subject:(Joyce Epstein s Six Types of Parental Involvement)

Arizona State University

1. Dery-Chaffin, Margaret. Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers.

Degree: Leadership and Innovation, 2020, Arizona State University

URL: http://repository.asu.edu/items/57280

Subjects/Keywords: Education; Challenges and barriers to parental involvement; Critical Race theory; Epstein; Parental involvement; Positive view of parental involvement; Six Types of Parental Involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dery-Chaffin, M. (2020). Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/57280

Chicago Manual of Style (16^th Edition):

Dery-Chaffin, Margaret. “Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers.” 2020. Doctoral Dissertation, Arizona State University. Accessed January 16, 2021. http://repository.asu.edu/items/57280.

MLA Handbook (7^th Edition):

Dery-Chaffin, Margaret. “Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers.” 2020. Web. 16 Jan 2021.

Vancouver:

Dery-Chaffin M. Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers. [Internet] [Doctoral dissertation]. Arizona State University; 2020. [cited 2021 Jan 16]. Available from: http://repository.asu.edu/items/57280.

Council of Science Editors:

Dery-Chaffin M. Parental Involvement in Title I Schools: Examining Perspectives of Parents & Teachers. [Doctoral Dissertation]. Arizona State University; 2020. Available from: http://repository.asu.edu/items/57280

Seton Hall University

2. Bido, Jacqueleen M. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2020, Seton Hall University

URL: https://scholarship.shu.edu/dissertations/2830

► Research indicates that parent involvement increases student achievement. This qualitative research examined 30 elementary Title I schools’ Parent Involvement Plans (PIPs), seeking roles parents… (more)

Subjects/Keywords: Joyce Epstein’s Six Types of Parental Involvement; Title I; transformation schools; compliance; partnership schools; student academic achievement; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration; Urban Education

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APA (6^th Edition):

Bido, J. M. (2020). The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2830

Chicago Manual of Style (16^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Doctoral Dissertation, Seton Hall University. Accessed January 16, 2021. https://scholarship.shu.edu/dissertations/2830.

MLA Handbook (7^th Edition):

Bido, Jacqueleen M. “The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools.” 2020. Web. 16 Jan 2021.

Vancouver:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2020. [cited 2021 Jan 16]. Available from: https://scholarship.shu.edu/dissertations/2830.

Council of Science Editors:

Bido JM. The Language of Parental Involvement: A Document Analysis of Parent Involvement Plans (PIP’s) of Title I Elementary Schools. [Doctoral Dissertation]. Seton Hall University; 2020. Available from: https://scholarship.shu.edu/dissertations/2830

University of Southern California

3. Sims-Guillory, Shilby. The path of involvement: educational practices of working class African American parents of college students.

Degree: EdD, Education, 2008, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060

► Probing in purpose, this study examines the parental involvement practices of working class African-Americans parents during their children's elementary, middle, and high school experiences eventually… (more)

Subjects/Keywords: African American; parent involvement; achievement gap; alternative practices for parent involvement; Epstein'; s framework of six types of parent involvement; working class African American parents; college students

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APA (6^th Edition):

Sims-Guillory, S. (2008). The path of involvement: educational practices of working class African American parents of college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060

Chicago Manual of Style (16^th Edition):

Sims-Guillory, Shilby. “The path of involvement: educational practices of working class African American parents of college students.” 2008. Doctoral Dissertation, University of Southern California. Accessed January 16, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060.

MLA Handbook (7^th Edition):

Sims-Guillory, Shilby. “The path of involvement: educational practices of working class African American parents of college students.” 2008. Web. 16 Jan 2021.

Vancouver:

Sims-Guillory S. The path of involvement: educational practices of working class African American parents of college students. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Jan 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060.

Council of Science Editors:

Sims-Guillory S. The path of involvement: educational practices of working class African American parents of college students. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/114734/rec/7060

Kennesaw State University

4. Bailey, Tyler. The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2017, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/22

► THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE PERSPECTIVE OF STUDENTS by Tyler M. Bailey Kennesaw State University,… (more)

▼ THE IMPACT OF PARENTAL INVOLVEMENT ON STUDENT SUCCESS: SCHOOL AND FAMILY PARTNERSHIP FROM THE PERSPECTIVE OF STUDENTS by Tyler M. Bailey Kennesaw State University, 2017 In this study, the impact of school-family relationships on student success were examined through the narratives of three fifth-grade students, their teachers, and the school’s curriculum coach. The study used these stories to understand better how student success was altered by parental involvement in the students’ academic, social, and emotional life. The participants were selected from the same school located in a major southeastern city. The students and teachers were in the same class (within their respective roles) and the curriculum coach was closely connected to the other five participants through his administrative role. The students varied with regards to academic ability, demographics, and socioeconomics. Through data gleaned from interviews, the study illuminated how participant students and educators interpreted various events within the students’ academic and family lives and how those events influenced personal success. All six narratives provided a more robust understanding regarding the interactions, relationships, communication, motivations, and responsibilities within the school-family relationship and how these elements impacted student success. This research used a narrative method that guided analysis of significant elements and trends from the participants’ stories. Narrative research is a type of qualitative research that focuses entirely on individual narratives, whether written, spoken or otherwise visually represented. This study employed the Overlapping Spheres of Influence of Parent, School, and Community Involvement (Epstein, 2009) as a theoretical framework. Epstein’s six types of identified involvement including; parenting, communication, volunteering, learning at home, decision making, and collaborating in the community framed both the research questions and analysis within the study. The findings of this study offer insightful personal accounts that may aid in the success of other students, families, and schools. Due to the qualitative nature of the methodology, this research, and its findings, cannot provide generalizable best practices for student success. Rather, the study offers insights that may assist educators and parents in better approaching the school-family relationship utilizing family structure, schools, and the surrounding community. Ultimately, four areas of investment were identified in the research including; responsibility, motivation, communication, and student relationships with teachers and parents. These identified areas formed a well-rounded perspective on student success and how parents played a role in that success. Ultimately, the personal accounts imparted by the students, teachers, and curriculum coach provided valuable perspectives into their educational experiences and viewpoints and formed relevant insights to be reviewed by… Advisors/Committee Members: Dr. Arvin Johnson, Dr. Jionel Pierre.

Subjects/Keywords: Joyce Epstein’s Spheres of Influence; Parental Involvement; Communication; Early Childhood Education; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bailey, T. (2017). The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/22

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bailey, Tyler. “The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students.” 2017. Thesis, Kennesaw State University. Accessed January 16, 2021. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/22.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bailey, Tyler. “The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students.” 2017. Web. 16 Jan 2021.

Vancouver:

Bailey T. The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2021 Jan 16]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/22.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bailey T. The Impact of Parental Involvement on Student Success: School and Family Partnership From The Perspective of Students. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/22

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Costa, Inês Andrade de Moura Pessoa e. Envolvimento parental: Actividades de cuidados e socialização.

Degree: 2009, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3796

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Este estudo analisou o envolvimento parental de mães e pais de 138 famílias portuguesas, tendo em conta as características dos pais, da criança e do… (more)

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Este estudo analisou o envolvimento parental de mães e pais de 138 famílias portuguesas, tendo em conta as características dos pais, da criança e do contexto/ suporte social. Utilizando a “Escala de Envolvimento Parental: Actividades de Cuidados e de Socialização” (Monteiro, Veríssimo & Pessoa e Costa, 2008), procurámos analisar a percepção dos pais sobre como dividem as tarefas relacionadas com as crianças. Constatámos que os pais ainda atribuem a maior parte das actividades de prestação de cuidados — directos e indirectos — às mães, mas que partilham de forma igualitária as actividades de socialização, sobretudo as de lazer no exterior. Verificámos ainda que o envolvimento paterno se encontra associado a variáveis como a sua idade e habilitações literárias, o género da criança e a posição que assume na fratria ou, ainda, o número de horas que a mãe passa no emprego. Numa segunda fase foi pedido às mães que preenchessem a mesma escala, mas de acordo com a forma como gostariam que as tarefas fossem partilhadas idealmente. Concluímos que as mães gostariam que tanto as actividades de cuidados, como as de socialização — com excepção da dimensão do lazer no exterior — fossem mais co-partilhadas.

This study examined parental involvement in 138 Portuguese families, analyzing parents, child, and social context/ support variables. Using the “Escala de Envolvimento Parental: Actividades de Cuidados e de Socialização” (Monteiro, Veríssimo, & Pessoa e Costa, 2008), it was verified that caregiving activities — direct and indirect — are still performed almost always by the mothers, and socialization activities are shared in an egalitarian way. The parents’ age and level of education; the child gender, and the first born child; and mothers’ work hours are related to father involvement. Mothers would like to see both caregiving and social activities shared between both parents — except the playing outdoor ones. Results are discussed within the involvement literature.

Advisors/Committee Members: Monteiro, Lígia Maria Santos.

Subjects/Keywords: Envolvimento parental; Tipo de actividades; Factores associados aos envolvimento; Parental involvement; Activities types; Factors of involvement

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APA (6^th Edition):

Costa, I. A. d. M. P. e. (2009). Envolvimento parental: Actividades de cuidados e socialização. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3796

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Costa, Inês Andrade de Moura Pessoa e. “Envolvimento parental: Actividades de cuidados e socialização.” 2009. Thesis, ISPA. Accessed January 16, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3796.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Costa, Inês Andrade de Moura Pessoa e. “Envolvimento parental: Actividades de cuidados e socialização.” 2009. Web. 16 Jan 2021.

Vancouver:

Costa IAdMPe. Envolvimento parental: Actividades de cuidados e socialização. [Internet] [Thesis]. ISPA; 2009. [cited 2021 Jan 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3796.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Costa IAdMPe. Envolvimento parental: Actividades de cuidados e socialização. [Thesis]. ISPA; 2009. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3796

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Ζερβουδάκη, Ελένη. Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου.

Degree: 2011, University of Ioannina; Πανεπιστήμιο Ιωαννίνων

URL: http://hdl.handle.net/10442/hedi/28170

►

The main purpose of this study was the clustering of parental behavior types and parental involvement, causal attribution of students' performance, according to the families'… (more)

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The main purpose of this study was the clustering of parental behavior types and parental involvement, causal attribution of students' performance, according to the families' and children's perceptions and by extension any relationship developed between these types and student performance. The survey involved 990 students and 911 parents, with a proportional stratified sampling, from all four prefectures of Crete. Types of parental involvement were exported, according to the perception of parents and their children, as also and types of parents depending on the reasons in which they attribute the achievement of their child. Survey results showed that, when parents were engaged in "Direct Supervision" over their child and also when they attribute performance to external, uncertain factors, then the score is low. On the contrary, when parents exercise "Social Support", then the performance is high. The justification of students' progress to unpredictable still controlled factors result in negative students' performance. Finally, performance is predictable by all factors. The "Direct Supervision" of Parental scale can anticipate a negative impact on performance, while the factor "Social Support" of both groups (parents, children) gives a positive relationship. Attributing performance to "Inner child causes" and "Social Factors" is positively correlated with performance, in contrast with the attribution to "Indefined factors" which gives a negative relationship.

Κύριος σκοπός της διατριβής αυτής ήταν η ομαδοποίηση τύπων γονεϊκής συμπεριφοράς και γονεϊκής εμπλοκής, παραγόντων αιτιακής απόδοσης της επίδοσης των μαθητών από τους γονείς τους και κατ' επέκταση η όποια σχέση αναπτύσσεται μεταξύ αυτών των τύπων και της σχολικής επίδοσης του μαθητή. Στην έρευνα έλαβαν μέρος 990 μαθητές και 911 γονείς τους εκπροσωπημένοι, με αναλογική στρωματοποιημένη δειγματοληψία, από τους τέσσερις νομούς της Κρήτης. Εξήχθηκαν τύποι γονεϊκής εμπλοκής, σύμφωνα με τις αντιλήψεις των γονέων και των παιδιών τους, όπως επίσης και τύποι γονέων ανάλογα με τα αίτια στα οποία αποδίδουν την επίδοση του παιδιού τους. Από τα αποτελέσματα της έρευνας διαφάνηκαν ότι, όταν οι γονείς ασκούν «Άμεση Εποπτεία» στο παιδί τους και επίσης όταν αποδίδουν την επίδοση του σε εξωτερικούς, αστάθμητους παράγοντες, τότε η βαθμολογία του είναι χαμηλή. Αντίθετα, όταν οι γονείς ασκούν «Κοινωνική Υποστήριξη» τότε η επίδοση του είναι υψηλή. Η απόδοση της επίδοσης όμως σε αστάθμητους αλλά ελεγχόμενους παράγοντες έχει ως αποτέλεσμα αρνητική επίδοση. Τέλος, την επίδοση είναι δυνατόν να την προβλέψουν όλοι οι παράγοντες. Η «Άμεση Εποπτεία» της Κλίμακας των γονέων μπορεί να προβλέψει αρνητική επίδραση στην επίδοση, ενώ ο παράγοντας «Κοινωνική Υποστήριξη» και των δύο ομάδων (γονέων, παιδιών) δίνει θετική σχέση με αυτήν. Η απόδοση της επίδοσης σε «εσωτερικά στο παιδί αίτια» και σε «Κοινωνικούς Παράγοντες» έχει θετική σχέση με την επίδοση, σε αντίθεση με τον παράγοντα «Αστάθμητοι Παράγοντες» που δίνει αρνητική σχέση.

Subjects/Keywords: Επιδόσεις; Αιτιακή απόδοση; Σχολείο; Οικογένεια; Παιδιά; Τύποι γονεϊκής εμπλοκής; Achievement; Causal attributions; Schools; Family; Children; Types of parental involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ζερβουδάκη, . �. (2011). Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου. (Thesis). University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Retrieved from http://hdl.handle.net/10442/hedi/28170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ζερβουδάκη, Ελένη. “Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου.” 2011. Thesis, University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Accessed January 16, 2021. http://hdl.handle.net/10442/hedi/28170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ζερβουδάκη, Ελένη. “Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου.” 2011. Web. 16 Jan 2021.

Vancouver:

Ζερβουδάκη �. Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου. [Internet] [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10442/hedi/28170.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ζερβουδάκη �. Η εμπλοκή των γονέων στη μαθησιακή διαδικασία και η επίδρασή της στις επιδόσεις μαθητών δημοτικού σχολείου. [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2011. Available from: http://hdl.handle.net/10442/hedi/28170

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

7. Crochet, Susan T. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.

Degree: PhD, Other Education, 2017, Louisiana State University

URL: https://digitalcommons.lsu.edu/gradschool_dissertations/4108

► The primary purpose of this exploratory study was to determine the perceived level of preparedness for managing parental involvement and the source of that… (more)

Subjects/Keywords: parental involvement in education; conceptual framework; teacher preparation for parental involvement; managing parental involvement; parental involvement of private school; involvement programs

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APA (6^th Edition):

Crochet, S. T. (2017). Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4108

Chicago Manual of Style (16^th Edition):

Crochet, Susan T. “Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.” 2017. Doctoral Dissertation, Louisiana State University. Accessed January 16, 2021. https://digitalcommons.lsu.edu/gradschool_dissertations/4108.

MLA Handbook (7^th Edition):

Crochet, Susan T. “Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese.” 2017. Web. 16 Jan 2021.

Vancouver:

Crochet ST. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. [Internet] [Doctoral dissertation]. Louisiana State University; 2017. [cited 2021 Jan 16]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4108.

Council of Science Editors:

Crochet ST. Perceived Teacher Preparation for Managing Parental Involvement in Parochial High Schools in a South Louisiana Catholic Diocese. [Doctoral Dissertation]. Louisiana State University; 2017. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4108

Brigham Young University

8. Cheng, Can. Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families.

Degree: MS, 2016, Brigham Young University

URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6937&context=etd

► Does the parental involvement of interracial families have different effects on children's academic achievement compared to same-race families? This study compares parental involvement in… (more)

Subjects/Keywords: parental involvement; academic achievement; family types; assimilation; Sociology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Cheng, C. (2016). Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6937&context=etd

Chicago Manual of Style (16^th Edition):

Cheng, Can. “Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families.” 2016. Masters Thesis, Brigham Young University. Accessed January 16, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6937&context=etd.

MLA Handbook (7^th Edition):

Cheng, Can. “Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families.” 2016. Web. 16 Jan 2021.

Vancouver:

Cheng C. Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2021 Jan 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6937&context=etd.

Council of Science Editors:

Cheng C. Parental Involvement and Child Achievement in School Among Interracial Marriage and Same-race Marriage: Comparison of White-White, Asian-Asian, and White-Asian Families. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6937&context=etd

University of Connecticut

9. Li, Angran. How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home.

Degree: MA, Sociology, 2014, University of Connecticut

URL: https://opencommons.uconn.edu/gs_theses/681

► A general consensus hold by scholars, parents, educators, and policy makers is that parental involvement benefits children’s academic growth and behavioral outcome. However, recent… (more)

Subjects/Keywords: Parental Over-Involvement; Sociology of Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Li, A. (2014). How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/681

Chicago Manual of Style (16^th Edition):

Li, Angran. “How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home.” 2014. Masters Thesis, University of Connecticut. Accessed January 16, 2021. https://opencommons.uconn.edu/gs_theses/681.

MLA Handbook (7^th Edition):

Li, Angran. “How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home.” 2014. Web. 16 Jan 2021.

Vancouver:

Li A. How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home. [Internet] [Masters thesis]. University of Connecticut; 2014. [cited 2021 Jan 16]. Available from: https://opencommons.uconn.edu/gs_theses/681.

Council of Science Editors:

Li A. How Much Is Too Much? Debunking the Effects of Parental Over-Involvement at Home. [Masters Thesis]. University of Connecticut; 2014. Available from: https://opencommons.uconn.edu/gs_theses/681

University of Washington

10. Robinson, Maria. Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors.

Degree: 2016, University of Washington

URL: http://hdl.handle.net/1773/36370

► While play in museums for children is not a new concept, there is little research on what play looks like for the adult visitor. This… (more)

Subjects/Keywords: Adult; Museum Exhibits; Play; Six types of Play; Museum studies; museology

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APA (6^th Edition):

Robinson, M. (2016). Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/36370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Robinson, Maria. “Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors.” 2016. Thesis, University of Washington. Accessed January 16, 2021. http://hdl.handle.net/1773/36370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Robinson, Maria. “Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors.” 2016. Web. 16 Jan 2021.

Vancouver:

Robinson M. Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors. [Internet] [Thesis]. University of Washington; 2016. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1773/36370.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Robinson M. Don't Forget to Play: Examining what Play looks like in Museums for Adult Visitors. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36370

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Southern California

11. Mendoza, Christine Daryabigi. Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students.

Degree: EdD, Education (Leadership), 2012, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101550/rec/4925

► The purpose of this study was to examine a possible relationship between student perceptions of parental involvement and student goal orientation for an ethnically diverse… (more)

Subjects/Keywords: goal orientation; student perceptions of parental involvement; parental involvement; elementary; fifth grade; student motivation

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APA (6^th Edition):

Mendoza, C. D. (2012). Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101550/rec/4925

Chicago Manual of Style (16^th Edition):

Mendoza, Christine Daryabigi. “Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students.” 2012. Doctoral Dissertation, University of Southern California. Accessed January 16, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101550/rec/4925.

MLA Handbook (7^th Edition):

Mendoza, Christine Daryabigi. “Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students.” 2012. Web. 16 Jan 2021.

Vancouver:

Mendoza CD. Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Jan 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101550/rec/4925.

Council of Science Editors:

Mendoza CD. Parental involvement and student motivation: A quantitative study of the relationship between student goal orientation and student perceptions of parental involvement among 5th grade students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/101550/rec/4925

University of Maryland

12. Grossman, Julie Adina. Individual and School Characteristics as Predictors of Parental Involvement.

Degree: Counseling and Personnel Services, 2014, University of Maryland

URL: http://hdl.handle.net/1903/15734

► Parental involvement in children's education is of critical importance in the U.S. educational system. Therefore, it is useful to identify effective predictors of parental involvement.… (more)

Subjects/Keywords: Psychology; Education; Parental Involvement; Predictors; Predictors of Parental Involvement; School; Social Capital

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APA (6^th Edition):

Grossman, J. A. (2014). Individual and School Characteristics as Predictors of Parental Involvement. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/15734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Grossman, Julie Adina. “Individual and School Characteristics as Predictors of Parental Involvement.” 2014. Thesis, University of Maryland. Accessed January 16, 2021. http://hdl.handle.net/1903/15734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Grossman, Julie Adina. “Individual and School Characteristics as Predictors of Parental Involvement.” 2014. Web. 16 Jan 2021.

Vancouver:

Grossman JA. Individual and School Characteristics as Predictors of Parental Involvement. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1903/15734.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Grossman JA. Individual and School Characteristics as Predictors of Parental Involvement. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/15734

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

13. -7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.

Degree: EdD, Professional Leadership, 2015, University of Houston

URL: http://hdl.handle.net/10657/1805

► This study addresses the critical issue of parental involvement in the educational process. Educational research overwhelmingly reveals the importance of parental involvement for students. In… (more)

Subjects/Keywords: Parental involvement

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APA (6^th Edition):

-7270-5400. (2015). Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Doctoral Dissertation, University of Houston. Accessed January 16, 2021. http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-7270-5400. “Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights.” 2015. Web. 16 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10657/1805.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-7270-5400. Is Parental Involvement a Predictor of Academic Achievement?: Administrators' Insights. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1805

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

California State Polytechnic University – Pomona

14. Torres, Sarah. The Importance of Parental Involvement in Relation to Student Success.

Degree: MA, Department of Education, 2020, California State Polytechnic University – Pomona

URL: http://hdl.handle.net/10211.3/216023

► In order for educators to increase parental involvement and to better improve student success, teachers need the proper training and assistance on different methods they… (more)

Subjects/Keywords: parental involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Torres, S. (2020). The Importance of Parental Involvement in Relation to Student Success. (Masters Thesis). California State Polytechnic University – Pomona. Retrieved from http://hdl.handle.net/10211.3/216023

Chicago Manual of Style (16^th Edition):

Torres, Sarah. “The Importance of Parental Involvement in Relation to Student Success.” 2020. Masters Thesis, California State Polytechnic University – Pomona. Accessed January 16, 2021. http://hdl.handle.net/10211.3/216023.

MLA Handbook (7^th Edition):

Torres, Sarah. “The Importance of Parental Involvement in Relation to Student Success.” 2020. Web. 16 Jan 2021.

Vancouver:

Torres S. The Importance of Parental Involvement in Relation to Student Success. [Internet] [Masters thesis]. California State Polytechnic University – Pomona; 2020. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10211.3/216023.

Council of Science Editors:

Torres S. The Importance of Parental Involvement in Relation to Student Success. [Masters Thesis]. California State Polytechnic University – Pomona; 2020. Available from: http://hdl.handle.net/10211.3/216023

Duquesne University

15. Bauman, Harry. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2011, Duquesne University

URL: https://dsc.duq.edu/etd/274

► Education accountability has risen due to the requirements of the federal No Child Left Behind Act of 2001 (NCLB) legislation, and practitioners are working harder,… (more)

▼ Education accountability has risen due to the requirements of the federal No Child Left Behind Act of 2001 (NCLB) legislation, and practitioners are working harder, and with more creativity, than at any other time in recent history to find ways to improve student achievement. If a school fails to meet what has been determined to be "adequate yearly progress" (AYP), a mandated set of prescriptive guidelines, requirements and sanctions, are imposed by the government. One of these requirements is that an improvement plan be developed and approved by the department of education. This plan must include a listing of policies and procedures that define how the school will improve and increase the involvement of its parents and community. The involvement of parents in the education of their children has been shown to have a significant impact on the student's achievement in school. Improving parental involvement has become an increasingly evident theme in federal legislation over the last two decades. NCLB and other educational legislation require the adoption of parent involvement policies that will build the schools' and the parents' capacity to work together. Since a great number of high schools are preparing these improvement plans, now is an advantageous time for gathering information on programs, activities, and initiatives being instituted by high schools that are improving the number, as well as the quality, of the parents' involvement in the education of their high school age children. Idea sharing, brainstorming, and heated debate are happening any time two or more educators get together. The work of this study will be to survey high school principals, teachers, and involved parents, to determine what, in this fertile and active education environment, is working to increase the amount and quality of parent involvement at the high school level. This information will add to the body of collective educational tools used to increase the quantity and quality of parental involvement practices at the secondary level. Special attention will be given to parental involvement programs that are proving effective in districts facing the added educational and social challenges that arise from poverty. Advisors/Committee Members: Jean R. Higgins, Stephen J. Tomaino, Gibbs Kanyongo.

Subjects/Keywords: Parental involvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bauman, H. (2011). The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/274

Chicago Manual of Style (16^th Edition):

Bauman, Harry. “The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.” 2011. Doctoral Dissertation, Duquesne University. Accessed January 16, 2021. https://dsc.duq.edu/etd/274.

MLA Handbook (7^th Edition):

Bauman, Harry. “The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies.” 2011. Web. 16 Jan 2021.

Vancouver:

Bauman H. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2021 Jan 16]. Available from: https://dsc.duq.edu/etd/274.

Council of Science Editors:

Bauman H. The Relationship Between Academic Achievement and Economic Level at Selected High Schools in Western Pennsylvania and Their Impact on the Degree and Success of Parental Inovlvement Strategies. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/274

16. Ribeiro, Mariana Ramos Batista. Envolvimento paterno : Competência e eficácia.

Degree: 2014, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3183

►

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário

O presente estudo consiste em explorar o envolvimento paterno, em crianças com idades compreendidas entre os… (more)

▼

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário

O presente estudo consiste em explorar o envolvimento paterno, em crianças com idades compreendidas entre os 3 e os 5 anos. O principal objectivo é averiguar se actualmente damos conta de um pai mais envolvido e próximo dos seus filhos e se cada vez mais, existe uma partilha das tarefas parentais por ambos os pais. Compreender o papel do pai e a forma como este se percepciona em relação ao papel desempenhado e perceber se existem relações entre as variáveis do estudo, sentimento de competência e percepção de eficácia das tarefas parentais com o envolvimento paterno. O estudo analisou 507 famílias bi-parentais, com filhos a frequentar o Jardim-de-infância. A recolha dos dados foi realizada através de uma Ficha de Identificação e Caracterização Sociodemográfica e por três questionários: Escala de Envolvimento Parental, Escala de Sentimento de Competência Parental e Escala de Percepção de Eficácia das Tarefas Parentais. Quanto aos resultados, verificou-se uma partilha parental das tarefas no que diz respeito às dimensões Ensino/Disciplina, Brincadeiras e Lazer no Exterior e uma participação mais frequentemente associada à mãe em relação aos Cuidados Indirectos. Relativamente aos Cuidados Directos não se observou um claro consenso entre ambos os pais, mas aparentemente haverá uma maior tendência para uma partilha quase igualitária entre eles neste tipo de responsabilidades. Em relação à figura paterna, os resultados revelaram também uma forte associação entre a Percepção de Eficácia Parental, com o Envolvimento Parental, devido às fortes correlações entre algumas das dimensões destas duas variáveis. Porém, não se detectaram correlações significativas entre as dimensões da escala de Sentimento de Competência com as dimensões da escala do Envolvimento Parental. Neste sentido, os resultados apontam para a existência de um pai mais envolvido e próximo dos seus filhos, como também uma parentalidade maioritariamente partilhada por ambos os pais. É um pai mais presente, afectuoso, e mais interactivo, e sente-se em parte, competente e eficaz como pai.

The present study is to explore the paternal involvement in children aged between 3 and 5. The main objective is: to determine whether, at present, we notice a father more involved and closer to his children, and if there is an increase in the sharing of parental tasks by both parents; to understand the role of the father and how he perceives in relation to the role played; and to understand if there are any relationships between the study variables, feelings of competence and perceived effectiveness of parental tasks with parental involvement. The study analysed 507 two-parent families with children attending nursery schools. Th e gathering of data was carried out through an Identification Form and Socio-demographic Characterisation and three questionnaires: Parental Involvement Scale, Scale of Parental Sense of Competence and Perception Scale of Effectiveness of Parental Tasks. As for the results, the…

Advisors/Committee Members: Veríssimo, Manuela.

Subjects/Keywords: Parentalidade; Envolvimento paterno; Sentimento de competência parental; Eficácia parental; Parenting; Parental involvement; Parental sense of competence; Parental perception of efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ribeiro, M. R. B. (2014). Envolvimento paterno : Competência e eficácia. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ribeiro, Mariana Ramos Batista. “Envolvimento paterno : Competência e eficácia.” 2014. Thesis, ISPA. Accessed January 16, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ribeiro, Mariana Ramos Batista. “Envolvimento paterno : Competência e eficácia.” 2014. Web. 16 Jan 2021.

Vancouver:

Ribeiro MRB. Envolvimento paterno : Competência e eficácia. [Internet] [Thesis]. ISPA; 2014. [cited 2021 Jan 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ribeiro MRB. Envolvimento paterno : Competência e eficácia. [Thesis]. ISPA; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Ferreira, Cláudia Sofia do Bem Pires Ruivo. O papel do educador na promoção do envolvimento parental: uma reflexão.

Degree: 2015, Repositório Científico do Instituto Politécnico de Lisboa

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5191

►

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

O presente relatório tem como objetivo relatar de forma reflexiva, crítica e fundamentada a Prática Profissional… (more)

▼

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

O presente relatório tem como objetivo relatar de forma reflexiva, crítica e fundamentada a Prática Profissional Supervisionada (PPS) realizada no âmbito do Mestrado em Educação Pré-Escolar, com ênfase nos contextos de creche e Jardim de Infância (JI). Esta análise crítica incide em ambos os contextos, abordando as intenções por mim definidas para a ação pedagógica. Foi-me dada a possibilidade de vivenciar uma PPS em dois contextos e, através desta, surge um interesse com potencialidade para a identificação e elaboração de uma problemática: o papel do educador na promoção do envolvimento parental, que dá o título ao relatório, abordando esta temática de forma reflexiva. Neste sentido, é abordado o conceito de envolvimento parental, a importância da preocupação para com esta problemática nas valências abordadas, assim como a importância de estratégias adequadas e significativas para o contexto em que são desenvolvidas. No que respeita à metodologia utilizada, recorri à investigação sobre a prática (Ponte, 2002). Porém, importa referir que esta está incorporada num ciclo de investigação-ação não completo, pelo seu curto tempo de intervenção. Desta forma, esta investigação contempla uma abordagem de natureza qualitativa. Para a recolha dos dados necessários à investigação com enfoque no papel do educador no envolvimento parental, utilizei as seguintes técnicas: consulta documental, observação participante, entrevista semiestruturada e inquérito por questionário. Assim, tendo em conta as técnicas e os instrumentos mencionados, recorri a uma metodologia de análise de dados dedutiva Os resultados obtidos apontam para as seguintes conclusões: o envolvimento parental revela-se importante na medida em que se afirma como a principal fonte de informação para o educador sobre a criança; para estabelecer uma relação efetiva, é necessária a criação de estratégias adequadas ao grupo alvo reconhecendo na família das crianças as suas potencialidades e fragilidades.

ABSTRACT The major goal of this report is to explain in a reflective, critical and well-grounded way the supervised professional practice (PPS) realized in the scope of the master in pre-school education, focused in the nursery and kindergarten context. This critical analysis is focused in both frameworks, addressing the defined intentions for the pedagogical action illustrating its application. I was given the possibility to experience a two environment PPS, and through this appears a potential interest to identify and prepare one issue: the role of the educator in the promotion of the parental involvement, which gives the title to this report, dealing with this theme in a reflective manner. In this way, covering the concept of parental involvement, the importance of the concern for this issue addressed in valences, as well as the importance of appropriate and meaningful strategies for the context in which they are developed. When it comes to the methodology that was used, I resorted…

Advisors/Committee Members: Lino, Dalila, Simões, Ana.

Subjects/Keywords: Criança; Família; Envolvimento parental; Papel do educador; Child; Family; Parental involvement; Role of the educator

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ferreira, C. S. d. B. P. R. (2015). O papel do educador na promoção do envolvimento parental: uma reflexão. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferreira, Cláudia Sofia do Bem Pires Ruivo. “O papel do educador na promoção do envolvimento parental: uma reflexão.” 2015. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed January 16, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferreira, Cláudia Sofia do Bem Pires Ruivo. “O papel do educador na promoção do envolvimento parental: uma reflexão.” 2015. Web. 16 Jan 2021.

Vancouver:

Ferreira CSdBPR. O papel do educador na promoção do envolvimento parental: uma reflexão. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. [cited 2021 Jan 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5191.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreira CSdBPR. O papel do educador na promoção do envolvimento parental: uma reflexão. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/5191

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

18. Sturtevant, Jennifer Ann. Protective factors predicting academic resilience in adolescent at-risk students.

Degree: MA, Child Development (Theory and Research, 2014, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/122159

► The goal of this study was to explore the factors that contribute to academic resilience in at-risk late adolescents. Specifically, the study investigates how intrapersonal… (more)

Subjects/Keywords: Self-efficacy; Low-income; Parental autonomy support; Parental involvement; Academic autonomy; Locus of control

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sturtevant, J. A. (2014). Protective factors predicting academic resilience in adolescent at-risk students. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/122159

Chicago Manual of Style (16^th Edition):

Sturtevant, Jennifer Ann. “Protective factors predicting academic resilience in adolescent at-risk students.” 2014. Masters Thesis, California State University – Sacramento. Accessed January 16, 2021. http://hdl.handle.net/10211.3/122159.

MLA Handbook (7^th Edition):

Sturtevant, Jennifer Ann. “Protective factors predicting academic resilience in adolescent at-risk students.” 2014. Web. 16 Jan 2021.

Vancouver:

Sturtevant JA. Protective factors predicting academic resilience in adolescent at-risk students. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10211.3/122159.

Council of Science Editors:

Sturtevant JA. Protective factors predicting academic resilience in adolescent at-risk students. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/122159

University of Georgia

19. King, Shireen Powell. Expected and actual parental involvement during the college years.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/24189

► The majority of today’s traditional-age college students are from the Millennial generation, meaning, among other things, that they have a different type of relationship with… (more)

▼ The majority of today’s traditional-age college students are from the Millennial generation, meaning, among other things, that they have a different type of relationship with their parents than previous generations. Typically, their parents have been involved in their school lives throughout their K-12 years. Many parents expect to continue being involved while their sons and daughters are in college. Because there is a changing trend in parent-child relationships and this change is being seen in higher education, administrators need to understand and prepare for the impact of these trends. In order to meet the challenges surrounding parental involvement and to create avenues for improvement of parent-student-institution relationships, it is important to have a clear understanding of the underpinnings and the expectations of parents and traditional-age college students. Much of what is available in the literature today regarding parental involvement during the college years is anecdotal and conceptual in nature. The purpose of this study was to examine parental involvement from the perspectives of today’s traditional-age college students and their parents, including the examination of several variables (race/ethnicity, gender, family income level, educational background of the parent, having siblings in college, first generation to attend college, student classification, type of institution currently attending, or level of parental involvement in high school) to determine if differences existed in their expectations for involvement. Additionally, 122 parent-student family unit matched pairs were examined for similarities and differences in their perceptions of parental involvement. Two parallel versions of the College Parent Experience Questionnaire (CPEQ) were administered online: one for college students and one for their parents. Data analysis of the 502 parent respondents and 159 student respondents produced a multitude of significant findings. These findings provide empirical data on parental involvement that will guide institutions in the development of parent programs, parent offices, and guideline for parent interactions. Additionally this information is useful when planning programs for today’s Millennial college students.

Subjects/Keywords: parent involvement; parental involvement; expectations for involvement; parents of college students; Millennial college students; college parent perceptions.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

King, S. P. (2014). Expected and actual parental involvement during the college years. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

King, Shireen Powell. “Expected and actual parental involvement during the college years.” 2014. Thesis, University of Georgia. Accessed January 16, 2021. http://hdl.handle.net/10724/24189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

King, Shireen Powell. “Expected and actual parental involvement during the college years.” 2014. Web. 16 Jan 2021.

Vancouver:

King SP. Expected and actual parental involvement during the college years. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10724/24189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

King SP. Expected and actual parental involvement during the college years. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Rochester

20. Canon, Maria Eugenia (1978 - ). Essays on applied economics.

Degree: PhD, 2011, University of Rochester

URL: http://hdl.handle.net/1802/14134

► Earnings across the lifecycle depend both on agents' initial conditions (pre-market factors, i.e., skills individuals acquire before entering the labor market) as well as on… (more)

▼ Earnings across the lifecycle depend both on agents' initial conditions (pre-market factors, i.e., skills individuals acquire before entering the labor market) as well as on their labor market experience. In the following chapters I study differences in these initial conditions and the dynamics of earnings within and across employers. What explains differences in pre-market factors? Three types of inputs are believed to determine the skills agents take to the labor market: ability, family inputs and school inputs. Therefore it is crucial to understand first the importance of each of these inputs. The literature on the production of achievement has not been able to provide an estimation that can take the three factors into account simultaneously at the student level. Chapter 1 attempts to fill this gap by providing an estimation of the production function of achievement where both types of investments (families and schools) are considered in a framework where the inputs are allowed to be correlated with the unobserved term, ability to learn. I do this by applying Olley and Pakes' (1996) algorithm which accommodates for endogeneity problems in the choice of inputs for the production of achievement and by using parents' saving for their child's postsecondary education to control for the unobserved component (i.e. ability to learn) in the production of skills. What makes this saving measure informative is the fact that parents decide it at the same time they choose the home and school inputs that will affect the observed test score (the current outcome). However those savings will not affect the current outcome, but instead will affect future labor market outcomes through college choices. The estimates for the role of family inputs are in line with previous findings. Additionally, the estimates of school inputs show that they are also important for the formation of students' skills even after controlling for ability to learn. The estimates of the production function are used to compute counterfactual exercises. In particular, this paper evaluates what would happen if the inputs for black students are reassigned so that their inputs are the actual amount they receive plus the differential that white students receive. This exercise shows that equalizing home inputs would reduce the achievement gap by 15.6 percent while equalizing school inputs would do it by 9.2 percent. If instead inputs are altered only in 12th grade, home and school inputs have a similar impact on students' achievement: school inputs would reduce the gap by 7.2 percent while home inputs would do it by 7.4 percent. Chapter 2 explores a further area that Chapter 1 does not discuss: whether parents substitute or complement families and school inputs. Parents may alter the investment in their child's human capital in response to changes in schooling inputs. If substitutability between parental and school inputs in the production of achievement is prevalent, then increases in school inputs could crowd out parental inputs. If instead there exist…

Subjects/Keywords: Production of achievement; Parental involvement; School inputs; Wage dynamics

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APA (6^th Edition):

Canon, M. E. (. -. ). (2011). Essays on applied economics. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/14134

Chicago Manual of Style (16^th Edition):

Canon, Maria Eugenia (1978 - ). “Essays on applied economics.” 2011. Doctoral Dissertation, University of Rochester. Accessed January 16, 2021. http://hdl.handle.net/1802/14134.

MLA Handbook (7^th Edition):

Canon, Maria Eugenia (1978 - ). “Essays on applied economics.” 2011. Web. 16 Jan 2021.

Vancouver:

Canon ME(-). Essays on applied economics. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/1802/14134.

Council of Science Editors:

Canon ME(-). Essays on applied economics. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/14134

Addis Ababa University

21. Gebreal, Tessema. Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System .

Degree: 2004, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/6903

► The main aim of this study was to investigate the type and nature of parental involvement on late first cycle education and the significant involvement… (more)

Subjects/Keywords: nature of parental involvement

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APA (6^th Edition):

Gebreal, T. (2004). Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/6903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gebreal, Tessema. “Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System .” 2004. Thesis, Addis Ababa University. Accessed January 16, 2021. http://etd.aau.edu.et/dspace/handle/123456789/6903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gebreal, Tessema. “Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System .” 2004. Web. 16 Jan 2021.

Vancouver:

Gebreal T. Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System . [Internet] [Thesis]. Addis Ababa University; 2004. [cited 2021 Jan 16]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6903.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gebreal T. Parental Involvement on Late First Cycle Education and Students‟ Academic Success: In the Case of Gibson School System . [Thesis]. Addis Ababa University; 2004. Available from: http://etd.aau.edu.et/dspace/handle/123456789/6903

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Canterbury

22. Smaill, Erin. How much is too much? Partnerships and power relationships between parents and schools.

Degree: 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/828

► Developing effective partnerships between parents and teachers are recognised as an effective way of supporting and maintaining student achievement. This critical literature review explores the… (more)

Subjects/Keywords: Power-relations; Parent-school relationships; Spheres of influence; Parental involvement

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APA (6^th Edition):

Smaill, E. (2015). How much is too much? Partnerships and power relationships between parents and schools. (Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Smaill, Erin. “How much is too much? Partnerships and power relationships between parents and schools.” 2015. Thesis, University of Canterbury. Accessed January 16, 2021. http://dx.doi.org/10.26021/828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Smaill, Erin. “How much is too much? Partnerships and power relationships between parents and schools.” 2015. Web. 16 Jan 2021.

Vancouver:

Smaill E. How much is too much? Partnerships and power relationships between parents and schools. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2021 Jan 16]. Available from: http://dx.doi.org/10.26021/828.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smaill E. How much is too much? Partnerships and power relationships between parents and schools. [Thesis]. University of Canterbury; 2015. Available from: http://dx.doi.org/10.26021/828

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of the Western Cape

23. Dick, Ayabulela. Parental involvement at a school of skills in the Western Cape .

Degree: 2019, University of the Western Cape

URL: http://hdl.handle.net/11394/7195

► Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance.… (more)

Subjects/Keywords: Parental involvement; Western Cape; Education; School of skills; Academic performance

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APA (6^th Edition):

Dick, A. (2019). Parental involvement at a school of skills in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dick, Ayabulela. “Parental involvement at a school of skills in the Western Cape .” 2019. Thesis, University of the Western Cape. Accessed January 16, 2021. http://hdl.handle.net/11394/7195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dick, Ayabulela. “Parental involvement at a school of skills in the Western Cape .” 2019. Web. 16 Jan 2021.

Vancouver:

Dick A. Parental involvement at a school of skills in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/11394/7195.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dick A. Parental involvement at a school of skills in the Western Cape . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/7195

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Tampere University

24. Herlisa. Parent involvement in schooling processes: a case study in an Aceh school .

Degree: 2017, Tampere University

URL: https://trepo.tuni.fi/handle/10024/102137

► The research topic of parent involvement in schooling processes in an Aceh school is examined through qualitative case study and interpretative phenomenological analysis (IPA). The… (more)

▼ The research topic of parent involvement in schooling processes in an Aceh school is examined through qualitative case study and interpretative phenomenological analysis (IPA). The study focuses on exploring the parents' understanding of their involvement in schooling processes based on the six typologies of Epstein. Parent involvement in an Aceh school is a crucial issue which needs to be studied. This research provides an analysis of parents' understanding of their involvement in schooling processes, what different kinds of ways parents/homes and school communicate between each other, and whose parents are frequently involved in schooling. The research design is based on a case study which explored the implementation of parent involvement in schooling processes in an Aceh private school. This study tried to find information concerning the parents' understanding about their involvement in schooling processes, the ways parents/homes and the school communicate with each other, and whose parents were frequently involved in schooling, from 16 parents consisting of eight mothers and eight fathers. The data included interviews of parents, and a document review that was comprised of the attendance list of the parents in school meetings and student academic reports. The steps of data analysis were covered through the transcript, and by coding and categorizing. The categories of the study were based on the six typologies of Epstein consisting of parenting, communicating, volunteering, learning at home, decision-making, and collaboration with the community. The purpose of these categories was to uncover the whole understanding of parents related to their involvement in schooling processes. The three cores of education consisting of family, school, and community have an important role in attaining the goals of learning. The theoretical basis of parent involvement discusses several previous studies concerning parent involvement and student achievement. School and student achievement can be enhanced by involving parents in schooling processes. A good relationship between parents and school will foster the children's development in their learning. There are several barriers parent involvement in schooling, such as work demands, reluctance to attend the school, lack of communication with the school, and parents' perception of their involvement. Likewise, the reason behind parent involvement in schooling processes can be explained with attribution theory. According to Bernard Weiner's framework concerning of an attribution theory, there are four causes of motivation and emotion comprising of ability, effort, task difficulty, and luck. This study revealed that parents' understanding regarding parent involvement in schooling processes is limited and needs to be improved. The parents have limited comprehension in the typology of Epstein, on types such as parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The findings indicated that parent involvement in…

Subjects/Keywords: parent involvement; Epstein typology; parents perceptions

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Herlisa. (2017). Parent involvement in schooling processes: a case study in an Aceh school . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/102137

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

Herlisa. “Parent involvement in schooling processes: a case study in an Aceh school .” 2017. Masters Thesis, Tampere University. Accessed January 16, 2021. https://trepo.tuni.fi/handle/10024/102137.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

Herlisa. “Parent involvement in schooling processes: a case study in an Aceh school .” 2017. Web. 16 Jan 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Herlisa. Parent involvement in schooling processes: a case study in an Aceh school . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2021 Jan 16]. Available from: https://trepo.tuni.fi/handle/10024/102137.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Herlisa. Parent involvement in schooling processes: a case study in an Aceh school . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/102137

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

University of South Africa

25. Van Diermen, Elthea. School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools .

Degree: 2019, University of South Africa

URL: http://hdl.handle.net/10500/26394

► Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as… (more)

▼ Parental involvement plays a very important role in the development of a child’s formal education. This study explored various management strategies that might serve as guidelines to improve parental involvement in primary schools. The conceptual framework that informed this study was factors that determine school effectiveness as well as Epstein’s theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework. A qualitative research approach was used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools and examined relevant documents to collect data. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school.; Ukubandakanyeka kwabazali kudlala indima ebalulekile kakhulu ekuthuthukiseni imfundo esemthethweni yengane. Lolucwaningo luhlola amasu ahlukahlukene okuphatha angase asebenze njengemihlahlandlela yokuthuthukisa ukubandakanyeka kwabazali ezikoleni zamabanga aphansi ase Ningizimu neTshwane. Umhlahlandlela womqondo owazisa lolucwaningo yizici ezenza ukusebenza kahle ezikoleni kanye nenkolelo ka-Epstein yezinhlaka eziqhamukayo ekubandakanyeni kwabazali okwakungumhlahlandlela wemfundo. Indlela yokucwaninga eyasetshenziswa kulolucwaningo yenza ukuthi umcwaningi aqhube izingxoxo ezijulile nothishanhloko abayisithupha bezikole zamabanga aphansi ase Ningizimu neTshwane, futhi wahlola nemibhalo efanele ukuqoqa imininingwane. Ucwaningo lubonisa ukuthi izikole eziningi zinalo ulwazi lokubaluleka kokubandakanya abazali kodwa azinazo izinhlaka ezihlelekile zokwenza ukuthi abazali babandakanyeke. Ucwaningo lukhuthaza ukuthi izikole zidinga ukuhlela, ukuphatha nokusebenzisa uhlelo lokubandakanya abazali ngokuvumelana nezimo ezihlukile zesikole.; U dzhenelela ha vhabebi ndi tshipida tsha ndeme tsha u aluwa ha pfunzo ya vhana. Tsedzuluso ino yo sedzulusa ndila dzo fhambanaho dza u langula dzine dza shumisiwa sa nyeletshedzo dza u khwinisa u dzhenelela ha vhabebi kha zwikolo zwa fhundzo dza fhasi Tshitirikini tsha Tshipembe ha Tshwane. Tsedzuluso ino yo di sendeka nga zwithu zwine zwa bveledza tshumelo ya maimo a ntha a zwikolo na pfunzo khulwane ya Epstein ya masia a no shumisana kha u dzhenelela ha vhabebi zwine zwa shumisiwa sa maga a kuhumbulele. Tsedzuluso ino yo shumisa maitele a u sedzulusa a qualitative, ngauri a tendela musedzulusi u vhudzisa mbudziso dzo dzudzanywaho na thoho dza tshikolo dza rathi dza zwikolo zwa fhasi … Advisors/Committee Members: Triegaardt, Paul Karel (advisor).

Subjects/Keywords: Barriers to parental involvement; Benefits of parental involvement; Educational development; Epstein’s overlapping spheres of influence; Epstein’s typology of parental involvement; Hornby and Lafaele’s model; Management strategies; Parental involvement; School effectiveness; School management

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Diermen, E. (2019). School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26394

Chicago Manual of Style (16^th Edition):

Van Diermen, Elthea. “School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools .” 2019. Masters Thesis, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/26394.

MLA Handbook (7^th Edition):

Van Diermen, Elthea. “School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools .” 2019. Web. 16 Jan 2021.

Vancouver:

Van Diermen E. School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools . [Internet] [Masters thesis]. University of South Africa; 2019. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/26394.

Council of Science Editors:

Van Diermen E. School management strategies to improve parental involvement : insights from school principals in Southern Tshwane primary schools . [Masters Thesis]. University of South Africa; 2019. Available from: http://hdl.handle.net/10500/26394

University of South Africa

26. Chindanya, Andrew. Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe .

Degree: 2011, University of South Africa

URL: http://hdl.handle.net/10500/5798

► There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental… (more)

▼ There is compelling evidence that parental involvement positively influences children’s academic achievement. Its benefits occur across all socio-economic classes. In spite of its significance, parental involvement has received scant attention in Zimbabwe. This qualitative study sought to establish how parents in a materially poor rural district of Zimbabwe were involved in their children’s education. Barriers to their involvement were investigated with the view to overcoming or mitigating them for the benefit of the affected primary school pupils. The attribution theory was used not only to substantially explain the status of parental involvement in Zaka District, but also to generate strategies to promote parents’ participation in their children’s school education. Observation, semi-structured interviews (for school heads), focus group interviews (for parents) and the open-ended questionnaire (for teachers) were used in this qualitative study covering ten primary schools. Respondents were selected through the use of chain reference sampling and sampling by case. A total of one hundred and forty (140) participants were selected. It emerged from the research that parents, teachers and school heads/principals had very limited understanding of parental involvement. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Most teachers, school heads/principals and parents believed that parents were too poor and too lowly educated to meaningfully be involved in their children’s education. However, there were a few parents who believed that their socio-economic status did not prevent them from participating in their children’s education. They actually indicated useful ways in which they could be involved. The research also revealed that parents, school teachers and school heads/principals made wrong attributions about themselves and each other in connection with limited parental involvement in their schools. Both school staff and parents, after identifying barriers to involvement, were willing to learn about how they could overcome or mitigate the barriers. They believed that the challenges they were facing regarding parental involvement were capable of resolution. Advisors/Committee Members: Pretorius, F. J. (Francois Johannes), 1947- (advisor).

Subjects/Keywords: Parent involvement; Academic achievement; Attribution theory; Socio-economic status; Homework; Home supervision; Home discussion; Determinants of parental involvement; Barriers to parental involvement; Teacher education curriculum; Good parenting

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chindanya, A. (2011). Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5798

Chicago Manual of Style (16^th Edition):

Chindanya, Andrew. “Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe .” 2011. Doctoral Dissertation, University of South Africa. Accessed January 16, 2021. http://hdl.handle.net/10500/5798.

MLA Handbook (7^th Edition):

Chindanya, Andrew. “Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe .” 2011. Web. 16 Jan 2021.

Vancouver:

Chindanya A. Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10500/5798.

Council of Science Editors:

Chindanya A. Parental involvement in primary schools : a case study of the Zaka district of Zimbabwe . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5798

University of Texas – Austin

27. Kwon, Yi Jeong. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.

Degree: PhD, Curriculum and Instruction, 2012, University of Texas – Austin

URL: http://hdl.handle.net/2152/ETD-UT-2012-05-5742

► Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s… (more)

▼ Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride – toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research. Advisors/Committee Members: Reifel, Robert Stuart (advisor), Schallert, Diane L. (committee member), Salinas, Cynthia S. (committee member), Suizzo, Marie-Anne P. (committee member), Urrieta, Luis (committee member).

Subjects/Keywords: Korean immigrant parents; Empowerment; Parental involvement; Parental involvement; School involvement

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APA (6^th Edition):

Kwon, Y. J. (2012). Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5742

Chicago Manual of Style (16^th Edition):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Doctoral Dissertation, University of Texas – Austin. Accessed January 16, 2021. http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

MLA Handbook (7^th Edition):

Kwon, Yi Jeong. “Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions.” 2012. Web. 16 Jan 2021.

Vancouver:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2012. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742.

Council of Science Editors:

Kwon YJ. Empowerment/disempowerment issues in immigrant parents’ school involvement experiences in their children’s schooling : Korean immigrant mothers’ perceptions. [Doctoral Dissertation]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5742

28. Silva, Ana Mafalda Bendrao Ferreira da. O envolvimento parental nas aprendizagens escolares dos filhos.

Degree: 2011, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3906

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Dissertação de Mestrado apresentada ao ISPA - Instituto Univesitário

O Envolvimento Parental na escolaridade dos jovens é relacionado a um melhor desempenho académico dos filhos,… (more)

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Dissertação de Mestrado apresentada ao ISPA - Instituto Univesitário

O Envolvimento Parental na escolaridade dos jovens é relacionado a um melhor desempenho académico dos filhos, porém, menos é conhecido sobre as variáveis que influenciam a decisão dos pais para se envolverem. Esta investigação teve como objectivo examinar a relação entre 5 variáveis preditoras para o envolvimento, que inclui as práticas de envolvimento parental, a percepção de auto-eficácia parental, a concepção de responsabilidade, as práticas de literacia familiar e os resultados escolares das crianças. Pais (n=123) de alunos no 1º e 2º ano de escolaridade, de duas escolas públicas, responderam a um questionário sobre a sua percepção de auto-eficácia, a concepção de responsabilidade, o grau de envolvimento em 4 tipo de actividades: apoio em tarefas escolares, comunicação sobre a escolaridade, tarefas de mediação social e cultural e participação em eventos escolares e extra-escolares; e o grau de envolvimento em 3 tipo de actividades: práticas de literacia de dia-a-dia, práticas de literacia de entretenimento e práticas de literacia de treino. Os resultados revelam que as variáveis concepção de responsabilidade e práticas de envolvimento parental, não se relacionam significativamente, o que significa que, independentemente da concepção de responsabilidade dos pais, os pais encontram-se envolvidas activamente na sua escolaridade. Por outro lado, a relação entre as variáveis práticas de envolvimento parental e a percepção de auto-eficácia, bem como as práticas de literacia familiar, não seguem o mesmo padrão. Aqui, os níveis de envolvimento dos pais diferenciam-se significativamente consoante a percepção de auto-eficácia, bem como o envolvimento nas práticas de literacia familiar, sendo os valores mais elevados a favor dos pais que apresentam uma concepção de responsabilidade mais activa, bem como uma percepção de auto-eficácia mais elevada. Os resultados foram discutidos ao nível da pesquisa sobre o envolvimento parental na educação das crianças.

Parent Involvement in education is associated with positive outcomes for students, however, little is known about how parents decide to be involved in children’s education. This study aimed to examine the relationship among five predictor variables for the involvement, including parental involvement, parental role construction, parental self-efficacy, family literacy and the children’s scholar outcomes. Mothers (n=123) of children 1st and 2th-grade in 2 public schools, responded to questionnaires assessing parent self-efficacy, parental role construction, parent involvement in four types of activities: help with homework, communication about school, social and cultural mediation and activities participation in school and out school; and family literacy in three types of activities: routine practices, Training practices and entertainment practices. Findings revealed that the variables parental role construction and parental involvement are not related, that means that, whatever the parental role, the…

Advisors/Committee Members: Mata, Maria de Lourdes Estorninho Neves.

Subjects/Keywords: Envolvimento parental; Práticas de envolvimento parental; Concepção de responsabilidade; Percepção de auto-eficácia dos pais; Literacia familiar; Parental involvement; Practices of parental involvement; Parental role construction; Parental self-efficacy; Family literacy IV

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, A. M. B. F. d. (2011). O envolvimento parental nas aprendizagens escolares dos filhos. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Silva, Ana Mafalda Bendrao Ferreira da. “O envolvimento parental nas aprendizagens escolares dos filhos.” 2011. Thesis, ISPA. Accessed January 16, 2021. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Silva, Ana Mafalda Bendrao Ferreira da. “O envolvimento parental nas aprendizagens escolares dos filhos.” 2011. Web. 16 Jan 2021.

Vancouver:

Silva AMBFd. O envolvimento parental nas aprendizagens escolares dos filhos. [Internet] [Thesis]. ISPA; 2011. [cited 2021 Jan 16]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3906.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva AMBFd. O envolvimento parental nas aprendizagens escolares dos filhos. [Thesis]. ISPA; 2011. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3906

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Waikato

29. Farr, Shaunnie Monique. The Role of Parents in Children's Attitudes towards Mathematics .

Degree: 2015, University of Waikato

URL: http://hdl.handle.net/10289/10007

► This study investigates the types of parental involvement in mathematics that occur in the home and how this is connected to children’s attitudes towards mathematics.… (more)

Subjects/Keywords: Parental Involvement; Attitudes towards Mathematics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Farr, S. M. (2015). The Role of Parents in Children's Attitudes towards Mathematics . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10007

Chicago Manual of Style (16^th Edition):

Farr, Shaunnie Monique. “The Role of Parents in Children's Attitudes towards Mathematics .” 2015. Masters Thesis, University of Waikato. Accessed January 16, 2021. http://hdl.handle.net/10289/10007.

MLA Handbook (7^th Edition):

Farr, Shaunnie Monique. “The Role of Parents in Children's Attitudes towards Mathematics .” 2015. Web. 16 Jan 2021.

Vancouver:

Farr SM. The Role of Parents in Children's Attitudes towards Mathematics . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2021 Jan 16]. Available from: http://hdl.handle.net/10289/10007.

Council of Science Editors:

Farr SM. The Role of Parents in Children's Attitudes towards Mathematics . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/10007

30. Muyabi, Peggy. Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia.

Degree: 2017, University of Zimbabwe

URL: http://dspace.unza.zm/handle/123456789/5624

► Parental involvement is an important component of children's early school success and is recognized as a significant ingredient in reducing learner absenteeism and improving the… (more)

▼ Parental involvement is an important component of children's early school success and is recognized as a significant ingredient in reducing learner absenteeism and improving the quality of children's education. To this effect, the aim of the study was to investigate the effects of parental involvement in reducing learner absenteeism in selected primary schools of Kazungula District. The objectives were to: establish ways through which parents are involved in reducing learner absenteeism, explore the benefits of parental involvement in reducing learner absenteeism, ascertain challenges that limit parental involvement in reducing learner absenteeism and establish interventions put in place by schools to improve parental involvement in reducing learner absenteeism in three selected primary schools. A sample of 15 learners, 15 parents, 03 grade teachers and 03 head teachers were purposively drawn from three selected primary schools in Kazungula district. A descriptive research design was employed for the study. Data was collected through face-to-face interviews and focus group discussions. The data was analyzed through thematic analysis which revealed emerging themes from the study. The findings of the study revealed that there was parental involvement in the sampled primary schools as parents participated in PTA meetings, helping children with homework, paying school fees, attending open days, volunteering at school, providing school requirements, and food. With regard to the benefits of parental involvement in reducing learner absenteeism, the study revealed that parental involvement improved school attendance, brought about understanding of the importance of attendance and relieved teachers of duties that could be performed by parents. It also increased parent contact with school, made parents become more supportive of schools and improved positive behaviour among learners. The study established that major barriers standing in the way of parental involvement as revealed by the study were lack of communication, busy schedules among parent, and non-parent invitation to involvement. Other barriers included long distance to school, poor relationships between schools, and poverty among parents. To address the barriers, schools put in place measures such as improving communication between home and school, becoming more welcoming to parents, and encouraging parents to serve in school committees. Other were inviting parent to volunteer in school activities and attend general meetings.

Subjects/Keywords: Parental involvement – School attendance – Zambia

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muyabi, P. (2017). Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muyabi, Peggy. “Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia.” 2017. Thesis, University of Zimbabwe. Accessed January 16, 2021. http://dspace.unza.zm/handle/123456789/5624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muyabi, Peggy. “Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia.” 2017. Web. 16 Jan 2021.

Vancouver:

Muyabi P. Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia. [Internet] [Thesis]. University of Zimbabwe; 2017. [cited 2021 Jan 16]. Available from: http://dspace.unza.zm/handle/123456789/5624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muyabi P. Parental involvement in reducing learner absenteeism in selected primary schools of Kazungula district in the Southern Province of Zambia. [Thesis]. University of Zimbabwe; 2017. Available from: http://dspace.unza.zm/handle/123456789/5624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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