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1
PERSON, KATHERINE. "Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.
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Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation.
Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation.
The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.
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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.
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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
3
Hwang, Ching-Hui. "Parental Stress, Parental Attitude, and Preschoolers' Academic, Social and Emotional Maturity." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331161/.
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This study investigated the relationships among the variables of parental stress, parental attitude, and preschoolers' academic, social and emotional maturity. The purposes of the investigation were to measure the relationship between parental stress and parental attitude, and to determine whether parental attitude and parental stress differed in their ability to predict preschoolers' behavioral maturity.
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Callaghan, Tamara. "Does the apple ever fall far from the tree?: exploring the intergenerational transmission of parental attitudes /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19224.pdf.
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Murphy, Sonia M. "The attitudes of Jamaican parents towards parent involvement in high school education." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002murphys.pdf.
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Bauman, Carol M. "Adoptive fathers' attitudes toward birthfathers." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1998. http://www.icsw.edu/_dissertations/baumann_1998.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1998.A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Choi, Jong Eun. "Comparison of Childrearing Attitudes Between Church-Related Korean American Immigrant Parents and Korean Parents." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279088/.
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The purposes of this study were to compare the childrearing attitudes of church-related Korean American immigrant parents and Korean parents as measured by the Parent As A Teacher Inventory (PAAT), and to identify relationships between the PAAT childrearing subsets and demographic variables including sex of child, sex of parent, education of parent, family income level, maternal employment, accessibility to the child, language of parent, and length of residence in America.
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Piller, Yulia. "Factors influencing parental attitudes toward digital game-based learning." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849636/.
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The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes.
The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom.
Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are able to see the educational value of video games and are willing to think critically and draw connections between what they learn in a gaming environment and core subject areas.
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Moss, Lois M. "An exploratory descriptive study of parental attitudes and authoritarian parenting style among foster parents and non-foster parents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2001. http://digitalcommons.auctr.edu/dissertations/3671.
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The overall objective of this study was to explore parenting attitudes and authoritarian parenting style among foster parents and non-foster parents. The Index of Parental Attitude Scale was used to measure foster and non-foster parents7 attitudes towards their child or foster child. The authoritarianism scale was used to determine if authoritarian was a style of parenting that is used by foster and non-foster parents. The treatment included a ten-minute guestionnaire on the following topics: parenting attitudes and authoritarian parenting style used in rearing a birth child or a foster child. Thirty participants completed the questionnaire, 15 foster parents and 15 non-foster parents. The study showed no significant difference in parenting attitudes used by foster parents and non-foster parents. The study also showed no significant difference in the use of authoritarian parenting style among foster and non-foster parents.
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Pennington, Alexandra Danielle. "Do parents' attitudes toward risk influence juvenile violence?" Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646040536/viewonline.
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George, Anne. "Parents' Knowledge and Attitudes About Immunization in India." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2634.
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Childhood immunization is acknowledged as being a crucial health intervention for children. Immunization rates of children may vary depending on their parents' knowledge and attitudes about the issue. The focus of this study is on parents' knowledge and attitudes about immunization, and employs Urie Bronfenbrenner's ecological systems theory. A questionnaire was administered to 233 parents in India to explore the issues of parental immunization knowledge and attitudes. Correlates of parental knowledge and attitudes that were explored included gender, education, respondents' immunization status, and children's immunization status. Sources of parental knowledge about immunization were also examined. Overall, parents in this sample had a high level of awareness and positive attitudes about immunization. Parents' knowledge about immunization was correlated with their attitudes on immunization. Gender was correlated with parents' knowledge about immunization, but not their attitudes, with females having greater awareness about immunization than males. Parental education, parental immunization status, and children's immunization status were positively correlated with both knowledge and attitudes about immunization. Doctors and health care settings were the major sources of information abo ut immunization for parents in this sample. Implications for research, policy, and education are discussed.
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Turk, Kristina. "PARENTS’ BELIEFS AND ATTITUDES ABOUT A PLAY CURRICULUM." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1422362154.
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Bartko, Walter Todd 1960. "DEPRESSION AND DYSFUNCTIONAL ATTITUDES OF PARENTS AND THEIR CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276403.
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Ni, Young-Chih. "American parents' and Taiwanese parents' perceptions of quality standards for early childhood programs." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001184.
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The purpose of this study was to investigate and compare the perceptions of urban parents of two countries concerning standards of selected criteria of high quality standards of early childhood programs developed by the National Academy of Early Childhood Programs (NAECP).Two hundred and forty nine parents ( U. S. = 129, Taiwan = 120) participated in the study. The effects of country, sex, and educational background were examined.The study was conducted by using the questionnaire survey. The instrument was constructed by the researcher based on the Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs.A three-way.MANOVA on 10 dependent variables with independent factors of country, sex, and educational background was used to test Hypothesis I at the .05 level of significance. The Hypothesis I was rejected.To test Hypothesis II, a Spearman's Rho rank order correlation coefficient was computed using the mean ranks of the 10 criteria. Significance was examined at the .05 level. The Hypothesis II was accepted.These findings leading to the following conclusions:1. American and Taiwanese parents shared the similar perceptions that supported the quality standards developed by the NAECP. Most of the statistically differences that existed between American and Taiwanese parents were the differences of the degree of acceptance of the quality standards.2. The only criterion that caused parents' selections to lean toward negative responses was the staffing standards.3. Whenever there was a statistically significant difference between American and Taiwanese parents, the Taiwanese parents were always agreed more than the American parents.4. Regardless of factors of sex and educational background, both American and Taiwanese parents shared similar values in that they ranked health-and-safety and teacher-child interactions as the first or second important factors.5. Regardless of the factors of sex and educational background, both American and Taiwanese parents shared the same values in that they ranked administration and evaluations as the two least important factors when selecting an early childhood program for their children.Department of Elementary Education
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Chen, Wen-Lin. "Nurses' and Parents' Attitudes toward Pain Management and Parental Participation in Postoperative Care of Children." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16127/.
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Over the last 25 years, inadequate pain management for postoperative children continues to be reported in the literature. Inadequate postoperative pain management leads to detrimental physiological and psychological effects, and lengthens children's hospitalisation. Parental participation can improve the quality of care in hospital and after discharge. Both pain management and parental participation are influenced by the attitudes of nurses and parents. However, only little attention has been paid to this field particularly in Taiwan. The purpose of the present study was: firstly, to understand nurses' and parents' attitudes toward pain management and parental participation in postoperative child care. Secondly, to explore the personal factors affecting their attitudes to pain management and parental participation. The third purpose was to compare nurses' and parents' attitudes toward pain management and parental participation in postoperative care of children in Taiwan. A descriptive, cross sectional design was used to survey paediatric nurses (n=63) and parents (n=133) of children from 0 to 17 years old who had undergone surgery in three Taiwan teaching hospitals. The findings indicate that misconceptions about pain medications were found in both parents and nurses. Both parents and nurses held neutral to positive attitudes towards parental participation and postoperative pain management. Both parents and nurses who had higher education levels had more positive attitudes toward the use of pain medication. Parents who were younger, had a higher education level, had previous experience of caring for their child during hospitalisation, had previous experience with their child having surgery and who had younger children, had more positive attitudes toward parental participation. Nurses who had more working experience with children had more positive attitudes toward parental participation. Nurses and parents all had higher agreement in using non-pharmacological methods for children's postoperative pain relief. Nurses had more agreement than the parents in the subscale of "parent-professional collaboration" and another five items in the PPAS questionnaire which included parents being allowed to change simple dressings, restrain their child, and feed their baby; parents being informed; and enhanced professional-patient relationship with parental involvement. Parents had more positive attitudes than nurses to the subscale of "parent presence" and the parents were more in favour than nurses of the provision of facilities such as free meals or parking fees. Improvement in the quality of children's pain management requires more education to enhance nurses' and parents' knowledge and attitudes toward children's pain management and parental participation. Additional programs are needed that target nurses with less paediatric experience as well as older parents to develop more positive attitudes to parental participation. Paediatric nurses need to be aware and satisfy parents' desire to be present during their child's hospitalisation, as well as help parents to clarify their misconceptions about side effects and tolerance of analgesics utilisation.
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Chau, Fung-yee Shela, and 周鳳儀. "Parental attitudes towards home-school liaison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956300.
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Bell, Rebecca L. "Attitudes of expectant parents toward the medical treatment of intersexuals." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371195.
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The purpose of this study was to gain information about expectant parents' attitudes and beliefs about issues dealing with infants born with ambiguous genitalia, a condition known as intersex. A sample of 118 expectant parents (30 males, 88 females) completed a questionnaire that included the Sex-Role Stereotyping Scale and Sexual Conservatism Scale (Burt, 1980), and assessed perceptions of the effects that an intersex condition and surgical treatment would have on a child's life, attitudes toward the medical and social issues of raising an intersexed child, and the likelihood to agree to surgical treatment under various circumstances. Gender of participant, reportedly knowing the sex of expected baby, gender-role beliefs, attitudes toward sexuality, prior knowledge of the term "hermaphrodite," and importance of sexual functioning were related to measures on attitudes toward intersex issues.Department of Psychological Science
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Miranda, Karina Elizabeth, and Vanessa R. Zambrano. "High school Hispanic dropouts: Beliefs and attitudes among Hispanic parents." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3113.
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The purpose of this study is to examine Hispanic parent's beliefs and attitudes about high school Hispanic drop out rates. This study was conducted to better understand the factors that Hispanic parents believe lead to school dropout as well as prevention.
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Sylva-Givens, Karen AnnMaurisa. "Female Parents' Attitudes, Beliefs, and Perceptions About Youth Gun Crimes." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/405.
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Youth gun crime is an important public health issue that affects many communities in the United States. Since 2012, there were over 30,000 gun-related deaths in the United States. Gun violence remains the leading cause of death for young people ages 15-24. This phenomenological study examined single female parents' attitudes, beliefs, and perceptions of the influences and causes of youth gun crimes. The purposive sample drew from 10 single female parents of youth ages 14-17 charged with gun crimes. Sutherlands' (1974) differential association theory provided the theoretical framework for the study. The mothers participated in a series of in-depth, face-to-face interviews; these data were analyzed via inductive and emergent analysis. Results of the study indicated that these 10 parents were attempting to convey the correct message to their children to avoid gun violence. This message did not resonate due to environmental peer influence. One finding was the perception that peer influence and environmental factors favorable to gun violence hampered the impact of the parents in getting the message to youths to avoid youth gun violence. The study findings suggest that curtailing gun violence will require collaboration amongst community members. In addition, mothers need to be armed with resources that address the issues of peer pressure and community violence. The results of the study can impact positive social change by informing parents to be more empowered to seek resources to combat peer pressure and gun crimes. For this reason, the study should provide information useful for individual families in curtailing youth gun violence, thus impacting the community and the lives of many.
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Williams, Vaneia LaShea. "Relationship Between Parents' Attitudes and Involvement in an Elementary School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4341.
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Parental involvement at Shady Lane Elementary School is lower than the district average, which might be contributing to low levels of student achievement. The purpose of this quantitative correlational study was to explore attitudes of parents at the school and selected parental involvement behaviors. The framework for this study was the theory of planned behavior. The focus of research question 1 was the relationship between parents' attitudes toward the school and parental involvement in the form of communicating, volunteering, and learning at home. The focus of research question 2 was the relationship between parents' attitudes toward parental involvement and parental involvement in the form of communicating, volunteering, and learning at home. The covariates were parents' level of education, employment status, and income. Survey data were collected from 108 parents of students in Grades 1-5. Descriptive statistics showed parents had low levels of all 3 types of parental involvement and negative attitudes toward the school and that parents' attitudes toward parental involvement were almost equally positive and negative. Spearman correlations showed a positive correlation between both independent variables (parents' attitudes toward the school and parental involvement) and communicating, volunteering, and learning at home. Multiple regression analysis showed a positive predictive relationship between parents' attitudes toward the school and communicating and learning at home, and between parents' attitudes toward parental involvement and communicating, volunteering, and learning at home. Results may be used to improve students' achievement as a result of improved parental involvement.
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Du, Preez Marike. "The attitudes of parents towards homework in the Foundation Phase." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45888.
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Homework is given to learners on a daily basis to practice a specific skill, to foster personal development and to develop planning and time management skills. Although learners in the Foundation Phase are encouraged to do homework on their own, the support and involvement of their parents are required in order to develop personal skills and to maintain a healthy social relationship.
As homework is a time of the day when parents usually interact with their children, their attitudes regarding homework in the Foundation Phase impact the way in which a learner will experience the homework process. Some learners experience homework as more pleasant when parents are involved, while others feel that homework disrupt families and causes conflict and tension.
Research has indicated that the early years of a child’s life are critical for development, as this is the time when learners acquire fundamental concepts, skills and attitudes and when parents pass on values such as respect, tolerance and appreciation, all of which are important to laying down the foundation for lifelong learning. Parents’ beliefs and behaviours thus have an important role to play in a child’s development, and their attitudes and actions influence the nature and course of their children’s development. Parents and families need to be encouraged to assist their children with homework and to see this as the time of the day when they can bond with their children.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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Spencer, Stanley. "Perceptions of college students, parents, and employers in southwest Ohio concerning associate degrees." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318452.
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Savage, Laura-Émilie. "Parents’ Childhood Maltreatment and Subsequent Parenting." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67071.
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L’objectif principal de cette thèse est de documenter l’association entre les expériences de maltraitance vécues à l’enfance par les parents et leurs comportements parentaux subséquents et d’explorer les mécanismes et les variables sous-jacents à cette association. D’abord, une méta-analyse des études qui ont examiné l’association entre la maltraitance vécue à l’enfance par les mères et leurs comportements parentaux subséquents à l’endroit de leurs enfants de 0 à 6 ans a été conduite. La possibilité que certaines variations méthodologiques et conceptuelles puissent agir comme modérateurs de cette association a aussi été testée. Au total, 32 études ont été retenues et les analyses ont révélé une association faible et significative entre le vécu de maltraitance à l’enfance et les comportements parentaux subséquents (r = –.13, p < .05). Les analyses de modération ont également révélé que l’association entre ces deux variables est de plus grande magnitude lorsque les comportements parentaux mesurés étaient des comportements négatifs, potentiellement abusifs, ou encore faisaient état de la qualité de la relation parent-enfant. L’association était également plus élevée dans les échantillons contenant une plus grande proportion de mères de garçons et lorsque les études étaient moins récentes. Deuxièmement, une étude empirique a été conduite afin de répliquer les résultats impliquant une association entre l’exposition des mères à de la maltraitance à l’enfance et leur sensibilité maternelle ainsi que pour tester les mécanismes sous-jacents potentiels. Alors que des études ont démontré que certaines caractéristiques maternelles (i.e., adaptation psychosociale, représentation d’attachement) et environnementales (i.e., faible vs haut risque) pouvaient partiellement expliquer l’association entre l’historique de maltraitance et la sensibilité maternelle, aucune de ces études n’a testé toutes ces variables dans une même étude. C’est pourquoi cette étude visait à tester ces variables comme potentiels médiateurs et modérateurs de cette association ainsi que tester leur effet direct sur la sensibilité maternelle. Les résultats ont permis de répliquer l’association entre la maltraitance vécue à l’enfance et la sensibilité de mères envers leurs enfants de 18 mois. En plus de la maltraitance vécue à l’enfance, le risque et les représentations d’attachement étaient tous prédicteurs de la sensibilité maternelle. Toutefois, aucune médiation n’a été trouvée, suggérant que bien ce ces variables agissent simultanément sur la prédiction de la sensibilité maternelle, nous ne sommes toujours pas en mesure de documenter comment celles-ci interagissent ensemble. Les résultats ont aussi révélé que l’adaptation psychosociale agit comme un modérateur de l’association principale, celle-ci étant de plus grande magnitude pour les mères présentant moins de difficultés d’adaptation.The purpose of this research project is to document the association between parents’ experiences of childhood maltreatment (CM) and their subsequent parenting behaviors and to further our understanding of the processes and variables influencing this association. First, a meta-analysis of studies that have examined the association between mothers’ exposure to CM and their subsequent parenting behaviors towards their 0-6 years old children was conducted. The potential impact of both conceptual and methodological moderators has also been tested. A total of 32 studies were retained for analysis and results reveal a small but statistically significant association between maternal exposure to CM and parenting behavior (r = –.13, p < .05). Moderator analyses reveal that the association between CM and parenting are of greater magnitude when parenting measures involved relationship-based or negative, potentially abusive behaviors, when samples have greater proportions of boys compared to girls, and when studies were older versus more recent. Second, an empirical study was conducted in order to replicate the findings suggesting an association between mothers’ exposure to CM and maternal sensitivity and to test its potential underlying mechanisms. While previous studies have suggested that maternal (i.e., psychosocial adjustment, attachment state of mind) and environmental (low- vs high-risk) characteristics partially explain the association between CM and parenting, none of these studies have considered all these variables together. This second study thus aimed to test the potential mediating or moderating effect of these variables on the association between CM and parenting outcomes as well as their direct effect on maternal sensitivity. Results replicated the association between CM and lower maternal sensitivity of mothers of 18-months-old children. Together with CM, risk and attachment state of mind were all predictive of maternal sensitivity. However, no mediation effect was found, suggesting that while all these variables act simultaneously, we remain uncertain as how they interact with each other. Results also revealed that psychosocial adjustment acts as a moderator of the association between CM and maternal sensitivity, the association being stronger for mothers presenting fewer adjustment difficulties.
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Rotzien, Andrea Lee. "The development of a scale to assess attitudes toward teenage parents." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845929.
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The purpose of this study was to develop a valid and reliable scale to measure attitudes toward teenage parents. The instrument, called the Attitude Toward Teen Parent Scale (ATTPS), was based on Robinson's (1988a) suggested myths about teenage fathers. The ATTPS consisted of 20, Likerttype items and was administered to 133 volunteer undergraduate students attending Ball State University. A series of exploratory principal component factor analyses were conducted to identify independent factors represented by the ATTPS. A four-factor solution, accounting for 54% of the variance on the ATTPS was retained . The internal consistency reliability for the ATTPS was .67. Two factors were interpreted as "psychological deviance" (alpha = .77) and "supportive involvement" (alpha = .66). The other two factors were not interpretable. These findings suggested that the ATTPS measured two independent constructs. It was suggested that future research should further test the validity and reliability of the ATTPS by focusing on the two interpretable factors identified in this study, and by increasing the items on the scale as well as the number of subjects tested. Further studies should also examine attitudes among different populations (e.g., varying by race, sex, age, profession) toward teenage parents.Department of Counseling Psychology and Guidance Services
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Saunders, Katie 1980. "Parents' and teachers' differing views of group work with gifted students." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81511.
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In a previous study by our research group, parents and teachers of gifted children disagreed about the importance of group work in the inquiry-based classroom, with parents rating group work as less important than did teachers (Syer & Shore, 2001). The purpose of the present study was to attempt to understand this difference of opinion. Parents (n = 15), teachers (n = 11), and a group who were both parents and teachers (n = 5) of gifted children responded to a researcher-designed telephone interview. Teachers perceived parents as competitive and grade-oriented. Parents themselves, however, reported that their opinions of group work were based on their children's negative experiences. Teachers reported that their opinions were affected by their pedagogical knowledge regarding group work. Although parents' and teachers' opinions differed, they were aware of each other's point of view.
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Hughes, Byron. "A qualitative study of the perceptions and attitudes of parents regarding parental notification in higher education." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236577.
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The purpose of this study was to examine the attitudes and perceptions of parents through an assessment of their feelings concerning parental notification polices. Participants in this study were selected from a sampling pool of parents that were members of parent associations at 64 college and university campuses throughout the country identified as having a parental notification policy.The project consisted of 5 parents from midwestern universities that were asked a variety of questions concerning: the child's collegiate development, benefits of parental notification, the role of the federal government, and financial dependence stipulations.The interpretation of qualitative data revealed that parents were in favor of parental notification policies and saw the implementation of these policies as a positive step by universities to utilize parental involvement in curbing student misconduct.Department of Educational Studies
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Inayat, Nusra. "Parental involvement, attitudes and responsibilities in education : a case study of parents in Britain and Pakistan." Thesis, London South Bank University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410707.
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Meeuwsen, Kimberly J. M. "Parental Attitudes Toward Human Sexuality Education in the Home and in the School." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500362/.
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To examine parental attitudes toward sexuality education in the home and school, sealed packets were distributed to fifth and seventh graders (N = 609) for each to deliver home to a parent. Parents were asked to express level of agreement with a series of attitude statements and to indicate the content and timing considered appropriate for sexuality instruction in the home and school. Analysis of 246 returned surveys (40% response rate) indicated that most parents trust the school to address human sexuality, though a sizeable minority of parents hold very conservative attitudes toward sexuality instruction in this setting. Results suggested that the majority of parents view school-based instruction as supplemental to instruction in the home.
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Cohen, Mindy. "Parental attitudes toward child-rearing : toward the development of a new measure." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60038.
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The purpose of this study was to develop a measure to assess parental attitudes toward childrearing. Through a review of the literature, seven constructs delineating varying maternal attitudes, styles and patterns were identified; Maternal Warmth, Control, Indulgence, Protection, Sensitivity, Play and Learning Receptivity. Employing item and correlational analyses, items were constructed and revised resulting in a new research instrument: The McGill Parental Attitude Toward Childrearing Questionnaire (MPATCR). Other variables considered included prior parenting experience, maternal age, ethnicity, occupation, employment, socioeconomic status, education, infant gender and medical birth complications.The results substantiated the importance of previous research findings indicating the importance of certain variables in differentiating childrearing attitudes and styles. Suggestions for modifications of the instrument and further research are discussed.
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Lee, Ho-yee Flora. "Parents' knowledge about mental retardation and their attitudes towards their mentally." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B29782764.
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Herold, Melissa Marcus. "Jewish parents' reports of their attitudes and behavior regarding physical punishment /." Ann Arbor, Mich. : UMI, 2001. http://wwwlib.umi.com/dissertations/preview/3014443.
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Sugarman, Sophie. "An investigation into parents' attitudes to their children having imaginary companions." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10017997/.
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Imaginary companions (ICs) are a relatively common feature of childhood, yet the views of parents regarding their children's creation of and engagement with ICs are relatively unexplored. This study explored the attitudes of parents towards ICs and the factors that relate to variation in views. This study is comprised of two phases. Phase 1 examined the views of mothers and fathers of primary school aged children using a self-completion questionnaire. 228 mothers and 31 fathers participated. Of these 259 parents, 63 had a child with a current or previous IC and 196 had a child without an IC. Phase 2 further examined the views of 12 mothers who had all experienced the phenomenon with their children, using semi-structured interviews. Results indicated that in general, parents held mainly positive or neutral views of ICs. They perceived there to be both advantages and disadvantages for their child, they had some concerns, and would be most inclined to ignore the behaviour. Context was found to also relate to the views of parents, and they would be more inclined to join in with the pretence in private than in public. Experience of ICs was associated with the views of parents, and parents with experience of ICs consistently reported more positive views for all attitudes measured. Child age was also found to impact on the views of parents, who were all less accepting of their children's ICs with increasing child age. It was hypothesised that parents' views may therefore play a part in older children keeping their ICs a secret from others. Furthermore, religious affiliation was also found to result in some variation in parent views. Mothers interviewed all expressed positive views of their children's IC, identifying a number of developmental benefits afforded to the child and identifying their experience to have been positive, thus positively shaping their views of ICs. Their positive views were however found to be conditional upon a number of factors, including the age of the child, the IC being used appropriately, and there being no negative social impact. Whilst the mothers had few concerns for young children with ICs, their concern was found to grow with increasing child age and the prospect of the IC not disappearing after middle childhood. The implications of the study for educational psychology, education and childcare professionals are discussed.
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Machado, Alice. "Social Work Students' Attitudes and Willingness to Work with Incarcerated Parents." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/540.
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Parental incarceration is a serious problem in the United States, due to the significant number of parents and children impacted by incarceration. The sizable number of individuals incarcerated in the United States has resulted in the development of forensics as a growing field that requires social workers to integrate a working knowledge into their professional practice. The researcher hypothesized social work students who had personal and/or professional experience with the criminal justice system have a more favorable attitude towards incarcerated parents and are more willing to work with this population. Quantitative data was collected via surveys constructed and administered through the online Qualtrics data collection program from a sample of 79 social work students attending a school of social work at a university in Southern California. The data was analyzed using a Chi-Squared statistical analysis test using the SPSS data analysis software program. Significant findings were found that supported the hypothesis. A significant relationship was found between the status of having visited someone in jail or prison for personal reasons, as well as having someone close who was previously incarcerated, along with having the willingness to work with children of incarcerated parents in the future. Also, a significant relationship was found between a participant’s ethnicity, wanting to work with children of incarcerated parents in the future, with believing incarcerated parents and their children are an underserved population, and believing social workers are an important part of the rehabilitation process for incarcerated parents. Participants’ gender and the belief incarcerated parents could benefit from learning parenting skills was also found to be significant. This study also found having personal experience with incarcerated individuals may impact a social work student’s willingness to work with incarcerated populations. Lastly, the results and findings of this study contribute to the body of research focused on introducing social work students, who have a willingness to work with incarcerated populations, to the field of forensics with the goal of increasing the number of social workers working with incarcerated parents.
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PH, Slamet. "Attitudes of students and parents about vocational education in Yogyakarta Indonesia /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662145523.
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Graça, Bernardo Filipe Nunes. "Awareness and attitudes towards environmental issues among students. The parents’ role." Master's thesis, Instituto Superior de Economia e Gestão, 2018. http://hdl.handle.net/10400.5/17999.
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Mestrado em Desenvolvimento e Cooperação InternacionalA presente dissertação visa explicar a formação de atitudes e consciência dos estudantes em relação às questões ambientais dando enfoque ao papel dos pais. A amostra usa como fonte os microdados PISA Portugal 2015, baseados em quatro questionários: o dos estudantes (N=7325) e dos respectivos pais e ainda da escola e dos professores. A análisa empírica tira partido da existência de perguntas iguais ou comparáveis nos questionários dos estudantes e dos pais. Os resultados, obtidos com base em modelos lineares e análises de correlação, revelam uma transmissão de preferências parentais mais forte na componente atitudinal, do que na relativa à consciência. As características pessoais de pais e estudantes possuem poder explicativo, ao contrário das características da escola e dos professores. O prazer na aprendizagem científica e a expetativa de um maior nível educacional no futuro são fatores que afetam positivamente a consciência e atitudes ambientais. Conclui-se, também, que as raparigas em comparação com os rapazes apresentam uma maior correlação com atitudes e tomada de consciência dos progenitores. As atitudes e tomada de consciência ambiental das mães, quando comparadas com a dos pais, relacionam-se mais com as dos filhos e filhas. Os recursos culturais e o número de livros disponíveis no agregado familiar mostraram-se significativos na explicação de atitudes e consciência ambiental, em especial para as estudantes, pelo contrário, para os estudantes do sexo masculino, são os rendimentos familiares e outros recursos materiais. Os níveis educacionais dos pais favorecem a consciência ambiental dos estudantes não se refletindo nas atitudes.
The present thesis aims at comprehending the young's formation of awareness and attitudes towards environmental issues, stressing the parents' role. This work uses the microdata for PISA Portugal 2015, comprehending 4 questionnaires addressed to: students (N=7325) and respective parents, schools and teachers. The empirical analysis takes advantage of comparable questions in the students' and parents' questionnaires. The results, obtained via linear models and correlation analyses, show a higher transmission of parental preferences in the attitudinal component than in the awareness aspects. Student and parental characteristics show a major role performed by these agents, as opposed to the lack of significance showed for school and teacher characteristics. Student's enjoyment of learning science and a higher expected future educational level are predictors that affect positively environmental awareness and attitudes. It is furtherly suggested that girls correlate heavier with their parents than boys and mothers correlate heavier with their children than fathers. As for household characteristics the cultural resources and books plays a part, especially concerning female students. For male students, the household income and other materialistic resources appear to have a higher importance in both awareness and attitudes. The parents' educational attainments only favour the students' awareness not showing significance for the attitudes.
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Haag, Marcy J. "A study of continuing bonds and their impact on life attitudes in parents of murdered children." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5225/.
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For most of the past century, the positive outcome of grief in the West was characterized as the relinquishment of the bond to the deceased. Phrases such as "let go", "move on", and "get over it" were, and continue to be, common to the language of this pursuit. This 'breaking bonds' perspective does not take into account other means of grief resolution, nor does it consider historical or cultural findings. Consequently, reports of bereaved parents who indicate resolution of grief yet maintain a continued relationship with their deceased child were not given much attention until the 1990s. This research employed a Durkheimian approach, taking the social bond as the starting point of inquiry and examined continuing bonds of parents to their murdered children. How these bonds were related to the parents' attitudes of re-investing in life and their level of grief was measured. The relationship between the parents' level of grief and their life attitudes was also assessed. The sample consisted of 46 parents living in North Texas whose child had been murdered three or more years ago. A triangulated methodology was utilized and the data were collected by means of participant observation, unstructured interviews, and a mailed questionnaire which obtained information on continuing bonds, level of grief, life attitudes and demographic variables. Multiple regression techniques were utilized to analyze the quantitative data. Parents on the Continuing Bonds Scale reported high levels of bonds with their deceased child. Contrary to expectation, the level of continuing bonds parents maintained with their children was found to be independent of other variables in the study. The relationship between parents' level of grief and their life attitudes was inverse in that higher levels of grief were associated with lower levels of re-investing in life. The finding of the independence of the Continuing Bonds Scale indicates the parent's level of grief and life attitudes are not related to continuing bonds; the bonds exist regardless. The relationship between level of grief and life attitudes points to a crisis of meaning.
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Wijtenburg, Lidwina Helena. "Parent and Teacher Attitudes Toward Bullying in School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/425.
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Parent and Teacher Attitudes Toward Bullying in School
by
Lidwina Wijtenburg
MA, Walden University, 2008
BS, Florida Atlantic University, 2005
Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy
School Psychology
Walden University
March 2015
Bullying is a problem in elementary schools and has been shown to negatively affect a student's academic performance, friendships, and attitudes towards bullying. Previous research has indicated that parents' and teachers' attitudes toward bullying and victimization can influence elementary children's views of bullying, yet little research has compared parents' and teachers' attitudes toward these bullying behaviors of children in elementary school. The purpose of the quantitative study was to compare parent and teacher attitudes toward physical and verbal bullying and victimization of these behaviors. Guided by the social cognitive theory, the current study used the Reynolds Bullying Victimization Scales and the seriousness of 6 bullying vignettes to measure the participants' attitudes toward bullying in school. The between subjects design included parents with children in kindergarten through 5th grade (n = 30) and teachers teaching students in these grades (n = 30). Data were analyzed using independent sample 2-tailed t tests and descriptive statistics. Results indicated that teachers rated physical and verbal bullying and victimization from these behaviors more seriously than did parents, but the difference was not statistically significant. Social change initiatives may occur when parents and teachers are aware of each other's attitudes toward bullying and victimization in elementary school, which may facilitate collaborative relationships between the groups, provide a safe environment, and improve children's academic performance and overall well-being.
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Fung, Suk-Yee Tammy, and 馮淑誼. "Effect of parents' technology perception on children's technology acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29394752.
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Elwy, Anashua Rani Ghose. "Health professionals' attitudes towards Down syndrome in the context of prenatal screening." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249690.
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Ahluwalia, Ekta. "Parental Cultural Mistrust, Background Variables, and Attitudes Toward Seeking Mental Health Services for Their Children." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330704/.
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Attitudes toward mental illness and the willingness to seek psychological treatment for their children among ethnic minority group parents were investigated. Participants consisted of black, Hispanic, Native American and Asian parents. All parents were given the Terrell and Terrell Cultural Mistrust Inventory, Cohen and Struening Opinions About Mental Illness Scale, Reid-Gundlach Social Services Satisfaction Scale, Fischer-Turner Attitudes Toward Seeking Professional Help Scale, and Ahluwalia Parents' Psychological Help-Seeking Inventory. A multiple regression model was used to explore the purpose of this study. Parental mistrust level, ethnicity, education, income level, and opinions about mental illness served as predictor variables. The criterion variables consisted of scores on the Social Services Satisfaction Scale and Attitudes Toward Seeking Professional Psychological Help Scale.
The results indicated that the most significant predictor of psychological help-seeking was parental cultural mistrust level. Parents with higher cultural mistrust levels were less likely to seek help. Education was also predictive of black and Native American parents' help-seeking attitude and willingness to seek psychological help for their children. Black and Native Americans with lower levels of education were less willing to seek treatment for their children than members of those ethnic groups with higher levels of education. Ethnicity was also related to parental willingness to seek help for their children. Hispanic and black parents expressed more willingness to seek help than Native American and Asian parents. Finally, parents' opinions about mental illness were found to be significantly related to help-seeking attitude. Parents with positive opinions about mental illness were more likely to utilize professional psychological help than those parents with negative opinions about mental illness. Some clinical and theoretical implications of these findings are discussed.
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Khamis, Vivian Edward. "Parental attitudes toward the special education placement of their mentally handicapped children." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558373.
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The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables.Department of Special Education
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Sin, Nga-lam Caroline. "English and globalization attitudes of some Hong Kong speakers /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31642421.
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Sweeney, Sharon Shriver. "Attitudes and beliefs of parents of middle school children about calculators in school mathematics." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1095709423.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiii, 245 p.; also includes graphics. Includes bibliographical references (p. 210-217).
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Steinmetz, Nicole R. "Elementary parents' attitudes and beliefs about their role in children's academic learning." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006steinmetzn.pdf.
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Robinson, Esther. "Kindergarten students' and their parents' perceptions of science environments : achievement and attitudes /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13757.
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This study explored the classroom learning environment in science among kindergarten students. In particular, I investigated both students' and their parents' perceptions of both preferred and actual learning environments. Additionally, I explored associations between student outcomes (achievement and attitudes toward science) and the nature of the classroom learning environment (as perceived by students and by their parents). The study involved the construction and validation of a learning environment questionnaire that was used by both parents and kindergarten students. Although the questionnaire was validated for use with five- and six-year-old kindergarten students, the same format was used for both parents and students. Prior learning environment studies (Fraser, 1998a) typically have involved the use of questionnaires neither by parents (with a notable exception being the recent study by Allen and Fraser, 2002) or by such young students. There is little doubt that, in just two decades, the field of classroom learning environment has progressed enormously (Fraser, 1998a) and that research involving qualitative methods and research involving quantitative methods each have made outstanding contributions to this overall progress (Tobin & Fraser, 1998). A historical look at the field of learning environments over the past few decades shows that a striking feature is the availability of a variety of economical, valid and widely applicable questionnaires for assessing student perceptions of classroom environments (Fraser, 1998b). This learning environment study is significant not only because it involves very young students (kindergarten) and their parents, but also a classroom learning environment questionnaire was developed and validated in Spanish, for both students and parents.The design of the study involved a sample of 172 kindergarteners from six classes and 78 parents of the same students from the same six classes. The ethnic make-up for this group of 172 students was 11.8% White, 49% Black, 33.6% Hispanic, and 5.6% of other nationalities. The gender breakdown was 40.4% boys and 59.6% girls. Approximately 45% of the kindergarten student population was made up of English Speakers of Other Languages (ESOL) students. The instruments used included modified versions in English and Spanish of the What Is Happening In This Class (WIHIC)? questionnaire and of the Test of Science-Related Attitudes (TOSRA). A major finding of the study was that the modified version of the What Is Happening In This Class? (WIHIC) questionnaire in the English and Spanish languages displayed satisfactory factorial validity and internal consistency reliability when used with kindergarten students and their parents. Secondly, parents perceived a more favorable actual classroom environment than did kindergarten students, but students preferred a much more favorable classroom environment than did their parents. The magnitudes of differences between students and parents are greater for the preferred form than the actual form. Finally, statistically significant associations were found between kindergarten students' perceptions of the. classroom environment and the outcomes of achievement and attitudes to science.
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Macdonald, Silvana. "An examination of parents' expectations, attitudes, scaffolding behaviours, and children's developmental outcomes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0016/NQ27304.pdf.
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Morine, Stephany L. "Children's and parents' attitudes towards children's rights and perceptions of family relationships." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ53473.pdf.
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Ghate, Deborah. "Physical violence against children in the home : parents' behaviours, attitudes and beliefs." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321632.
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Alanazi, Mona. "Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/55727/.
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Implementation of educational inclusion policy has been shown to be influenced by a range of factors, such as leadership, training opportunities, collaborative teamwork and, the focus of this thesis, parents’ and teachers’ attitudes towards inclusion. This study explores perspectives and practices on inclusion in Saudi Arabia in the context of inclusive primary schools for girls, with specific consideration given to the inclusion of children assessed as having learning difficulties, specifically being dyslexic, seeking to understand how the country culture informs understandings of inclusion. Reflections on theoretical perspectives on special educational needs and inclusion consider concepts of equality, difference, diversity and inclusion within Islam. In this interpretativeconstructivist study, data collected from five schools in contrasting socio-economic environments are presented under the thematic headings of: inclusion, teaching strategies and the curriculum, school ethos and collaboration, and leadership, training and resources. Participants were general and special needs education supervisors and teachers, headteachers, parents of children with and without SEN and children. Data was collected through interviews, observations and exercises with children. The use of observations recognized that expressed attitudes do not necessarily translate into manifest actions and that barriers to inclusion may lie in practicalities as well as attitudes. The findings show that understandings and implementation of inclusion in Saudi Arabia are informed mainly by Islamic precepts, especially those concerning equity and difference, but that cultural traditions also play a role. Attitudes towards inclusion were generally positive, although less so regarding children with cognitive impairment. However, further progress in implementing inclusion requires certain key issues to be addressed, in particular how inclusion is understood and collaboration, between general and special needs teachers, school and home and schools and the Ministry of Education. The thesis concludes by proposing that the implementation of inclusion would be enhanced by the adoption of a capability approach.
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Kassera, Charlotte. "A study of the attitudes toward nutrition of children and their parents." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009kasserac.pdf.
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