Relevant bibliographies by topics / College parent involvement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College parent involvement'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "College parent involvement"

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Pizzolato, Jane Elizabeth, and Sherrell Hicklen. "Parent Involvement: Investigating the Parent-Child Relationship in Millennial College Students." Journal of College Student Development 52, no. 6 (2011): 671–86. http://dx.doi.org/10.1353/csd.2011.0081.

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Cavendish, Wendy, and David Connor. "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives." Learning Disability Quarterly 41, no. 1 (January 16, 2017): 32–43. http://dx.doi.org/10.1177/0731948716684680.

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This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents ( n = 9), and their teachers ( n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative analysis of interview data resulted in the emergence of four primary themes related to challenges to meaningful involvement: (a) facilitation of student involvement in IEP development, (b) challenges to parent involvement in IEP development, (c) challenges and effective supports for graduation, and (d) supports needed for career and college preparation. Recommendations for school practices to support student and parent involvement in the development of authentic IEPs is provided.
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Martinez, Griselda, and Gabriela Chavira. "A College Knowledge Program for Latino Immigrant Families: Examining Parental Academic Involvement and Adolescents’ Academic Goals." Social Sciences 8, no. 10 (September 29, 2019): 275. http://dx.doi.org/10.3390/socsci8100275.

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The current study examined how parents’ and adolescents’ reports of parental involvement were associated with adolescents’ academic goals before and after participating in a college knowledge program. Twelve parent-adolescent dyads (Mage = 13.58) participated in the program. Thematic analysis was used to analyze these data and create themes that emerged based on patterns in parents’ and adolescents’ semi-structured interviews. Findings suggested that while parents’ reports of their involvement remained relatively the same (high involvement), half of the adolescents indicated increases in their academic goals and perceived parental involvement after participating in the program. This study highlights the role of a college knowledge program on parents’ and adolescents’ changes in perceived parental involvement and academic goals. The study findings identify an avenue to help families access additional capital that can help their children pursue their academic goals.
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Holcomb-McCoy, Cheryl. "Involving Low-Income Parents and Parents of Color in College Readiness Activities: An Exploratory Study." Professional School Counseling 14, no. 1 (October 2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400111.

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This article describes an exploratory and descriptive study that examined the parental involvement beliefs, attitudes, and activities of 22 high schoåol counselors who work in high-poverty and high-minority schools. More specifically, this study examined school counselors’ beliefs and activities about involving parents in the college admission process. The results indicated that the participants believe that working with parents about college opportunities is a major part of their job. A majority of the participants also reported that they spend “some time” conferencing with parents about college admissions and a majority reported that they “never” organize parent volunteer activities. Implications for school counselor practice and future research are discussed.
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Smith, Vernon L. S., Sharlene M. Smith, Detra S. Bethell, and Amanda Lapa. "Parent Involvement Factors During High School From the Perspectives of Academically Successful Black Male College Students: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040040.

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This study used a strengths-based approach to examine the distribution of perceived parent involvement factors during high school from the perspective of academically successful Black male college students. Black males enrolled in an undergraduate degree program at a university in the southern region of the United States completed Yan and Lin’s Parent Involvement During High School survey, adapted from the National Education Longitudinal Study of 1988. Results revealed that among the distribution of the three factors (family obligation, parent information network, and family norms), Family norms was perceived as the most prevalent parent involvement subscale factor during high school for this particular population. The family norms factor subscale’s parent–teenager relationship emerged as the most dominant variable followed by educational expectations. We delineate implications for school counselors and research.
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L.S. Smith, Vernon, Liliana Rodriquez-Campos, Sharlene M. Smith, and Lindsey OBrien. "USING A COLLABORATIVE APPROACH FOR EVALUATING PARENT INVOLVEMENT PROGRAMS TO SUPPORT BLACK MALES ACADEMIC ACHIEVEMENT." International Journal of Advanced Research 8, no. 12 (December 31, 2020): 01–09. http://dx.doi.org/10.21474/ijar01/12119.

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This collaborative evaluation explored the distribution of perceived parent involvement factors during high school, from the perspective of academically successful Black male college students. One hundred and forty-six(146)Blackmales enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States completed Yan and Lins (2005) parent involvement during high school survey, adapted from NELS: 88 (National Education Longitudinal Study of 1988). A collaborative evaluation approach using the Model for Collaborative Evaluations MCE was used in this formative evaluation. Results revealed that among the distribution of the three factors (Family Obligation, Parent Information Network and Family Norms), Family Norms was perceived as the most prevalent parent involvement subscale factor during high school forthis particular population. Under the Family Norms factor subscale Parent-teenager relationship emerged as the most dominant variable, followed by Educational expectations. Implications for using the MCE in evaluating school parent involvement programs and research are delineated.
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Francis, Grace L., and Alexandra S. Reed. "Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities." Focus on Autism and Other Developmental Disabilities 34, no. 4 (February 7, 2019): 246–56. http://dx.doi.org/10.1177/1088357619827931.

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Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood.
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Abar, Caitlin C., Anne C. Fernandez, and Mark D. Wood. "Parent–teen communication and pre-college alcohol involvement: A latent class analysis." Addictive Behaviors 36, no. 12 (December 2011): 1357–60. http://dx.doi.org/10.1016/j.addbeh.2011.07.044.

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Ross, Terris Raiford. "The differential effects of parental involvement on high school completion and postsecondary attendance." education policy analysis archives 24 (March 7, 2016): 30. http://dx.doi.org/10.14507/epaa.24.2030.

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Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.
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C. Bradley-Geist, Jill, and Julie B. Olson-Buchanan. "Helicopter parents: an examination of the correlates of over-parenting of college students." Education + Training 56, no. 4 (May 6, 2014): 314–28. http://dx.doi.org/10.1108/et-10-2012-0096.

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Purpose – The purpose of this paper is to examine antecedents and consequences of parental involvement and over-parenting as it relates to college students’ college experiences and workplace expectations. Design/methodology/approach – An online survey was completed by 482 undergraduate college students; the survey contained questions about parenting behaviors, personality and demographic items, and workplace scenarios to which participants responded. Findings – Statistical analyses revealed that over-parenting was more common when college students lived at home and had fewer siblings. Additionally, over-parenting (but not parental involvement) was associated with lower student self-efficacy as well as maladaptive responses to workplace scenarios. Research limitations/implications – Data are correlational and were collected from students only. Future longitudinal research that includes the parent and employer perspective is needed. Originality/value – This is one of the first studies to empirically examine the antecedents and outcomes associated with over-parenting. Over-parenting is assessed in relation to college and workplace outcomes.
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Dissertations / Theses on the topic "College parent involvement"

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Swartzendruber, Loren E. "Increasing Mennonite parental involvement in the college choice decision." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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McAllister-Parsons, Mary. "CREATING A COLLEGE-GOING PARTNERSHIP WITH LATINA/O PARENTS AND FAMILIES OF ELEMENTARY SCHOOL STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/863.

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The pursuit of higher education has become a highly desirable aspiration for many children in the United States, yet majority of these children are not provided the opportunity to make this a reality. Research reveal Students of Color and lower socio-economic status are largely under-represented in institutions of postsecondary education (Camacho Liu, 2011; Choy, 2001; U.S. Department of Education, 2001). Latina/o students, in particular, continue to experience some of the lowest levels of educational attainment in this country. Education scholars contend that a college-going culture can help counteract the educational limitations experienced by working-class, Students of Color, and especially first-generation college students. Using a participatory action research approach, this study shows how an inclusive parental engagement framework can push research forward in understanding the experiences of an educational leader and Latina/o parents. As they collaborate to co-develop strategies to support college-going practices within an elementary school, parental engagement is key. Data collected from two focus group interviews were analyzed for salient themes and findings pertaining to parental engagement and practices supporting higher educational attainment for Latina/o students. These findings indicate Latina/o parents experience an increase of knowledge regarding higher educational opportunities for their children. Furthermore, when parents gained important knowledge about postsecondary education, this resulted in additional collaborative efforts. For example, the collaborative development of a survey instrument aimed to determine the varying levels of college knowledge needs experienced by parents of elementary school aged children. The objective is to critically understand the intent of developing and implementing college-going practices by an (1) educational administrator and Latina/o parents within an elementary school.
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Bailey, Shelley Henthorne Dunn Caroline. "Parent involvement in transition planning for students with learning disabilities." Auburn, Ala., 2009. http://hdl.handle.net/10415/1985.

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Smith, Vernon Leo Stanley. "Parent Involvement Factors from the Perspectives of Academically Successful Black Male College Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6761.

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During the past two decades, concerns about Black males’ academic achievement have been a major theme in the literature devoted to education and social sciences. Despite over two decades of studies focused specifically on Black males and their academic underachievement, the achievement gap persists. According to the National Center for Educational Statistic (2006), African-American males were reported as being disproportionally negatively represented in regards to academic achievement. Some researchers suggested Black children’s underachievement might be due to the lack of parental involvement. Other studies have highlighted statements of Black males who indicated parental involvement factors that contributed to their academic success. In Howard (2014) study, Black males stated their parents contributed to their success by “staying on them” regarding schoolwork and by setting higher expectations for their academic performance. The concept of parental involvement is cultural-bound and multi-dimensional. Parental involvement is also a bi-directional process that involves school and parents. The purpose of this study was to identify the factors that described parent involvement during high school of Black male students enrolled in a four-year college, and the distribution of perceived parent involvement during high school across this population. This study employed Yan and Lin’s (2005) parent involvement during high school survey to collect data from a convenient and purposeful sample of 146 Black males enrolled in an undergraduate degree seeking-program at a university in the southern region of the United States. The data was statistically analyzed using Confirmatory Factor analysis. The results of this study revealed the proposed hypothesized three factors model of parent involvement did not align well with the present data set. However, the individual subscale factors when analyzed in isolation, with some modifications, did align. As for the distribution of the factors, Family Norms were perceived as the most prevalent parent involvement subscale factor during high school for this particular population. Under the Family Norms factor subscale “Parent-teenager relationship” emerged as the most dominant variable, followed by “Educational expectations.” This study was significant as it highlighted and added to the knowledge relevant to successful Black males’ perceptions of parental involvement factors during their high school years. Identifying these factors can be useful toward improving graduation rates among Black males. In addition, information gathered can assist in further development of effective parent engagement school programming initiatives specific for this population.
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McCulloh, Edna E. "Parent Support and Retention of Rural First-Generation College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3113.

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A small, private university was the focus of this study, where rural first-generation college (FGC) students withdraw at higher rates than their continuing-generation counterparts. An objective of the university leadership is to increase student retention to foster a greater likelihood of degree completion. The research problem was the inability to retain rural FGC students. The purpose of the study was to explore parental support that promoted rural FGC student retention. The research questions addressed the students' perceptions about parental support and their decisions to remain enrolled. The research methodology was a qualitative case study design. Data were collected through semi structured interviews with a purposeful sample of 12 full-time FGC students from rural residential zip codes or counties. Transcribed interviews were coded and analyzed following a combination of approaches described by Creswell and Stake. The analysis revealed 6 themes: (a) parental support, (b) extended family relationships, (c) campus connection, (d) financial support, (e) community networks, and (f) institutional support. The results suggested that parental support shaped the students' decisions to remain enrolled. Based on the findings, a parent development project was designed to help university leadership and parents of rural FGC students engage collaboratively to improve retention. This study may contribute to positive social change, in that the resulting project may improve the students' ability to persist to degree completion and potentially give back to their rural communities.
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Miller, Phyllis Zajack. "Family members' expectations for involvement with their first year college students." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086786990.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 84 p.; also includes graphics Includes bibliographical references (p. 79-84). Available online via OhioLINK's ETD Center
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Swanson, Julie Anne. "Covert processes loyalty conflicts, child involvement, and parental alienation as mediators of the link between interparental conflict and college student adjustment /." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1123013692.

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Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.
Title from first page of PDF document. Document formatted into pages; contains [1], iv, 65 p. : ill. Includes bibliographical references (p. 38-48).
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Stack, Wendy M. "The Relationship of Parent Involvement and Student Success in GEAR UP Communities in Chicago." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1294956956.

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Hashmi, Jodut. "Examining the Role of Parent Involvement in College Access for Low-Income Students: A Mixed Methods Study of the FUEL Program." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:14121779.

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In this dissertation, I examine how one college access program, Families United in Educational Leadership (FUEL), utilizes parents as a strategy to encourage college preparation among low-income students. FUEL serves 500 low-income families in seven sites around Boston by employing a savings incentive plan to help parents of high school students save up to $3,000 for their children’s college education. It also provides parents with information through monthly workshops about how they and their children can prepare for college. Research has shown that parents can play a key role in developing their children’s college aspirations, encouraging their academic preparation, providing financial resources, and accessing postsecondary supports, all of which influence college enrollment (Hossler & Gallagher, 1987; Adelman, 1999; Choy, 2002; Tierney & Auerbach, 2005; ACSFA, 2008; Hill & Tyson, 2009). Unlike FUEL, many college access initiatives do not include parents in their efforts to encourage college preparation among the students they serve (Tierney & Auerbach, 2005), and so FUEL has provided a context in which to investigate parental involvement within a college access program. In this study, I examined 1) if and how the level of parent knowledge about college preparation changes after participating in FUEL; 2) how parents make sense of their experiences with FUEL and how they use the information learned; and 3) students’ perceptions of their parents’ involvement in FUEL. The research project took place over one academic year at Chelsea High School in Chelsea, Massachusetts. My analysis of data indicate that FUEL encouraged behavior among families to prepare for college; increased college-going expectations among parents; made the college preparation process more manageable by offering extensive and organized information about college choice and financial aid, reminders about deadlines, and recommendations for other sources of guidance; positively impacted relationships between parents and children; and created an important support structure for participating families that altered their experiences with the college preparation process. These findings demonstrate the vital role that parents play in the college preparation process and describe key strategies used by FUEL that could be replicated by other college access efforts as they aim to expand college enrollment and success for low-income students and families.
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Wartman, Katherine Lynk. "Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College." Thesis, Boston College, 2009. http://hdl.handle.net/2345/672.

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Thesis advisor: Karen D. Arnold
"Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement" with a certain pattern of behavior and describe the contemporary traditional-aged student-parent relationship with negative examples. Dubbed by the media as "helicopter parents," this sub-population of overly involved mothers and fathers has come to represent all parents of college students, even though these examples are largely socioeconomic class-based. This qualitative phenomenological study considered the lived experience of the relationship between working class and low-income students and their parents during the first semester of college. All students in the sample were enrolled at four-year colleges and had attended an alternative high school where parental involvement was supported and encouraged. Students (n=6) participated in three open-ended, qualitative interviews and their parents (n=7) participated in two. What constitutes "parental involvement" for working class and low-income students and parents in the context of higher education? This study found that the parents had positive, emotionally supportive relationships with their students. Students were autonomous and functionally independent, but emotionally interdependent with parents. Parents in the study did not have a direct connection to their child's college or university; students served as intermediaries in this parent-institution relationship. Therefore, this sample did not fit the current definition of parental involvement in higher education. As colleges and universities implement parent services as a reaction to the phenomenon of parental involvement, they need to consider alternative pathways for communicating with parents from lower socioeconomic groups, many of whom have not attended college
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Books on the topic "College parent involvement"

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A new understanding of parent involvement: Family-work-school : April 12 & 13, 1996 : conference proceedings [held at Teachers College, Columbia University]. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Fingerman, Karen L., and Jenjira J. Yahirun. Emerging Adulthood in the Context of Family. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.17.

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This chapter examines emerging adulthood within the context of family, with emphasis on how emerging adults’ relationships with their parents today compare in the past and how parents help young adults in attaining markers of adulthood such as finishing college, finding a partner, or starting a family. It begins by considering past and recent trends in emerging adults’ relationships with their parents, paying particular attention to three aspects of these relationships: contact, tangible and nontangible support, and coresidence. It then looks at changes in parental involvement with young adults and the factors underlying these changes. The chapter also discusses the roles or aspects of emerging adults’ lives in which parents are most involved and how effective such involvement is in fostering successful transitions in those areas. Finally, it analyzes theories about overparenting and the benefits of parental involvement.
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United States. Dept. of Education., ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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United States. Dept. of Education., ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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United States. Dept. of Education, ed. America goes back to school: How colleges get involved : an initiative of the partnership for family involvement in education and the U.S. Department of Education. [Washington, D.C.?]: U.S. Dept. of Education, 1996.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Transition From School to College and Career. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0013.

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The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.
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Scolding, Neil. Vasculitis and collagen vascular diseases. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0862.

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That part of the clinical interface between neurology and general medicine occupied by inflammatory and immunological diseases is neither small nor medically trivial. Neurologists readily accept the challenges of ‘primary’ immune diseases of the nervous system: these tend to be focussed on one particular target such as oligodendrocytes or the neuro-muscular junction present in predictable ways, and are amenable as a rule to rational, methodological diagnosis, and occasionally even treatment. This is proper neurology.‘Secondary’ neurological involvement in diseases mainly considered systemic inflammatory conditions—for example, SLE, sarcoidosis, vasculitis, and Behçet’s—is a rather different matter. It may be difficult enough to secure such a diagnosis even when systemic disease has previously been diagnosed and new neurological features need to be differentiated from iatrogenic disease, particularly drug side effects or the consequences of immune suppression. But all the diseases mentioned may present with and confine themselves wholly to the nervous system; they may mimic one another, and pursue erratic and unpredictable clinical courses. In central nervous system disease, diagnosis by tissue biopsy is potentially hazardous and unattractive. Few neurologists enjoy excesses of confidence or expertise when faced with such clinical problems: the cautious diagnostician is perplexed, and the evidence-based neuroprescriber confounded. Unsurprisingly, great variations in approaches to diagnosis and management are seen (Scolding et al. 2002b).But rheumatologically inclined general, renal or respiratory physicians, comfortable when managing inflammation affecting their system or indeed other parts of the body designed to support the nervous system, are generally also ill at ease when faced with neurological features whose differential diagnosis may be large, particularly given the near universal diagnostic non-specificity of either imaging or CSF analysis.Here then is the subject material for this chapter: the diagnosis and management of central nervous system involvement in inflammatory and immunological systemic diseases (Scolding 1999a). In not one of these neurological conditions has a single controlled therapeutic trial been reported, and much that is published on these conditions is misleading or inaccurate. And yet the frequency with which the diagnosis is only confirmed or even first emerges at autopsy bears stark witness to both the severity and evasiveness of these disorders.
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Book chapters on the topic "College parent involvement"

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Sax, Linda J., and Katherine Lynk Wartman. "Studying the Impact of Parental Involvement on College Student Development: A Review and Agenda for Research." In Higher Education: Handbook of Theory and Research, 219–55. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8598-6_6.

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Sami, Nilofar, Frank C. Worrell, and Rhona S. Weinstein. "Parent Involvement and the Home–School Divide." In Achieving College Dreams, 143–62. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780190260903.003.0007.

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Sistek-Chandler, Cynthia. "Parents as Partners in the Special Education Process." In Early Childhood Development, 1610–23. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch080.

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The purpose of this chapter is to provide Pre-K through college educators, parents, and administrators who are involved with special education, insight into the processes and procedures from the perspective of a parent. The parent's perspective and involvement with their special needs child is critical in shaping the lifelong, special education experience. The literature and research shows a strong correlation to student success when parents are actively involved in this process. Rooted in the federal and state guidelines from the 2004 Individuals with Disabilities Education Act (IDEA), all students are entitled to education services from birth through age 21. Recommendations for the Individual Education Plan process as well as strategies for navigating special education services are revealed in this narrative.
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Bussert-Webb, Kathy, and María E. Díaz. "Myth Busting." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 205–28. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch011.

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This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children's education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents' involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative.
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Bussert-Webb, Kathy, and María E. Díaz. "Myth Busting." In Research Anthology on Instilling Social Justice in the Classroom, 353–76. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch023.

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This longitudinal qualitative study, involving low-income parents and children, tutorial-agency staff, and one college student (all Latinx), took place in a city along the U.S./Mexico border. Data sources included field notes through participant observation, questionnaires, and interviews. The authors asked, “How are parents involved in their children's education? What limitations or barriers do they express?” Using a social justice framework and grounded-theory data analysis, these types of parental involvement emerged: academic, social skills, school volunteerism, extracurricular activities, community, and college enrollment. Conversely, parents expressed involvement obstacles. Implications relate to changing the deficit discourse regarding low-income, immigrant parents' involvement. Collaborating with families to create equitable educational outcomes for minoritized children is imperative.
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"Policy Implications of Student Involvement." In Student Activism as a Vehicle for Change on College Campuses, 66–82. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2173-0.ch005.

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This chapter provides an overview of several key elements of public policy that relate to student activism in higher education. Following a general discussion of agenda setting, governance structures are presented based on a typology developed by Hendrickson et al. (2013) and includes bureaucratic, collegial, and political models of university governance. In each of these models, the concept of organizational communication is presented as a foundation for collaborating with students, and impetus for possible activist episodes. As an example of public policy and student activism, in loco parentis as an institutional policy that intersects with public officials and the courts is presented. A number of legal decisions about in loco parentis are noted, along with the growth of activism as a tool to overturn the practice.
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Keller, Morton, and Phyllis Keller. "The College." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0026.

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What place did Harvard College have in the modern University, with its expansive central administration, research-driven faculty, ambitious and high-powered professional schools? A much more important one than this litany of potential threats might suggest. The College remained the most conspicuous and prestigious part of the University. It produced the most generous donors; it outclassed its rivals in attracting the most sought-after students; it exemplified Harvard in the public mind. And it shared in the worldly ambience of the late-twentieth-century University. For decades, Harvard College admissions was a battleground over who would be accepted and on what grounds access would be granted. The admission of Jews was a touchstone issue in the conflict between the Brahmin and meritocratic impulses from the 1920s to the 1950s. Then another problem came to the fore: how to choose a freshman class from a swelling number of qualified applicants. As selection became ever more complex and arcane, the sheer size and quality of the applicant pool enabled the dean of admissions and his staff, rather than the faculty, to define the terms of entry. The result was that classes were crafted to be outstanding in more than purely academic-intellectual terms. Intellectual superstars were a small group of near-certain admits. After that, a solid level of academic ability set an admissions floor, above which character, extracurricular activities, artistic or athletic talent, “legacy” status, and geographical diversity figured in the admissions gene pool. After the 1960s, diversity came to embrace race and gender. Chase Peterson, who was dean of admissions during the tumultuous years from 1967 to 1972, thought that during his time the criteria for selection broadened to include tenacity, perseverance, having learned something deeply and well, social generosity, intellectual openness, and strength of character. A statement on admissions desiderata in the 1990s included “honesty, fairness, compassion, altruism, leadership, and initiative” and stressed: “We place great value in a candidate’s capacity to move beyond the limits of personal achievement to involvement in the life of the community at large.” One of Dean of Admissions Wilbur Bender’s 1950s ideal admits, a “Scandinavian farm boy who skates beautifully,” had better have headed his local skating club or taught skating to inner-city youth if he hoped to get into Harvard at the century’s end.
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Hoang, Nhung, Rafael A. Villagomez, Zachary Clay, Mark K. Ford, and Bubba Gaeddert. "Esports Involvement and Its Effect on Student College and Career Readiness Factors." In Advances in Game-Based Learning, 14–29. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7069-2.ch002.

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This research explores how esports involvement affects college and career readiness factors of students aged 14-24. These factors include student academic performance, attendance, individual view of future outlook, observation of student learned soft skills as a result of esports, as well as the sense of involvement on campus. According to the National Federation of State High School Associations, esports helps build a sense of community, aids in character development, and helps increase participation and engagement for students; furthermore, esports also allows for opportunities to explore STEM-related fields (NFHS Parent's Guide). As this is a major cause for the support of esports in education, the research aims to explore these concepts and its validity through individual students.
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Bachynski, Kathleen. "It’s All We’ve Got." In No Game for Boys to Play, 159–80. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653709.003.0009.

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Increased media coverage of college and professional college shaped beliefs about the benefits and risks of youth football. The importance attributed to high school football in schools and communities contributed to the expansion of football at the little league level. Football among elementary and middle school children increasingly served as a feeder system for the high school level of play. In addition, the appeal of future access to social and financial resources, including the hope of landing a college football scholarship and a potential professional career, became increasingly prominent in the latter half the twentieth century. The possibility of accessing higher education through football influenced how parents and players weighed the risks and benefits of the sport at the high school level and younger. The ways football improved perceived access to higher social standing and higher education contributed in part to the changing racial demographics of tackle football, particularly with the increasing involvement of African American athletes. Meanwhile, sportscasters’ glorification of “big hits” fostered celebration of football’s dangers even as sports organizers claimed both educational and physical benefits for the youth sport.
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Lari, Pooneh, and Denise H. Barton. "Building Communities of Practice Through Faculty Mentorship Programs." In Research Anthology on Facilitating New Educational Practices Through Communities of Learning, 18–31. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7294-8.ch002.

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Building an effective mentoring program for community college faculty is a complex and multifaceted task. There are multiple layers of stakeholders and levels of involvement, which at times makes navigating the mentoring relationships challenging and complicates the decision of what types of information to provide to the faculty as part of their mentorship. A strategy for developing a successful mentoring program is creating a community of practice among faulty members to provide support, create dialogue, exchange best practices, and hopefully, create a process of collective learning in a community of practice, where faculty are open to receiving guidance and willing to engage in the process as part of the mentoring program with minimal resistance to learning. This article describes the practices and processes of a newly-formed faculty mentoring program at Wake Technical Community College and the aims to add to the body of literature of community college faculty mentoring, vocational training, learning resistance, and faculty development.
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Conference papers on the topic "College parent involvement"

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
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Ali, Noori, and Payjor Abdullah. "ime Overrun in Construction Projects of Sulaimani City." In INTERNATIONAL CONFERENCE ON ARCHITECTURAL AND CIVIL ENGINEERING 2020. Cihan University-Erbil, 2021. http://dx.doi.org/10.24086/aces2020/paper.260.

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Several constructional projects in Sulaimani face to the delay, during the stages of designing and implementation. The delay refers to various causes. There are several key persons) resources) (templates) (clients) (factors) (characteristics) (parameters) that have direct effects on delay of the projects. The study was conducted and depended on two different methods practical and theoretical parts, for performing practical part two specific elites were chose, the first elite was the expert engineers that had actual practical involvement in construction projects and the second elite was the contractors that had a real suffering from delays of their projects. While the theoretical part was depended on reviews for the existing studies to collect information. The practical result showed that the five most effective key persons were the (1-Laws and Regulations, 2-Contractor, 3-Designer, 4-Resident Engineer, 5-Site Location) seriously. While the reviewed results for the existing studies showed (1-Designer, 2-Finance/payment, 3-Weather, 4-Unforseen circumstances, 5-Lack of Site management by Contractor). Keywords: Constructional projects delay, Time extension, Mistakes of design, Plan and scheduling, Variation order.
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Caponnetto, Mario. "A Review on II Moro di Venezia Design." In SNAME 11th Chesapeake Sailing Yacht Symposium. SNAME, 1993. http://dx.doi.org/10.5957/csys-1993-013.

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The design of a boat for the America's Cup has always been a challenging task for any naval architect. While in the past the success of the boat was mainly a question of sensibility and experience of the boat designer, lately the increasing technologies and economical means usually at the disposal of the syndicates provides great potential. Both experimental and theoretical tools require a specific technical knowledge of the matter, which leads to the involvement of many specialised people in different fields. For this reason a big managerial effort is required to organize and collect data and ideas coming from different fields. This paper summarises the first experience of the "II Moro di Venezia" syndicate in dealing with the design methodologies from the hydrodynamic point of view. While a great part of the collected data are still of confidential nature, here a brief history of the design work and some peculiar aspects regarding the use of tools like the towing tank, the wind tunnel, the CFD codes and the VPP are presented.
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Rogaleva, Liudmila, Tatiana Iancheva, Victor Gail, Mikhail Boyarskiy, Rustam Valeev, Liudmila Boyarskaya, and Roman Vichuzhanin. "Psychological States of Students under the Quarantine Regime during Covid-19 Outbreak Period." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-78.

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The pandemic caused by Covid-19 has had a significant impact on all areas of people’s lives, including education. The aim of this study was to identify the impact of social and gender factors on the psychological state of students facing a situation of uncertainty, changing conditions of activity and communication caused by the quarantine regime. The article includes a theoretical review and the results of a study conducted during the period of social exclusion introduced in the country to contain the spread of Covid-19 in April 2020. The data collection took the form of an online survey in which students from the Ural Federal University and the Ural Technological College in Yekaterinburg participated. A total of 81 students (38 females and 43 males) took part in the study. The methods used were a sociodemographic questionnaire (Aurelio Olmedilla, 2020) and an adapted Russian-language version of the Profile of Psychological States (McNair, Lorr, Droppleman, 1971). Mathematical processing of the results was carried out with use of the Student’s t-criterion. The results of the study revealed a slight increase in negative states in most students, above all an increase in the state of tension. At the same time, the obtained results revealed statistically significant differences in the psychological states of students depending on the extent of their involvement in sport, gender and the number of people living together. Further research could focus on the role of personal determinants in influencing students’ psychological states.
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Takagi, Yuta, Toshihiko Shiraishi, Shin Morishita, Ryohei Takeuchi, Tomoyuki Saito, and Yuko Mikuni-Takagaki. "Effects of Mechanical Vibration on Matrix Production and Proliferation of Three-Dimensional Cultured Chondrocytes." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66805.

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This paper describes the effects of vibration stimulation on chondrocytes in three-dimensional culture in relation to the production of regenerative cartilage tissue, using collagen artificial skin as a carrier and supplementation with hyaluronic acid (used in the conservative treatment of osteoarthritis), and the mechanism of the adaptive response of chondrocytes to mechanical loading. The experimental condition imitates an environment of articular cartilage in vivo that chondrocytes are completely surrounded by the extracellular matrix and receives mechanical stimulation for the weight-bearing mechanics. Chondrocytes were isolated from articular cartilage of porcine metatarsophalangeal joints. Experiments were performed under four different culture conditions: control condition, in which chondrocytes were cultured with atelocollagen gel and collagen artificial skins, and no vibration (HA−Vib−); HA−Vib+, in which chondrocytes were cultured in atelocollagen gel and collagen artificial skins with vibration treatment for 2 weeks; HA+Vib−, in which chondrocytes were cultured in medium containing 0.1% hyaluronic acid; and HA+Vib+, in which chondrocytes were cultured in medium containing 0.1% hyaluronic acid with vibration treatment for 2 weeks. Histologic analysis was conducted at 14 days of culture. The proliferation of chondrocytes was obtained by counting the number of cells with a hemocytometer after 3, 7, 10, and 14 days of culture. The expression of Sox 9 and β-catenin was detected by western blotting analysis. Sox 9 has been reported of involvement in transcription of type IX collagen that binds cartilage-specific type II collagen fibrils. β-catenin plays an important role of signaling pathways of cell proliferation although the relationship between β-catenin and mechanical vibration stimulation has not been clarified yet. The obtained results are as follows. The mechanical vibration enhanced the thickness of extracellular matrix of chondrocytes in histologic section at 14 days of culture and increased the expression of Sox 9. In addition, the mechanical vibration significantly increased the number of chondrocytes after 10 days of culture and promoted the expression of β-catenin. These results show that mechanical vibration promotes the matrix production and proliferation of chondrocytes and that a part of important signaling pathways in relation to mechanical vibration stimulation and proliferation of chondrocytes has been revealed.
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Berner, Elias. "Alle Menschen werden Brüder?! Ein historisches Dokument aus dem Nationalsozialismus in den sozialen Medien." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.110.

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This article deals with the recent emergence on social media of a particular kind of audiovisual sources from the time of National Socialism, namely extracts from a performance of the 9th Symphony that took place in 1942 at the ‘Berlin Philharmonie’ on Hitler‘s birthday. The concert was conducted by Wilhelm Furtwängler. In the footage, Joseph Goebbels can be seen in the applauding audience, before he congratulates the conductor with a handshake at the end of the concert. The material was filmed for propaganda purposes and used in a German News Reel in April 1942. Excerpts from the concert have, in varying lengths and usually without any context, been uploaded to YouTube by different users. This article examines these excerpts, revealing different layers of media within the collaged material. It then illustrates how the original propaganda material was also incorporated into documentary films after the war as part of a strategy to rehabilitate Furtwängler from his involvement with National Socialism. In the second part of the article, an analysis of user comments shows how the relationship between National Socialism, Furtwängler and the symbolism of the symphony is evaluated differently, and how these evaluations may be aligned with four political ideologies – each of which manifests a different understanding of the relationship between society and music.
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