parental involvement

  • Family involvement in schooling. A North Portugal Portrait by elementary students

    Author: Thiago Freires
    Author: Fátima Pereira
    Author: Carolina Santos
    Year of publication: 2016
    Source: Show
    Pages: 52-61
    DOI Address: https://doi.org/10.15804/tner.2016.44.2.04
    PDF: tner/201602/tner20160204.pdf

    Family involvement in education is highlighted as a  key factor to boost students’ success. In this paper, we analyze ninth-graders’ discourses on how they see family participation in school-related activities. data derive from 38 biographical interviews involving students from eight public schools from North Portugal. Following a  narrative approach, findings emphasize that active involvement of parents make up a  fundamental dimension for the consolidation of educational projects. data reveal that mothers play a leader role in the educational setting, while fathers’ lack of participation can impact negatively on students’ trajectories. In addition, research indicates that an extended family can emerge as crucial to the maintenance of a schooling project.

  • Parental Involvement in Online Mathematics Learning: Examining Student Report and Links with Engagement

    Author: Yoppy Wahyu Purnomo
    Institution: Universitas Negeri Yogtakarta
    Author: Eni Safitri
    Institution: Universitas Negeri Yogtakarta
    Author: Nur Rohmah
    Institution: Universitas Negeri Yogtakarta
    Author: Rizki Dwi Rahmawati
    Institution: Universitas Negeri Yogtakarta
    Author: Nor’Arifahwati Abbas
    Institution: Universiti Brunei Darussalam
    Year of publication: 2021
    Source: Show
    Pages: 120-130
    DOI Address: https://doi.org/10.15804/tner.21.66.4.10
    PDF: tner/202104/tner6610.pdf

    In learning mathematics online, parental involvement and student engagement are very crucial for student learning development. Therefore, the purpose of this study was to examine the relationship between parental involvement and student engagement in online mathematics learning. The participants of this study were 251 students in fourth and fifth grade from five elementary schools in Bantul, Yogyakarta, Indonesia. This study employed a cross-sectional survey to achieve the research objectives. The research instruments used in this study were two sets of questionnaires: on parental involvement and student engagement adapted from previous research. This study’s findings indicated a significant relationship between parental involvement and student engagement in the online mathematics learning. The need to maximize the role of parents in learning mathematics online is the key to success in bringing students to be actively involved cognitively, socially, and emotionally.

  • Science Teachers’ Expectatitons from Parents: To What Degree Do Parents Think They Satisfy Such Expectations?

    Author: Ahmet Tekbıyık
    Institution: Recep Tayyip Erdogan University
    Year of publication: 2014
    Source: Show
    Pages: 202-214
    DOI Address: https://doi.org/10.15804/tner.14.37.3.16
    PDF: tner/201403/tner3716.pdf

    This study aimed to determine teachers’ expectations from parents for effective science teaching and reveal parents’ beliefs on how much they satisfy such expectations. Face-to-face interviews were conducted with 5 science teachers in order to determine teachers’ expectations from parents. “The Scale of Expectations from Parent (SEFP)” was developed by using the findings obtained from the interviews. It was a 5-point Likert-type scale made up of 21 items and including the scale of “parental support” and “sense of responsibility”. The developed scale was delivered to the parents of the students of the teachers participating in the interview. The research results indicated that parents’ levels of satisfying the expectations were a significant predictor of science achievement.

  • Electronic Media and Online Parent-Teacher Cooperation

    Author: Viera Kurincová
    Institution: Independent Researcher
    ORCID: https://orcid.org/0000-0001-5080-1429
    Author: Tomáš Turzák
    Institution: Constantine the Philosopher University in Nitra, Slovak Republic
    ORCID: https://orcid.org/0000-0002-2221-8188
    Author: Anna Klimentová
    Institution: Independent Researcher
    ORCID: https://orcid.org/0000-0001-6200-8065
    Year of publication: 2022
    Source: Show
    Pages: 147-161
    DOI Address: https://doi.org/10.15804/kie.2022.02.09
    PDF: kie/136/kie13609.pdf

    The paper focuses on pedagogical theory and practice, which was brought to the fore about a year ago in relation to the COVID-19 pandemic. The authors deal particularly with the implementation of electronic media into family-school cooperation. The paper presents mainly the views and theories of authors from abroad, where the issue is more researched than in Slovakia. These are maintained by selected empirical data obtained by the authors during the pedagogical practice by means of the research carried out during the first lockdown in Slovakia (2020). We obtained the results by providing an online questionnaire. The research sample consisted of teachers at the primary level of education and parents of primary school pupils. It can be observed that traditional face-to-face ways of communication are still favoured among parents and teachers and that various barriers determine the so-called e-nvolvement of parents in parent-teacher cooperation. Another dimension of family-school cooperation is represented by an insufficient preparation of both parents and teachers.

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