This study investigated the relationship between children's perception of parents as loving or rejecting and the general emotional adjustment of these children. Emotional adjustment was reflected by behavior within a regular classroom as observed by the teacher and by performance on a projective personality test.

The purpose of this study is to examine some aspects the Parent Teacher Association through designing a questionnaire, administering it to individuals involved to some degree in the organization, evaluating the data received, and then making knowledgeable observations about it. The specific aspects to be examined are its role and its communication of goals and programs as seen by several groups. Although the scope is limited to the Texas PTA, attitudes toward PTA in general are reflected in the responses.

The purpose of this study was to examine (1) the retrospective perception of parent-child relationships as measured by the Roe-Slegelman Parent-Child Relations Questionnaire (PCR) and (2) the individual's level of academic achievement.

Improving family quality of life is an important goal when working with families of children with autism. Researchers have attempted to measure changes by developing indices of quality such as affect, stress, and confidence. The purpose of this study was to examine the effects of a group parent-coaching program on measures aimed at addressing quality: a) parent confidence, stress and affect ratings; b) child affect ratings; c) the frequency of coordinated joint attention (CJA); and d) parent report of satisfaction and efficacy. Over the course of four weeks, the coaching program involved group presentations, discussions, video sharing, and problem solving, and individual in-vivo coaching sessions regarding specific child skill development. Results from the five parent-child dyads suggested increases in areas associated with quality of life. Results are discussed in the context of quality themes and mixed methods research.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

"From the viewpoint of both parent and teacher of long experience, it is the writer's desire to present in a simple, practical manner a few basic suggestions for the guidance of the modern offspring"--Introduction. / Typescript. / "July, 1947." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Raymond F. Bellamy, Professor Directing Paper. / Includes bibliographical references (leaves 21-22).

No description available.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Increasing parental involvement in urban school settings is particularly challenging when parents are foreign born, face English language barriers, have limited formal school experiences, and are unfamiliar with United States school culture. The confluence of such factors often results in discouraging parents from fully participating in their children's school life. Nonetheless, one of the most important events in United States children's schooling are parent-teacher conferences. Yet the practitioner and research literature contains contrasting viewpoints. For example, a corpus of the professional literature depicts conferences as tense, conflict ridden, and unproductive, while other research-related literature suggests they are useful for developing collaborative home-school relationships for improving children's educational outcomes (Swap, 1983; McCaleb, 1994). Given the conflicting evidence and the pressing need to improve parental involvement in urban school settings, this investigation examined the information parents and teachers exchanged about English language learners' literacy progress during regularly scheduled conferences. The study sought to understand: (1) What types of information about children's literacy activities and English language acquisition do parents and teachers discuss during parent-teacher conferences? (2) What kinds of information do parents discuss about their children's home and community life? (3) When parents discuss information about their children's home and community literacy activities, as well as their English language acquisition, how do teachers respond? (4) When teachers discuss information about children's classroom literacy activities and English language acquisition, how do parents respond? The study included five parent-teacher dyads from a fourth grade classroom taught exclusively in English and two Spanish-speaking bilingual classrooms from the third and fourth grades. Data collection included audiotaped teacher and parent interviews, audiotaped parent-teacher conferences, copies of children's school literacy artifacts, self-memoranda, and parent-teacher contact records. Data analysis revealed that teachers and parents employed topics and discourse actions to create speakers' roles and assume various social identities. As a result, instances of cooperation, collaboration, or discord developed, affecting the conference interactions. Moreover, the assistance children received at home and/or at school for improving their literacy and English language development was affected by the parents and teachers conference interactions. The findings hold important implications for improving professional development on parent involvement. For example, if teachers can improve their understanding of the potential benefits and challenges speakers' roles and their resulting social identities pose during conference discussions, then opportunities can increase for improving parental involvement and home-school relationships in traditionally "hard to reach" parent populations. / 2031-01-01

Parent education classes offered at the Catholic Charities Organization of San Bernardino and Riverside Counties were the focus of this study. A pre-test and post-test design was utilized to evaluate the effectiveness of the classes for parents receiving parent education classes. The hypothesis was directed towards parents who attended parent education classes that would show improvement in knowledge of instrumental parental skills and an increase in parent satisfaction. This included understanding parents awareness and knowledge of healthy emotional expression, which further positive communication, appropriate developmental methods of discipline for their children and utilizing the coping strategies learned to deal with parent stressors. Accountability for program outcomes makes this study valuable to social worker clinicians working with at-risk youth.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: vii, 118 p. : ill. ; 6 Mb. UMI publication number: AAT 3271909. Includes bibliographical references. Also available in microfilm and microfiche formats.