No description available.

This study explored informal conversations between parents and me at the Virginia Tech Child Development Lab School during transition times, or arrival and departure of the child. An ethnography was used for this study. I, as the participant observer, recorded the natural interactions and comments between 28 parents and myself during the transition times. I analyzed the data using a coding procedure that uncovered four main themes: (1) Opening Communication, (2) Communication Focused on the Child, (3) Problem-Solving Communication, and (4) Factors that Enhance and Hinder Communication. My findings and reflections revealed the content of transition time communication and how it helped me develop relationships with parents. Implications for parents, teachers, and future researchers are suggested. / Master of Science

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. / 2999-01-01

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Against the background of evidence that parent involvement benefits learners, parents, schools and communities, a need has arisen for effective parent involvment strategies to be developed particularly in rural and disadvantaged communities. A literature study investigated models of parent involvementand the provision of education in North West Province. Barriers to parent involvement in schools were also investigated. A qualitative methodology was used to investigate parent involvement in three rural schools in North West Province. Data were gathered by means of observation, semi-structures focus group interviews with parents and educators and semi-structures in-depth interviewswith principals of participating schools. Thus parents and educators blame each other for lack of participation. Other findings relate to the lack of resources and facilities in schools. Guidelines for proper parent involvement were proposed. / Educational Studies / M.Ed. (Comparative Education)

Die kwaliteit van die ouer-kindverhouding het 'n kardinale invloed op die emosionele, sosiale, kognitiewe en konatiewe ontwikkeling van die kind. In hierdie studie is die interaksies tussen die ouer en kind tydens die toepassing van die saamleestegniek bestudeer om te bepaal wat die invloed van die saamleestegniek op die verhouding tussen die ouer en die kind met leesprobeme is. Die studie is vanuit 'n kwalitatiewe benadering voltrek om insig te verkry in die spesifieke aspekte van die saamleestegniek wat die ouer-kindverhouding kan beinvloed. Die moontlikheid word verder ondersoek dat die ouer aspekte vanuit die saamleestegniek kan veralgemeen en daagliks in die ouer-kindverhouding kan toepas om sodoende die verhouding te verbeter. Die finale gevolgtrekking is dat die ouer 'n sleutel-rol vervul tydens die toepassing van die saamleestegniek. Indien die ouer die riglyne van die tegniek kan toepas, sal die verhouding tussen die ouer en die kind met leesprobleme verbeter. / The quality of the parent-child relationship plays an essential role in the sosio­-emotional development of the child. The interaction between parent and child is researched within the context of paired reading, to ascertain whether paired reading influences the relationship between the parent and the child with reading problems. This study is qualitative and gains insight into the unique experiences of the parents and children during paired reading. The researcher aims to identify specific aspects of paired reading that could influence the parent-child relationship. The possibility that certain educational aspects from paired reading can be applied to daily parent-child interaction to improve the relationship, is also researched. The final conclusion is that the parent performs a key role in the application of paired reading: If the parent adheres accurately to the guidelines of the technique, the relationship between the parent and the child with a reading disability will improve. / Psychology of Education / M. Ed. (Voorligting)

Nous avons constaté, au Québec, que les grands-parents étaient les grands oubliés de la littérature sur la famille. En effet, les recherches sociologiques sur les grands-parents au Québec sont trop peu nombreuses et il nous semble donc important de les développer davantage. Avec les changements que connaissent les familles aujourd’hui (divorce, recomposition, etc.), les relations entre grands-parents et petits-enfants en sont des plus affectées. Cette relation est souvent laissée au bon vouloir des parents qui ont le rôle de génération intermédiaire. Ces derniers contrôlent l’accès de leurs enfants aux relations avec leurs grands-parents et aux représentations qu’ils en ont. Manifestement, il semble que la relation grand-parent et petit-enfant soit à penser de manière triangulaire. Il peut sembler alors que cette triangulation caractérise la qualité de la relation entre les grands-parents et leurs petits-enfants. En fait, il est des plus intéressant d’étudier l’importance du rôle médiateur que jouent les parents, à l’intersection du lien grands-parents et petits-enfants dans la transmission des valeurs au Québec. Il ressort également de l’analyse le rapport à la grand-parentalité à travers plusieurs générations ainsi que le résultat de reproduction sociale du rôle de grands-parents. / We have determined that in Québec literature the grand-parents have been forgotten. In fact, whit the changer in family structurer (divorce, step-parent, etc.) the relationship between grand-parents and grand-children need to be researched. The important sociological impact needs to be developed and understood. The carrent relationship is one of triangulation where there is ago between grandparents to parents then parents then parents to children. This triangulation determined the characteritcs of the relationship between grandparents and grandchildren. Based on this, it has been more interesting to study the importance of the mediator role than play the parent as the intersection of the bond grandparents and grandchildren in the transmission of the values in Québec. It also arises from the analysis the report/ratio to large-parentalité through several generations as well as the result of social reproduction of the role of grandparents.

The purpose of this study was to determine if selected perceived parent-child relationships were differentially associated with an individual's capacity to demonstrate the intellectual processes of creativity.

The problem with which this investigation was concerned was that of surveying the attitudes of parents, teachers, and principals toward parental involvement in school activities. The study had a threefold purpose. The first was to determine the attitudes of parents toward involvement in school activities. The second was to determine the attitudes of teachers and principals toward parental involvement in schools. The third was to identify attitudes of parents, teachers, and principals toward various methods of involvement.

Marijuana use among American young adults is rising, and perceptions of harm are declining. Individual states continue to enact more lenient marijuana use and possession laws. Marijuana use is associated with many serious negative outcomes. Thus, marijuana use among this age group has become a public health concern. According to Primary Socialization Theory, parents exert their influence on youth behavior through the parent-adolescent bond and through communication. Previous researchers have identified parent-offspring communication about alcohol and tobacco as a potentially important target of prevention efforts. Little research has yet explored marijuana communication and its potential influence on use-related outcomes. This study sought to model the influence of the parent-adolescent bond and parent-offspring communication about marijuana on marijuana use and problems related to use. In order to model this influence, the Communication about Marijuana (CAM) measure first was developed. In Study 1, an initial pool of items tapping marijuana communication was tested using a sample of 18-25 year old (M=20.22) undergraduate students (N=433). Confirmatory factor analyses were performed to test the fit of the data to the proposed model. In Study 2, a revised CAM measure was tested with a second sample of 18-25 year old (M=20.40) undergraduate students (N=432). The final measure included four content topic factors comprising 9 items, and 3 descriptive items tapping communication context. Structural equation models were specified to model the parent-adolescent bond and marijuana communication content on student self-reported past year marijuana use and marijuana use problems. Results suggested that the parent-adolescent bond was protective on marijuana use frequency, while models including only the manifest variable parental support better fit the data with regard to marijuana use problems. Communication content was somewhat differentially related to outcomes. Discussions encouraging abstinence, offering advice on peer pressure and monitoring use were related to more frequent use. Communication that conveyed disappointment about marijuana use and offered advice about peer pressure and choosing non-using friends was related to more marijuana use problems. Positive relations between communication and use outcomes were unexpected, but may reflect reactive parenting. Results and implications for future research are discussed in the context of the extant literature.