Due to the rise in the rank of Arabic students in schools in the United States (U.S.), this qualitative study was designed to investigate the perspective of Arabic mothers in the U.S. regarding their experiences of involvement with their children’s schools. The approach includes a convenience sample of eight Arabic mothers. Through virtual focus groups, individual interviews, and concept maps the eight Arabic mothers shared their experiences and perceptions of what their children's primary schools and early childhood education programs are doing to involve them. Additionally, the study explored participants' recommendations for schools regarding family involvement for other Arabic families with children in schools in the U.S. The study yielded seven major themes: 1) school community/overview of school traits; 2) benefits of having children at the same school for a long time; 3) parent/teacher roles; 4) communication between home and school; 5) involvement; 6) challenges, including mothers’ concerns; and 7) mothers’ recommendations. The findings demonstrated that Arabic mothers have positive thoughts about their children’s schools and want to participate in their children's schooling at home and school. However, they are facing some obstacles related to limited time, English, and other factors that often prevent their involvement. The research provides other Arabic families, districts, and school leaders with valued religiously and culturally responsive suggestions to facilitate and improve Arabic family involvement.

Thesis advisor: C. Patrick Proctor / Dominant conceptualizations for family-school relations across U.S. educational research, policy, and practice continue to privilege the behaviors, experiences, and practices of white, upper- and middle-class families, while failing to address the race and class power-relations that permeate educational institutions and their neighborhoods. In the field of bilingual education, there is an emergent body of research that examines issues of language, race, and class within the experiences of families in two-way dual language bilingual education, where children from multiple racial, cultural, and economic groups are educated together with the goals of bilingualism and biliteracy. However, this scholarship has not related the experiences and relations in bilingual programs to the broader issue regarding the dominant and deficit discourse of family-school relations in the U.S. In response, this dissertation situates families’ experiences in a two-way dual language bilingual program within the broader ideological, political, and historical dimensions of U.S. family-school relations. A theoretical orientation informed by Critical Race Theory, Critical Poststructuralist Sociolinguistics, and Feminist Poststructuralist frameworks was used to highlight how racialized positionalities of families in schools reverberate beyond individuals’ identity construction, connecting to discourses about families at other societal scales. This study utilized participant observations, semi-structured interviews, and artifact generation. Data was analyzed using discursive and textual analytical approaches. Findings include (a) an investigation of how the legal and institutional contexts related to family-bilingual school relations contribute to the racialization of people and their languaging; (b) an analysis of how raciolinguistic ideologies are deployed to naturalize the designation of linguistic and ethnoracial labels upon families; and (c) a generation of portraits highlighting how families ruptured deficit positionings by reporting on systems of oppression, their dynamic language practices, and their expansive relations across groups of people, places, and temporal scales. Ultimately, this dissertation argues that despite individual efforts of stakeholders in bilingual programs to foster the wellbeing and development of families, the racist and classist foundations of schooling will ensure the reification of oppressive educational experiences for multiply minoritized families. At the same time, these families will continue to find ways to survive, resist their subjugation, and reimagine more liberatory worlds. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Yes / This article aims to explore family perspectives on their involvement in the timely detection of changes in their relatives' health in UK nursing homes. Increasingly, policy attention is being paid to the need to reduce hospitalisations for conditions that, if detected and treated in time, could be managed in the community. We know that family continue to be involved in the care of their family members once they have moved into a nursing home. Little is known, however, about family involvement in the timely detection of changes in health in nursing home residents. This was a qualitative exploratory study with thematic analysis. A purposive sampling strategy was applied. 14 semi-structured one-to-one telephone interviews with family members of people living in 13 different UK nursing homes. Data were collected from November 2015 to March 2016. Families were involved in the timely detection of changes in health in three key ways: noticing signs of changes in health, informing care staff about what they noticed, and educating care staff about their family members' changes in health. Families suggested they could be supported to detect timely changes in health by developing effective working practices with care staff. Families can provide a special contribution to the process of timely detection in nursing homes. Their involvement needs to be negotiated, better supported, as well as given more legitimacy and structure within the nursing home. Families could provide much needed support to nursing home nurses, care assistants, and managers in timely detection of changes in health. This may be achieved through communication about their preferred involvement on a case-by-case basis as well as providing appropriate support or services. / NIH Research Programme Grant for Applied Research (RP-PG-0612-20010)

No description available.

It is important to understand the development of depression, and how a family component to treatment affects early adolescent girls’ depression given the association between depression and negative future outcomes. A potential vulnerability to depression is the cognitive triad, which encompasses beliefs about the self, world, and future and is shaped by early learning experiences. Research indicates that the vulnerability originates from parent-child relationships and family messages, which are important in the development of youth cognitive styles. Previous research also indicates that family variables are important factors to consider in the treatment of depression. The purpose of the current study was to expand previous research by examining the roles of perceived family messages and the cognitive triad in the development of depression for early adolescent girls. The study also explored whether parent gender differentiated how family messages affect girls’ cognitions and depressive symptoms. The study evaluated how the addition of a parent training component to a school-based, group-administered CBT intervention affected change in the model’s variables in comparison to group-administered CBT intervention alone and a monitoring control condition. Participants included early adolescent girls diagnosed with depression and caregivers in the parental treatment component. Girls were randomly assigned to a CBT, CBT+PT, or minimal contact control condition. Ratings of girls’ perceptions of family messages, cognitions, and depressive symptoms were obtained at pre-treatment and post-treatment. Results from structural equation modeling indicated significant effects from perceived family messages to girls’ cognitions. Further, girls’ cognitions mediated the relation between perceived family messages and girls’ depressive symptoms at post-treatment for participants within the CBT and monitoring conditions. No significant differences were evident between parent gender and perceived messages. Results indicated that the addition of a parent component to the CBT intervention did not significantly differ from the CBT intervention alone in its effects on the variable relations within the model at post-treatment. Supplemental analyses highlighted parent attendance as a significant factor, with larger effects from the family messages on girls’ cognitions appearing when parents attended majority (six or more) of the eight parent training sessions. Implications, limitations, and areas for further research are discussed. / text

Submitted by Carolina Cangemi Gregorutti null (carol.terapeut@gmail.com) on 2017-12-04T23:42:18Z No. of bitstreams: 1 GREGORUTTI_TESE_2017.pdf: 4428359 bytes, checksum: 064efb41d93e6857dc9486e00ba5cf1e (MD5) / Submitted by Carolina Cangemi Gregorutti null (carol.terapeut@gmail.com) on 2017-12-05T14:11:15Z No. of bitstreams: 1 GREGORUTTI_TESE_2017.pdf: 4428359 bytes, checksum: 064efb41d93e6857dc9486e00ba5cf1e (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2017-12-06T18:31:27Z (GMT) No. of bitstreams: 1 gregorutti_cc_dr_mar.pdf: 4428359 bytes, checksum: 064efb41d93e6857dc9486e00ba5cf1e (MD5) / Made available in DSpace on 2017-12-06T18:31:27Z (GMT). No. of bitstreams: 1 gregorutti_cc_dr_mar.pdf: 4428359 bytes, checksum: 064efb41d93e6857dc9486e00ba5cf1e (MD5) Previous issue date: 2017-10-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A tarefa de casa tem uma função particularmente interessante além do processo de ensino e aprendizagem, pois pode funcionar como uma atividade mediadora da integração entre a escola e a família, tão necessária na Educação Inclusiva. Este estudo teve como objetivo investigar o envolvimento de pais ou outros familiares responsáveis por alunos com deficiência física na realização da tarefa de casa, considerando o processo de escolarização no contexto da Educação Inclusiva. Toda a análise visou a identificar as concepções dos participantes sobre a tarefa de casa e a parceria escola-família, as condições oferecidas à criança com deficiência física para a realização da tarefa de casa e as atitudes sociais em relação à inclusão. Participaram 15 cuidadores familiares de crianças com deficiência física inseridas na Educação Infantil e nos anos iniciais do Ensino Fundamental. Os participantes foram entrevistados em suas próprias residências em uma cidade no interior de São Paulo. Foram utilizados os seguintes materiais para a coleta dos dados: Ficha de Caracterização do Familiar Participante, que tinha como finalidade coletar informações referentes aos participantes, como o nome, a idade, a formação educacional, as caracterizações da criança com deficiência física, a organização da rotina familiar em relação à execução da tarefa de casa por esse aluno, a rotina da família, entre outros dados; Sistema de Classificação da Função Motora Grossa (GMFCS – versão brasileira) que determina qual nível melhor representa as habilidades e limitações na função motora grossa que a criança apresenta; Sistema de Classificação da Habilidade Manual (MACS) que descreve como as crianças usam suas mãos para manipular objetos em atividades diárias; Viking Speech Scale (VSS), escala desenvolvida para classificar a produção de fala das crianças; Escala Likert de Atitudes Sociais em relação à Inclusão (ELASI), utilizada para avaliar as atitudes sociais dos familiares em relação à inclusão e, por fim, o Roteiro de Entrevista Semiestruturado, dividido em duas partes. A parte 1 do roteiro tinha a finalidade de identificar a concepção dos familiares sobre a tarefa de casa, o papel da escola e da família no processo de escolarização da criança, a parceria colaborativa entre a escola e a família; o papel da família no auxílio da criança nas tarefas de casa; a frequência e a maneira como as tarefas de casa eram realizadas no ambiente domiciliar. A parte 2 se destinou a identificar como as tarefas de casa estavam inseridas na rotina familiar dos alunos com deficiência física e como ocorria a participação dos familiares, além de detectar as possíveis dificuldades para a execução das tarefas de casa. Os dados foram organizados e analisados qualitativa e quantitativamente e análises adicionais foram realizadas, estabelecendo as necessárias comparações com base no perfil do participante e do aluno com deficiência física. Os resultados sugeriram que as famílias acolhiam bem a tarefa de casa e até criavam condições favoráveis para a sua realização pela criança. Entretanto, para que efetivamente ocorra a parceria colaborativa entre a escola e a família, em benefício da aprendizagem escolar da criança, pode ser necessária uma comunicação mais efetiva entre as duas partes: a professora precisa orientar o familiar cuidador a auxiliar adequadamente a realização da tarefa pela criança com deficiência física e necessita receber informações do cuidador quanto a eventuais dificuldades encontradas pela criança na realização de cada atividade. O envolvimento dos cuidadores familiares na realização das tarefas de casa pode ser uma importante estratégia tanto para promover um bom desempenho acadêmico do aluno com deficiência física quanto para criar condições favoráveis para a parceria colaborativa entre a escola e a família. / A homework assignment has a particularly interesting role beyond the teaching and learning process, since it may work as a mediating activity of integration between a school and a family, much needed in Inclusive Education. This study aimed to investigate the involvement of parents or other relatives responsible for students with physical disabilities in the accomplishment of the homework, considering the process of schooling in the context of Inclusive Education. The whole analysis aimed at identifying the conception of the participants about homework and school-family partnership, the conditions available for physical disability for a homework assignment and social attitudes towards inclusion. Fifteen families of children´s caregivers with physical disabilities insertions in Early Childhood Education and in the initial years of Elementary School took part in this study. The participants have been interviewed in their own homes in a city of São Paulo state. The following tools have been used for data collection: Characterization Sheet of the Family´s Participant, whose purpose is to collect information regarding to the participants, such as name, age, educational background, characterization of the child with physical disability, organization of the family routine in relation to execution of the homework of the child with physical disability, family routine, among other data; Gross Motor Function Classification System (GMFCS - Brazilian version) that determines the best representative performance as abilities and limits in the gross motor function that the child presents; Manual Ability Classification System (MACS) that describes how the children use their hands for manipulate objects in daily activities; Viking Speech Scale (VSS), developed to classify children's speech production; Likert Scale of Social Attitudes in Relation to Inclusion (ELASI – in Portuguese), used to evaluate the social attitudes of family members in relation to inclusion and finally the Semi Structured Interview Roadmap, divided into two parts. Part 1 of the script had a purpose of identifying the family´s conception about homework assignment, the role of the school and the family in the child's schooling process, a collaborative partnership between school and family, and the role of the family without the child's help in household chores; also sought to identify a frequency and a way in which the homework were carried out in the home environment. Part 2 was intended to identify how as homework were integrated into the family routine of students with physical disability and how the participation of family members occurred, in addition to identify possible difficulties for the execution of the homework. The data were organized and analyzed qualitatively and quantitatively and further analysis were performed, providing comparisons based on the participant profile and the student with physical disability. The results suggested that the families well received the homework and even built conditions for their achievement by a child with physical disability. However, in order for a collaborative partnership between the school and the family to take place effectively for the benefit of the child's school learning, a more effective communication between the two parties may be necessary: the teacher must direct the family caregiver to adequately assist the homework accomplishment by the child with physical disability and need to receive information from the caregiver regarding any difficulties encountered by the child in the performance of each activity. The involvement of family caregivers in the accomplishment of the homework can be an important strategy both to promote a good academic performance of the student with physical disability and to create favorable conditions for the collaborative partnership between the school and the family.

The purpose of this qualitative study was to identify how the select factors of school leadership, school culture and teachers’ perceptions influence parental engagement in two Title I Urban Middle Schools. This study investigated the strategies and programs that have an impact on parental engagement to determine how these can be used to improve parental engagement in Title I Urban Middle Schools. In order to accomplish the goal of this qualitative study, two Urban Title I Middle Schools from a large school district in the Southeastern United States were selected. This research design provided the opportunity to address the research problem of the factors that influence parental engagement in two Title I Middle Schools. The researcher collected and examined relevant data from teachers’ surveys, parents’ surveys, interviews with two middle school principals, a focus group discussion with parents, an analysis of documents, and interviews with parent liaisons at each middle school. The researcher ensured the reliability and validity of the study by utilizing the triangulation method. Reliability and validity are important to any research and are often times considered as the “rigor” that is necessary for all kinds of research (Merriam, 1995). This triangulation method included open-ended interviews, surveys, a focus group discussion, and document analysis that were instrumental in determining and understanding the experiences, perceptions, and beliefs of those participants involved in the study. The study provided rich and valuable data that were used to address the research problem of the factors that influence parental engagement in Title I Middle Schools. The findings of the study provided an understanding of the factors that affect the level of parental engagement in Title I Middle Schools and also offered insights into understanding how these factors create challenges to parents in becoming more involved. The findings concluded that the leadership style of the principal, teachers’ perceptions of parental engagement, and school culture do have a substantial influence on parental engagement. The researcher also offers recommendations for state policies, school districts, and local school administrators on how they can create and implement programs to enrich their parental engagement activities.

The article presents the results of a research aimed at revealing the representations that parents have on the family-school relationship in the rural context of Quillón, Chile. Qualitative methodology is used, using in-depth interview. Twenty subjects are interviewed. Some results indicate that families give teachers a key part to establish a proper family-school relationship. This representation is based on the recognition of the bureaucratic nature of the school. How the family involvement is modelled is determined by the relevance assigned to the school success of their children. Indeed, moments, instances and ways in which families participate are related to the value assigned to them to enhance academic results. / El artículo expone los resultados de una investigación cuyo objetivo fue develar las representaciones que poseen padres y madres respecto de la relación familia- escuela en el contexto rural de la comuna de Quillón, Chile. Se utilizó la metodología cualitativa, empleando la entrevista en profundidad. Se entrevistó a veinte sujetos.Los resultados indican que las familias otorgan al profesorado un papel clave para el establecimiento de una adecuada relación familia-escuela. Esta representación se sustenta en el reconocimiento de la naturaleza burocrática de la institución escolar. El cómo se modela la participación de las familias está determinado por la relevancia que asignan al buen desempeño escolar de sus hijos. Precisamente, los momentos, instancias y formas en que participan las familias están relacionados con el valor asignado a estas para potenciar los resultados académicos. / O artigo apresenta os resultados de uma investigação destinada a revelar as representações que têm os pais sobre a relação família-escola no contexto da comuna rural de Quillón, Chile. Metodologia qualitativa é utilizada, por meio de entrevistas em profundidade. São entrevistados vinte pais. Alguns resultados indicam que as famílias dão aos professores a chave para o estabelecimento de um relacinamento adequado da escola familia. Esta representação é baseada no reconhecimento da natureza burocrática da escola. Como o envolvimento das famílias é determinada pela relevância atribuída ao sucesso escolar de seus filhos é modelado. Na verdade, momentos, situações e formas em que as famílias estão relacionadas com o valor atribuído a eles para melhorar os resultados académicos.

The research critically examines the positive and negative effects of hiring and not hiring non-family executives in Scandinavian family businesses. The analysis relies on a qualitative data collection method through semi-structured interviews with four participants. They can provide diverse information on the topic. It has been justified to use 2/1 ratio as one of the participants who had experience of hiring non-family executives, had not been hired it yet. It has been indicated from the current research that non-family business executives may bring healthy changes to the family business they can have greater efficiency, growth, and increased profitability. Nevertheless, challenges occur in recruiting and retaining non-family executives because of the unique family business dynamics. The research claimed that balancing the relationship between family workers and non-family executives can be a significant challenge. It is recommended from the research findings that family businesses in Scandinavia must identify the significance of embracing talent and expertise to drive growth and innovation. They must take the necessary measures to ensure that non-family executives are on the same page. Future research must focus on discovering innovative perspectives to make necessary changes, increase sales, enhance the customer base, and ensure prolonged growth in family businesses.

No description available.