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In this study, a valid and reliable scale was developed to measure parents' perceptions of their children's social development in physical education classes. In the first part of the research, the relevant literature reviewed and student-parent interviews were held. As a result of the data obtained from the interviews, a 30-item draft scale was created. The draft scale was applied to 30 parents of students, and as a result of the feedback received, 5 items were removed from the pool. The remaining draft scale items were submitted to expert opinion and the number of items was reduced to 22. The 22-item scale was applied to 240 volunteer parents for Exploratory Factor Analysis (EFA) and to 216 different volunteer parents for Confirmatory Factor Analysis (CFA). As a result of the analyses, the final scale consisting of 15 items and four sub-dimensions was obtained. The Cronbach's Alpha values of the sub-dimensions were found to be between 0.74-0.79. In the final part, the 15-item scale was applied to 540 volunteer parents. Accordingly, while it was observed that parents' PSDSPEL scores were higher in the sub-dimension of showing positive behavior, it was determined that male parents' perception levels were higher than female parents. As a result of the study, it was found that the validity, reliability and internal consistency coefficients of the scale were at acceptable levels.

Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

This research aims to devise an innovative curriculum, to determine the opinions of parents, teachers, students, and educators of the curriculum, and to present results using the CIPP approach. The study employed a qualitative research method, a program execution case study. It used maximum variation sampling, a purposeful sampling method. The study, involving eighteen participants, was conducted in a high school that runs a technology education program. Data was obtained using the semi-structured and focus group interview methods. Participant confirmation was obtained to increase reliability, which was then subjected to external audit, allowing another researcher to examine the process and results. Awareness of the "Proficiency in Technology" (PIT) curriculum and curriculum implementation emerged as the main facts. The research findings show that a lack of communication and trainer qualifications caused disruptions in the program.

Privatization of public education in North America has long been influenced by two schools of conservative thought: neoliberalism, which seeks to create a marketplace for public services in which individuals choose the option they judge to be in their best interests and government's role is limited as much as possible to simply funding these choices; and neoconservatism, which believes that education should seek to uphold traditional religious and social values. These two strains are divided in terms of their view of how much control government should seek over education, but united in their agreement that funding should "follow the student" to the option of the parents' choice. Recently, far-right conservative groups in the U.S. and Canada have been inciting a moral panic over "gender ideology" in schools, and in particular transgender students. Under cover of this moral panic and the accompanying call to recognize "parent rights," the right is organizing to gain greater influence over public education through legislation and through the election of conservative candidates to school boards, even as it seeks greater privatization options for families who wish to opt out of public education. While this trend has been noticeable in Alberta for some time, it appears to be spreading to the rest of Canada as well.

While parents of students with disabilities (SWD) select schools according to various factors, schools also choose students through different sorting mechanisms. Thus, parents of SWD may need to employ different strategies to enroll their child in their preferred school. We employed an intersectional approach for studying school choice, integrating ethnographic interviews and descriptive GIS to answer the following questions: (a) What strategies do parents of SWD utilize to secure placement in the school of their choice? and (b) How is the engagement with such strategies shaped by their social and geographical locations? We found that parents engaged in five strategies: Accepting an IEP Team's school recommendations, securing placement through a sibling, testing into selective enrollments, changing IEP provisions, and engaging in due process. Moreover, these strategies were afforded and constrained by their intersecting social positions (i.e., race, class, and disability), their geographical locations, and the developmental school stage of their child (i.e., transitioning to kindergarten or high school).

The impact of Muslim parents on their daughters' sports and games in inclusion varies, spanning from progressive endorsement due to the physical and social advantages to reservations grounded in traditions and religious convictions. This has culminated in limited Muslim female inclusion in sporting events. This study explored the inclusion of female Muslim students in sports and games in Islamic schools using a qualitative research approach with 20 participants, which include 10 teachers and 10 parents. Concerning parents' and Islamic teachers' perceptions of Muslim females' inclusion in sports and games, three core thematic areas were revealed: positive influence on character development, school for Important Skills, and secret Code for Success, which favourably influences the diverse development of Muslim girls. Numerous considerations at individual levels of the Social Ecological Model (SEM) influence parental decisions about Muslim female sports inclusion. Individually, parental choices are induced by weighty factors, including religious convictions (prayer periods), cultural principles, and modesty concerns. The study further unearths how teachers shape the sports climate at the organisational level. The organisation's endeavours to provide inclusive and supportive settings for Muslim female girls are shown in the adaptation of activities, deliberate education and awareness promotion, partnership promotion and incorporation of scientific notions into sporting events. As sports are seen as important educational instruments for fostering the development of Muslim female students, they must be integrated into the curriculum. Stakeholders in the education sector must collaborate to guarantee Muslim female students receive a fair opportunity to excel in sports and games while respecting their cultural and religious beliefs utilising these synchronised initiatives.

Objective: The purpose of this study is to examine whether there is a significant relationship between mothers' perceived gender role and maternal gatekeeping behaviors. Method: In this study, in which mothers' perceived gender role and maternal gatekeeping behaviors were examined according to some variables, the relational survey model, which obtains information through comparison from quantitative research methods, was used. The study group of the research consists of 606 mothers with preschool children who were selected by simple random sampling method from many cities in Turkey. "Personal Information Form", "Bem Gender Role Inventory" and "Maternal Gatekeeping Scale" were used to collect the data. Findings: There is a significant positive correlation between the participants' femininity scores and Two-Fold Responsible Maternity (TFM), Over-Committed Maternity (OCM) and Traditional Maternity (TM) scores at a moderate level, and a significant positive correlation with the scores belonging to all of Maternity Gatekeeping at a low level. Masculinity scores have a significant negative correlation with OCM and TM scores at a moderate level, and a significant negative correlation with the scores belonging to the entire TFM and Maternal Gatekeeping Scale (MG) a low level. As a result of the tests conducted in the sub-dimensions of the study, while there was a difference between the TFM, OCM, TM and MG scores of the mothers according to their educational status, age, place of residence and socioeconomic level; there was no difference between the Modern Maternity (MM) and Indirect Maternity (IM) scores according to their educational status, age, place of residence and socioeconomic level. While there was a statistically significant difference between child gender and OCM scores, there was no difference between the scores obtained from MM, TFM , TM, and Indirect Maternity (IM) sub-dimensions. Conclusion: As a result of the analyses, a significant positive relationship was found between the gender roles of the study group and maternal gatekeeping behaviors. There were positive and negative significant relationships between the gender roles of the study group and maternity gatekeeping behaviors in sub-dimensions. According to these results, as the femininity scores of mothers with preschool children increased, their total maternal gatekeeping scores increased, and as their masculinity scores increased, their total maternal gatekeeping scores decreased.

Body neutrality is a concept wherein individuals embody a neutral attitude toward the body that is realistic and flexible, appreciate and care for the function of the body, and acknowledge that self-worth is not defined by one's outward appearance. Family behavior regarding body image has been related to higher levels of body dissatisfaction and unhealthy eating behavior among children and adolescents. Caregivers need knowledge and support on how to cultivate healthy body image for their children and adolescents. Limited studies explore how to parent in a way that promotes healthy relationships with one's body, food, and exercise. I conducted a grounded theory study to explore the experiences of caregivers who integrate tenets of body neutrality. Semi-structured interviews were conducted with 10 caregivers of children and adolescents who self-identified as approaching parenting from a place of body neutrality. Through constructivist grounded theory, I discerned insights regarding how caregivers can support their children and adolescents in developing healthy relationships with their bodies and how this corresponds with self-esteem. Considerations for counselors using body neutrality to support children, adolescents, and caregivers are provided.

In this quantitative study, we investigated the relationships between parenting and young learners' English learning--specifically parents' sociocultural influence on elementary school children's motivation--within the framework of self-determination theory (SDT). We surveyed 212 dyads of Japanese parents and their children (8-12 years old) and used structural equation modeling to elucidate the causal relationship between parents' attitudes and children's motivation for their second language (L2) learning, which is English as a foreign language learning context in this study. We found that parental involvement in children's English education positively impacted children's perceived competence in L2 learning and their interest in other countries, improving their L2 learning motivation. This demonstrates that parental involvement is a significant predictor of young learners' L2 motivation in Japan. We also identified a discrepancy between children's and parents' perceptions. Parents believe their involvement in children's L2 learning is autonomy-supportive behavior, while children do not always perceive this. We conclude that parental involvement in children's home L2 learning supports children's learning motivation. Our final model expands the SDT framework for language learning and covers both parenting and language learning research realms, improving our understanding of how parental attitudes and behavior influence children's L2 learning.

Prior research on college choice indicates parents are the preferred source of information about college, yet little research exists from the viewpoint of parents, and even less research from the viewpoint of rural and minoritized parents. Using Q methodology, this study explored rural parent viewpoints of what makes college possible. The study was framed in social capital, community cultural wealth, and Perna's conceptual model of college choice. Factor analysis showed five distinct viewpoints and three consensus viewpoints among the parents. The five distinct factor viewpoints focused on academic achievement, college costs, the influence of family and friends, hard work, and staying close to home. Most notably, three consensus statements across all five factors indicated parents did not view teacher or school counselor expectations as important for making college possible. Findings can inform college access program planning and school outreach to parents and offer direction for future research on parent and community capital in college access.

Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.

College opportunities now exist for young adults with intellectual disability. Because of this, it is common for these individuals' parents to express a desire for increased student agency (Miller et al., 2018). Yet, little is known about how parents feel about how to best support agency development for their young adult child. In the current study, authors surveyed 64 parents with a student attending an inclusive postsecondary education program to examine their perceived level of confidence related to supporting their student in developing agency. Further, we looked at parents' responses to their perception of the most important skills related to supporting agency development. Findings showed that parents felt least confident in supporting students' financial independence and felt supporting navigation of intimate relationships to be least important. Implications for practice and directions for future research are presented.

This essay summarizes the literature on the differences in perceptions between adolescent students and parents of parental involvement in education and discusses how such different perceptions are linked to students' academic achievement and other outcomes. We present psychological research on why students' perceptions of parental involvement are stronger predictors of academic outcomes than parents' perceptions. We then highlight empowering student voice as a strategy to improve parental involvement and school-family partnership practices, programs, and policies. Research on student-led parent-teacher conferences is discussed as a real-world example of students actively engaging in school-family interactions. We recommend evidence-based strategies that school leaders and teachers can use to support students in playing an active role in improving school-family partnerships. We conclude by describing gaps in existing research that will benefit from future research on the topic.

Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.

This research examines the factors that influence students' choices to pursue Science, Technology, Engineering, and Mathematics (STEM) degrees in the United Arab Emirates. Our study investigates the impact of psychosocial variables, including math anxiety, educational stress, and family expectations, on the decision of 558 children to pursue STEM education. We have discovered that there is a positive correlation between greater levels of school stress and parental expectations and the possibility of enrolling in STEM fields. Moreover, gender appears as a notable indicator, as males have a greater propensity towards STEM. The study emphasises the necessity of implementing comprehensive treatments to tackle math anxiety, educate parents about STEM jobs, and offer efficient stress management assistance for pupils. The implications have a wide reach, including politicians, educators, and parents that aim to foster a varied and driven community of STEM students in the UAE. Additional investigation is advised to explore the complex interactions of psychological elements that influence educational decisions.

The COVID-19 pandemic has profoundly affected the education process. A sudden shift to online learning changed the mechanism of the education system. As key stakeholders, parents have to undertake the responsibility of this process at home. This study aims to reveal the roles of parents in online learning during the pandemic. It was conducted with a phenomenological research design. The study group consists of 28 parents having children aged 7 to 13 years old. Data collected employing interviews and open-ended questionnaires were analyzed by the thematic analysis method. According to the findings, parents organize their daily lives at home according to online learning of their children. They explain the online learning process in the context of family circumstances, the challenges they experienced, the educational environment, household chores, job responsibilities, and relationships. It is challenging for parents to undertake the roles of reinforcer, supervisor, motivator, and controller in online learning at home. To overcome the challenges they take family or caregiver support, make partnerships, and use external sources like tutoring, web applications, etc. All these findings suggest that with the emergent shift to remote teaching, parents get much more involved in the education process by undertaking the responsibilities of the teachers.

Smartphones and tablets have permeated various aspects of life. This study explores the differences in wishes between students, parents, and teachers regarding the use of smartphones and tablets in biology classes in the upcoming school year. An online questionnaire was used for the study, which provided eight different scenarios for the use of smartphones for teaching purposes. The data were collected from 934 participants, including 465 students, 282 parents, and 188 biology teachers from various Slovenian lower secondary schools. The principal component analysis revealed the unidimensional structure of the instrument, explaining 59.7% of the variance (alpha = 0.91). The results showed that the use of smartphones and tablets for distance learning, teaching purposes, schoolwork and homework is generally desirable. There was less consensus on their use for laboratory and field work, evaluation of knowledge, and biology lessons. The main finding was that the differences between the groups were small or even negligible in terms of effect sizes. Statistically significant differences were found between the focus groups, with students and teachers expressing greater agreement than parents. These findings emphasize the importance of addressing parents' concerns and understanding the perspectives of stakeholders in order to effectively integrate smartphones and tablets into the classroom.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

The purpose of this study is to define the main problems and provide organizational-methodological recommendations for ensuring vocational guidance for students with special needs. This research describes the main provisions and results of the realization of project work directed at the development of a modern system of inclusive education in the context of globalization and according to the career guidance of students. The results of the research can help organize career guidance work for secondary school teachers and school administration.

This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.

This study aimed to identify the reality of the rehabilitation of people with intellectual disabilities and their employment from the point of view of their parents in the city of Mecca, where a questionnaire was designed as a tool for collecting data, and the sample of the study consisted of (142) parents of persons with intellectual disabilities enrolled in vocational rehabilitation programs in schools of intellectual education and institutes of intellectual education in the Holy City of Mecca, and were selected in a random way. The results of the study indicated that the reality of rehabilitation and employment of persons with intellectual disabilities came at a moderate level. The results showed that the obstacles to rehabilitation and employment came at a high level. The results also showed that there were no statistically significant differences ([alpha less than or equal to]0.05) in the following variables (gender, age, educational qualification), while there are statistically significant differences ([alpha less than or equal to]0.05) attributable to the variable (level of disability) where they appeared in favor of fragile syndrome in the level of reality of rehabilitation and employment, while in favor of Down syndrome in the obstacles that prevent rehabilitation and employment.

The educational community recognizes individual differences, but it is important to fully address them in educational settings. While there are existing studies on personality traits, none focus on the personality traits of students aged 6-18. This study aims to fill this gap, as personality traits significantly influence personal, academic, and professional life. Understanding student personalities allows for the development of more effective educational programs, facilitating their full potential. The study included parents of 2,229 students from a population of 16,505,271 aged 6-18 in Turkiye. Through exploratory factor analysis (EFA), a reliable 61-item 5-point Likert scale ([alpha] = 0.942) was derived. Confirmatory factor analysis (CFA) was performed on a second dataset of 916 parents, resulting in 794 due to outliers. The Scale for Determining Student Personalities According to Parental Perspectives, with 16 sub-dimensions and 46 items, demonstrated good reliability ([alpha] = 0.948). The study's findings are expected to hold significant implications for education, parenting, and child development.

This study explores the influences of parental socio-economic status on their engagement practices in rural secondary schools in Bangladesh. This study took place in a specific context where the majority of parents lacked literacy and faced financial constraints. This reality hindered their ability to provide adequate support for their children's education. A qualitative case study research has been chosen to carry out the research. The data has been collected using group discussion, semi-structured interviews and observation from five rural secondary schools in Bangladesh. The findings of this study revealed that parental engagement initiatives related to the annual programs of schools resulted in limited practice of one-to-one communication with parents. The lack of parental literacy, poverty, and being the first generation to receive schooling were identified as fundamental factors that hindered regular and overall engagement initiatives. Furthermore, there is limited opportunity for both parents and teachers to actively participate in the schooling system. In this regard, this study emphasized the importance of place and suggested contextually formed initiatives for further improvement of parental engagement.

This study aimed to determine the experiences of gifted children with autism spectrum disorder, their parents, and teachers with the COVID-19 pandemic and holistically reveal the reflections of the restrictions in this process and the transition to distance education on the lives and especially the education of gifted children with autism spectrum disorder (ASD). The study was designed with a phenomenological research design, one of the qualitative research methods. The study participants were gifted children with ASD, aged between 6-14 and continuing their education through inclusion, their parents and teachers. The research data were collected through semi-structured interviews and analyzed in detail by interpretive phenomenological analysis. As a result of the data analysis, two themes, "The impacts of the COVID-19 pandemic on life" and "Distance education and its impacts in the COVID-19 process", and 12 categories were reached. Recommendations were presented in line with the study findings and the literature.

China was the first country to adopt a national educational strategy of "Disrupted Classes, Undisrupted Learning" in response to the pandemic. This measure resulted in the establishment of online learning platforms for primary and secondary schools and provision of free learning resources in China. In the context of online education, the family substituted the school as a learning space, in which parents played the role of primary learning guides to support their children's learning at home (UNESCO, 2020). Therefore, it is essential to understand parents' attitudes and views on online teaching. In order to get a more comprehensive and overall understanding of the feedback from Shanghai parents regarding Shanghai initiative, the Institute of Curriculum and Instruction of East China Normal University conducted an online questionnaire survey of 1,574 parents in Shanghai. Of these, 1,553 valid questionnaires were returned. This report summarizes major findings from the survey regarding the coverage of the Shanghai initiative, online teaching equipment and technical support, parents' acceptance of the Shanghai initiative, the impact of online teaching on students, as well as parental pressure and expectations.

Purpose: The growing literature on private supplementary tutoring, widely known as shadow education, addresses multiple dimensions and roles. However, many studies inadequately capture the diversity and implications of different forms of tutoring. This paper examines these matters in Myanmar, highlighting complexities and ambiguities in descriptors and in the nature of provision. Design/Approach/Methods: Using a mixed-methods design, this study was conducted in Mandalay Region and Chin State. The data were obtained from interviews with 110 Grade 11 students, 34 high school teachers, 30 parents, 29 private tutoring providers, and two private school owners. Findings: The article categorizes tutoring forms based on their styles and orientations, particularly lecture-type teaching and homework supervision by guides, class sizes, durations of fee-charging (e.g., annually), the number of subjects taught per tutor, and tutoring locations. The study brings the topic out of the shadows for clearer analysis of the phenomenon and thus for assessment of its implications. Originality/Value: The study makes a methodological contribution to the wider picture by demonstrating the need for greater clarity and precision in the national and international comparative literatures. It also underscores shortcomings of predetermined categories in questionnaires and the value of qualitative interviews.

Mathematics is pivotal in the contemporary technology-driven world. However, poor mathematical performance continues to be a concern in many countries. Guided by Mathematics in a Cultural Context (MCC) framework, this article investigates the similarities, differences, and potential reasons behind early numeracy achievement in South Africa and China. Applying a qualitative research approach, selected teachers, parents, and government officials in the two countries were interviewed for their views on the cultural context and pedagogical practices that potentially impact mathematics teaching and learning. The findings confirmed the multifaceted and interconnected nature of mathematics teaching and learning. However, the findings raise questions about the efficacy of certain practices on mathematics learning and achievement, including the teaching approach, the value of different kinds of motivations, and methods to inspire motivation. This finding suggests the importance of practicing key mathematics concepts in building a solid foundation and confidence in mathematics.

Academic resilience is crucial in today's crisis-prone society. This qualitative study explored the factors that shaped academic resilience during the COVID-19 pandemic to strengthen the global literature on resilience and post-pandemic policy and practice in education. This study adopted a multiple-case study design, with the application of replication logic and data collection via semistructured interviews. The case studies featured interviews with three academically resilient students in Phuket and nine relevant informants, including parents, homeroom teachers, and local stakeholders. These interviews covered various factors surrounding personal qualities, families, peer groups, schools and teachers, communities and cultures, and the pandemic. Through thematic analysis, seven overarching themes emerged from the data: (1) achievement-oriented characteristics, (2) high aspirations, (3) COVID-19-driven adaptability, (4) self-directed learning in the use of online resources, (5) healthy family functioning, (6) role models, and (7) social support in the context of a giving culture.

It is known that gifted individuals have existed for centuries and have played important roles in the development and progress of societies. In recent years, there has been a need for education systems that provide the environment and conditions in which gifted children can express themselves easily, that can help them overcome the problems and incompatibilities they are exposed to in their formal education, and that can reveal and develop their superior talents and capacities in creativity under the guidance of teachers specialised in the education of gifted children. BILSEMs are the most systematic among the educational activities carried out in this field in Turkey. In this study, the purpose, organization, process and climate dimensions of the organizational effectiveness of Science and Art Centers that provide education to gifted children in Turkey; It is aimed to examine and evaluate according to the opinions of administrators, teachers, parents and students. In other words, it was aimed to determine the effectiveness level of Tunceli Haci Bektas Veli Science and Art Center (BILSEM) according to the perceptions of administrators, teachers, parents and students. This research is a descriptive study conducted in the scanning model. The universe of the research consists of the administrator teacher (n:9) working in BILSEM in Tunceli, the teacher-student (n:40) continuing education in BILSEM and the parents of these students (n:29) in the first semester of the 2022-2023 academic year. consists of. In addition to the demographic information form, the BILSEM Organizational Effectiveness Manager-Teacher Scale (57 items) was applied to the administrators, the BILSEM Organizational Effectiveness Student Scale (38 items) to the students, and the BILSEM Organizational Effectiveness Parent Scale (31 items) to the parents, in addition to the demographic information form. In order to carry out the research, ethics committee approval was obtained from the Munzur University Ethics Committee before starting the research. Participants included in the study were included in the study on a voluntary basis. As a result of the study, it was observed that there was a significant negative correlation between the average scores of the "BILSEM Organizational Effectiveness Manager-Teacher Scale" and the average scores of the "BILSEM Organizational Effectiveness Student Scale" and "BILSEM Organizational Effectiveness Manager-Teacher Scale" (p <0.05). It was observed that there was a negative, strong and significant relationship between the average scores of the "BILSEM Organizational Effectiveness Student Scale" and the average scores of the "BILSEM Organizational Effectiveness Parent Scale" scales (p <0.05). According to BILSEM administrators and teachers, BILSEMs are effective institutions in terms of purpose (X=3.81) and climate (X=4.50). It was observed that the least effective dimension was the process dimension (X=3.61). According to BILSEM parents, BILSEMs climate, purpose and process sub-dimensions are highly effective. The less influential dimension is the organizational dimension. According to this research, Tunceli Haci Bektas Veli Bilsem is an effective school, according to perceptions of teacher-administrator, parents and student. What needs to be done is a strong cooperation between relevant institutions and organizations and parents for higher-level effective BILSEM.

This study examined problem-based learning in blended learning classrooms for practicing mathematical problems in an emergency situation, such as Covid-19. For this purpose, a three-week program was framed in contrast to traditional teaching, aiming at enrichment and not remediation, for a group of fifty students' studying mathematics in a science program. The formative experiment research method was used for this study and practiced at public sector Higher Secondary School in Jehangira, district Swabi. The data were collected through a self-developed questionnaire verified by experts and were analyzed by using simple frequency distribution. Findings were mostly positive, indicating that students found problem-based learning productive in practicing mathematics, for example, solved samples helped them in answering similar problems, course work was completed timely, and use of smartphones with peers in groups helped them in better understanding the problems. The findings also revealed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents' unwillingness for allowing smartphones and using the internet.

Online education presents itself as an option that can yield benefits for developing countries like Pakistan. The education sector of Pakistan was greatly affected due to the pandemic that forced the schools' operation to be run online like many other businesses and industries which provided the researchers and policy makers with a chance to study the possibilities associated with online education in the Pakistani context. This study focuses on researching the effects this transition had on parents by measuring their satisfaction levels. The instrument used to collect quantitative data for this study includes categories, school-level technological support, schoollevel instructional support, curricular programs, social interaction and overall satisfaction with the online education. Differences of parental satisfaction in these categories and the factors that influence them such as school fee, educational levels of parents and number of enrolled children per family have been studied. The findings revealed that parents are satisfied given the challenges and hurdles that schools have faced transitioning from on-campus to online education. A few significant differences were found between number of children enrolled in online education and parental satisfaction with technological support as well as social interaction. Significant differences were also found between school fee and parental satisfaction with curricular programs. These findings provide us with future directions for further research in the direction of integrating online education in Pakistani school setting.

The COVID-19 pandemic impacted school-based delivery of special educational supports and therapeutic services. This study describes student receipt of school-based supports/services and parent satisfaction by instruction modalities during the 2020-2021 academic year in the United States. Data were collected through the COVID Experiences Survey from parents of children ages 5-12 years, administered using NORC's AmeriSpeak panel. Most parents reported satisfaction with supports (88.4%) and services (93.2%). Dissatisfaction with special education supports and therapeutic services was more common among parents whose children received supports/ services virtually than in person (special educational supports: aOR=12.00, 95% CI [1.49-96.89], p=0.020; therapeutic services: aOR=15.76, 95% CI [1.01-245.40], p=0.049). These findings suggest opportunities to improve design and delivery of online special education supports and therapeutic services as well as emergency preparedness by considering the needs of students with disabilities and their families.

This study explored parents' perceptions pertaining to online learning in the state of Qatar during COVID-19 pandemic. Six hundred and eighty-eight parents were surveyed, and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and well-being were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multitasking; apprehending economic and social pressures; responding to the cultural context; and securing student well-being.

The transition to online learning during the COVID-19 pandemic was a new experience for parents of young children who were obliged to deal with various factors that had an impact on their level of satisfaction. It was essential to address these issues if their children were to continue receiving an education. This research investigates the factors affecting parents' satisfaction (PS) with their children's online learning experience during the pandemic. These factors comprised technical support (TS), instructional support (IS), the quality of the online curriculum program (CP) and social interaction (SI). A mixed-methods approach was adopted using a sequential explanatory design. The population sampled for this study comprised parents of young children in Saudi Arabia. The total number of survey respondents was 307 and 12 parents volunteered to be interviewed. The results demonstrated that almost 69% of the variance in parents' overall satisfaction was predicted by a combination of the aforementioned characteristics. However, SI was found to be the only significant predictor of PS. Overall, the parents' satisfaction with online learning appeared to be moderate but there were significant differences in PS that related to the parents' age or the child's educational level. This study offers insights into online learning experiences and parental satisfaction during the COVID-19 pandemic. Practitioners in the education sector should take this satisfaction into consideration given that parents are an essential element in the success of their children's online learning experience. Moreover, parents received beneficial information during the pandemic which could help develop the implementation of online learning for future use.

This paper investigated the literacy practices, challenges, and coping strategies of the More Knowledgeable Others (MKO) in helping the learners accomplish literacy tasks included in the online and modular worksheets during the lockdown period because of COVID-19 pandemic. MKO is a person who has a better understanding or a higher ability level than the learner; this includes the teachers, the parents, and the guardians. This study focused on the parents and guardians as they assume two significant roles during the time of pandemic, namely a teacher and a parent. Two hundred six parents and guardians were surveyed, and selected respondents were requested to participate in the semi-structured interview to provide opportunities to express their experiences during the pandemic. The results revealed that MKO's practices include their role as a: (1) support in children's school tasks; (2) spending read aloud time with their children; and (3) their use of Internet and gadgets. For the challenges, four subthemes emerged: (1) duality of roles; (2) lack of knowledge and skills; (3) Internet connectivity; and (4) financial challenges. With the challenges come MKO's coping strategies: (1) managing time wisely; (2) they provide unfathomable moral support; and (3) their faith in God. With the findings, this paper recommends creation of consultative body among parents so they can be included in the curriculum design for the education of their children.

Students' parents are important stakeholders of school leadership. Student mobility and some other problems in a school environment may occur when the expectations of students' parents cannot be met. Hence, I studied the expectations of the parents of secondary school students about the leadership of school principals through focus-group interviews using a phenomenology design. According to the findings, the leadership expectations of parents about school principals were categorised in 4 sub-themes: behaviour, values, skills and competencies, and characteristics. Parents of students expect school principals to prioritise student success, create unity and integrity, ensure open and sincere communication, and student safety and happiness. They also expect values that include managerial competence and problem-solving skills, showing interest and sensitivity, sensitivity to differences, respect for justice and equality, and a democratic attitude. At the same time, parents of students expect school principals to be innovative, visionary, consistent, empathetic, and disciplined -- they want principals to be good role models for students.

This study determined the level of home learning support given by the parents and the level of reading performance of primary pupils in Alat-Alatin Elementary School, a multi-grade school in Lopez West District, Lopez, Quezon. This utilized the quantitative method anchored by a descriptive-correlational design. Moreover, the researchers used a survey questionnaire consisting of 15 questions pertaining to parental involvement, home learning resources, and home literacy practices to determine the level of home learning support given by the parents and conducted a reading session to determine the reading performance of the primary pupils. The study found that home learning support is sometimes given to primary pupils, and the level of reading performance of the primary pupils in Alat-Alatin Elementary School during the implementation of modular distance learning is at a frustration level. Using Spearman's rho non-parametric statistical tool, the Alpha level is 0.05. Since 0.395 is greater than the alpha level (0.05), the null hypothesis is accepted. Therefore, based on the result, there is no significant relationship between home learning support extended by the parents and the reading performance (in both oral reading and comprehension scores) of the pupils. Furthermore, the researchers designed Project BASA (Be A Servant Alat-Alatinian), a reading intervention program in distance learning settings that aims to improve the reading performance.

This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during COVID-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds' learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children's learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children's learning during health crises and reducing education inequalities.

Parents play a vital role in supporting children with learning disabilities, but little is known about their understanding of this diagnosis. The experiences of parents with the diagnostic process and the services their children receive post-diagnosis vary widely. Parents who participated in this study reported that they understand learning disabilities broadly but not their underlying neurobiology. Those who noted understanding the neurobiology indicated that it helped them better support their child, and those who did not understand it wanted to learn more. Parents generally noted that their children received less support during COVID-19 and that they had to seek more private services in order to support their child's academic progress, which caused additional strain on families. Finally, parents reported that having a child with a learning disability negatively affected their mental health, especially when parents feel like they have had to advocate strongly for their child to receive services.

According to the heuristic model of emotion socialization by Eisenberg et al., parental reactions to children's negative emotions (RCNE) have an important role in this socialization process; however, its effects on children's social-emotional outcomes may be moderated by the children's temperament. This longitudinal study verified this proposition by testing maternal and paternal RCNE as predictors of preschoolers' behavioral adjustment and child inhibitory control as a moderator of these associations. Mothers and fathers of 113 Chinese children (M[subscript age] = 57.41 months, SD = 7.16 months) reported on their RCNE and child inhibitory control at Time 1 (T1) and reported on child behavioral adjustment (i.e., externalizing problems, internalizing problems, and prosocial behaviors) both at T1 and 6 months later (Time 2, T2). Multiple linear regression analyses showed that after controlling for child behavioral adjustment at T1, child age, and paternal education level, (a) paternal supportive reactions negatively predicted child externalizing problems and positively predicted child prosocial behaviors, and (b) the associations between parental RCNE and child behavioral adjustment were moderated by child inhibitory control. Specifically, only for children low on inhibitory control, paternal supportive reactions negatively predicted child externalizing problems, and maternal supportive reactions positively predicted child prosocial behaviors.

As access to private religious education expands through vouchers, public discourse has positioned these schools as politically neutral spaces. Teachers who seek to ethically care for students are thus placed in a predicament. In this article, we present the fictive case study of a middle school teacher in a suburban Catholic school that has accepted vouchers and consequently undergone significant demographic and political shifts. When the teacher makes a curricular decision that responds in caring and critical ways to their students, they face a wave of parental opinions that call their instruction and ethical aims into question.

Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in economic hardship often face problems with applying these skills at home where the child's learning and/or behavioral problems commonly occur. In this exploratory qualitative study, we adopted a positive deviance (PD) lens to explore strategies six economically disadvantaged parents used to support their children who were attending special and mainstream preschools concurrently. The PD perspective was first used in public health research with low-resource communities where a few individuals have been observed to adopt uncommon practices and behaviors that enable them to find better ways to prevent social or health problems than their neighbors facing similar constraints and risks. We identified adaptive parental behaviors, thoughts and feelings that helped them navigate daily hassles faced with "dual schooling" their children in Singapore. The study highlights important implications in the development and refinement of future parent training programs.

We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent's use of preventive strategies to address children's challenging behaviors for two parent--child dyads. A father, mother, and each of their young children participated. We also measured associated child outcomes and parent's perceptions of the technology-enhanced performance-based feedback intervention. We observed a functional relation between our intervention and parent practice. Although variable, desired child behaviors increased, and challenging behaviors decreased. Finally, parents indicated that they perceived the intervention to be socially valid.

The school-to-work transition is widely acknowledged as difficult, requiring meaningful support for young people to navigate successfully. This paper examines the reported experiences of six families navigating 23 home educated young people's transition from compulsory education to tertiary education and work. Data from semi-structured interviews with the parents were thematically analysed using Bourdieu's "habitus, capital," and "field." Findings indicate that the parents provided ample opportunity for self-exploration to encourage autonomy coupled with opportunity to explore and participate in the wider community, leading to a successful transition experience. The findings suggest that a contrasting, alternative career preparation method can be successful; one that values autonomy over the traditional approach which involves a scaffolded set of knowledge and skills. This study indicates that the transition can be successfully facilitated by providing young people with opportunity for autonomous self and career exploration in the community, without the standardised assistance provided through schools.

The goal of the study was to deliver and validate a new solution-focused instrument, the Focus Skills Questionnaire (FSQ), to assess the degree of executive functioning skills in the school context, for three different education levels (elementary, secondary, and tertiary education) and informant groups (students, teachers and parents) on a sample of 1109 students from Dutch and Belgian schools. The factor structure was evaluated by confirmative factor analysis (CFA) and the study examined how students' self-reports of executive functioning skills related to outcomes of neuro-psychological tests of executive functions (EF). The CFA results showed a parsimonious model with a four-factor structure of the FSQ that was equivalent for all education levels and informant groups, but that does not correspond with the generally assumed executive functioning factors. There are differences in the perception of executive functioning skills by different informant groups and also differences per education level. Student perceptions of executive functioning skills do not correspond with EF test outcomes and in some subgroups clearly diverge from teacher or parent perceptions of the students' executive functioning skills. Although the new instrument does not converge with laboratory assessments of EF's, the new instrument could be useful in everyday school practice.

Background: Stepping Stones Triple P (SSTP) is a complex parent-mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30-59 months. Methods: To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting stakeholder views and considering intervention fidelity, dose, reach, delivery adaptations, and acceptability. Results: Fidelity and quality of delivery ratings were high. Parents perceived SSTP as valuable, reporting increased parental confidence and understanding of the child's behaviours. However, only 30% of families received an adequate dose of the intervention. Parents who only received treatment as usual described feeling abandoned by current services. Service managers emphasised the importance of availability of resources and therapist training for successful intervention delivery. Conclusions: SSTP supports effective management of early-onset behaviours that challenge. Further work is needed to ensure equitable access to the intervention across health and social care services.

Background: Parents' conceptualizations of adulthood for their emerging adults with Down syndrome have the potential to impact the transition planning process as families prepare for life after graduation. Aims: This study aimed to explore parent perceptions of the meaning of adulthood for their emerging adults with Down syndrome. Methods: In this qualitative study, we interviewed 11 parents of emerging adults with Down syndrome using phenomenological methodology and analysed these data using thematic analysis. Results: Three topics emerged: (1) Parents' constructions of the meaning of adulthood; (2) Parents' perceptions about the transition to adulthood; and (3) Parents' perceptions of current adult life skills. Ten themes arose out of these topics. Conclusions: Parents expressed ambivalence about the meaning of adulthood for their emerging adults with Down syndrome, sharing that in some ways they were adults and in others they were not. The meaning of adulthood was closely tied to obtained skills, particularly those related to personal safety.

This study was conducted to measure the digital parenting awareness, attitude and self-efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self-efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self-efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self-efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.