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Father involvement was examined multidimensionally using fathers' and children's reports. A total of 61 fathers and 143 children (intact families and stepfather families) from the Avon Brothers and Sisters Study (ABSS) participated in the current study. Measures of father involvement including engagement in shared activity, monitoring, positivity, and negativity were completed by fathers and children. Agreement between father and child reports of involvement was assessed, involvement was compared between biological fathers and stepfathers, and involvement was predicted statistically using father and child factors (e.g., age, gender). There were modest significant associations between fathers' and children's reports of monitoring of positive events, and father-child positivity. Compared to biological fathers, stepfathers did less monitoring of positive events, and were less positive towards their children. Biological relatedness was a significant predictor of monitoring positive events, monitoring negative events, and positivity. Consistent with previous theoretical and empirical accounts, this study demonstrated that being biologically related to your child influences the level of involvement in fathers. / Master of Science

This thesis is a result of a survey of elementary school principals at schools with grades kindergarten through 5th in Virginia to determine whether and how attitudes of principals influence vegetation levels on school grounds. The research also looked to find other contributing factors. Principals' educational backgrounds and age proved to be non-influencing factors. However, gender did influence school grounds with women being more likely to administer school grounds with fewer trees and tree plantings than men. Levels of tree vegetation and tree plantings proved to be highly influential in satisfaction with appearance of school grounds. Non-urban schools were more likely to have higher levels of vegetation than urban schools. Parental, service club, and local business involvement are linked together in respondents' satisfaction with each influencing the perception of the others. Analyses of these results can help groups target schools for grounds improvement projects. By understanding what effect principals have on their school grounds steps can be taken at the level of individual schools, school boards, and communities to help improve school grounds. / Master of Science

Выпускная квалификационная работа состоит из введения, трех частей, заключения, библиографического списка, приложений. В теоретической части представлены основные понятия, цели вовлеченности, ее виды и формы, этапы проведения, критерии и методы. В практической части описывается общая характеристика исследуемого предприятия и деятельность службы управления персоналом, проведен анализ вовлеченности руководителей в ООО «ПКФ Проминвест». На основе полученных данных разработаны предложения повышению вовлеченности линейных руководителей. В заключении подведены итоги в соответствии с поставленными задачами. / The final qualifying work includes an introduction, three parts, a conclusion, a reference list and applications. The theoretical part presents the basic concepts, goals of involvement, its types and forms, stages of implementation, criteria and methods. The practical part describes the general characteristics of the enterprise “PKF Prominvest” LLC and the work of its personnel department. The analysis of the involvement of managers in work in the organization is carried out. The proposals have been developed to increase the involvement of line managers. The conclusion summarizes the results in accordance with the tasks set.

The purpose of this mixed-methods study is to identify major factors that directly affect parental involvement in 21st century schools. This study examined several elements of parental involvement. It calculated the idea of the changing family context and parental involvement, technology and parental involvement, the impact of Cultural Capital and parental involvement, the impact of the Academic Parent Teacher Teams program and parental involvement, and parents’ demographics and parental involvement. Data gathered to inform the research were derived from parent surveys and teachers and administrators interviews. The research examined the relationship between the parental involvement and parents’ perception of the school's accessibility, parents' perception of school's communication, parents’ perception of the school’s climate, parent’s perception of their role in student's learning, teachers’ perceptions of the role of technology, parents’ perceptions of the usefulness of the Academic Parent Teacher Teams (APTT) Program, teachers’ perceptions of the usefulness of the APTT Program, Cultural Capital, and parents’ demographics: level of education, occupation, socioeconomic level, parental structure, ethnicity, and marital status parental. The benefits of the research are to inform educators how to structure programs that will directly assist parents on how to help their children more effectively at home, to reeducate parents on how to unpack standards, and measure the successfulness of a program that helped to bridge the gap between family and school. The surveys and interviews were administered at the elementary school located in Atlanta. The researcher focused this work on studies examining the associations between family, home and school because these associations began emerging as efforts to assess the efficacy of governmental programs and other interventions. In the late 1990s, scholarly attention turned to “community control of schools, especially in the education of low-income children, special education students, and English language learners” (McKenna & Millen, 2013, p. 14). These researchers sought to recommend strategies that would promote parent, family, and community involvement. These areas and these children were considered as the ones that could benefit the most from parental involvement. The results from these studies seek to add more clarity on how educators today can enlighten schools on how to bridge the family and school gap in the 21st century.

Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.

Thesis advisor: Dennis L. Shirley / Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The focus of this research is on advancing understanding of EIP at work in China. It sets out to examine the extent of practice adoption, and inquire the management intention, employee perception and the challenges from the internal and external environment in relation to the practice adoption. It also tries to understand the applicability of EIP practice in innovation and quality enhancement industries. The research methodology adopted is qualitative case study approach, with 20 respondent organisations including Chinese global enterprises, central state-owned enterprises, listed and small medium enterprises.

abstract: The transition process from high school to college can be filled with many rewards and challenges not only for students, but also for their families. As institutions have continued to evolve to support student success and retention, many universities have added or expanded parent and family program offices. While universities continue to work collaboratively with families promote student success, it is important to understand the how the needs of families may vary. One area to explore is the proximity of students to their family members and how distance may impact the transition for both students and families. A perceived problem in this study was that family members of local students were not as engaged as family members who lived outside the local area. The purpose of this action research study was to better understand and enhance the experience of local families as their students transitioned from high school to college. The study and innovation were grounded in two theoretical frameworks: funds of knowledge and Schlossberg’s transition theory. The innovation developed based upon learnings from these theoretical frameworks included four elements: (a) a family guide, (b) family newsletters, (c) an online family video series, and (d) an updated parent and family website. The study was a mixed methods action research study conducted over the course of one semester. Quantitative data was collected through the use of a presurvey at the start of the academic year and a postsurvey as the semester completed. Qualitative data was collected through individual interviews with local family members. The results of this study indicated that families who participated in at least one element of the innovation reported more knowledge of campus resources, felt more supported by the institution, and were confident in their ability to assist their student in the transition to college. Additionally, implications for practice and areas for future research were explored. / Dissertation/Thesis / Doctoral Dissertation Higher and Postsecondary Education 2019