This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress(p. 1).<p>Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?<p>Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their childrens stories, first impressions of the teacher, validation from others regarding their perceptions and their childs physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. <p>Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their childrens stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention.

Child sexual abuse is a burning issue raising concern because of the statistics which indicate that one in five children are victims of some kind of abuse. The protective program, the “Underwear Rule” was launched by the European Council in order to inform and equip parents, caregivers and children towards this sensitive issue. The program is addressed to all European countries in the exact same form and content, with only differentiation the language. This study tries to examine theoretically and empirically the applicability of the “Underwear Rule” to Greek parents, in the sense that each country has its own cultural background and cast of mind, which differentiate the acceptance and the applicability of the Rule. This relates mainly to prior research of Kirana exploring Greek parents’ perspective towards sexual education, as well to Babatsiko’s research about developing national protective programs corresponding to local and cultural demands. An interview study has been carried out, focusing on parents’ point of view about the Underwear Rule. The analysis is based on the subjective experiences and thoughts of seven parents whose children are in the age-target group covered by the Underwear Rule. The parents’ interviews have been analyzed thematically. Overall this study argues that The Underwear Rule is a good protective program, but parents would like improvements and enrichment in order the burning topic of child sexual abuse to be covered more effectively

Many immigrant (minority language) parents send their children to heritage language programs in hopes of helping their children maintain connections to their mother cultures and languages. This case study aims to explore the challenges minority language parents may encounter with decisions related to heritage language retention through community-based heritage language programs in a Canadian Chinese diaspora community. Five parent participants were recruited based on their diverse geographical and linguistic backgrounds. From interviews with these parents five themes emerged. These are 1) the nature of parental expectations regarding the function of heritage education, 2) the differences between heritage education and mainstream education, 3) varying perceptions of being part of a cultural minority, 4) manners of negotiating ethnic identity, and 5) the issue of diaspora values. The findings may shed light on how heritage education may be further developed, and also provide educators and policy makers with a better understanding of the importance of heritage education from the parents’ perspective.

Many immigrant (minority language) parents send their children to heritage language programs in hopes of helping their children maintain connections to their mother cultures and languages. This case study aims to explore the challenges minority language parents may encounter with decisions related to heritage language retention through community-based heritage language programs in a Canadian Chinese diaspora community. Five parent participants were recruited based on their diverse geographical and linguistic backgrounds. From interviews with these parents five themes emerged. These are 1) the nature of parental expectations regarding the function of heritage education, 2) the differences between heritage education and mainstream education, 3) varying perceptions of being part of a cultural minority, 4) manners of negotiating ethnic identity, and 5) the issue of diaspora values. The findings may shed light on how heritage education may be further developed, and also provide educators and policy makers with a better understanding of the importance of heritage education from the parents’ perspective.

abstract: The transition to kindergarten is a significant milestone for children and families in the United States. Education reform movements and early childhood policy initiatives have had significant impact on the transition process in recent years, and as a result, there is greater emphasis on promoting "ready children" for school. Previous research on the transition to kindergarten in the U.S. consists primarily of adult perspectives, examining parents and teachers' expectations for kindergarten and explicating their concerns about the transition. While adults impart important considerations about the transition to kindergarten, members of the early childhood community should also pay attention to children's perspectives as they too offer critical insight on getting ready for school. This dissertation foregrounds children's and experiences getting ready for and being in kindergarten, bringing attention their participation in transition activities and school routines. In addition, this study examines ways parents structure children's participation in transition activities and school routines to provide background information on children's experiences preparing for school. This study used data from a large-scale qualitative research project conducted in Arizona to understand children's experiences transitioning to kindergarten. Specifically, interviews with preschool-aged children, kindergarten-aged children, and mothers were analyzed to impart a deeper understanding of children's viewpoints becoming and being kindergarteners. Findings illustrate how mothers' understandings of kindergarten, and constructions of readiness have influence over the transition process. Moreover, findings offer thick descriptions of how children learn about kindergarten, make meaning of school rules and routines, and form membership within classroom communities of practice. Moreover, interpretations of children's viewpoints contribute nuanced understandings of situations that promote or hinder children's participation in transition activities, and subsequent engagement in kindergarten classrooms. This study contributes to the ongoing discourse on kindergarten readiness. The viewpoints of children and parents on getting ready for and being in kindergarten provide alternative perspectives, contributing to a more holistic understanding of the transition experience. Further, a key implication of this study is that children's perspectives be given due weight in practical, programmatic, and policy initiatives aimed at promoting positive and successful transitions to kindergarten. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

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abstract: The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their children and to what extent each parent was involved in their children by gender and age. The objective of the interviews was to capture the perceptions of each parent as to child development and childrearing practices as well as the beliefs that they have on parental involvement. In the current study, the interviews provided information regarding attitudes and perceptions of parental involvement from the Navajo mothers and the Navajo fathers who participated in the study. By using probing questions, deeper insights into the understanding and perceptions of parental involvement were obtained. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

Parent-child interaction interventions, guided by the aim of promoting child development, have developed in Sweden during the last three decades. The aim of this thesis was to describe families taking part in such interventions and examine short term and long term changes in their problem loads. Praticular interest was directed towards the parents' experiences, both with respect to the treatment they had taken part in at either of four centres for parent-child interaction interventions presented in this thesis and to other persons and/or contexts the parents considered had played an important and beneficial role for the child or the family. The results show that the centres have reached both mothers, fathers and children beset by considerable difficulties in relation to interaction, offering them a treatment which an overwhelming majority of the families have chosen to follow through and which has made a difference to the families. This thesis highlights the significance of beneficial relationships, not only within the intervention but also in other professional contexts, for the enhancing of children's development.