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The number of English Language Learner (ELL) students in U.S. public schools are increasing yearly. More than 75% of ELL student's home language is Spanish. Their academic performance and graduation rates are lower than their non-ELL peers. Parent involvement contributes to student success in school, and urban leaders must examine how they involve ELL students and parents in school. The purpose of this study was to identify perceived strategies urban high school teachers use to involve ELL parents and to identify whether perceived barriers exist. School leaders can benefit from this qualitative study to address the achievement gap between ELL and non-ELL students. Five ESL teachers, six content teachers, and three Graduation Coaches participated in three focus group interviews. Seven findings arose from the interviews. A few findings include 71% (10 out of 14) of participants perceived that all educators in the building are responsible for ELL students, 93% (13 out of 14) of participants perceived there are practices and policies established to aid teachers with communicating and involving ELL parents, and 80% percent (4 out of 5) of ESL teachers interviewed believed parents are more trusting of the school when schools partner with other community agencies to host events. Teachers perceived barriers exist that inhibit them from involving and communicating with parents. Ninety-three percent (13 out of 14) of participants noted time as a barrier. Almost 43% (6 out of 14) participants noted parents being unaware of their rights as a barrier. / Doctor of Education / Hispanic English Language Learners (ELL) are the fastest-growing group of students in U.S. public schools. There is an achievement gap between ELL students and non-ELL students. The graduation rates and academic performance of ELL students are lower than non-ELL students. Parent involvement is one factor that increases students' academic performance. The research in this study explored the impact and perception of parent involvement. The purpose of this qualitative study was to identify perceived strategies urban school teachers use to involve ELL parents and whether teachers perceive the strategies are effective. Content Teachers, Graduation Coaches, and ESL teachers from two high schools within one eastern Virginia school division participated in focus group interviews. The study indicated seven findings and eight implications. A recommendation for future studies is to explore and examine the practices of more diverse areas of Virginia and the impact of ELL parent involvement.

The purpose of this research was to examine the relationship between a parents' goals for their children and their parenting behaviors. An ecological framework (Bronfenbrenner, 1979, 1990) provides the primary theoretical basis for the study, locating the relationship between parent goals and parent practices within a network of other influences on parenting practices, such as family income, ethnicity, parent educational level, and the degree of similarity in temperament between parent and child. Three different types of parental goals were investigated, using the Parenting Goals Questionnaire (Martin, Halverson, & Hollett-Wright,1991); achievement, independence, and respect for parents. These goals were relevant to subscales of the Child Rearing Practices Questionnaire (Block, 1986). Results indicated partial support for a relationship between parenting goals and parenting practices. The hypothesized link was found for independence-oriented goals and practices, and for traditional goals and authoritarian behavior, but not for traditional goals and parental encouragement of emotional expression. / Ph. D.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1945 B7

The study aims at investigating the importance of parental involvement in the teaching and learning of learners in their early years of schooling, especially in rural areas. The researcher is of the opinion that many parents in rural areas are illiterate and poor. Their disadvantages are therefore vast to their counterparts who live in urban areas. Parents could become involved in several activities occurring at school which could provide opportunities for them to be familiar with the school and at the same lime provide opportunities for their children to get more support at school and home. There are activities and responsibilities that parents can perform, which would help teachers to achieve the required goals of teaching and learning within the school. , The literature reviewed in this study on parental involvement in teaching and learning of learners at an early age, shows the awareness of both the rights and responsibilities of parents in their children's education and the vital role that they can play in decision making as well as behavioral change. A qualitative research approach was used in this study. Questionnaires as well as focus group interviews were used as instruments for data collection. The most important findings of the study are as follows: • Teachers and parents in rural areas lack knowledge about the importance of parental involvement, in the learning as well as teaching of learners at an early age. • Special efforts should be made to involve parents of disadvantaged learners. Due to poverty parents are often reluctant to become involved and deny the learners to benefit from parental participation in their learning. • Parent involvement programmes that include focus on parental involvement in instruction, conducting learning activities with learners at home, assisting with homework and so forth should be developed. • Parental involvement requires to be planned and coordinated thoughtfully. • Parents should be reminded time and again that their involvement and support make a great difference in their children's school performance, and that they need not be highly educated or have more free time for their involvement to be beneficial. • Parental involvement is a two-way communication process. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2010

This study examined the unique and joint association between mothers’ and fathers’ reported emotion coaching tendency and six to eight-year-old children’s (N= 74, 33 boys and 44 girls co-residing with parents) social competence. Parents completed questionnaires assessing their emotion coaching to children’s negative emotions, children’s emotion regulation and social skills. Mothers’ and fathers’ emotion coaching tendency showed an addictive effect on children social competence and such processes were dependent on child gender. Moreover, child emotion regulation mediated the positive effect of maternal emotion coaching on children’s social competence. Parenting programmes seem worthy of educating both mothers and fathers on the importance of emotions and emotion regulation of their children. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

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<p>The main purpose of this study was to assess the psychological well-being of mothers and their pre-adolescent children (aged 10-12). Specifically, the study used a mixed methods sequential explanatory design to compare and understand the interaction between 245 single and married mother-pre adolescent relationships with regard to self esteem, autonomously-supportive and psychologically controlling parenting practices. And their familial enviironment within low and high socio-economic settings. A qualitative component was used to explore mothers' understanding of their relationships with their pre adolescent children. The Coppersmith- Self-steem Inventory and the Satisfaction with Life Scale were used to assess the psychological well-being of mothers and children, the Perceptions of Parents Scale for autonomously-supportive maternal parenting practices, Parent Psychological Control for psychologically controlling parenting practices and the environment Scale for family functioning. The findings provide an understanding of how healthy families function within enhancing and hindering environments and empasises the importance of parenting.</p>

5. Abstract for Paper 1 Provision of support for parents is recommended at an ecological level in order to be effective since many of the problems associated with poor parenting are linked to social disadvantage (Puckering 2009). Sure Start Children’s Centres have developed strength in delivering such holistic support (Barlow et al, 2007). Sure Start Local Programmes were set up in 1998 by the then Labour government as part of its policy to eliminate child poverty. In 2003 Sure Start’s initial focus on disadvantaged areas was changed to a universal Children’s Centre service accessible by families in all areas (Lewis, 2011). Children’s Centres continue to operate a universal service under the current Coalition government, with an emphasis on improving outcomes for the most disadvantaged families (DfE, 2010). Support for parents sits uneasily within a cultural context in which an intensive parenting discourse is linked to undue expectations of parents (Furedi, 2009; Wall, 2010).This study explores Children’s Centre users’ experiences of being a parent and of support for the role and uses IPA to analyse the data. Data were collected initially from a focus group discussion which is analysed and integrated into the main study following a protocol for IPA of focus groups developed by Palmer, Larkin, De Visser and Fadden (2010). Further data were collected from semi structured interviews with a purposive sample of four women with both preschool and secondary aged children. The data were analysed following a protocol for IPA outlined by Smith, Flowers and Larkin (2009). Findings suggest that for these parents ecological support (including community facilities, employment and social support) was important for their functioning as parents. Their level of engagement with an intensive parenting discourse appeared to be linked to their identity and self-actualisation. Implications are drawn for the way in which parenting support is framed within services and the media. Page 63 15. Abstract for Paper 2 This exploratory study is set within the context of a national policy that aims to normalise parent training and increase parenting skills in order to improve children’s life chances (DfE, 2012; Field, 2010). The local context is a city in the South of England where the Incredible Years (IY) parent training programme (Webster-Stratton, 2004) has been delivered since 2009. There is robust evidence of improved parent and child outcomes from the IY (Lindsay et al, 2008). In this city the IY is offered as both a universal and targeted service with participants either self-nominating or being nominated by involved professionals. This study addresses a gap in the research for process studies to illuminate how change came about for parents on the IY (Lindsay et al, 2008). It also builds on research by Miller and Sambell (2003) into how parents perceive parenting support. A 14 week IY programme was attended by the researcher to ensure prolonged engagement with participants. Semi structured interviews were conducted with a purposive sample of participants during and on completion of the IY course. Semi structured interviews were also conducted following the course with the two facilitators to add another perspective and see how they reflected parents’ experiences. Data were analysed following a procedure for IPA outlined by Smith, Flowers and Larkin (2009). Findings revealed that the group setting was both a challenge to access and a source of peer support. Leader qualities emerged as essential for parental engagement. This was reflected in facilitators’ accounts and underpinned by their nonjudgmental ethos. Within this accepting group setting with approachable leaders parents’ accounts suggest that change had come about for them through experiential learning putting strategies into practice in their own contexts with opportunities to reflect in group discussion. Issues are raised regarding Social Services nominations and constructs around discipline. Implications are drawn for practice and the role of the EP. Further research directions are suggested.