Parent involvement in school has proven its effectiveness (Jeynes, 2012). Students whose parents are involved tend to present better behavior at school and achieve higher quality of homework and schoolwork (Cancio, West and Young, 2004; Epstein 2001). In the case of children transitioning to kindergarten, parent involvement can help them overcome adjustment difficulties and receive the support they need to succeed (Patel and Corter, 2013). In order to increase parent involvement among parents of children transitioning to kindergarten, school counselors, teachers and other school personnel can benefit from understanding how parents perceive parent involvement and what experiences they are having as their children transition to kindergarten. The purpose of this study was to describe, using a qualitative approach, how parents of children transitioning to kindergarten perceive parent involvement and how they have been experiencing parent involvement during this transition. This study included the participation of ten parents whose children were enrolled in kindergarten in a public school in Southern California. Semi-structured interviews were conducted and analyzed through the process of coding. Findings showed that there are different ways of parent involvement and that such involvement is the result of a teamwork that happens through interactions between the parent, the child, and the school. Moreover, discussions of the findings also revealed that schools that offer services and support to parents during the kindergarten transition help them become more involved parents. Lastly, it was brought to knowledge that parents of children transitioning to kindergarten do not always know about the existence or the role of the school counselor, who could be serving as an important support to these parents and their children. Important implications are offered for school counselors, counselor educators, and kindergarten teachers, as well as recommendations for future research. / Ph. D.

Выпускная квалификационная работа состоит из введения, трех частей, заключения, библиографического списка, приложений. В теоретической части представлены основные понятия, цели вовлеченности, ее виды и формы, этапы проведения, критерии и методы. В практической части описывается общая характеристика исследуемого предприятия и деятельность службы управления персоналом, проведен анализ вовлеченности руководителей в ООО «ПКФ Проминвест». На основе полученных данных разработаны предложения повышению вовлеченности линейных руководителей. В заключении подведены итоги в соответствии с поставленными задачами. / The final qualifying work includes an introduction, three parts, a conclusion, a reference list and applications. The theoretical part presents the basic concepts, goals of involvement, its types and forms, stages of implementation, criteria and methods. The practical part describes the general characteristics of the enterprise “PKF Prominvest” LLC and the work of its personnel department. The analysis of the involvement of managers in work in the organization is carried out. The proposals have been developed to increase the involvement of line managers. The conclusion summarizes the results in accordance with the tasks set.

No / This paper aims to investigate the role of work locus of control (WLOC) as a moderator of the relationship between employee wellbeing and organizational commitment. Design/methodology/approach The paper reports on a quantitative study of middle level executives from motor‐cycle manufacturing organizations based in Northern India. The focus of the paper is to examine the predictive ability of wellbeing and the moderating effect of WLOC in predicting organizational commitment. Findings The results suggest that wellbeing is negatively related to conditional continuance commitment, whereby employees consider the advantages associated with continued participation and costs associated with leaving, and normative commitment, whereby employees feel they have moral obligations to remain with the organization. The presence of an external WLOC has a positive impact on the relationship. Wellbeing, as represented by a hassle‐free existence, predicts positive affective commitment with a particular organization, and internal WLOC as represented by effort influences the relationship negatively. Research limitations/implications Although a cross‐sectional study, its findings have implications for contemporary leadership and organizational psychology research and practice, particularly with regard to understanding of employee commitment in a progressively changing environment. Originality/value Studies examining the role of WLOC as a moderator of the relationship between wellbeing and organizational commitment are limited particularly in the context of post‐liberalization, as is the case with the manufacturing industry in India.

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Due to changes in workforce structure, household structure and the nature of jobs, today's working adults face the challenge of balancing their work and life. However, employees do not only passively react to the incompatible demands from work and life - they are active agents who make decisions about their own total life. For example, individuals make decisions about the amount of energy that they spend on work/life (WL) activities. Thus, I write three essays to understand the antecedents and consequences of employees' personal resource allocation decisions. In the first essay, I study the decision itself. That is, I identify and examine four profiles of employees' WL behavioral involvement. The studied behaviors include job behavioral involvement, organizational citizenship behavior, and life involvement. In Essay 2, I examine the antecedent of the behavioral involvement decisions – WL value, which is expressed as centrality, importance, and priority. Although an individual's behavior is argued to be directed by value, it cannot be fully understood without considering the context. Thus, I examine the influences of three external factors, including financial pressure, job demands, and perceived organizational supportive culture, on the value-behavioral involvement relationship. In Essay 3, I focus on the consequences of individuals being involved in different combinations of WL behaviors. Based on the conservation of resource (COR) theory, I argue that individuals who allocate a great amount of resources to life are more likely to utilize WL benefits offered by the organization. Furthermore, understanding work-life balance (WLB) as a psychological construct, I argue that when an individual's behavioral involvement is consistent with their WL value, he or she is more likely to experience satisfaction with regards to his or her WLB.

The purpose of this mixed-methods study is to identify major factors that directly affect parental involvement in 21st century schools. This study examined several elements of parental involvement. It calculated the idea of the changing family context and parental involvement, technology and parental involvement, the impact of Cultural Capital and parental involvement, the impact of the Academic Parent Teacher Teams program and parental involvement, and parents’ demographics and parental involvement. Data gathered to inform the research were derived from parent surveys and teachers and administrators interviews. The research examined the relationship between the parental involvement and parents’ perception of the school's accessibility, parents' perception of school's communication, parents’ perception of the school’s climate, parent’s perception of their role in student's learning, teachers’ perceptions of the role of technology, parents’ perceptions of the usefulness of the Academic Parent Teacher Teams (APTT) Program, teachers’ perceptions of the usefulness of the APTT Program, Cultural Capital, and parents’ demographics: level of education, occupation, socioeconomic level, parental structure, ethnicity, and marital status parental. The benefits of the research are to inform educators how to structure programs that will directly assist parents on how to help their children more effectively at home, to reeducate parents on how to unpack standards, and measure the successfulness of a program that helped to bridge the gap between family and school. The surveys and interviews were administered at the elementary school located in Atlanta. The researcher focused this work on studies examining the associations between family, home and school because these associations began emerging as efforts to assess the efficacy of governmental programs and other interventions. In the late 1990s, scholarly attention turned to “community control of schools, especially in the education of low-income children, special education students, and English language learners” (McKenna & Millen, 2013, p. 14). These researchers sought to recommend strategies that would promote parent, family, and community involvement. These areas and these children were considered as the ones that could benefit the most from parental involvement. The results from these studies seek to add more clarity on how educators today can enlighten schools on how to bridge the family and school gap in the 21st century.

Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.

Thesis advisor: Dennis L. Shirley / Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The focus of this research is on advancing understanding of EIP at work in China. It sets out to examine the extent of practice adoption, and inquire the management intention, employee perception and the challenges from the internal and external environment in relation to the practice adoption. It also tries to understand the applicability of EIP practice in innovation and quality enhancement industries. The research methodology adopted is qualitative case study approach, with 20 respondent organisations including Chinese global enterprises, central state-owned enterprises, listed and small medium enterprises.