Relevant bibliographies by topics / Education, Secondary – Parent participation – Seychelles

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Academic literature on the topic 'Education, Secondary – Parent participation – Seychelles'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education, Secondary – Parent participation – Seychelles"

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Brigandi, Carla B., Del Siegle, Jennie M. Weiner, E. Jean Gubbins, and Catherine A. Little. "Gifted Secondary School Students." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 263–87. http://dx.doi.org/10.1177/0162353216671837.

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Grounded in the Enrichment Triad and Achievement Orientation Models, this qualitative case study builds understanding of the relationship between participation in Type III Enrichment and the achievement orientation attitude of goal valuation in gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short-answer surveys, and student work. Findings indicate a relationship between participation in enrichment and goal valuation. Students engaged in Type III Enrichment perceived their projects as interesting, beneficial, and/or as related to perceptions of identity. In addition, factors of goal valuation were related to students’ continued interest and perceptions of enjoyment after completion of the enrichment projects. These findings have implications for structuring gifted education programs that meet the special needs of gifted secondary school learners.
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Cotterell, J. L. "Parent Participation in Education: Ways of Fostering School-Home Co-operation." Australian Journal of Indigenous Education 13, no. 5 (November 1985): 22–33. http://dx.doi.org/10.1017/s0310582200014036.

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Those involved in educational programs with Aboriginal children have noted that the parents have little contact with the schools, and feel that they are unable to help their children with their school work, even where they express interest in their children’s school progress.In her comprehensive study of the Aboriginal Secondary Grants Scheme, Watts (1976) reported that fewer than 40% of parents said that they helped their children with their schoolwork, and the main reason they gave for not helping was that they did not feel able to. Furthermore, the majority of Aboriginal parents had little contact with the school: 70% stated that they had not met their children’s teachers. These figures refer to parents of high school children, but it seems unlikely that the pattern would be greatly different if home-school contacts at the primary level were investigated. Watts (1975:48) commented that schools have done little to involve parents in a meaningful way in the education of their children, and so parents remain unaware of the practical ways in which they could help their children and support them in their schooling. A great gulf is fixed between the home and the school, to the disadvantage of many children in Australian society.
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Brigandi, Carla B., Jennie M. Weiner, Del Siegle, E. Jean Gubbins, and Catherine A. Little. "Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice." Gifted Child Quarterly 62, no. 3 (February 23, 2018): 289–305. http://dx.doi.org/10.1177/0016986218758441.

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Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.
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Guo, Yan. "Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education." TESL Canada Journal 24, no. 1 (October 1, 2006): 80. http://dx.doi.org/10.18806/tesl.v24i1.29.

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When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.
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Sabiston, Catherine M., Rachel Jewett, Garcia Ashdown-Franks, Mathieu Belanger, Jennifer Brunet, Erin O’Loughlin, and Jennifer O’Loughlin. "Number of Years of Team and Individual Sport Participation During Adolescence and Depressive Symptoms in Early Adulthood." Journal of Sport and Exercise Psychology 38, no. 1 (February 2016): 105–10. http://dx.doi.org/10.1123/jsep.2015-0175.

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The purpose of this study was to examine the longitudinal and unique association between number of years of team sport and individual sport participation during adolescence and depressive symptoms during early adulthood. Adolescents (n = 860) reported team sport and individual sport participation in each year of secondary school for five years. Participants reported depressive symptoms using the Major Depression Inventory three years after secondary school. Multivariate linear regression was performed to model the associations of sport participation with depressive symptoms while controlling for sex, age, parent education, and baseline depressive symptoms. In the final model, adolescents who consistently participated in team sport during high school reported lower depression scores in early adulthood (β = −.09, p = .02). Number of years of individual sport participation was not statistically significantly associated with depressive symptoms in early adulthood. Based on these findings, team sport participation may protect against depressive symptoms in early adulthood. If this finding is replicated, strategies should be implemented to encourage and maintain team sport participation during adolescence. Further research is needed to understand the mechanisms that link team sport participation to lower depression.
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Kaukab, SyedaRakhshanda. "THE IMPACT OF PARENT/FAMILY INVOLVEMENT ON STUDENT’S LEARNING OUTCOMES." International Journal of Research -GRANTHAALAYAH 4, no. 10 (October 31, 2016): 72–81. http://dx.doi.org/10.29121/granthaalayah.v4.i10.2016.2494.

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The significance of parental involvement, commitment and active participation in children’s education has been documented extensively in recent years across the globe specifically in Europe and the United States. However, it was noted through literature review that currently this is a sparsely researched area for South East Asia. Therefore, the researcher selected this topic to explore the impact of involvement of parents in schools on the educational development of the children. This research study has been conducted to examine the impact of parent or family involvement in the learning outcomes of their children in multiple directions. The research was conducted in five towns of Karachi city. The academic performances of 20 secondary school students from each of the 5 towns, of boys and girls from public and private sectors, were recorded. Schools from each of the five towns were selected through simple random sampling. Two parents and two teachers from each school were interviewed through structured and unstructured questionnaire using survey method as a tool for data collection.
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Hume, Kara, Jessica Dykstra Steinbrenner, John Sideris, Leann Smith, Suzanne Kucharczyk, and Kate Szidon. "Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder." Autism 22, no. 1 (October 11, 2017): 40–50. http://dx.doi.org/10.1177/1362361317722029.

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Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy.
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Wedikandage, L. N. P., and Kumudu Gunawardana. "PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT: A STORY OF AN INTERNATIONAL SCHOOL IN SRI LANKA." International Journal of Advanced Research 9, no. 03 (March 31, 2021): 463–71. http://dx.doi.org/10.21474/ijar01/12605.

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This research found out the relationship between parental involvement and academic achievement with a special focus on the secondary level students in an international school in Colombo, Sri Lanka. The main objective of the current research was to find out the significant difference in student achievement among international school students in respect to parent participation in teacher-parent meetings and their help for their childs homework. The selection of the research method was based on the quantitative research approach and the type of methods available within this broad approach. The sample of the study comprised of 542 students, 542 parents, and 35 teachers in an international school in Colombo, Sri Lanka. Data was collected through questionnaires. The findings concluded that (1) there was no significant difference in student achievement among international students with respect to parent education. (2) there was a significant difference in student achievement among students with respect to their parents participation in the teacher-parent meetings but (3) there was no significant difference between student achievements among students with respect to parental help on students homework. (4) Teachers in the International school are strongly agreed: their school offers workshops and provide resourceful information to help families to understand how children learn, their school has a clear understanding of the defined policies for teachers that encourage communication with the parents discussing the curriculum, student achievement, and ways a parent can be involved, their school provides productive professional developers that train them on the value of parents and ways to encourage partnerships between the school and home, their school encourages the use of our Learning Management System that provides classroom resources and items parents can access. their school assists families in guiding students to set academic goals, and monitor and discuss schoolwork at home, their school provides information to families on how to assist students with the skills they need to improve. However, (5) teachers in the school disagreed that their school trains parents on developing home routines, conditions, and environments that support their childs learning respectively.
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Mohd Nasir, Siti Rashidah, and Mohamad Shahrizan Bariman. "Factors that Discourage Secondary School Students to Enrol in the Civil Engineering Programs." Environment-Behaviour Proceedings Journal 5, SI3 (December 28, 2020): 187–92. http://dx.doi.org/10.21834/ebpj.v5isi3.2558.

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Enrolment of students in Malaysia tertiary level programs related to STEM-based has shown a significant reduction in numbers which resulted in a decreasing number of enrolment in the Degree of Civil Engineering programs. The purpose of this study is to identify the level of student’s awareness; factors that influence the students; and suggestions for improvement. The respondents are students from secondary school in Negeri Sembilan and UiTM. The findings of this study indicate that there is a significant difference in the level of awareness according to areas; misled perception towards the program; and lack of participation from school and parent. Keywords: STEM-based education, Civil Engineering, awareness, secondary-level students eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2558
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Roussel, Lauren O., and Derek E. Bell. "Tweens feel the burn: “salt and ice challenge” burns." International Journal of Adolescent Medicine and Health 28, no. 2 (May 1, 2016): 217–19. http://dx.doi.org/10.1515/ijamh-2015-0007.

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Abstract Purpose: To review our institution’s experience with frostbite injury secondary to “salt and ice challenge” (SIC) participation. Methods: We conducted a retrospective analysis of intentional freezing burns from 2012 to 2014. Demographics, depth and location of burn, total body surface area of burn, treatment, time to wound healing, length of stay, complications, and motives behind participation were analyzed. Results: Five patients were seen in the emergency department for intentional freezing burns that resulted from SIC (all females; mean age: 12.3 years; range age: 10.0–13.2 years). Mean total body surface area was 0.408%. Salt and ice was in contact with skin for >10 min for two patients, >20 min for two patients, and an unknown duration for one patient. Complications included pain and burn scar dyschromia. Four patients cited peer pressure and desire to replicate SIC as seen on the Internet as their motivation in attempting the challenge. Conclusion: SIC has become a popular, self-harming behavior among youths. Increased public education, and provider and parent awareness of SIC are essential to address this public health concern.
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Dissertations / Theses on the topic "Education, Secondary – Parent participation – Seychelles"

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Emilie, Shane Antonio. "An investigation of stakeholder participation and learning in two schools within the Seychelles Eco-School programme." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011961.

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The aim of this study was to investigate stakeholder participation and learning in the Seychelles Eco-School programme within a primary school context and a secondary school context. Findings from each Eco-School have been presented in two case studies with the goal to explore and describe how teachers, students, parents and organizations are participating and learning in the Eco-School programme. Six elements of school community were used to deepen understanding of the participatory and learning processes in each Eco-School, namely, leadership, management and administration, curriculum planning, teaching and learning, resource use and management, management of physical surrounds of the school and networks and partnerships. Some of the contextual variables in each Eco-School that were constraining and enabling stakeholder participation and learning in the programme have also been explored within this study. Data in this study was generated from historical documents analysed, semi-structured interviews, focus group discussions and field notes. Data was also generated from questionnaires completed by organizations involved in the programme at each Eco- School. Data was analysed in two phases, the first phase involved reading across data generated from the methods mentioned above to organize the data under broad themes in relation to the elements of school community. The second phase of analysis involved the use of the conceptual framework of situating learning in a community of practice to interpret and discuss the participatory and learning processes across the two cases. The study showed that in each Eco-School there is a community of practice with the active involvement of teachers and students and the occasional involvement of parents and organizations. Students and adults are learning as they engage together in classroom and field-work interactions, environmental projects, environmental activities to commemorate environmental theme days, environmental campaigns and co-curricular activities through the practices of each Eco-School community. It was also discovered that students and adults are making different contributions in the Eco-School community based on their level of participation in the programme. It is hoped that the findings in this research contribute information regarding community participation in environmental education programmes like the Seychelles Eco-School programme. In addition, findings will inform the Seychelles Government and its partners to consider the possibility of enhancing school and community partnerships to respond to some of the challenges of participation and learning in the Eco-School programme.
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To, Chan Bik-lai Julie, and 杜陳碧麗. "Parent education: a case of a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957493.

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Wan, Pui-to, and 尹沛濤. "The parent involvement in secondary school management: a case study in Shatin." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956178.

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Govender, Vasuthavan Gopaul. "A multiple case study of parent involvement with grade 8 learners of mathematics." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/511.

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The learning of mathematics is a worldwide concern. International studies over the last decade place South African learners amongst the lowest achievers. Although various initiatives have been tried there does not seem to be any improvement. In the USA and UK initiatives include the involvement of parents and these have been implemented with great success. One of the parent involvement programmes from the USA, the Family Maths Programme has been in South Africa since 1996. This programme has been successful in South Africa but is confined to parents of grades 4-7 children. However, there is no programme for parents of high school learners. As grade 8 is usually the first high school year in South Africa, this study focuses on parents of grade 8 children and their involvement in their children’s mathematics learning. It consists of an initial survey of grade 8 parents’ (from an urban school) mathematical backgrounds and experiences and their involvement in their children’s education. Using key points from the survey and elements from the literature review and other sources, the researcher designed a parent assistance programme for mathematics which was conducted with three groups of parents of grade 8 children from the same high school. Each group of parents was exclusive and the same set of procedures was applied to each group, making this study a qualitative multiple case study, within the interpretive research paradigm. The parent-assistance programme consists of a parents’ workshop and completion of journals over a 7-week period. Parents documented their interactions with their children in structured journals, a process known as participant journaling. After this journaling period, parents and children were surveyed on this interaction by means of follow-up questionnaires. This was followed later in interviews with the parents and mathematics teachers, separately. After the completion of all three case studies parents and children participated in focus group discussions to discuss and share experiences of the programme. The interrogation of the data, on two levels, suggests parents’ and children’s perceptions of mathematics were likely to be positively influenced. The data also suggest that children were likely to become more confident and to improve in mathematics.
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Chan, King, and 陳璟. "Linking school and home: parent-teacher association in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626470.

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Chan, Tat-sang, and 陳達生. "Teachers' practices of parent involvement in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957729.

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Cao, Ge. "Patterns of adolescent-parent conflicts over schoolwork in Chinese families." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/697.

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According to previous studies, schoolwork is the major source of adolescent-parent conflicts in Mainland China. Adolescents' personal reasoning over schoolwork conflicts reveals their desire for achieving autonomy in schoolwork. Meanwhile, their avoiding and obeying conflict resolution strategies co-exist with self-assertion. Parental psychological control is found among Mainland Chinese parents in the situations about offspring's schoolwork, which has detrimental effects on children's autonomy development. With the theoretical underpinnings of social domain theory, ecological systems theory, self-determination theory and family systems theory, the present study aims to examine the patterns of adolescent-parent conflicts over schoolwork in Ningxia of Mainland China, and explore the role of parental psychological control and the development of teenagers' autonomy in schoolwork conflicts. This study adopted grounded theory approach. Convenience and snowball sampling were conducted at the initial stage of sampling while purposeful and conceptual sampling were adopted to develop the grounded theory. There were 63 parents and teenagers participating in the present research. Specifically, 28 parents and 35 adolescents joined in this research. Data was collected through semi-structured individual interview and joint interview. Coping coding, axial coding and selective coding were used to analyze data. A grounded theory on patterns of conflicts over schoolwork, as well as parental psychological control and teenagers' autonomy revealed in schoolwork conflicts is developed in this study. Adolescents' reasoning about adolescent-parent conflicts over schoolwork is reactive to parental expectation and investment. Their resolution strategies in schoolwork conflicts also respond to parents' strategies in the process of conflict resolution. Psychological control is revealed in parents' conflict resolution strategies, which brings controlled motivation revealed in children's reasoning about schoolwork conflicts. Controlled motivation discourages the development of adolescents' autonomy over schoolwork. Contributions are made to fill up the gaps of adolescent-parent conflicts over schoolwork in Chinese families, as well as the advancement of adolescents' autonomy development in the context of adolescent-parent conflicts over schoolwork in Chinese families
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Chan, Wing-ping, and 陳永平. "The impact of the Parent-Teacher Association (PTA) on a secondary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957730.

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Shikwambi, Victoria. "Parental involvement in school governance: a case study of a secondary school in Okahandja, Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017358.

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Since Namibia gained independence parents have increasingly been seen as equal partners in the education process. The Education Act 16 of 2001 provides for the democratic participation in schools by parents, learners and other education stakeholders through the introduction of regional Education Forums and School Boards in schools Parental involvement in school governance has been widely researched and has become a ‘hot topic’ worldwide, including in Namibia. This study investigated and described parental involvement through the School Board in school governance in a secondary school in Otjozondjupa region, Namibia. The study was conducted within a qualitative, interpretive paradigm. The study employed three data collection tools namely, semi-structured interviews, document analysis and observation. The School Board was made up of parents of different classes and backgrounds, i.e. employed, unemployed, professionals and business persons and with different levels of educational background. These members create a network that represents the voices of parents from different social groups, with different levels of social capital. The different levels of social capital shape the nature of the contributions and interactions on the Board. The study found that in spite of the frequency of interaction between the School Board, parents and the community the School Board is still in a dilemma as it is unable to connect with its prominent source of potential support, such as the business community, due to an outdated view that the school is well-off based on its historic status of privilege. With respect to communications with parents the focus tends to be on the negatives of learners’ behaviour or performance and the task of the parents in this regard. Broadening the agenda of the collaboration to include positive aspects of the child would add to the motivation of parents and open possibilities for new forms of collaboration. The school lacks a well-coordinated system for utilizing the available resources as well as community expertise for the benefit of the school. On the strength of the findings, one of the recommendations is for a more structured program and strategy for the Boards various interactions with the community and parents.
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Leung, Ho-ping, and 梁浩平. "On the road to collaboration: a case study ofhome-school relationship in a local secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959568.

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Books on the topic "Education, Secondary – Parent participation – Seychelles"

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Anne, West, and Ribbens Jane, eds. Mother's intuition?: Choosing secondary schools. London: Falmer Press, 1994.

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Papworth, Michael. Help your teenager succeed at school: A parent's guide. London: Continuum, 2004.

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Sonntag, Steve. Learning, the hardest job you'll ever love: Helpful ideas for students and parents. Lanham: Rowman & Littlefield Education, 2010.

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Banda, A. Familypac-- guidelines for parents/guardians: For primary and secondary school parents/guardians. Lusaka: Republic of Zambia, Ministry of Education, 2005.

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Richard, Handley, ed. High schools in crisis: What every parent should know. Westport, Conn: Praeger, 2004.

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Christienne, Odette. Lettres aux parents d'élèves: Comment guider et aider les adolescents de la sixième au bac. Paris: Plon, 1994.

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Rösner, Ernst. Abschied von der Hauptschule: Folgen einer verfehlten Schulpolitik. Frankfurt am Main: Fischer Taschenbuch, 1989.

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National PTA (U.S.). Middle school/high school parent involvement resource kit. Chicago, Ill: National PTA, 2003.

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Zmuda, Allison. High stakes high school: A guide for the perplexed parent. New York: Simon & Schuster, 2001.

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Wilcock, Angie. The transition tightrope: Supporting students in transition to secondary schools. Milton Park, Abingdon, Oxon: Routledge, 2012.

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