The purpose of this study was to examine the phenomenon of helicopter parenting and the motivation behind overinvolved parenting of college-aged children. The literature reviewed in this study includes factors that contribute to helicopter parenting in the higher education environment: Millennial characteristics, parental demographics, and technology. In addition, the privacy act, higher education rankings, and financial aid (i.e., tuition and enrolment management strategy), which contribute to the higher education environment, are discussed. Literature on why parents engage in helicopter parenting is limited. As such, this study helped to address this gap in research. Using a social constructivist approach, data were obtained using a qualitative, multi-instrument case study method. Five parents of female, undergraduate students at a Canadian university participated in the telephone interviews. This study found financial and emotional support were the foremost ways parents supported their children. Parents were motivated by their desire to offer guidance; need for connection and communication; and need to show and receive love. Parents who participated in parent programming offered by the university, regardless of the type of programming, found it to be beneficial. Future research is needed to study father-son dyads as well as explore the reciprocation of support, specifically emotional support, from students to parents.

Research project (Th. M.)--Dallas Theological Seminary, 1984. / Includes bibliographical references (leaves 51-52).

Research project (Th. M.)--Dallas Theological Seminary, 1984. / Includes bibliographical references (leaves 51-52).

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

Thesis (M.S.)--University of Michigan, 1979.

Thesis (M.S.)--University of Michigan, 1979.

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

Thesis (M.A.B.S.)--Dallas Theological Seminary, 1984. / Typescript. Includes bibliographical references (leaves 63-66).

abstract: Families and schools share the monumental responsibility of educating children. Children and parent-teacher conferences remain the primary means by which parents and teachers share academic information. Given the limited effectiveness of these conferences, a more compelling alternative for home-school collaboration on academic matters is warranted. The purpose of this action research study was to examine an alternative approach to parent-teacher conferences, Academic Parent Teacher Teams (APTT). APTT is a classroom-based parent involvement model composed of three 75-minute parent-teacher team meetings and an individual 30-minute parent-teacher session. Team meetings are highly structured and include six components: personally inviting parents by the teacher; sharing whole-class and individual student data; setting 60-day academic goals; coaching parents in `teaching' skills; distributing take-home practice materials; and networking. Quantitative data included pre- and post-intervention parent surveys, and pre- and post-intervention student scores on high frequency words and oral reading fluency. Qualitative data included field notes from APTT meetings, pre- and post-intervention teacher reflections, and teacher, parent, and student interviews. Findings from this study supported previous research that suggested most parents have high aspirations for their children's academic success. Findings also indicated parents understood their involvement was important to support academic growth. Increased quality and quantity of parent-teacher communication and interaction improved parents' ability to support student learning at home. Parents increased involvement in children's academics was related to teachers' provision of detailed information and training of parents. Qualitative results showed parents' teaching efforts contributed to students' improvement in reading. To understand this outcome, effectual congruence (EC) was offered as an explanation. EC occurred when parents and teachers agreed on an action plan for student achievement, when there was a mutual commitment to taking specific actions and when each person's role was clearly defined and implemented. EC became the process that supported achievement growth. These results demonstrated that relationships between parents and teachers are complex. Further, when teachers and parents were fully invested in collaboration it produced powerful results for students. This study provided critical information for parents, teachers, administrators and policy makers attempting to implement more effective parent involvement initiatives. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

Summary: This thesis deals with the options of using traffic safety education in kindergarten. It investigates whether there is enough attention to traffic education given in preschool. The theoretical part is focused on basic concepts: education, preschool education, traffic education, all with regard to the issue of preschool age children. It describes the organization involved in the traffic education for preschool age children. It further analyzes the available methodological resources related to this issue due to Framework educational program for preschool education. The next section analyzes the traffic education program, which is assembled in the bachelor thesis. (Husáková 2012) Through analysis of educational programs of individual kindergartens in Decin, I found out, that there is not sufficient attention to traffic education given. Three kindergartens do not have the traffic education incorporated in their school curriculum at all, eleven kindergartens have it only within the school education programs, and only seven kindergartens pays attention to the traffic education in a separate annex. In the survey of methods and programs that I've implemented through the interviews and questionnaires, I found out, that the most common methods used within the traffic education in particular kindergartens...