction between two teaching media in teaching vocabulary and parent’s involvement. Using YouTube songs and flashcard games as the vocabulary teaching media to pupils with high parent involvement was effective. However, it also reveals that using youtube songs and flashcard games was ineffective as the vocabulary teaching media to pupils with low parent involvement. This study shows no significant difference in teaching vocabulary with YouTube songs compared with flashcard games to Karangturi Kindergarten pupils. Further research was expected to continue this study by finding another method to teach young learners English to enhance their language mastery.

scholarly journals Role of parents in school management: A focus on decision making and accountability in resource provision in pre-primary schools in Embu County, Kenya

2019 ◽  
Vol 8 ◽  
pp. 344-360
Author(s):  
IRERI JEREMIAH WANJAU ◽  
Nyakwara Begi
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
Primary Schools ◽  
School Management ◽  
Decision Making Process ◽  
Use Of Resources ◽  
Parents Involvement ◽  
Role Of Parents

There is a link between availability of resources and quality of education in schools. This is because children who are exposed to sufficient resources in schools develop positive self-concept and perform better in all curricular areas. This study was designed to explore the influence of parents’ involvement in decision making by the school boards of management on the adequacy of resources in pre-primary schools in Embu County. The study was guided by Systems theory of management. The dependent variable was adequacy of resources in pre-primary schools, while the independent variables were involvement of parents in decision making process and accountability of school management to parents. Results from data analysis revealed that resources available in most of the pre-primary schools were inadequate. It was also apparent that parental involvement in decision making process and accountability of school management on use of resources influenced the adequacy of resources in pre-primary schools.

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