The purpose of this study was to investigate the relationship between kindergarten children's classroom behavior and family unit type. Three dimensions of classroom behavior were examined: temperament, socialization, and task-orientation. Family unit types were: nuclear, single-parent, and remarried.The sample consisted of ninety-eight subjects divided, according to family unit types, as follows: nuclear - forty, single-parent - thirty-one, and remarried - twenty-seven. There were fifty-three males and forty-five females. Subjects were enrolled in kindergarten classrooms of two public school corporations in Indiana.Null hypotheses were formulated to examine kindergarten children's classroom behavior, temperament, socialization, and task-orientation, as functions of family unit type. A multivariate and univariate analysis of variance, with statistical control for the sex factor, was used to test the null hypotheses.The dependent variables, classroom behavior, temperament, socialization, and task-orientation, were measured by the teacher-rated Classroom Behavior Inventory. Data identifying the independent variable, family unit type, and the control variable, sex, were collected on the Personal Data Form.An examination of the statistical analyses yielded the following results:No significant difference in kindergarten children's classroom behavior was found among children of nuclear, -single-parent, and remarried families (p<.4589).Due to an insignificant F-ratio on the multivariate analysis of variance, univariate analyses of variance could not be performed.Results of this study indicated that there was no significant difference in classroom behavior among kindergarten children of nuclear, single-parent, and remarried families. Results of the sex variance analysis suggested that sex differences existed relative to task-orientation.Although differences in classroom behavior existed they were not caused by family unit type. Concerns of educators that children of non-nuclear families deem special attention were not supported. Children in single-parent and remarried families evidenced classroom behavior similar to that of nuclear family children.

The purpose of this paper was to look at selected parental traits (i.e. cohesion, commitment, coping, and communication) and determine if they positively affected a student's involvement in extracurricular activities. Also, parental support and pressure were assessed by the athlete in relation to how much of each of these qualities the athlete felt one's parents exhibited. The researcher also examined family categories such as biological parents, step parents, mother only, and an "other" category which combined all other family types. The study took place at a conservative mid-sized institution in the Midwest with 126 males and 106 females participating. All of the participants were in their freshman year of college.Based on the results of the study, parental support and parental pressure were not contributing factors to how well an athlete did in one's sporting event. Also, family type was not a major factor in determining the amount of support and pressure an athlete receives from one's parents. Finally, families that seemed to have higher cohesion, commitment, coping, and communication skills were more likely to be associated with athletes which came from a two parent biological family type. / School of Physical Education

Thesis (Ph.D.)--Ohio University, June, 2009. / Title from PDF t.p. Includes bibliographical references.

The thesis deals with the relationship of the child suffering from the ADHD and the child's family to the school. The objective was to find out what is the most important to the parents and the children and what influences the relationship and attitude of the child and the child's family to school. The theoretical part describes in which way the ADHD symptoms in the child influence relationship situations of all parties involved. It points out to potential problematic situations, lack of understanding in communication and potential risks for occurrence of conflicts. The crucial part of the thesis is a qualitative research survey carried out in the form of interviews with children and their parents. Its results show that mutual communication of the family and the school is very important as prevention from a lot of negative experience on both sides. The most frequent problems the child and the family cope with include non-functional communication with the teacher, bad relationship of the child with the teacher, insufficient cooperation and lack of understanding on both sides, which often escalates to changing schools. KEYWORDS ADHD in kids, family, school, teachers, mutual communication, changing schools, use of psychopharmaca

M.Phil. / South Africa was excluded from international sport for many years. Competing at Olympic Games and World Championships were dreams lost to a whole generation. Today, some of these former high achievers or sports lovers are now parents helping their children or others competing with the rest in the world and some are even winning medals ...

Tėvų emigracijos įtaka šeimos ir mokyklos bendradarbiavimui – aktuali ir mažai nagrinėta tema Lietuvoje. Šiuo metu migracijai skiriamas didelis dėmesys, nes tai nėra vien socialinė, ekonominė ar demografinė problema. Nereikia pamiršti, jog situacija, kai tėvai dėl tam tikrų priežasčių išvyksta į kitą šalį, dažnai sukelia neigiamas pasekmes vaiko fizinei bei emocinei būsenai. Tai yra problema, kurios vienas iš aspektų – nutrūkstantis mokyklos ir šeimos bendradarbiavimas. Darbo tikslas - apibūdinti šiuolaikinę šeimos ir mokyklos partnerystės sampratą, bei atskleisti emigracijos problemos pedagoginį aspektą. Tyrimo hipotezė - tėvų emigracija apriboja galimybę įtraukti šeimą į ugdymo procesą, todėl neigiamai veikia vaikų elgesį bei pasiekimus mokykloje. Tyrimo metu taikyti šie metodai: • Dokumentų (klasės dienynų) analizė. • Anketavimas (tėvų, pedagogų). • Interviu (su vaikais). Statistinė gautų duomenų analizė patvirtino tyrimo pradžioje iškeltą hipotezę, kad į užsienį išvykusių tėvų santykiai su vaikus ugdančiais pedagogais yra riboti. Dažnai pablogėja vaikų emocinė būsena, elgesys, bendravimas su globėjais, mokytojais, bendraamžiais. / Influence of parents emigration between the collaboration of school and family is actual theme is Lithuania. In this moment the problem of migration is a matter of great relevance to our society, but it isn’t just a social, economic,demographic questions. There are a lot of families, where one or both parents go to foreign countries for different reasons. As the results, there are negative subsequence of physical, emotional state of child. We can’t forget about the interests and requirements of child. There are some problems, that the relation between school and family collaboration are broken. The general destination of this work – to charakterize conception of the modern school and family partnership and disclose pedagogic aspect of the emigration problems. Hypothesis for analysis – the parents emigration limits the opportunity for the communication between parents and teachers also it is a general reason for negative children behaviours and learning results. The analysis methods: • Analysis of documents (class daybook). • Questionnaire (parents, teachers). • Interview with schoolchildren. Statistical analysis of facts has confirmed our work hypothesis.

Submitted by Bruna Di Richelle Souza Padovini (brunarichelly@gmail.com) on 2016-02-29T15:37:20Z No. of bitstreams: 1 DISSERTAÇÃO VERSÃO FINAL BRUNA PADOVINI.pdf: 2118182 bytes, checksum: a8222903cf625352fba211f5f3c2b39c (MD5) / Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-02-29T19:38:46Z (GMT) No. of bitstreams: 1 padovini_brs_me_bauru.pdf: 2118182 bytes, checksum: a8222903cf625352fba211f5f3c2b39c (MD5) / Made available in DSpace on 2016-02-29T19:38:46Z (GMT). No. of bitstreams: 1 padovini_brs_me_bauru.pdf: 2118182 bytes, checksum: a8222903cf625352fba211f5f3c2b39c (MD5) Previous issue date: 2016-01-29 / O presente estudo esteve atento às possíveis contribuições da família no processo de escolarização da criança. Neste sentido, o objetivo desta pesquisa foi investigar e pontuar as contribuições que a família exerce no processo de escolarização na infância, buscando considerar o histórico das relações entre escola e família e as especificidades da infância. Buscou ainda, investigar as percepções de professores que atuam em uma escola da rede municipal de uma cidade do interior de São Paulo, sobre as características da relação escola e família no processo de escolarização na infância, bem como suas possíveis contribuições e/ou limitações. Para isso, foi organizado um estudo de caso, em uma perspectiva qualitativa, que utilizou como técnica de construção dados empíricos e entrevistas semiestruturadas com professores que atuam na rede municipal de ensino. Os dados obtidos indicaram que o envolvimento da família pode contribuir favoravelmente no processo de escolarização da criança e que a escola frente a esta possibilidade, pode desenvolver uma importante parceira com a família, através de diferentes estratégias de atuação, bem como da construção de uma cultura de participação dos pais, por meio de grupos de formação e redes de apoio às famílias. Como produto deste estudo foi produzido um manual sobre a relação escola e família contendo orientações para professores e gestores que atuam na infância, com o intuito de colaborar com os profissionais da educação que desejam estabelecer uma parceria entre escola e família tendo em vista o favorecimento do aluno no processo escolar. / This study has been attentive to possible family contributions in the child's educational process. In this sense, the objective of this research was to investigate and score the contributions that family plays in childhood schooling, seeking to consider the history of relations between school and family and childhood specifics. He has also sought to investigate the perceptions of teachers who work in a school in the municipal town in the interior of São Paulo, on the family-school relationship characteristics in childhood schooling, as well as their contributions and / or limitations. For this, a case study was organized in a qualitative perspective, which used as empirical construction of technical data and semi-structured interviews with teachers who work in the municipal school system. The data indicated that the involvement of the family can contribute positively in the child's educational process and the front school this possibility, can develop an important partner with the family, through various operational strategies as well as building a culture of parental involvement through training groups and support networks for families. As a product of this study was produced a manual on school relationship and family with guidelines for teachers and administrators who work in childhood, in order to collaborate with the education professionals who want to establish a partnership between school and family in order to favor the student in the school process.

The diploma thesis deals with integration of children with special education needs into the common primary schools. The theoretical part is focused on phenomenon ``integration{\crqq}, its types, evolution of integrated education in the Czech Republic and abroad, and integration legislature. Further the conditions necessary for realisation of school integration and other factors influencing its success are discussed. The practical part involves a performed research. The aim was to find out the actual problems of integration from point of view of the following people: directors of primary school, infant school teachers and parents of integrated children. To obtain these data the questionnaire research was used, which was done on 17 primary schools. The results of this research are presented and finally discussed in this thesis.

This study explores experience with addictive substances of secondary school children from one chosen grammar school. The theoretical part focuses on a quantitative research using a questionnaire. Identified themes from the research are synthesized using tables and grafts. Furthermore, the final part of this study contains an interview with the school methodologists preventer. Analysed data showed, that the use of addictive substances remains a current problem and the number of the users has increased in 2015, even though that the users are aware of the side effects. It was also identified that after comparing findings from a study conducted in 2012, the number of cannabis users has decreased about 11%. Hypothesis, that girls are frequenter users has not been confirmed. Conversely, it was confirmed that family play an important part of prevention. This study may provide invaluable information to the secondary school.

This diploma thesis deals with the analysis of the parents' point of view on the individual contacts of the family and the school. The theoretical part presents the history of the relationship development between the family and the school, the functions of socializations and competences of these institutions and the forms of contact between the family and the school with the emphasis on a specific form, so called tutorial system, based on building a confidential, open parent-child relationship and which is intended to enable educational co-operation in the upbringing of a child. The focus of this thesis is on its empirical part, realized within the qualitative methodological approach. With the help of semi-structured interviews with parents, the parents' point of view on the role and competences of the school in the educational process of the child were studied, as well as the way parents perceive a tutorial system of communication with the school. The research results suggest that parents perceive the involvement of the school in the area of childcare ambivalently, and that despite the noted positives, tutoring meetings are problematic for parents, mainly because of the unclear determination of boundaries and the definition of roles in them. Key words: school, family, competences, childcare,...