Artículos de revistas: "Parent-teacher relationships Education"

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Dombro, Amy Laura. "Parent/teacher relationships". Day Care & Early Education 14, n.º 3 (marzo de 1987): 32. http://dx.doi.org/10.1007/bf01882436.

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Minke, Kathleen M., Susan M. Sheridan, Elizabeth Moorman Kim, Ji Hoon Ryoo y Natalie A. Koziol. "Congruence in Parent-Teacher Relationships". Elementary School Journal 114, n.º 4 (junio de 2014): 527–46. http://dx.doi.org/10.1086/675637.

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Chung, Li‐Chuan, Christine A. Marvin y Susan L. Churchill. "Teacher factors associated with preschool teacher‐child relationships: Teaching efficacy and parent‐teacher relationships". Journal of Early Childhood Teacher Education 25, n.º 2 (enero de 2005): 131–42. http://dx.doi.org/10.1080/1090102050250206.

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4

Noble, Diane M. "Parent-Teacher Conferences Can Enhance School-Community Relationships". NASSP Bulletin 75, n.º 534 (abril de 1991): 106–11. http://dx.doi.org/10.1177/019263659107553417.

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5

Payne, Monica A., Jennifer O. Hinds y Lawrence T. Gay. "Parent‐teacher relationships: perspectives from a developing country". Educational Research 28, n.º 2 (junio de 1986): 117–25. http://dx.doi.org/10.1080/0013188860280206.

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Penney, Sharon y Lorraine Wilgosh. "Fostering Parent-Teacher Relationships when Children are Gifted". Gifted Education International 14, n.º 3 (mayo de 2000): 217–29. http://dx.doi.org/10.1177/026142940001400303.

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The specific focus of this study was on parent and teacher relationships, when a child is gifted. The study addressed two interrelated questions. (1) What is the parent's perspective of the relationship between parent and teacher when a child is gifted? (2) What is the teacher's perspective of the relationship between parent and teacher when a child is gifted? Five parents and four teachers were interviewed individually on several occasions, and the interview content was analyzed thematically. For parents, five themes were identified, related to instructional programming, teacher competencies, curriculum needs, parental involvement in their children 's education, and problematic behavior. For teachers, there were also five themes, including identification of giftedness, funding issues, communication issues, partnerships in education, and impact on the children. The parent and teacher themes are reported in greater detail elsewhere (Penney & Wilgosh, 1998). This paper addresses the four overlapping themes derived from a comparison of the parent and teacher themes: funding issues, meeting the children's needs, communication, and impact on the children. Implications for fostering parent and teacher partnerships are discussed.

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7

Vickers, Harleen S. y Kathleen M. Minke. "Exploring parent-teacher relationships: Joining and communication to others." School Psychology Quarterly 10, n.º 2 (1995): 133–50. http://dx.doi.org/10.1037/h0088300.

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8

Powell, Douglas R. y Karen E. Diamond. "Approaches to Parent-Teacher Relationships in U.S. Early Childhood Programs during the Twentieth Century". Journal of Education 177, n.º 3 (octubre de 1995): 71–94. http://dx.doi.org/10.1177/002205749517700306.

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The nature of parent-teacher relationships in early childhood programs, including interventions for children with disabilities, is examined within a sociopolitical context across five eras of the twentieth century. Two general approaches are discerned: practices that view parents as learners in need of expert information and advice about child rearing, prevalent through the 1950s, and strategies involving parents as partners with educators in program decision-making, which began to surface in the 1960s. Attention is given to the influence of the Parent Teacher Association in the early 1900s as a response to societal changes stemming from the Industrial Revolution; contributions of the child study movement of the 1920s to parent education activities; effects of the Great Depression on ideas and practices related to individuals with disabilities; the growth of parent advocacy on behalf of children with disabilities; and the influence of the civil rights movement of the 1960s and widespread demographic changes of the 1970s on parent-teacher relationships. Current issues in forming and sustaining parent-teacher partnerships in early childhood programs are identified.

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9

Kim, Elizabeth Moorman, Susan M. Sheridan, Kyongboon Kwon y Natalie Koziol. "Parent beliefs and children's social-behavioral functioning: The mediating role of parent–teacher relationships". Journal of School Psychology 51, n.º 2 (abril de 2013): 175–85. http://dx.doi.org/10.1016/j.jsp.2013.01.003.

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10

Grace, Margaret y Alyson C. Gerdes. "Parent-Teacher Relationships and Parental Involvement in Education in Latino Families". Contemporary School Psychology 23, n.º 4 (28 de noviembre de 2018): 444–54. http://dx.doi.org/10.1007/s40688-018-00218-9.

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Billman, Nicola, Catherine Geddes y Helen Hedges. "Teacher–Parent Partnerships: Sharing understandings and making changes". Australasian Journal of Early Childhood 30, n.º 1 (marzo de 2005): 44–48. http://dx.doi.org/10.1177/183693910503000108.

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Early childhood education highlights partnership between teacher and parents as positively influencing children's learning. This article describes how teachers became aware of a lack of shared understanding between them and parents about the ‘parent help’ role in their kindergarten, and their efforts to redress this situation. Changes made by teachers illustrate that a willingness to build, maintain and re-visit collaborative relationships is vital if children's learning is to be maximised.

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Martin, Andrew J., Herbert W. Marsh, Dennis M. McInerney, Jasmine Green y Martin Dowson. "Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem". Australian Journal of Guidance and Counselling 17, n.º 2 (1 de diciembre de 2007): 109–25. http://dx.doi.org/10.1375/ajgc.17.2.109.

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AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

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13

Dawson, Anne E. y Brian T. Wymbs. "Validity and Utility of the Parent–Teacher Relationship Scale–II". Journal of Psychoeducational Assessment 34, n.º 8 (3 de agosto de 2016): 751–64. http://dx.doi.org/10.1177/0734282915627027.

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Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent–teacher relations are scant. The current study examined validity evidence for the Parent–Teacher Relationship Scale–II (PTRS). Specifically, the internal structure of the PTRS and the test–criterion relationships between the PTRS and several important child-level variables were examined. Primary school teachers ( n = 120) completed the PTRS referencing two different parents of children in their classroom, as well as outcome measures about both of these parent’s children (i.e., academic competence, student–teacher relationship, and behavior). Confirmatory factor analyses supported the two-factor solution originally proposed by the PTRS authors. Associations between the PTRS and child outcome variables provided further evidence in support of test–criterion relationships. School mental health professionals and researchers seeking to assess the contributions of parent–teacher relations to academic and behavioral outcomes of children should consider administering the PTRS.

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Angelides, Panayiotis, Louiza Theophanous y James Leigh. "Understanding teacher–parent relationships for improving pre‐primary schools in Cyprus". Educational Review 58, n.º 3 (agosto de 2006): 303–16. http://dx.doi.org/10.1080/00131910600748315.

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Ang, Kathryn, Clorinda Panebianco y Albi Odendaal. "Parent–teacher partnerships in group music lessons: a collective case study". British Journal of Music Education 37, n.º 2 (8 de julio de 2019): 169–79. http://dx.doi.org/10.1017/s026505171900024x.

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AbstractDeveloping effective parent–teacher relationships in music lessons is important for the well-being and learning outcomes of the learners. The aim of this collective case study was to explore the relationship between teachers and parents of pre-school children in group music lessons in the Klang Valley, which is an area in West Malaysia centred on Kuala Lumpur. It includes the neighbouring cities and towns in the state of Selangor. Interviews were conducted with nine parents and three teachers of three group music classes for pre-school children. The results point to the values and attitudes that parents and teachers hold and the interactions between them that both encouraged and discouraged parent–teacher partnerships, which are relationships where trust, reciprocity, mutuality, shared goals and decision making are essential characteristics.

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Wright, Dan y Gregory K. Torrey. "A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors". Behavioral Disorders 26, n.º 2 (febrero de 2001): 173–82. http://dx.doi.org/10.1177/019874290102600207.

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The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.

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17

Wolf, Sharon. "“Me I don’t really discuss anything with them”: Parent and teacher perceptions of early childhood education and parent-teacher relationships in Ghana". International Journal of Educational Research 99 (2020): 101525. http://dx.doi.org/10.1016/j.ijer.2019.101525.

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De Laet, Steven, Hilde Colpin, Luc Goossens, Karla Van Leeuwen y Karine Verschueren. "Comparing Parent–Child and Teacher–Child Relationships in Early Adolescence". Journal of Psychoeducational Assessment 32, n.º 6 (7 de abril de 2014): 521–32. http://dx.doi.org/10.1177/0734282914527408.

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19

Miretzky, Debra. "The Communication Requirements of Democratic Schools: Parent-Teacher Perspectives on Their Relationships". Teachers College Record 106, n.º 4 (abril de 2004): 814–51. http://dx.doi.org/10.1111/j.1467-9620.2004.00359.x.

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20

Bilton, Richard, Alison Jackson y Barry Hymer. "Cooperation, conflict and control: parent–teacher relationships in an English secondary school". Educational Review 70, n.º 4 (15 de diciembre de 2017): 510–26. http://dx.doi.org/10.1080/00131911.2017.1410107.

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21

Maras, Elly Q., Sarah N. Lang y Sarah J. Schoppe-Sullivan. "An observational assessment of parent–teacher cocaring relationships in infant–toddler classrooms". European Early Childhood Education Research Journal 26, n.º 2 (2 de marzo de 2018): 212–28. http://dx.doi.org/10.1080/1350293x.2018.1442033.

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Pepe, Alessandro y Loredana Addimando. "Teacher-parent relationships: influence of gender and education on organizational parents’ counterproductive behaviors". European Journal of Psychology of Education 29, n.º 3 (20 de febrero de 2014): 503–19. http://dx.doi.org/10.1007/s10212-014-0210-0.

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23

Degotardi, Sheila, Naomi Sweller y Emma Pearson. "Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships". International Journal of Early Years Education 21, n.º 1 (marzo de 2013): 4–21. http://dx.doi.org/10.1080/09669760.2013.771325.

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24

Brigandi, Carla B., Jennie M. Weiner, Del Siegle, E. Jean Gubbins y Catherine A. Little. "Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice". Gifted Child Quarterly 62, n.º 3 (23 de febrero de 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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Nzinga-Johnson, Sekile, Jean A. Baker y Jana Aupperlee. "Teacher‐Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners". Elementary School Journal 110, n.º 1 (septiembre de 2009): 81–91. http://dx.doi.org/10.1086/598844.

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Miller, Hannah, Jessa Lewis Valentine, Rachel Fish y Michelle Robinson. "Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools". American Journal of Education 123, n.º 1 (noviembre de 2016): 37–67. http://dx.doi.org/10.1086/688167.

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Leenders, Hélène, Johan de Jong, Mélanie Monfrance y Carla Haelermans. "Building strong parent–teacher relationships in primary education: the challenge of two-way communication". Cambridge Journal of Education 49, n.º 4 (13 de febrero de 2019): 519–33. http://dx.doi.org/10.1080/0305764x.2019.1566442.

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Creech, Andrea y Susan Hallam. "Parent–teacher–pupil interactions in instrumental music tuition: a literature review". British Journal of Music Education 20, n.º 1 (marzo de 2003): 29–44. http://dx.doi.org/10.1017/s0265051702005272.

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This paper considers the literature that may inform our understanding of parent–teacher–pupil interactions in instrumental music. It draws on research directly concerned with instrumental music learning and that from the wider psychological, sociological and educational literature concerned with conceptions of effective learning and teaching; conceptions of effective parenting; and dimensions of interpersonal relationships. Finally, a systemic, dynamic model is proposed which may serve to guide future research in the field.

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Bernhard, Judith K., Marie Louise Lefebvre, Kenise Murphy Kilbride, Gyda Chud y Rika Lange. "Troubled Relationships in Early Childhood Education: Parent–Teacher Interactions in Ethnoculturally Diverse Child Care Settings". Early Education and Development 9, n.º 1 (enero de 1998): 5–28. http://dx.doi.org/10.1207/s15566935eed0901_1.

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Neufeld, Heidi L., Ilona I. Vashchyshyn y Egan J. Cherno. "Building Bridges: Barriers to Parent Engagement Faced by Secondary Mathematics Teachers". LEARNing Landscapes 10, n.º 1 (1 de octubre de 2016): 199–214. http://dx.doi.org/10.36510/learnland.v10i1.729.

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Although parent engagement is widely supported by research, it is largely absent in the secondary mathematics classroom. Limited preservice teacher education and perceptions surrounding teacher professionalism are discussed as barriers to engaging parents. Math teachers are additionally inhibited by the antagonistic portrayal of parents in the literature and in the media, e ectively alienating parents in the minds of teachers. We suggest a shift in the language used to discuss math education and the positioning of parents regarding knowledge as a way to enable parent engagement and build relationships of trust, which can transform otherwise di cult exchanges between teachers and parents.

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Bednarska, Małgorzata. "School-House Relationships on Different Stages of Children and Teenagers (Youth) Development". Pedagogika 114, n.º 2 (10 de junio de 2014): 106–15. http://dx.doi.org/10.15823/p.2014.009.

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The school-house relationships have great impact on the quality of the educational process. This article is to draw an attention to those relationships, taking into consideration particularly different relations between the teacher and the parent regarding the stage of development of the student, who is the subject of this issue. It seems that the awareness of parents and teachers of the subject matter of this relationship, on what they should focus, especially what tasks they should perform for the child’s sake and his well being, can significantly improve not only school-house relationships, but above all things, it can generally improve the situation of the child at school which he or she attends.

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Rouse, Elizabeth y Deanna O'Brien. "Mutuality and Reciprocity in Parent–teacher Relationships: Understanding the Nature of Partnerships in Early Childhood Education and Care Provision". Australasian Journal of Early Childhood 42, n.º 2 (junio de 2017): 45–52. http://dx.doi.org/10.23965/ajec.42.2.06.

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THE EXPECTATION THAT EDUCATORS will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the Early Years Learning Framework and the National Quality Standard, is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner's (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.

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Lang, Sarah N., Sarah J. Schoppe-Sullivan y Lieny Jeon. "Examining a Self-Report Measure of Parent–Teacher Cocaring Relationships and Associations With Parental Involvement". Early Education and Development 28, n.º 1 (7 de julio de 2016): 96–114. http://dx.doi.org/10.1080/10409289.2016.1195672.

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Iruka, Iheoma U., Donna-Marie C. Winn, Susan J. Kingsley y Yannick J. Orthodoxou. "Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter?" Elementary School Journal 111, n.º 3 (marzo de 2011): 387–408. http://dx.doi.org/10.1086/657652.

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Keese, Jeffrey, Mario Sùarez y Hersh Waxman. "Race Against Time: The Effects of Principal Race and Time Use on Teacher Perceptions of Leadership". NASSP Bulletin 104, n.º 3 (septiembre de 2020): 202–19. http://dx.doi.org/10.1177/0192636520957745.

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To examine the relationships between principal time use, race, and teacher perceptions of their school and principal, this study analyzes data from the 2015-2016 NCES National Teacher and Principal Surveys. Data from 31,950 teachers and 5,710 principals were analyzed using ordinal logistic regressions while controlling for principal time use in curricular tasks, student interactions, administrative tasks, parent interactions as well as principal and student population race. Significant findings include that teacher perceptions of their school and principal were significantly related to the racial composition of their school’s student body and/or the principal’s race, but not to principal time use. Implications and recommendations for researchers and school leaders are offered.

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Gushkova, Nevena y Maria Kalinova. "TOGETHER FOR EACH CHILD – PARTNERSHIP SCHOOL – PARENTS". Education and Technologies Journal 11, n.º 2 (1 de agosto de 2020): 320–25. http://dx.doi.org/10.26883/2010.202.2342.

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This article presents good practices in the First Primary School „St. Cyril and St. Methodius“, Gotse Delchev, about the school-parent partnerships. The aim of our school is not only to achieve high educational goals, but also to build individuals who will cope with the challenges of the time in which we live. This is possible by building strong relationships in the teacher-student-parent triad. Involving parents in their child’s education is a two-way process. A pre-planned, conscious approach is needed to build a real, meaningful partnership. Meaningful communication begins with creating a relationship of trust and mutual understanding. The quality teaching of the teacher and his participation in school life in partnership with the parents are a guarantee for the success of all stakeholders.

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Aasheim, Merete, May-Britt Drugli, Charlotte Reedtz, Bjørn Helge Handegård y Monica Martinussen. "Change in teacher-student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting". British Educational Research Journal 44, n.º 6 (15 de octubre de 2018): 1064–83. http://dx.doi.org/10.1002/berj.3479.

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Secada, Walter G. "Research Into Practice: Parental Involvement in a Time of Changing Demographics". Arithmetic Teacher 37, n.º 4 (diciembre de 1989): 33–35. http://dx.doi.org/10.5951/at.37.4.0033.

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The involvement of parents in their children's education can take a number of forms. In their synthesis of the research literature. Tangri and Moles (1987) outlined three dimen-sions of parental involvement. First, it can refer to service in schools (e.g., participating in school governance activities, working in classrooms as paid aides or volunteers). Second, it can refer to home-school relationships (e.g., written and phone communications. home visits by teachers, parent- teacher conferences at school, parent education and training sponsored by the school). Finally, parental involvement can refer to support of learning activities at home (e.g., assisting with homework, tutoring, providing educational enrichment activities). It should be noted that in this article, “parent” refers to any adult caregiver in the home.

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Aspelin, Jonas y Daniel Östlund. "Relationskompetens i specialpedagogiska utbildningar". Educare - vetenskapliga skrifter, n.º 2 (1 de septiembre de 2020): 117–42. http://dx.doi.org/10.24834/educare.2020.2.6.

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Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigastes how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-a-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, which also has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.

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Webster-Stratton, Carolyn y Tracey Bywater. "Incredible partnerships: parents and teachers working together to enhance outcomes for children through a multi-modal evidence based programme". Journal of Children's Services 10, n.º 3 (21 de septiembre de 2015): 202–17. http://dx.doi.org/10.1108/jcs-02-2015-0010.

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Purpose – The purpose of this paper is to explore the utility of an evidence-based suite of programmes, The Incredible Years (IY), to enhance outcomes for children using a parent-teacher partnership model. Design/methodology/approach – A review of the broad evidence base for the IY parent, teacher and child programmes, uniquely focusing on the inter-relationships between home and school contexts. Findings – Evidence suggests that it is beneficial to parents, teachers and children to deliver IY programmes applying a multi-modal approach. Originality/value – This paper, read in conjunction with other contributions in this volume, demonstrates the growing viability of partnership strategies that support children, their families and teachers to enhance school readiness, and promote positive child outcomes.

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Ibrahim H. Acar, Julia C. Torquati, Aileen Garcia y Lixin Ren. "Examining the Roles of Parent–Child and Teacher–Child Relationships on Behavior Regulation of Children at Risk". Merrill-Palmer Quarterly 64, n.º 2 (2018): 248. http://dx.doi.org/10.13110/merrpalmquar1982.64.2.0248.

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Zhao, Yongping, Jun Sung Hong, Yufang Zhao y Dongliang Yang. "Parent–Child, Teacher–Student, and Classmate Relationships and Bullying Victimization Among Adolescents in China: Implications for School Mental Health". School Mental Health 13, n.º 3 (22 de febrero de 2021): 644–54. http://dx.doi.org/10.1007/s12310-021-09425-x.

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Ankrum, Raymond J. "Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools". Journal of Education and Learning 5, n.º 1 (21 de enero de 2016): 167. http://dx.doi.org/10.5539/jel.v5n1p167.

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<p>The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher’s ability to leverage parental/guardian relationships. A teacher’s ability to form partnerships with parents to help motivate student achievement is an unmeasurable intangible. Teacher interactions with parents/guardians can make or break the student’s relationships with the teachers. Teachers should think of parents as thought-partners in providing rigorous, meaningful education to students. Parents should think of teachers as extended family to students. The partnership between parent and teacher should bridge the gap in the child’s education. Extraneous factors such as the Socio-economic status of families should never play a role in how teachers communicate with parents.</p>

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de Castro, Rosa y Dora Pereira. "Education and Attachment: Guidelines to Prevent School Failure". Multimodal Technologies and Interaction 3, n.º 1 (20 de febrero de 2019): 10. http://dx.doi.org/10.3390/mti3010010.

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Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.

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Kurth, Jennifer A., Hailey Love y Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism". Focus on Autism and Other Developmental Disabilities 35, n.º 1 (17 de abril de 2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.

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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.

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Brown, Felicity Louise, Koa Whittingham, Lynne McKinlay, Roslyn Boyd y Kate Sofronoff. "Efficacy of Stepping Stones Triple P Plus a Stress Management Adjunct for Parents of Children with an Acquired Brain Injury: The Protocol of a Randomised Controlled Trial". Brain Impairment 14, n.º 2 (22 de agosto de 2013): 253–69. http://dx.doi.org/10.1017/brimp.2013.18.

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Paediatric acquired brain injury (ABI) is the most common cause of acquired disability in childhood. It frequently results in significant personality, cognitive, emotional and behavioural changes, and consequent impairment in independent functioning, education, employment and interpersonal relationships. Additionally, paediatric ABI impacts on the entire family system, with parents commonly reporting significant distress and adjustment difficulties. Despite this, there is currently limited research into effective programmes to support families following their child's ABI. This protocol describes a wait-list randomised controlled trial of a behavioural family intervention plus a parent stress management programme for paediatric ABI. Interventions will be conducted with parents in a group format, aiming to improve child outcomes by improving parenting behaviour and coping. Outcomes assessed will be: (i) child behaviour and emotional outcome as measured by parent and teacher reports; (ii) parental style and confidence; (iii) parental adjustment (stress, anxiety and depression symptoms); (iv) family functioning; (v) parent relationship; and (vi) parent psychological flexibility. Assessments will be via questionnaires conducted pre-, mid- and post- intervention, and at a 6-month follow-up. The theoretical basis, study hypotheses, methods and planned analyses are described.

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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom". Social Forces 99, n.º 2 (21 de enero de 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

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Luecking, Courtney T., Phillip Dobson y Dianne S. Ward. "Barriers and Facilitators of Parent Engagement With Health Promotion in Child Care: A Mixed-Methods Evaluation". Health Education & Behavior 47, n.º 6 (20 de agosto de 2020): 914–26. http://dx.doi.org/10.1177/1090198120952040.

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Background Early care and education providers cite lack of parent engagement as a central barrier to promoting healthy behaviors among young children. However, little research exists about factors influencing parent engagement with promoting healthy eating and activity behaviors in the this setting. Aims This study aimed to address this gap by examining low and high parent engagement with the Healthy Me, Healthy We campaign to identify barriers and facilitators of parent engagement with the intervention. Method This comparative case study used an explanatory sequential mixed-methods approach. We created center-level parent engagement scores using process evaluation data from the effectiveness trial of Healthy Me, Healthy We. Recruitment focused on centers with the five lowest and five highest scores. Twenty-eight adults (7 directors, 9 teachers, 12 parents) from seven centers (3 low engagement, 4 high engagement) completed semistructured interviews and the Family and Provider/Teacher Relationship Quality measure. Analytic approaches included descriptive statistical analyses for surveys and a framework-informed thematic analysis for interviews. Results Prominent contrasts between low- and high-engagement groups involved center culture for parent engagement and health promotion, practices for fostering networks and communication within centers, and communication between centers and parents. Personal attributes of providers (e.g., attitudes) also differentially influenced practices for engaging parents. Discussion and Conclusion Organizational characteristics and individual practices can facilitate or impede parent engagement with health promotion efforts. Assessing organizational context, gaining input from all stakeholders, and conducting capacity-building interventions may be critical for laying the foundation for positive relationships that support parent engagement in implementation of health promotion programs and beyond.

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D’Haem, Jeanne y Peter Griswold. "Teacher Educators’ and Student Teachers’ Beliefs About Preparation for Working With Families Including Those From Diverse Socioeconomic and Cultural Backgrounds". Education and Urban Society 49, n.º 1 (27 de julio de 2016): 81–109. http://dx.doi.org/10.1177/0013124516630602.

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This mixed-methods study examined teacher preparation for developing family partnerships. The attitudes and practices of teacher educators and the attitudes and experiences of student teachers were explored in focus groups, documents, and a survey instrument. Results indicated that although partnerships were considered important by faculty and students, both groups were concerned with the difficulties teachers may experience with parents. The subject university is committed to diversity and requires a field experience in a multi-cultural community. Although teacher educators expressed strong concerns about teaching candidates to work with parents from diverse cultural and linguistic backgrounds, they voiced doubts regarding their own ability to educate students regarding families from different cultures. The teacher candidates seemed relatively unaware of the importance of engaging diverse families in a partnership. There was evidence that, in the minds of student teachers, whatever problems existed were attributable to the parents. On an item about the beliefs of parent involvement, student teachers appear to have less positive views of diverse parents than do teacher candidates surveyed at the beginning of their preparation. Basically, candidates were focused on giving information to parents and not on creating reciprocal relationships. Results suggest that field experiences in culturally diverse settings are not enough and must be accompanied by class discussion. Graded assignments, and authentic experiences with opportunities to examine beliefs and attitudes toward families from diverse backgrounds in courses and field experiences are needed.

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Zhang, Xiao. "Parent–child and teacher–child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence". Early Childhood Research Quarterly 26, n.º 2 (abril de 2011): 192–204. http://dx.doi.org/10.1016/j.ecresq.2010.09.001.

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