- 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.
- Author:
Yoppy Wahyu Purnomo
- E-mail:
yoppy.wahyu@uny.ac.id
- Institution:
Universitas Negeri Yogtakarta
- Author:
Eni Safitri
- E-mail:
enisafitri.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogtakarta
- Author:
Nur Rohmah
- E-mail:
nur811fip.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogtakarta
- Author:
Rizki Dwi Rahmawati
- E-mail:
rizki124fip.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogtakarta
- Author:
Nor’Arifahwati Abbas
- E-mail:
norarifahwati.abbas@ubd.edu.bn
- 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.
- Author:
Ahmet Tekbıyık
- E-mail:
ahmet.tekbiyik@erdogan.edu.tr
- 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.
- Author:
Viera Kurincová
- Institution:
Independent Researcher
- ORCID:
https://orcid.org/0000-0001-5080-1429
- Author:
Tomáš Turzák
- E-mail:
turzakart@gmail.com
- 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.
- Author:
Yoppy Wahyu Purnomo
- E-mail:
yoppy.wahyu@uny.ac.id
- Institution:
Universitas Negeri Yogyakarta, Sleman, Indonesia
- ORCID:
https://orcid.org/0000-0002-6216-3855
- Author:
Tri Ratna Ainun
- E-mail:
triratna.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogyakarta, Sleman, Indonesia
- ORCID:
https://orcid.org/0000-0002-8085-0480
- Author:
Puteri La Nina
- E-mail:
puterila.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogyakarta, Sleman, Indonesia
- ORCID:
https://orcid.org/0000-0003-4325-6869
- Author:
Karunia Utami
- E-mail:
karuniautami.2018@student.uny.ac.id
- Institution:
Universitas Negeri Yogyakarta, Sleman, Indonesia
- ORCID:
https://orcid.org/0000-0001-7425-102X
- Author:
Ririn Wijayanti
- E-mail:
ririn08wijayanti@student.uns.ac.id
- Institution:
Universitas Sebelas Maret, Surakarta, Indonesia
- ORCID:
https://orcid.org/0000-0001-5910-0573
- Author:
Siti Noor Ismail
- E-mail:
siti.noor@uum.edu.my
- Institution:
Universiti Utara Malaysia, Kedah, Malaysia
- ORCID:
https://orcid.org/0000-0002-0156-5893
- Year of publication:
2022
- Source:
Show
- Pages:
130-140
- DOI Address:
https://doi.org/10.15804/tner.2022.69.3.10
- PDF:
tner/202203/tner6910.pdf
Apart from changing learning and teaching habits, the COVID-19 pandemic has also affected the way parents involve themselves in learning from home. This study explores the challenges parents face when participating in online learning during the COVID-19 pandemic and what ways can be done to encourage students to learn mathematics online. We use multiple case studies to achieve research objectives. This study involved eight mothers of children in elementary school. Six of them are housewives, and the rest are government employees. Semi-structured interviews were used to gather data. Aside from technical constraints such as the availability of internet networks and infrastructure, the findings of this study show that technological literacy and parental involvement in cognitive, emotional, social, and pedagogical aspects are still lacking. We discussed four key findings, including issues with network availability and technological literacy, issues with parents’ routine work and how to accompany their children, parents’ beliefs about mathematics, and parental involvement in cognitive, affective, social, and pedagogical aspects. Finally, the parents’ learning community must be accommodated, developed, and assisted for their involvement to be more effective.
- Author:
Monika Sirkovská
- Institution:
Slovak Academy of Sciences in Bratislava
- Year of publication:
2013
- Source:
Show
- Pages:
185-206
- DOI Address:
https://doi.org/10.15804/kie.2013.05.09
- PDF:
kie/98/kie9809.pdf
The study examined two types of parenting and their relationships with the parents’ involvement in the education of their children. A s mall-scale study1 of one classroom at a urban public school in the Czech Republic suggests that children from families with different backgrounds and different attained education perceive distinct types of parental upbringing styles in relation to their education achievement: the article discusses helicopter and submarine parenting. The main interest is dedicated to helicopter and submarine parenting in their weak and contradictory forms since the research revealed these two forms to be the most prevalent in the studied classroom. As the research data indicates, these two parental models are associated with specific dimensions of emotional capital. The survey revealed that the children of helicopter parents clearly benefit from parental involvement since their parents effectively transform their emotional capital into cultural capital.
- Author:
Errol Sundelowitz
- E-mail:
chief@bigpauwau.com
- Institution:
University of Johannesburg, Republic of South Africa
- Author:
Carol Macdonald
- E-mail:
carolmacdon@gmail.com
- Institution:
University of the Witwatersrand, Republic of South Africa
- Year of publication:
2006
- Source:
Show
- Pages:
131-144
- DOI Address:
https://doi.org/10.15804/tner.06.10.3.10
- PDF:
tner/200603/tner1010.pdf
Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.