No description available.

<p>That parents should be a part in their children’s education is something that we educationalist wish for the future. Research show that if you have a good relation between parents and school, it can help a student's educational process. In this study I have concentrated on the Swedish minority group Roma. The study is qualitative and based on interviews with Roma. The goal of my study has been that with hermeneutics perspectives analyse some Romani parent’s experiences of their children schools. I have interviewed a mother who sent her children to a class who had only Romani students. I have also made a group interview with 15 students between 22-28 years of age, which have children in the ordinary Swedish schools. In my results I have come to the conclusion that the schools in general should get more education about the Romani culture and history so that mainstream students can understand the situation of the Romani minority in the society today. To spread knowledge of the Romani culture would be an important issue to get a revised picture about the Romani minority and to change the general view that people today still have about the Roma. </p>

That parents should be a part in their children’s education is something that we educationalist wish for the future. Research show that if you have a good relation between parents and school, it can help a student's educational process. In this study I have concentrated on the Swedish minority group Roma. The study is qualitative and based on interviews with Roma. The goal of my study has been that with hermeneutics perspectives analyse some Romani parent’s experiences of their children schools. I have interviewed a mother who sent her children to a class who had only Romani students. I have also made a group interview with 15 students between 22-28 years of age, which have children in the ordinary Swedish schools. In my results I have come to the conclusion that the schools in general should get more education about the Romani culture and history so that mainstream students can understand the situation of the Romani minority in the society today. To spread knowledge of the Romani culture would be an important issue to get a revised picture about the Romani minority and to change the general view that people today still have about the Roma.

The evidence clearly indicates that, not only is the learning process affected by many factors including students’ mental health and social-emotional learning (SEL), but also zero tolerance methods of managing students’ problem behaviors are largely ineffective. This dissertation introduces a suggested model for supporting educators’ efforts in the implementation and sustainability of SEL programs using a response-to-intervention (RTI) model for educators. Additionally, the current study examined the effects of conjoint behavioral consultation (CBC) on (a) the role of teachers’ classroom practices, (b) the home-school partnership, and (c) the relationship these two factors have on young children’s challenging behaviors. Participants in this study were four triads, each consisting of one pre-k teacher, one preschool student with challenging behaviors, and one set of preschool students’ parents from a suburban county in the southeast. Three dependent variables were measured in this study: (1) teachers’ target behaviors were measured using direct observation; (2) students’ target behaviors were measured using direct observation (i.e., daily by teachers and parents) and ratings on the Social Skills Improvement System Rating Scale (SSIS-RS; Elliott & Gresham, 2008); and (3) the impact of the intervention on the home-school relationship was measured both pre- and post-intervention using the Parent-Teacher Relationship Scale - II (PTRS-II; Vickers & Minke, 1995). The independent variable was a multi-component intervention package that incorporated the four stages of CBC (Sheridan & Kratochwill, 2010) with a social skills intervention plan. A relationship was established between the intervention and teachers’ use of select positive behavior support (PBS) strategies. Furthermore, results indicated that the intervention package was effective in improving all students’ challenging behaviors in the school setting and for three of the four students challenging behaviors in the home setting. Finally, results from the PTRS-II indicated that parents and teachers’ perceptions of the home-school relationship actually declined. However, this outcome was unexpected because the anecdotal reactions from the participants throughout this study were very positive. Ratings on the social validity of the intervention as measured by the Treatment Evaluation Inventory – Short Form (TEI-SF; Kelley, Heffer, Gresham, & Elliott, 1989) were high.

No description available.

This research examined the impact on parents and carers of having a child placed at a residential special school for abused, neglected and traumatised primary aged children. The school is developing its work with families and carers, because if relationships at home are improved, children are more likely to benefit from the placement at Stowbury. Although it is the child who is referred, establishing a good working relationship with parents and carers is vital in helping them with their child’s return home. The study focused on parental experiences of the child’s first year at the school, using interviews at the start of placement and then twelve months later. The data were analysed using a comparative thematic analysis at two time points and a secondary narrative analysis. Researcher reflexivity is used and where appropriate the findings are discussed from a psychoanalytic perspective. The analysis found that during the first year the children make positive changes. Birth parents were helped with their parenting, particularly the (re)establishment of parental boundaries. In contrast, some foster carers found it difficult to share the parenting role, and tensions between home and school were identified. Some parents and carers found it difficult to reflect on their role and relationship with their child. In general, parents and carers expected their child to be able to go to mainstream school when they left Stowbury, and after one year some realised that was unlikely. The study concludes that the experience of foster carers could be improved if they were helped to increase their ability to reflect on their parenting role. In addition, sharing the parenting of this group of children can cause tension between parents, carers and staff. There are training implications for the professionals involved. This research makes an original contribution to knowledge about the psychodynamics that develop in the relationships between the parents, carers and staff looking after abused children in a residential school.

No description available.

九年一貫課程的精神為創新教學，目的在透過創新的教學來讓學生養成創新的思維。然而，創新思維的養成不能單靠學校就能達成。學生在家庭的時間佔三分之二，因此家庭與學校必須合作，才能達成教育的目標—即每個學生的成功。 本研究首先分析家長參與的相關文獻，發現目前家長參與的論文是針對家長、學校、或教師做個別的研究，未從三者統合的觀點探討，因此本研究乃從Swap的「家庭—學校夥伴關係模式」（home-school partnership model）出發，期以整合的方式來研究家長參與。 「家庭—學校夥伴關係模式」（home-school partnership model）是指由家長與教育家組成聯盟，以促進優良的學校與學生。此「夥伴關係」（partnership）有特殊的意義，它是包含長期的約定、相互尊重、家庭與教育者廣泛參與各層次的活動，且共享規劃、決策的責任。在夥伴關係模式中，家長參與並非被視為附加物，而被視為學校改革不可或缺的部分。Swap指出發展夥伴關係的四個要素為創造雙向溝通、強調在校與在家的學習、提供支持與共同決策，因此本研究採取質性研究的方式，針對三所學校的家長、教師與行政人員進行深度訪談，並以家庭—學校夥伴關係模式的四要素來分析研究對象，以瞭解此三學校的家長參與情況是否符合家庭—學校夥伴關係模式，最後分別對三所學校的家長參與提出建議。 本文的研究發現，B國小家長參與最接近夥伴關係模式，其次依序為A國小、C國小。A、C國小家長參與的困境主要原因在於觀念未改變，家長視自己為學校的「協助者」，而非「夥伴」，教師則對家長參與仍有疑慮。因此，欲推動家庭—學校夥伴關係模式，則A、C國小應加強內部的溝通，以對家長參與形成共識，再與家長溝通、邀請家長成為教育的夥伴。

This study explored the involvement in school of racial Francophones in a large city in Canada. Specifically, the study investigated the involvement of Black francophone parents in two of Ontario’s publicly funded elementary schools. This study was guided by one main research question: How are Black francophone parents of African origin involved in their children’s formal education in the French-language schools? Five sub-questions stem from the main research question: How do Black francophone parents of African origin understand parental involvement in school? What strategies do these parents employ to become involved in their children’s formal education? What is the nature (i.e., extent, depth) of Black francophone parents’ involvement in their children’s formal education? What inhibits or facilitates the participation of these parents in the school? How is the double-minoritized positioning of these parents implicated in their participation and strategies? Using an anti-racist lens, the study revealed that Black francophone parents of African origin hold differing views regarding involvement in their children’s education. Although these parents treasure education and strive to instill personal values in their children, they express their understanding of involvement in school primarily in terms of cumulative negative experiences they have experienced and in some cases continue to experience with the French-language schools. Understanding of parents’ involvement in school was also encapsulated in terms of the parents’ own schooling experiences. For many, what constitutes involvement in school challenges the discursive meaning given to parental involvement in educational institutions, governments, and by mainstream parents. This study indicated that the extent to which Black francophone parents are involved in school and their strategies for involvement are rather poor. Moreover, the study singled out racism as one of the primary deterrents for Black francophone parents’ involvement in school. Other uncommon but significant barriers to parents’ involvement in school included: the impact of role inversion in the family; parents’ unawareness of the importance of their role in the education of their children; the blind-spot approach of parents to schooling; the absence of spirituality in parents’ lives; and the laissez-faire attitude of families rearing children.

This study explored the involvement in school of racial Francophones in a large city in Canada. Specifically, the study investigated the involvement of Black francophone parents in two of Ontario’s publicly funded elementary schools. This study was guided by one main research question: How are Black francophone parents of African origin involved in their children’s formal education in the French-language schools? Five sub-questions stem from the main research question: How do Black francophone parents of African origin understand parental involvement in school? What strategies do these parents employ to become involved in their children’s formal education? What is the nature (i.e., extent, depth) of Black francophone parents’ involvement in their children’s formal education? What inhibits or facilitates the participation of these parents in the school? How is the double-minoritized positioning of these parents implicated in their participation and strategies? Using an anti-racist lens, the study revealed that Black francophone parents of African origin hold differing views regarding involvement in their children’s education. Although these parents treasure education and strive to instill personal values in their children, they express their understanding of involvement in school primarily in terms of cumulative negative experiences they have experienced and in some cases continue to experience with the French-language schools. Understanding of parents’ involvement in school was also encapsulated in terms of the parents’ own schooling experiences. For many, what constitutes involvement in school challenges the discursive meaning given to parental involvement in educational institutions, governments, and by mainstream parents. This study indicated that the extent to which Black francophone parents are involved in school and their strategies for involvement are rather poor. Moreover, the study singled out racism as one of the primary deterrents for Black francophone parents’ involvement in school. Other uncommon but significant barriers to parents’ involvement in school included: the impact of role inversion in the family; parents’ unawareness of the importance of their role in the education of their children; the blind-spot approach of parents to schooling; the absence of spirituality in parents’ lives; and the laissez-faire attitude of families rearing children.