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Artículos de revistas sobre el tema "Missouri Parents as Teachers"

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Publicado: 4 de junio de 2021
Última modificación: 6 de febrero de 2022

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1

Sines, Jacob O. "Teachers' norms and teacher-parent agreement on the Missouri children's behavior checklist". Journal of School Psychology 26, n.º 4 (diciembre de 1988): 413–16. http://dx.doi.org/10.1016/0022-4405(88)90050-7.

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2

Ekblad, Mikael O., Emily Rolan, Kristine Marceau, Rohan Palmer, Alexandre Todorov, Andrew C. Heath y Valerie S. Knopik. "Disruptive Behavior in Siblings Discordant for Exposure to Maternal Smoking During Pregnancy: A Multi-rater Approach". Nicotine & Tobacco Research 22, n.º 8 (17 de noviembre de 2019): 1330–38. http://dx.doi.org/10.1093/ntr/ntz214.

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Abstract Introduction Maternal smoking during pregnancy (SDP) is associated with disruptive behavior. However, there is debate whether the SDP-disruptive behavior association is a potentially causal pathway or rather a spurious effect confounded by shared genetic and environmental factors. Aims and Methods The Missouri Mothers and Their Children Study is a sibling comparison study that includes families (n = 173) selected for sibling pairs (aged 7–16 years) discordant for SDP. Critically, the sibling comparison design is used to disentangle the effects of SDP from familial confounds on disruptive behavior. An SDP severity score was created for each child using a combination of SDP indicators (timing, duration, and amount of SDP). Multiple informants (parents and teachers) reported on disruptive behavior (i.e., DSM-IV semi-structured interview, the Child Behavior Checklist, and Teacher Report Form). Results The variability in disruptive behavior was primarily a function of within-family differences (66%–100%). Consistent with prior genetically informed approaches, the SDP–disruptive behavior association was primarily explained by familial confounds (genetic and environmental). However, when using a multi-rater approach (parents and teachers), results suggest a potentially causal effect of SDP on disruptive behavior (b = 0.09, SE = 0.04, p = 0.03). The potentially causal effect of SDP remained significant in sensitivity analyses. Discussion These findings suggest that familial confounding likely plays a complex role in the SDP–disruptive behavior association when examining both parent and teacher reports of behavior. Importantly, the current study highlights the importance of multiple raters, reflecting a more comprehensive measure of complex behaviors (e.g., disruptive behavior) to examine the teratogenic effects of SDP. Implications Our study provides additional evidence that controlling for genetic and family factors is essential when examining the effect of SDP on later behavioral problems, as it explains a portion of the association between SDP and later behavioral problems. However, we found a significant association between SDP and disruptive behavior when using a multi-rater approach that capitalizes on both parent and teacher report, suggesting that parent and teacher ratings capture a unique perspective that is important to consider when examining SDP–behavior associations.
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3

Hass-Wisecup, Aida, Erin Kenny y Kayleb Adams-Derousse. "The Value of Fathering for Incarcerated Offenders: Implementing the “Parents as Teachers” Curriculum in Greene County, Missouri". International Journal of Social Science Studies 9, n.º 4 (28 de junio de 2021): 22. http://dx.doi.org/10.11114/ijsss.v9i4.5276.

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Research literature demonstrates the positive contributions of a nurturing father in the lives of young people as well as the reduction of recidivism for active fathers. The current study provides support for this model by highlighting the need for programming that enhances the relationship between incarcerated fathers and their children during their period of absence and while transitioning back into society and their family roles. The authors observed a parenting education program for incarcerated fathers twice weekly for a period of twelve weeks. The research noted three promising themes in the programming which could be expanded and implemented in other facilities. Fathers sought to improve their capacity to engage in “intentional conversations,” where they learned about modeling desirable behavior, being honest, and avoiding giving children mixed messages. Fathers also began the uncomfortable process of unpacking their own childhoods and overcoming poor parental models as they realized that “parenting makes a difference.” Through the program, fathers were encouraged to develop a “toolkit” of more positive parenting responsibilities and responses. Finally, fathers were introduced to the idea of “healthy relationships,” including creating strong boundaries and new types of relationship knowledge.
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4

Gagliardi, Monte, Marianne Neighbors, Caile Spears, Scott Byrd y Jamin Snarr. "Emergencies in the School Setting: Are Public School Teachers Adequately Trained to Respond?" Prehospital and Disaster Medicine 9, n.º 4 (diciembre de 1994): 222–25. http://dx.doi.org/10.1017/s1049023x00041431.

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AbstractIntroduction:This study attempted to determine the extent of training and emergency care knowledge of public school teachers in midwestern states. A secondary purpose was to assess the frequency of injury and illness in the school setting requiring the teacher to first respond.Method:A questionnaire and 14-item, scenario-based, emergency medical care test was developed and pretested. A discrimination index was used for validation of the instrument and a reliability coefficient of .82 was computed using the Kuder-Richardson Formula 20. A randomly recruited group of public school nurses from Arkansas, Kansas, and Missouri administered the instrument to 334 teachers who had no prior knowledge of the test. A random telephone survey of local school patrons also was completed to determine parental assumptions and expectations for emergency care and cardiopulmonary resuscitation (CPR) training in teachers.Results:One-third (112 teachers) had no specific training in first-aid and 40% never had been trained in CPR. However, most (87%) of the respondents strongly agreed that emergency care training should be required in teacher preparation programs. Eighteen percent of the teachers responded to more than 20 injured or ill students annually, and 17% reported that they had encountered at least one life-threatening emergency in a student during their career. The average score for all respondents on the emergency care test was 58% (X2 = 8.12±2.42). Those with prior first-aid training averaged 60.5% (X2 = 8.47±2.32). Significant deficiencies were noted for recognition and appropriate treatment of student emergencies involving basic life support (BLS) and airway interventions, diabetic emergencies, and treatment of profuse bleeding. Forty of the 50 (80%) parents surveyed assumed that all teachers were adequately trained in first-aid and CPR.Conclusion:Public school teachers represent a potentially effective first-response component during disasters and isolated emergencies in the school environment. Overall, most of public school teachers in this study were deficient in both training and knowledge of emergency care and BLS modalities. Lack of effective, formal emergency care training in teacher preparation programs coupled with no continuing education requirement is a possible explanation of these results. Emergency medical services providers should seek opportunities to help with first-responder training and continuing education in their schools.
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5

SPENCINER, LORAINE J. "Parents and Teachers". Journal of Early Intervention 16, n.º 3 (julio de 1992): 288–89. http://dx.doi.org/10.1177/105381519201600308.

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6

APPELL, DONNA J., MAGGIE WEBER HOFFMAN, NANCY B. SPELLER, PATRICIA L. WEINER y DAVID L. MERYASH. "Parents as Teachers". Journal of Developmental & Behavioral Pediatrics 17, n.º 2 (abril de 1996): 105???106. http://dx.doi.org/10.1097/00004703-199604000-00008.

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7

Andersson, Theodore. "Parents as Teachers". Hispania 74, n.º 2 (mayo de 1991): 426. http://dx.doi.org/10.2307/344853.

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8

Goldsmith, Marlene. "Parents as Teachers". Australian Journal of Forensic Sciences 24, n.º 1-2 (junio de 1992): 35–37. http://dx.doi.org/10.1080/00450619209411035.

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9

Harris, Sandra L. "Parents As Teachers:". Child & Family Behavior Therapy 8, n.º 4 (13 de marzo de 1987): 39–47. http://dx.doi.org/10.1300/j019v08n04_03.

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10

Nudd, Mary Ellen. "Parents as teachers project". Journal of Prevention & Intervention in the Community 6, n.º 2 (1989): 67–70. http://dx.doi.org/10.1080/10852358909511177.

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11

Hourcade, Jack J. y Cynthia L. Richardson. "Parents as Reading Teachers". Academic Therapy 22, n.º 4 (marzo de 1987): 381–83. http://dx.doi.org/10.1177/105345128702200406.

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12

Akin, Charlotte. "Messages for Parents and Teachers". Gifted Child Today 27, n.º 2 (abril de 2004): 14–17. http://dx.doi.org/10.4219/gct-2004-128.

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13

Smith, Constance K. "Parents and Teachers in Partnership". Gifted Child Today Magazine 16, n.º 6 (noviembre de 1993): 16–19. http://dx.doi.org/10.1177/107621759301600607.

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14

Bruder, Mary Beth y Diane Bricker. "Parents as Teachers of Their Children and Other Parents". Journal of the Division for Early Childhood 9, n.º 2 (abril de 1985): 136–50. http://dx.doi.org/10.1177/105381518500900205.

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15

Lutz, S. F., S. Y. Cox y A. Cohen. "Nutrition Education, Computer, and Internet Practices of Missouri Teachers". Journal of the American Dietetic Association 98, n.º 9 (septiembre de 1998): A56. http://dx.doi.org/10.1016/s0002-8223(98)00500-8.

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16

Reys, Barbara J. y Robert E. Reys. "Recruiting Mathematics Teachers: Strategies to Consider". Mathematics Teacher 97, n.º 2 (febrero de 2004): 92–95. http://dx.doi.org/10.5951/mt.97.2.0092.

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The federal No Child Left Behind Act (Public Law 107-110, HR 1, 2001) calls for all teachers in schools receiving federal funds to be “highly qualified.” That is, they must hold a bachelor's degree, demonstrate competence in the subject matter that they teach, and have full state teacher certification—their certification requirements cannot be waived nor can they have an “emergency, provisional, or temporary” certificate. These requirements are mandatory by the 2005–2006 school year. However, a serious shortage of mathematics teachers continues to exist in middle and secondary schools. For example, the Missouri Department of Elementary and Secondary Education reported that during the past fifteen years, an average of fewer than 200 mathematics teaching certificates (middle school and secondary) were issued annually by thirty-four different colleges and universities in the state. This average is far short of the more than 400 job listings that Missouri school districts annually post for middle school and secondary mathematics teachers.
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17

Glenn, Joe Edgar. "DIVORCE EDUCATION FOR PARENTS AND CHILDREN IN JACKSON COUNTY, MISSOURI". Family Court Review 36, n.º 4 (16 de marzo de 2005): 503–10. http://dx.doi.org/10.1111/j.174-1617.1998.tb01093.x.

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18

Van Devender, Evelyn M. "Involving Parents". Academic Therapy 23, n.º 5 (mayo de 1988): 523–28. http://dx.doi.org/10.1177/105345128802300514.

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19

Guo, Yan y Bernard Mohan. "ESL Parents and Teachers: Towards Dialogue?" Language and Education 22, n.º 1 (enero de 2008): 17–33. http://dx.doi.org/10.2167/le731.0.

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20

Hughes, Roger. "In this issue Parents as teachers". Public Health Nutrition 10, n.º 11 (noviembre de 2007): 1209. http://dx.doi.org/10.1017/s1368980007835439.

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21

Mag, Alina Georgeta. "Parents and early teachers: sharing education". Procedia - Social and Behavioral Sciences 11 (2011): 37–41. http://dx.doi.org/10.1016/j.sbspro.2011.01.029.

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22

Kay, Pamela J. y Martha Fitzgerald. "Parents+ Teachers+ Action Research = Real Involvement". TEACHING Exceptional Children 30, n.º 1 (septiembre de 1997): 8–11. http://dx.doi.org/10.1177/004005999703000102.

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23

Foster, Anne. "What Do Parents Want from Teachers?" Educational Horizons 90, n.º 3 (febrero de 2012): 14–15. http://dx.doi.org/10.1177/0013175x1209000304.

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24

ALPERT, CATHY L. y ANN P. KAISER. "Training Parents as Milieu Language Teachers". Journal of Early Intervention 16, n.º 1 (enero de 1992): 31–52. http://dx.doi.org/10.1177/105381519201600104.

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25

Greene, Diana. "Notable Notes for Parents & Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 10, n.º 1 (1 de junio de 2015): 12–13. http://dx.doi.org/10.1386/ijmec_0293_7.

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26

Williams, Page. "Notable Notes for Parents and Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 1, n.º 1 (1 de junio de 2006): 23. http://dx.doi.org/10.1386/ijmec_0030_7.

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27

Boner, Jan. "Notable Notes for Parents & Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 2, n.º 1 (1 de junio de 2007): 2. http://dx.doi.org/10.1386/ijmec_0032_7.

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28

Priest, Julia. "Notable Notes for Parents & Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 4, n.º 1 (1 de junio de 2009): 1. http://dx.doi.org/10.1386/ijmec_0117_7.

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29

Bersh, Brian. "Notable Notes for Parents & Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 4, n.º 1 (1 de junio de 2009): 1. http://dx.doi.org/10.1386/ijmec_0127_7.

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30

Taggart, Cynthia C. "Notable Notes for Parents & Teachers". Perspectives: Journal of the Early Childhood Music & Movement Association 8, n.º 1 (1 de junio de 2013): 1. http://dx.doi.org/10.1386/ijmec_0214_7.

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31

Kupzyk, Sara S. y Edward J. Daly. "Teachers Engaging Parents as Reading Tutors". Contemporary School Psychology 21, n.º 2 (2 de diciembre de 2016): 140–51. http://dx.doi.org/10.1007/s40688-016-0113-y.

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32

Claffey, Anne, Rene R. Gratz y Pamla Boulton. "When child care teachers become parents". Day Care & Early Education 22, n.º 3 (marzo de 1995): 4–7. http://dx.doi.org/10.1007/bf02361350.

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33

Asih, Rosalia Windu. "Parents as first Teachers for Children". Social, Humanities, and Educational Studies (SHEs): Conference Series 3, n.º 3 (26 de noviembre de 2020): 1123. http://dx.doi.org/10.20961/shes.v3i3.46172.

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<p><em>Parents are the firs environment a child experiences when he is born into the world.Furthermore,parents are also the main environment in shaping a child’s personality.At the beginning of their growth, they tend to spend more with the family environment,especially parents.Then in the family a child experiences the first and foremost educational process of the parents.All forms of parental behaviour,both oral and good deeds that are exemplary and habits applied in social life wiil affect the pattern of child development.Therefore,my parents should able to instill a good education and of course this is true in children from an early age,so that the subsequent development of children can reflect a good and noble personality as well as be beneficial for themselves ,parentsriligion,society and nation and country.</em></p>
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34

Ransom, Michael R. y Val E. Lambson. "Monopsony, Mobility, and Sex Differences in Pay: Missouri School Teachers". American Economic Review 101, n.º 3 (1 de mayo de 2011): 454–59. http://dx.doi.org/10.1257/aer.101.3.454.

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We examine the sex differences in the pay of school teachers in Missouri. In Missouri school districts, pay is determined by a salary schedule that maps teaching experience and education level of an individual to a salary level. In spite of this apparently mechanical rule for determining pay, female teachers earn less than male teachers, after controlling for experience and education. We explore how such a difference could arise from differential job mobility and find some evidence to support this idea. However, within district differences in pay are a more important source of differences in pay between men and women.
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35

Goldstein, Sue y Frances A. Campbell. "Parents: A Ready Resource". Arithmetic Teacher 38, n.º 6 (febrero de 1991): 24–27. http://dx.doi.org/10.5951/at.38.6.0024.

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“I never seem to reach every student when I am teaching mathematics.” “There is never enough time for practicing mathematics skills.” These laments by typical elementary school teachers are both real and abundant. Teachers would love to have more time and more help to work with students individually on developing and mastering mathematics skills. Involving parents in working with their children in mathematics is a ready method of obtaining an extra resource for teachers when individualizing mathematics instruction.
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36

Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri". Earth Sciences History 4, n.º 1 (1 de enero de 1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.

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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.
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37

Koutrouba, Konstantina, Eirini Kalantzaki y Ioannis Christopoulos. "When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives". European Journal of Social Sciences Education and Research 7, n.º 1 (1 de diciembre de 2016): 20. http://dx.doi.org/10.26417/ejser.v7i1.p20-30.

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The present study examines 30 Greek teachers’ views about changes that took place after they became parents regarding teaching and learning, communication and cooperation with students and parents, and attitudes towards teacher profession. The data were collected through semi-structured face to face in-depth interviews, based on 25 close- and open-ended questions, and classified into categories using content analysis. The research indicates, inter alia, that parenthood had a major impact on teachers’ empathy, on attitudes towards low-achievers, and on the implemented teaching procedures per se. It also shows that teachers who became parents tend to improve their communication with their students’ parents, to be more tolerant of criticism, and to be more patient and supportive as regards students’ academic and socio-affective achievements. Regarding at-home planning and preparation, and physical, mental and emotional fatigue of teachers during parenthood, the present study reveals developing burning-out symptoms, which are, however, counterbalanced by strong feelings of rewarding love and acceptance displayed by their students. It finally shows that parenthood does not subjugate the professional aspirations of vivid, ambitious teachers, although female teachers who became parents are expected to face more obstacles than their male colleagues during their professional and family life, especially if they hold a position in school administration, lack the provision of at-home help or have family children who display learning or other physical disabilities or misbehavior problems.
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38

Van Dusen Randazzo, Katherine, John Landsverk y William Ganger. "Three Informants' Reports of Child Behavior: Parents, Teachers, and Foster Parents". Journal of the American Academy of Child & Adolescent Psychiatry 42, n.º 11 (noviembre de 2003): 1343–50. http://dx.doi.org/10.1097/01.chi.0000085753.71002.da.

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39

Garriott, Pamela Pruitt, Donna Wandry y Lynne Snyder. "Teachers as Parents, Parents as Children: What's Wrong With This Picture?" Preventing School Failure: Alternative Education for Children and Youth 45, n.º 1 (enero de 2001): 37–43. http://dx.doi.org/10.1080/10459880109599814.

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40

Stamatis, Panagiotis J. y Maria Chatzinikola. "Advantages and Reasons Hindering the Communication between Teachers and Parents: An Empirical Study". European Journal of Education and Pedagogy 2, n.º 2 (29 de abril de 2021): 43–48. http://dx.doi.org/10.24018/ejedu.2021.2.2.79.

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This paper studies the advantages and reasons hindering communication between teachers and parents. Two hundred and twenty-two teachers and thirty-three primary school principals consider communication with parents important, because this communication creates a sense of security in students, improving their learning skills and conduct. Teachers consider that effective communication between teachers and parents benefits the school unit itself, contributing to its efficiency. The reasons hindering communication with parents mentioned by teachers include parents’ lack of time to visit the school unit, parents’ low social or education background, their children’s poor performance or conduct. Teachers disagree that the education system structure constitutes a problem in their communication with parents, stressing that many parents do not understand the importance of their communication with the school unit attended by their children. Finally, teachers consider guidance plays an important part, as it helps mitigate the problems hindering efficient communication between teachers and parents.
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41

Procter, Anne. "Parents, Teachers and Student‐teachers: an evaluation of training for Partnership". Early Years 8, n.º 1 (septiembre de 1987): 62–77. http://dx.doi.org/10.1080/0957514870080106.

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42

JAYANTHI, MADHAVI, JANET S. NELSON, VALERIE SAWYER, WILLIAM D. BURSUCK y MICHAEL H. EPSTEIN. "Homework-Communication Problems Among Parents, Classroom Teachers, and Special Education Teachers". Remedial and Special Education 16, n.º 2 (marzo de 1995): 102–16. http://dx.doi.org/10.1177/074193259501600205.

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The purpose of this study was to identify the communication problems that exist between home and school, particularly as these problems relate to homework given to students with mild disabilities in general education classes. Subjects for this study were 15 parents of students with mild disabilities, 14 special education teachers of students with mild disabilities, and 14 classroom teachers who taught students with mild disabilities in their classes. Nine focus groups were conducted: three with parents, three with classroom teachers, and three with special education teachers. Participants identified six major homework-communication problems. These involved initiation, frequency, timing, consistency, follow-through, and clarity and usefulness of communication. Other results, limitations of the study, and future research needs are also discussed.
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COWDERY, JOY, KELLY LEVI, DANIELLE WELLS y SUSAN BLAUVELT. "Family Projects: Empowering Students, Parents, and Teachers". TESOL Journal 1, n.º 4 (diciembre de 2010): 500–508. http://dx.doi.org/10.5054/tj.2010.234764.

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44

Renwick, Margery. "Teachers College Students Who Are Also Parents". Early Childhood Folio 2 (1 de junio de 1986): 1–6. http://dx.doi.org/10.18296/ecf.0283.

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45

Taplin, Margaret y Marion White. "Parents' and teachers' perception of gifted provision". Set: Research Information for Teachers, n.º 1 (1 de junio de 1999): 1–4. http://dx.doi.org/10.18296/set.0824.

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46

Lorenz, Eileen B., Colin Baker, Mahendra K. Verma, Karen P. Corrigan y Sally Eirth. "A Parents' and Teachers' Guide to Bilingualism". Modern Language Journal 80, n.º 2 (1996): 238. http://dx.doi.org/10.2307/328647.

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47

Küçüksüleymanoğlu, Rüyam. "Cyberbullying among secondary school teachers by parents". International Journal of Evaluation and Research in Education (IJERE) 8, n.º 1 (1 de marzo de 2019): 151. http://dx.doi.org/10.11591/ijere.v8i1.16549.

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Cyberbullying which is known as violence on the Internet is a dimension of peer bullying takes places through electronic communication technologies. Cyberbullying which can occur in any environment regardless of the time and place is the way in which individuals with higher ability to use communication technologies to lead other individuals in a series of negative behaviors over time. With the rapid development of technology and the ease with which internet access becomes easier and cheaper, it becomes a problem that needs to be studied more and more importantly day by day. Facebook, twitter and whatss up, the most widely used social network today, has the potential to become the most commonplace for cyberbullying behaviors. The purpose of this study was to determine cyberbullying towards teachers by parents in secondary schools based on teachers views according to sex, tenure and school size. The sample of the study was 181 teachers from 14 secondary schools. The experiences and perspectives of 181 teachers were assessed regarding the incidence and perceptions of the likelihood of cyber harassment by parents. The results presented here indicate that nearly3/4 of teachers in the sample had received harassing or threatening messages <br />from parents.
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48

Elliott, Stephen N., James Barnard y Frank M. Gresham. "Preschoolers' Social Behavior: Teachers' and Parents' Assessments". Journal of Psychoeducational Assessment 7, n.º 3 (septiembre de 1989): 223–34. http://dx.doi.org/10.1177/073428298900700304.

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49

Cavrini, Giulia, Gina Chianese, Barbara Bocch y Liliana Dozza. "School Climate: Parents’, Students’ And Teachers’ Perceptions". Procedia - Social and Behavioral Sciences 191 (junio de 2015): 2044–48. http://dx.doi.org/10.1016/j.sbspro.2015.04.641.

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50

Simmons, Betty Jo. "Facilitative Conferences: Parents and Teachers Working Together". Clearing House: A Journal of Educational Strategies, Issues and Ideas 76, n.º 2 (noviembre de 2002): 88–93. http://dx.doi.org/10.1080/00098650209604956.

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