Family Engagement is an imperative practice to ensure sustainable success in schools. Extensive research has been conducted on the effectiveness of family engagement practices in schools. Family Engagement's successes have been acknowledged: however, upon deeper examination of the research, it can be concluded that many family engagement practices are not effective in all schools. This is due to the demographic profile of the schools where research was conducted. This basic qualitative study was conducted at a diverse and rural Title I school. The following research questions guided the study: what family engagement practices do parents, teachers, and administrators indicate the school is implementing? What practices are perceived by parents, teachers, and administrators as effective family engagement practices? What else do parents, teachers, and administrators indicate the school should be doing to support family engagement? Parents were stratified into groups based on their declared race, while teachers were stratified by experience. Two administrators were also interviewed. Data from the interviews were coded and reviewed to see what the stratified groups perceive as successful family engagement practices. Findings from this study indicated that one-and-done family engagement events were the most prevalent method of family engagement. School leaders should consider the variety of these events and involve parents in the planning of such events. Parents also identified communication and relationship building as the basis of strong family-school partnerships. Leaders need to ensure that many opportunities for relationship building exist and a proactive approach is taken regarding communication with families. Participants identified that accessibility to family engagement events was necessary. Leaders must consider the scheduling of such events and increase the variety of times they are scheduled. Participants also identified communication as the most significant need from Country Elementary School. Leaders need to ensure multiple methods of communication are used and language barriers are eliminated. / Doctor of Education / Family Engagement is an important practice to ensure student achievement and overall success of schools. There is already an extensive body of research proving family engagement's effectiveness. However, newer research indicated that not all schools are benefiting from these engagement practices. This is mainly due to the population of students and families at the schools where the initial research took place. This basic qualitative study takes place at a rural Title I school and answer the following research questions: what family engagement practices do parents, teachers, and administrators indicate the school is implementing? What practices are perceived by parents, teachers, and administrators as effective family engagement practices? What else do parents, teachers, and administrators indicate the school should be doing to support family engagement? Parents, teachers, and administrators were participants in interviews to collect data to answer those questions. Findings from this study indicated that one-and-done family engagement events were the most prevalent method of family engagement. School leaders should consider the variety of these events and involve parents in the planning of such events. Parents also identified communication and relationship building as the basis of strong family-school partnerships. Leaders need to ensure that many opportunities for relationship building exist and a proactive approach is taken regarding communication with families. Participants identified that accessibility to family engagement events was necessary. Leaders must consider the scheduling of such events and increase the variety of times they are scheduled. Participants also identified communication as the most significant need from Country Elementary School. Leaders need to ensure multiple methods of communication are used and language barriers are eliminated.

Parents often perceive schools as the sole educator of their child when in actuality the school prefers parents to be involved as partners in the learning process (Comer and Haynes, 1991). Likewise, schools make the assumption that parents realize their role in the learning process, but do not effectively communicate the partnership to parents, and misconceptions about the parents and teachers roles and behaviors arise. Research has shown that both schools and parents have a major influence on children as they develop and that they learn best when schools and parents work together (Comer and Haynes, 1991). The purpose of this study was to examine parent and teacher perceptions of effective communication. This was a non-experimental quantitative study that compared the differences between parents' and teachers' perceptions of effective communication. The study consisted of a survey for parents and teachers on a Likert scale. The survey data were compared through the use of the t-test statistic and a One-Way Analysis of Variance. The information discovered in this study will allow the researcher to bridge the learning gap regarding how parents and teachers can actively participate in the effective communication process to enable both parties to send and receive messages and limit the amount of misunderstanding on educational topics relating to students. This information will be provided to principals and school leaders in order to better manage the communication process between parents and teachers to include the information, attitudes, and perspectives that exist, thus, impacting student achievement and school success. Findings included identified differences between parent and teacher perceptions regarding the effectiveness and frequency of communication, and difference between teachers at the two schools and between parents at the two schools. / Ed. D.

The purpose of the study is to analyze what characterizes the interaction between preschool teachers and parents born abroad, furthermore what promotes and impedes the intercommunication between them. There is a lack of studies about the parental involvement in preschools whilst numerous studies can be found concerning the parental involvement within educational establishment subsequent to preschools. The completed study is qualitative, and based on interviews with five teachers in three different Reggio Emilia inspired preschools. The results of this study show that preschool teachers often face various challenges in their daily work. These challenges often originate in different pre- understandings about the societal norms, values and behavioral rules. The results also show that conflicts may arise between preschool teachers and the foreign-born parents because of distinct sentiments regarding previously mentioned values. Subsequently this causes the preschool teachers to obtain the role of the educator in relation to the parents. This positioning may complicate parental collaboration because it often contributes to an unequal power relationship being created. What promotes the cooperation with parents is to increase the visibility and awareness of societal structures, in order to attempt to change the communication and interaction patterns that are generally accepted in preschools and used extensively in this context.

O estudo teve como objetivo verificar a associação entre os problemas gerais de saúde mental em crianças escolares e o estilo parental exercido pelas cuidadoras principais. Trata-se de um estudo epidemiológico, descritivo, de corte transversal e abordagem quantitativa, desenvolvido com 526 cuidadoras de crianças escolares, cadastradas nas Unidades de Estratégia de Saúde da Família, localizadas no município de Alfenas, MG. A coleta de dados ocorreu no período de maio a novembro de 2014, após aprovação do Comitê de Ética em Pesquisa. Para essa etapa utilizaram-se três instrumentos: Critério de Classificação Econômica Brasil que visou identificar a classe econômica familiar, Questionário de Capacidades e Dificuldades (Strenghs and Difficulties Questionnaire - SDQ),que buscou avaliar a saúde mental das crianças e Inventário de Estilos Parentais (IEP) para avaliar as práticas educativas e estilo parental adotado pelas cuidadoras principais. .Após a coleta os dados foram analisados a partir de planilhas de cálculo de cada instrumento e de estudos estatísticos descritivos e correlacionais. Como resultado constatou-se que a maioria (88,8%) dos respondentes eram mães das crianças, na faixa etária entre 31 a 40 anos(44,3%), que viviam com companheiro (67,1%), possuiam trabalho remunerado e ensino fundamental I incompleto, 70,9% das famílias pertenciam à classe econômica C (70,9%). 52,7% do total das crianças participantes do estudo eram do sexo masculino, a maioria (84,6%) estava inserida no ensino fundamental I. A prevalência dos problemas gerais da saúde mental foi de 27,9%. O estilo parental apresentou um valor positivo 3,49, mas com predomínio do estilo parental classificado de regular abaixo da média (24,5%) e de risco (30,2%) para desenvolvimento de comportamentos antissociais. Cuidadoras que adotaram estilo parental de risco tiveram 4,64 vezes mais chance de apresentarem crianças classificadas como limítrofe/anormal e anormal do que cuidadoras que adotaram estilo parental ótimo. Os resultados contribuíram para maior compreensão da realidade da saúde mental de crianças escolares, identificando fatores associados, sinalizando importantes questões a serem consideradas pelas políticas públicas de saúde e educação infantil / This study had the goal of verifying the association between the general mental disorders in school-aged children and the parental style developed by the caretakers. It consists on an epidemiological, descriptive, crosscut and it has a quantitative approach. It was developed with 526 school-aged children\'s caretakers; all of them registered in the Unities of Health Family Strategies, located in Alfenas, MG. The data collection occurred between May and September of 2014, after the approval of the Research Ethics Comity. Three instruments were used during this stage: Brazil Economics Classification Criteria that angled for identifying the economical family situation, Strengths and Difficulties Questioner (SDQ), which tried to evaluate children\'s mental health and Parental Style Inventory to evaluate the educational approach and parental style adopted by the caretakers. After been collected, the data were analyzed as from spreadsheet figures for each instrument and statistics, descriptive and correlational studies. As result, it was verified that most of respondents (88, 8%) were the children\'s mothers, aged between 31 and 40 years (44, 3%), who lived with their partners, worked and had not finished school, 70, 9% of families belonged to economic class C. 52,7% of the children were male, most of them went to Elementary School. The prevalence of mental health general problems was 27, 9%. Parental style had a positive value of 3, 49, but moderate parental style prevailed, also as the risky parental style for the development of anti-social behaviors (30, 2%). The caretakers that adopted the last style of parenting had 4, 64 more chances to present children rated as limitroph/abnormal than the caretakers that developed an optimal parental style. The study contributed to a larger comprehension of the school-aged children mental health\'s reality, identifying the associated elements and showing relevant questions that should be considered by the Health and Education Publics Politics

Esta pesquisa teve como objetivo investigar as representações parentais de casais homossexuais masculinos, por meio das imagos parentais e legados geracionais, atualizados pelo processo de transmissão psíquica. Com o crescente aparecimento dos novos arranjos familiares e do papel fundamental da família na constituição psíquica do indivíduo, faz-se necessário o estudo das novas funções e das novas formas de se relacionar dentro destes grupos. Não há um modelo de família dominante e a ampliação de seu conceito acarreta a dificuldade de se abstrair um sentido único. Buscando compreender como se dão tais representações e suas possíveis ligações e/ou influências na relação do casal homoafetivo e, possivelmente, na família homoparental, foram entrevistados cinco casais homossexuais masculinos sem filhos, além da aplicação do DF-Es (Desenhos de famílias com estórias) adaptado. Como resultados gerais encontramos casais ainda muito ligados à suas famílias de origem; com questões conflitivas associadas ao processo de construção de suas identidades homossexuais; presos ao modelo de conjugalidade heteronormativa; cujos relacionamentos caracterizaram-se pela brevidade com que se tornaram compromissados e de coabitação, com a finalidade principal de apoio mútuo à assunção da identidade homossexual de cada um. Diante do material encontrado, concluiu-se que o despreparo para deixar o lugar de filho é fator influente para não se pensar na parentalidade; e ambos estão relacionados com conflitos de cerne familiar, especialmente a falta de aceitação da homossexualidade. Enfatizamos a necessidade de maior número de pesquisas nessa área, da psicanálise à interface interdisciplinar, para que se possa estabelecer uma ética pontuada no vínculo filiativo, base da construção de um novo modelo relacional, conjugal, familiar e parental / This research aimed to investigate the parental representation of men couples, through parental imago and generational legacy, updated by the process of psychic transmission. With the increasing of the new family configurations and the fundamental family role in the individuals psychic constitution, it is necessary the study of the new roles and new ways of relating in these groups. There is not a prevailing family model and the amplification of its concept leads to the difficulty of abstraction of a unique meaning. Trying to comprehend how such representations happen and its possible relations and influences on the homosexual couple relation and, possibly on the homoparental family, five homosexual childfree couples were interviewed, besides the application of DF-E (Drawing of Family with stories) adapted. As general results we found out couples still very attached to their original families; stuck to the heterosexual conjugality model; whose relationships are characterized by the brevity they became compromised and cohabitation, with the finality of mutual support to the assumption of the homosexual identity of each of them. Before the found material, it has been concluded that the lack of preparation to leave the place of son is an influent factor to not think about the parenthood, and both are related to conflicts of family core, specially the lack of the homosexuality accepting. We emphazise the need for a greater number of researches in this area, from psychoanalysis to the interdisciplinarity interface, so that an ethic marked by the filial bond can be established, construction base of a new relational, conjugal, familiar and parental model

Parental responsibility and its exercise The aim of my final thesis is to analyze parental responsibility and its exercise in the Czech rule of law by the Czech's principle. These thesis contain chapters about historical trends of family law, children rights and development of mutual law and duties of parents and children from the past to present. Some space is also devoted for government interference into parental responsibility. The reason why I chose the theme of parental responsibility for my final thesis is its current status which can be involved for everyone. Final thesis is divided into seven chapters. First chapter contains two parts. The first part is describing family law and explaining its position in a general law and its subject and principle. Second part is about family concept, protection, historical evolution and current situation. The second chapter is connected with legal children's status. It contains five parts. The first part is focused on children's rights, second part is describing a historical origin of the right. The third part is devoted to detail description of children's rights which are included in the Convention of Children's rights. The forth part is dealing with children's duties and fifth part is enlarged children as a juristic person. The third chapter is named...

O estudo teve como objetivo verificar a associação entre os problemas gerais de saúde mental em crianças escolares e o estilo parental exercido pelas cuidadoras principais. Trata-se de um estudo epidemiológico, descritivo, de corte transversal e abordagem quantitativa, desenvolvido com 526 cuidadoras de crianças escolares, cadastradas nas Unidades de Estratégia de Saúde da Família, localizadas no município de Alfenas, MG. A coleta de dados ocorreu no período de maio a novembro de 2014, após aprovação do Comitê de Ética em Pesquisa. Para essa etapa utilizaram-se três instrumentos: Critério de Classificação Econômica Brasil que visou identificar a classe econômica familiar, Questionário de Capacidades e Dificuldades (Strenghs and Difficulties Questionnaire - SDQ),que buscou avaliar a saúde mental das crianças e Inventário de Estilos Parentais (IEP) para avaliar as práticas educativas e estilo parental adotado pelas cuidadoras principais. .Após a coleta os dados foram analisados a partir de planilhas de cálculo de cada instrumento e de estudos estatísticos descritivos e correlacionais. Como resultado constatou-se que a maioria (88,8%) dos respondentes eram mães das crianças, na faixa etária entre 31 a 40 anos(44,3%), que viviam com companheiro (67,1%), possuiam trabalho remunerado e ensino fundamental I incompleto, 70,9% das famílias pertenciam à classe econômica C (70,9%). 52,7% do total das crianças participantes do estudo eram do sexo masculino, a maioria (84,6%) estava inserida no ensino fundamental I. A prevalência dos problemas gerais da saúde mental foi de 27,9%. O estilo parental apresentou um valor positivo 3,49, mas com predomínio do estilo parental classificado de regular abaixo da média (24,5%) e de risco (30,2%) para desenvolvimento de comportamentos antissociais. Cuidadoras que adotaram estilo parental de risco tiveram 4,64 vezes mais chance de apresentarem crianças classificadas como limítrofe/anormal e anormal do que cuidadoras que adotaram estilo parental ótimo. Os resultados contribuíram para maior compreensão da realidade da saúde mental de crianças escolares, identificando fatores associados, sinalizando importantes questões a serem consideradas pelas políticas públicas de saúde e educação infantil / This study had the goal of verifying the association between the general mental disorders in school-aged children and the parental style developed by the caretakers. It consists on an epidemiological, descriptive, crosscut and it has a quantitative approach. It was developed with 526 school-aged children\'s caretakers; all of them registered in the Unities of Health Family Strategies, located in Alfenas, MG. The data collection occurred between May and September of 2014, after the approval of the Research Ethics Comity. Three instruments were used during this stage: Brazil Economics Classification Criteria that angled for identifying the economical family situation, Strengths and Difficulties Questioner (SDQ), which tried to evaluate children\'s mental health and Parental Style Inventory to evaluate the educational approach and parental style adopted by the caretakers. After been collected, the data were analyzed as from spreadsheet figures for each instrument and statistics, descriptive and correlational studies. As result, it was verified that most of respondents (88, 8%) were the children\'s mothers, aged between 31 and 40 years (44, 3%), who lived with their partners, worked and had not finished school, 70, 9% of families belonged to economic class C. 52,7% of the children were male, most of them went to Elementary School. The prevalence of mental health general problems was 27, 9%. Parental style had a positive value of 3, 49, but moderate parental style prevailed, also as the risky parental style for the development of anti-social behaviors (30, 2%). The caretakers that adopted the last style of parenting had 4, 64 more chances to present children rated as limitroph/abnormal than the caretakers that developed an optimal parental style. The study contributed to a larger comprehension of the school-aged children mental health\'s reality, identifying the associated elements and showing relevant questions that should be considered by the Health and Education Publics Politics

Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 60-64). Also available on the World Wide Web.

Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool

Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride-- toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research. / text