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The purpose of this study was to examine the relationship between early childhood teacher candidates' empathic tendencies and social problem-solving skills. A total of 187 teacher candidates studying in the department of Early Childhood Education at Duzce University participated in this study. The relational research model, a quantitative research method, was used. The data of this study were collected through a personal information form, the Empathic Tendency Scale, and the Social Problem-Solving Inventory (SPÇE-SF). The researchers analyzed the data using Pearson Correlation and one-way ANOVA with the SPSS program. According to the findings of the study, the empathic tendency levels and social problem-solving skills of the early childhood teacher candidates participating in the research are at moderate levels. In addition, there was a moderate positive relationship between participants' empathic tendencies and social problem-solving skills. Finally, it is seen that the empathic tendencies of the participants do not differ according to personal data such as gender, educational level, mother's and father's educational level, family type, family attitude, number of siblings, and birth order. The participants' social problems-solving skills differed only by gender and number of siblings.

Factors influencing intrapersonal and interpersonal abuse, neglect, and quality of life have not received much attention from scholars. Few studies on intrapersonal and interpersonal abuse and neglect have focused on employees in organisations without addressing the problem from children or students' points of view. In light of this knowledge, the current study used a socio-ecological perspective to illustrate the factors that influence both intrapersonal and interpersonal abuse and neglect. These factors can be attributed to family structure, individual factors, macrosystem factors, contextual factors, quality of life, and emotional abuse.

We develop a novel application of machine learning and apply it to the interview transcripts from the American Voices Project (N = 1,396), using discourse atom topic modeling to explore social class variation in the centrality of family in adults' lives. We take a two-phase approach, first analyzing transcripts at the person level and then at the line level. Our findings suggest that family, as represented by talk, is more central in the lives of those without a college degree than among the college educated. However, the degree of institutional overlap between family and other key institutions -- health, work, religion, and criminal justice -- does not vary by education. We interpret these findings in the context of debates about the deinstitutionalization of family in the contemporary United States. This demonstrates the value of a new method for analyzing qualitative interview data at scale. We address ways to expand the use of this method to shed light on educational disparities.

This paper describes an innovative approach to teaching about family development over the life course through an application project and assesses its effectiveness in student learning. The integration of genograms and expanded family development theory (FDT) into one project aims to provide an engaging and useful structure for the assignment and promote the inclusion of diverse families. In this assignment, students (1) create their family genogram and (2) write an accompanying paper to identify and apply the FDT stages and developmental tasks to each generation of their family. Assessment results demonstrate that this project provided students with a practical opportunity to apply theoretical course content to diverse, real-life families and helped to recognize family trends across generations. Students appreciated the hands-on learning experience and opportunity for self-reflection, which promoted engagement with course materials. Incorporating genograms and the expanding family life cycle helps to overcome the limitations of the original FDT by being inclusive of all families, thus contributing to more effective preparation of competent professionals.

Despite evidence for the usefulness of augmentative and alternative communication (AAC) for young children with complex communication needs (CCN), several barriers prevent children from accessing AAC intervention. This qualitative study is focused on understanding the lived experiences of parents accessing and learning how to use speech-generating devices with their young children (3-6 years) with CCN. Findings generate insight into the similarities and differences across families' experiences through several categories and themes: (a) foundational perspectives (determination and resilience; finding balance); (b) experiences getting access to an AAC device (initiating access; navigating barriers); (c) experiences using an AAC device (learning and navigating challenges; supporting their child's communication at home and in the community; seeing progress); and (d) surrounding factors (family structure, informal supports, and demands; access to services and professional supports; the COVID-19 pandemic). Implications for practice and policy are discussed related to how to improve AAC access and intervention.

Over the past two decades, family structures have diversified. International migration has led to a rise in the number of families in which at least one parent is foreign-born. Increases have also been observed in both the rate of partnership separation, leading to a greater number of single-parent households and an increase in the number of families where grandparents have assumed caring responsibilities for their grandchildren. Evidence indicates a strong relationship between family structure and children's educational outcomes. Parental involvement is well documented as a key ingredient for the educational success of children. Drawing on Taiwanese multi-wave survey data (Taiwan Assessment of Student Achievement) and a machine-learning-based propensity score algorithm for multiple treatments, this paper aims to determine the various relationships between children from different household structures (two-parent households, skipped generation households, single-parent households, and immigrant households) and their cognitive knowledge (measured by test scores). Key findings reveal that children from skipped generation households achieve the lowest performance scores and that those from immigrant households tend to perform even better than children from traditional two-parent households in certain disciplines. Our results suggest that policy interventions targeted at providing remedial education and/or financial assistance are needed to support children from skipped generation families to redress existing educational disadvantages in Taiwan.

This article reflects on the difficulty that many students have in appreciating that religions change over time. It describes an assignment that can be used to teach this important religious literacy skill. The assignment focuses on changing norms on courtship, marriage, and family formation in Jewish communities at two different times and two different places. Students reflect on norms in the Pale of Settlement of Imperial Russia at the turn-of-the century using the film version of the musical "Fiddler on the Roof." They then view a documentary about the making and reception of the musical that centers the social movements of 1960s America, and they also read secondary literature on changing marriage norms in turn-of-the century Jewish communities in Eastern Europe and in 20th century Jewish communities in America. The assignment turns on concepts of tradition and innovation, showing how often innovation plays a role in things deemed "traditional".

Children's early experiences have potential to shape their development through early childhood, middle childhood, and into adolescence. Family structure at birth and material hardship may offer insight into how children's health and well-being are shaped within their family of origin. The current paper examined (a) the association between family structure at birth and material hardship 1-year post-birth and (b) the differential impact of race on the associations between family structure and material hardship. We further explored the association between family structure and material hardship on self-reported health in (a) middle childhood and (b) adolescence. Using the Future of Families and Child Wellbeing dataset, an ordinary least squares (OLS) regressions and structural equation path models (SEM) were used to examine associations between family structure, material hardship, and health outcomes (body mass index [BMI], anxiety, and suicidal ideation). Results indicated that family structure predicted material hardship at 1-year until maternal characteristics were taken into account. Race/ethnicity did not moderate the association. Also, family structure at birth was indirectly associated with youth anxiety through material hardship but did not account for BMI or suicidal ideation. Social supports and state policies should prioritize maternal health access and ensure families are able to meet their basic needs to mitigate children's health risks.

This study investigates the consumer socialization practices of parents in single versus multi-child and nuclear versus extended families in an emerging market. Previous consumer socialization research has focused primarily on western cultures. We examine parenting in a developing market and suggest that single-child families are more nurturant and maintain greater control of their children's media exposure than multi-child families. The findings indicate that Modal Indian consumer socialization practices may be shifting from an Authoritarian to an Authoritative parental style with greater maternal intervention in media exposure and support for regulating children's advertising. Implications for marketers, consumer educators, and public policy makers are discussed.

Although gender ideologies influence many outcomes, research shows they often fluctuate across the life course. Family structure transitions are one mechanism through which gender ideologies change. Divorced and single adults report more egalitarian ideologies than stably married adults. Little research has examined whether children in these families experience similar gender ideologies. Based on parental role modeling, we would expect children in non-traditional families to exhibit more egalitarian gender ideologies. We examine family structure and youth gender ideologies in two contexts, essentially two case studies: Germany and South Korea. Using Starting Cohort 3--Grade 5 (N = 4,021) and Starting Cohort 4--Grade 9 (N = 9,913) of the Germany National Educational Panel Study (NEPS) and Cohorts 1 (N = 2,844) and 2 (N = 3,449) of the Korea Youth Panel Survey (KYPS), we uncover counterintuitive findings that youth gender ideologies do not vary across family structures. Child gender is the most salient predictor of gender ideologies across contexts.

Physical activity (PA) benefits children with autism spectrum disorder (ASD). Evidence suggests that some barriers impede parents from providing PA support for their children with ASD. Parental perceived stigma is one of these barriers. However, few studies have explored how parental perceived stigma influences parental PA support. This study aimed to investigate the relationship between parental perceived stigma and parental PA support, the mediating role of parental self-efficacy, and the moderating effect of having other typically developing children or not. A total of 274 participants were recruited to participate in the study. The results showed that parental self-efficacy mediated the association between parental perceived stigma and parental PA support and the moderating effect of having other typically developing children or not.

Few studies have examined differences in autism spectrum disorder (ASD) phenotype between children from multiplex and simplex families at the time of diagnosis. The present study used an age- and gender-matched, community-based sample (n = 105) from the southwestern United States to examine differences in ASD symptom severity, cognitive development, and adaptive functioning. No significant differences between children from multiplex and simplex families were observed. Exploratory analysis revealed that parents underreported receptive and expressive language and fine motor skills compared to professional observation, especially among children from multiplex families. These findings suggest that diagnosticians may need to consider family structure when choosing and interpreting assessments of receptive language, expressive language, and fine motor skills.

Studies exploring associations between children with Autism Spectrum Disorder (ASD) and depression in parents are limited. This study compares healthcare utilization, depression treatment costs, and risk factors, in parents of children with and without ASD. Using a matched case-control, individuals aged 27 to 64 with continuous enrollment from 2017-2019 and a child diagnosed with ASD were selected from nationally representative administrative claims data. Individuals were randomly matched 1:3 to a non-ASD group based on the child's age, gender, and family characteristics. Statistical models were used to evaluate the association between ASD in children, depression in their respective parents, and resulting healthcare utilization and costs incurred by parents. The study consisted of 23,316 families, out of which 5,779 had children with ASD, and 17,337 had children without ASD. Having a child with ASD was a predictor of depression in parents (OR 1.91, 95% CI 1.73-2.10). Mothers of children with ASD had a higher risk of having depression (OR 4.0, 95% CI 2.62-6.12). Parents having multiple ASD children were also at higher risk of depression (OR 1.6, 95% CI 1.18-2.13). The sex and age of the child were not associated with parental depression. While family-level income and education attainment were not associated, urbanicity (rural) had an association with depression. Parents with ASD children are at a higher risk of depression. Findings suggest that parents of children with ASD may benefit from depression screening at the onset of ASD diagnosis in their children.

Parenting and family environment have significant impact on child development, including development of executive function, attention, and self-regulation, and may affect the risk of developmental disorders including attention-deficit/hyperactivity disorder (ADHD). This paper examines the relationship of parenting and family environment factors with ADHD. A systematic review of the literature was conducted in 2014 and identified 52 longitudinal studies. A follow-up search in 2021 identified 7 additional articles, for a total of 59 studies that examined the association of parenting factors with ADHD outcomes: ADHD overall (diagnosis or symptoms), ADHD diagnosis specifically, or presence of the specific ADHD symptoms of inattention and hyperactivity/impulsivity. For parenting factors that were present in three or more studies, pooled effect sizes were calculated separately for dichotomous or continuous ADHD outcomes, accounting for each study's conditional variance. Factors with sufficient information for analysis were parenting interaction quality (sensitivity/warmth, intrusiveness/reactivity, and negativity/harsh discipline), maltreatment (general maltreatment and physical abuse), parental relationship status (divorce, single parenting), parental incarceration, and child media exposure. All factors showed a significant direct association with ADHD outcomes, except sensitivity/warmth which had an inverse association. Parenting factors predicted diagnosis and overall symptoms as well as inattentive and hyperactive symptoms when measured, but multiple factors showed significant heterogeneity across studies. These findings support the possibility that parenting and family environment influences ADHD symptoms and may affect a child's likelihood of being diagnosed with ADHD. Prevention strategies that support parents, such as decreasing parenting challenges and increasing access to parent training in behavior management, may improve children's long-term developmental health.

Stereotypical notions and depictions of the German language, its speakers, and cultural practices are more persistent in instructional materials, language program advertisements, and people's minds than one might presume (Bryant et al., 2019; Chavez, 2020a, 2020b; Rothe, 2022). Overcoming such misconceptions requires educators to reconsider curricula and promotional efforts so that they reflect the diverse lived experiences of German speakers and learners (Criser & Malakaj, 2020). To diversify German curricula in the United States, the American Association of Teachers of German (AATG) established a task force in 2020, Creating Safe Spaces (CSS). Its members have developed instructional materials focusing on diversity and inclusion, especially regarding Black, Indigenous, and other Persons of Color (BIPOC) and Lesbian, Gay, Bisexual, Transgender, Queer, Plus (LGBTQ+) communities in the German-speaking world. The materials span various thematic units and language levels and serve as a model for other world language (WL) instructors desirous of making diversity a critical component in their respective curricula. Available free of charge both to AATG members and non-members on the AATG's GETMAPP platform, the instructional activities align with the NCSSFL-ACTFL Can-Do Statements (2017) and the World-Readiness Standards for Learning Languages (2015). This article introduces CSS and showcases sample materials that cover topics commonly found in WL courses--introducing oneself and others, family structures, and living. Considerations regarding the imperative for language professionals' commitment to inclusivity, diversity, and social justice form the framework of this article.

The number of Black suburbs has expanded since the 1960s, however, research on gender and how Black women contribute to their formation is understudied. Grounded in an intersectional framework, this article places women at the center of the analysis of Black suburban life. Using a multisite ethnography conducted during the Great Recession, I make a case for a Black diasporic suburb model and analyze the labor and household practices Black women use to sustain their families' suburban lives. This article generates new insights into the heterogeneity of and Black suburbs in general, and the dynamic culture and economies of Black suburban women, in particular. Thus it contributes to new thought in Black feminist geography and the sociology of suburbs.

Students' access to family help with paying for college tuition and living expenses varies by family resources, structures, and relationships, and can affect later outcomes and the extent to which students rely on various forms of financial aid. This study analyzes an originally collected dataset at two regional public four-year universities in the United States (N=2,979) to examine how families and relationships are related to how students pay for college expenses. Differences in payment methods are examined by students' family structure, including their cohabitation, marital, and parenthood status; family background including parents' education, marital status and loan status; and relationships with families, including whether students lived with their families of origin, sentiments about asking parents for money, and closeness with parents. Differences by race, gender, age and region are also examined. Families helped 51% of students in the sample pay for college tuition, and almost 70% of students had family help with paying for living expenses. Payment methods for college differed by all variables examined. Potential explanations for findings related to inequalities in access to family financial resources, social norms about providing family help to certain types of students, and role expectations associated with family structure and age are discussed.

COVID-19 school closures made household access to educational devices and the internet crucial to maintaining educational milestones. While researchers have studied technology needs of students with disabilities, less attention has been given to how households with adults with disabilities living with school-age children access educational devices and the internet. This impacts student learning outcomes because parents often support students in remote learning. This study used 2021 "Household Pulse Survey" data (April to July) to determine the extent to which adults (parents; n = 7,238) with disabilities' households had access to educational devices and internet access for school-aged children, including compared to adults without disabilities (n = 64,046). Among adults who lived with school-age children, adults with disabilities were significantly less likely than adults without disabilities to have a computer and internet available for educational purposes. There were also sociodemographic differences in access among adults with disabilities themselves: adults with hearing, vision, and/or cognitive disabilities; adults with disabilities with household incomes below $100,000; households with more than one child; and households where a child attended private school were less likely to have computers/digital devices and internet available. Findings suggest that parental disability status may be a potential criterion in expanding household access to technology and internet, which in turn may improve outcomes for school-aged children in these households.

Sense of humour can be a valuable asset for teachers in various ways. For starters, it can aid in creating a positive and enjoyable environment for learning, which can promote student engagement and motivation. Teachers who use humour in the classroom can help to break down barriers and foster a sense of community among students and teachers. This, in turn, can lead to improved relationships and a more positive classroom climate. Therefore sense of humour is an essential trait for a teacher to manage the classroom successfully. Further the humour style followed by the teacher will also impact the environment of classroom, positive style of humour will lead to positive effects while negative humour style will lead to negative effects. This study has attempted to assess the level of sense of humour and the style of humour among the prospective teachers with special reference to selected independent variables. The present study uses simple random sampling technique to select 70 prospective teachers belonging to two year B.Ed programme and Four-year integrated programme as samples. The study shows that prospective teachers have above average level of Sense of Humour and majority of them were following affiliative style of humour.

With rapidly developing technology, the most common social area of our lives has become social media. While social media brings with it new notions, it also affects the culture we have. One of them is the culture of reading. Reading culture includes making the act of reading a philosophy of life. The act of reading requires education. The most common place where we receive this education is in schools. Teachers, one of the basic elements of schools, play an important role in the transformation of reading into a reading culture. For this purpose, this research aims to determine the effect of teacher candidates' social media use on their reading culture. The study consists of two parts. In the first part, reading culture was examined according to the variables of gender, class level, region of residence, number of siblings, economic status of the family, education level of parents, and number of annual book readings. In the second part, the reading cultures of teacher candidates were examined according to the variables of daily online time, duration of social media use, age of having a social media account, and purposes of using social media. The study was created by scanning method. Türkel et al. (2017) developed the scale applied. The obtained data were analyzed in SPSS 24. Mann-Whitney U Test was used for pairwise comparisons and the Kruskal-Wallis H test for multiple comparisons. In conclusion, there was a significant difference in favor of women in terms of teacher candidates' reading cultures and gender variables. In terms of grade level, a significant difference was found in favor of 3rd and 4th-grade levels. There is no significant difference in reading culture in terms of other variables. However, when we ignore the student with a master's education level, the reading culture score of the teacher candidates with illiterate parents in the education level of the parents was higher. Again, in terms of daily use of social media, the reading culture scores of the candidates who used one hour or less were higher. The social media factor is important in terms of transferring and enriching the reading culture.

The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.

The purpose of this study is to reveal the current status of the work-life balance of individuals working as classroom teachers, Turkish teachers and administrators in Turkey and Northern Cyprus and to examine them according to various demographic and professional characteristics. The study was carried out in relational screening model. The research population consists of people who work as primary school teachers, Turkish language teachers and administrators in Turkey and Northern Cyprus in the 2021-2022 academic year. The sample consisted of a total of 1059 people, 836 of whom were teachers and 223 of whom were administrators, selected using random sampling method. The data of the study were collected through an online questionnaire that included the Personal Information Form and the Work-Life Balance Scale. The data collected within the scope of the study were evaluated with quantitative analysis methods using the SPSS-26 software. In this context, frequency analysis, descriptive statistics methods, independent groups t-test, one-way analysis of variance (ANOVA) and Tukey HSD test were used. As a result of the study, it was observed that the participants were able to maintain work-life balance at a moderate level. In general, work-life balance does not differ significantly according to gender, marital status, having children and status (p>0.05), but the participants aged 51 and above have a significantly higher work-life balance than the participants aged 22-30 (p<0.05), and, results according to sub-dimensions are presented in the study.

This research presents the lived experience of left-behind children living in Shaanxi province of China through the lens of resilience theory. A hermeneutic phenomenological inquiry is employed to identify inner and outer risk factors faced by left-behind children at the primary school level and explore their protective factors (internal assets and external resources). This study attempts to determine how these protective factors can moderate or reduce the repercussions of risk exposure on the children's development. Unstructured observations, including on-site observations of the classroom, life, and interpersonal relationships, were conducted in 2018 and remote classroom observations were completed in 2020 due to the pandemic. There were 51 students (including 28 left-behind children) observed in total. Fourteen 9- to 13-year-old left-behind children, eight guardians, and six teachers participated in interviews. Remote pre-interview activities were specifically employed in 2020. The findings indicate this group's internalized and externalized problems, and the internal assets and external resources. This study would potentially identify viable targets for interventions and socially inclusive education. Resilience-based interventions in policies and practices are recommended to intervene in the trajectory from risk exposure to associated negative effects.

This paper estimates returns to education during a period of sharp wage cuts in Greece, considering both the endogenous nature of education and women's self-selection. Findings suggest that dramatic wage declines were followed by sharp decreases in returns to education, while the documented convergence of returns between genders is an added benefit. Once endogeneity is examined, using parental education and number of siblings in the household as instruments, and self-selection is accounted for, returns to education almost double compared to OLS. These findings are verified using several robustness tests and alternative specifications.

Objective: To evaluate how family functioning, family contributions to college expenses, and access to mentors are associated with college student's self-reported health and flourishing, and to test for moderation by family structure. Participants: Undergraduate college students (N = 238) recruited through an email list-serve at a large midwestern state university. Methods: Participants completed an online survey (distributed through Qualtrics) in February 2020. Data were analyzed using linear regression (in SPSS 28) and simple slope analyses. Results: College students' access to mentors is associated with their self-reported health, and family structure moderates the association between family strengths and self-reported health. Family functioning and access to mentors are both associated with college students' flourishing. Conclusions: College students' health and flourishing may benefit from access to mentors and functional family dynamics. Though students from post-divorce families see fewer benefits from family strengths compared to peers in nuclear biological families.

The phenomenon of diverse families has expanded in recent years. Although it has important implications in the field of education, this issue has been largely overlooked in the research on early education in Israel. The aim of the present study is to examine the attitudes of Israeli kindergarten teachers towards diverse families and the practices they use in this context. For this purpose, we conducted a qualitative study, using in-depth, semi-structured interviews among 20 Jewish-Israeli state kindergarten teachers. The main findings are that, overall, the attitudes of kindergarten teachers towards diverse families are positive, and they use different practices for dealing with family diversity and integrate this issue in their routine educational activities. Despite this, due to various factors, the positive attitudes are not always implemented in practice. These findings highlight the need to guide kindergarten teachers to work with diverse families, preparing them to adapt to the changing society.

This study examined how parents' perception of neighborhood conditions are associated with school absenteeism and participation in afterschool activities, and how social support networks moderate those linkages among two-parent and single-parent families. Data from the second and third Waves of the "Making Connections" Survey were analyzed. A subsample of 1,053 Latina/o parents with 10-17-year-old children was examined. Longitudinal path analyses suggest an indirect positive association between neighborhood control and participation in organized afterschool activities via instrumental social support, but only among two-parent families. Neighborhood cohesion was associated with school days missed and participation in organized afterschool activities among single-parent families. Implications for practice and policy are discussed.

This study looks at the relationships between family structure (organization and control), family process (cohesion, expressiveness, and conflict) with maternal sense of competency for mothers (n = 138) engaged in a home visiting program. Research questions were answered using multivariate analysis of canonical correlational analysis (CCA) to determine associations between the study variables. Results showed significant relationship between family structure variables of control and organization and maternal self-report of their general efficacy and their task specific efficacy for teaching and nurturing. Results further showed an inverse relationship between process variable of conflict and overall parenting efficacy of mothers. Study provided directions on how family professionals and home visitors can empower mothers to become efficient, thereby fulfilling Family and Consumer Science's (FCS) goal of equipping professionals to develop essential knowledge and skills to build stronger families.

Early childhood education and care (ECEC) has been found to be beneficial for the development of children below three years. However, many children do not attend ECEC facilities. Frequently, structural family characteristics (SFC), such as migration background, educational attainment and income, are used to explain differing probabilities of attendance, while parental attitudes are mostly not considered. Thus, assuming that SFC influence attitudes, this paper investigates whether the attitudes and views of parents towards ECEC explain why one- and two-year-old children from disadvantaged families attend day care less often, although they would strongly benefit from high-quality ECEC. The underlying data are from the German DJI Child Care Study (KiBS). The results show that parental attitudes substantially contribute to explaining diverging attendance probabilities. The more positive parents evaluate day care, the higher the probability of their child attending. However, SFC maintain most of their explanatory power. Besides, SFC and parental attitudes interact. The probability of ECEC attendance increases differently depending on the (varying degree of positivity of) attitudes by SFC.

South Asians, including Bangladeshi, Indian, and Pakistani Americans, are considered a model minority and is one of the fastest growing in the US, financially stable, and highly educated ethnic subgroups in the U.S. The purpose of the study was to investigate the influence of cultural background and household structure on parental involvement in their bilingual children's academic achievement. The survey instrument was distributed via online and directly to first generation Bangladeshi, Indian, and Pakistani (FGBIP) parents of children studying K-12 in public schools throughout Southwest Florida. The correlation coefficient and multiple regression analysis reflected that family's cultural background and household structure had no statistically significant relationships with parental involvement activities and their bilingual children's academic achievement. The results of this study have potential implications for policy makers, educational leaders, educators, and parents to explore various factors and develop policies for bilingual students to promote student academic achievement.

This study examines inequality based on family structure within the school environment, focusing on South Korea's standardized education system. Previous research has pointed to potential challenges associated with a high concentration of students from single-parent families in schools. However, in the context of a standardized education system that aims to minimize variation across schools, these dynamics may manifest in different patterns. Using a nationwide administrative data set, the National Assessment of Educational Achievement, this study finds a significant interaction effect between the proportion of students from single-parent families within schools and the academic achievement, which is particularly pronounced for students from single-parent families. The results suggest that institutional contexts may play a significant role in reducing educational disparities associated with family structure, thereby providing schools pathways to mitigate the academic challenges prevalent among students from diverse family backgrounds.

For decades, the role of parental engagement in children's schooling has been central to the promotion of learning and wellbeing outcomes for children. However, the recognition of diverse family structures, including where a child's parents are separated, is largely absent from these models of engagement. Instead, prior research has focussed on the impacts of separation and divorce on children's learning, resulting in a dearth of work on separated parents' experiences of engaging with their children's schools. In order to document these parents' experiences, a qualitative survey was deployed. From this investigation, it is clear that diverse family structures, particularly those where parents are separated, are not well accommodated, or even well understood, in the schooling context. In many cases, however, small adjustments on the part of the school can make significant differences in enhancing parents' successful involvement in their children's education.

This study examined the differences among the typically developing, low-achieving, and young offender participants on indices of oral and silent reading, listening comprehension, the Raven and behavior scales, and parental status. A convenient sample of 81 males and females from the same geographical region in the Sultanate of Oman took part in this study. Analyses showed that the typically developing participants obtained a higher Raven score, achieved better on the behavior scale, and performed commensurately with their current grade placement in oral, silent, and listening skills when compared with both the young offenders and low-achieving participants. The academic skills of the young offenders were better than those of the low-achieving participants, a strong indication that the low-achieving group had more serious academic difficulties when compared with the young offenders. The young offenders living with married parents obtained a better score on the adjustment disorder domain than those who had divorced or deceased parents. The results suggested that the young offender and underachieving participants were not entirely identical in their profiles. Implications and limitations are discussed.

The aim of this study is to determine the dropout risk levels of secondary school students and to contribute to the literature by making suggestions to researchers according to the results obtained. For this reason, the research was carried out using the mixed method. For this purpose, the School Dropout Risk Scale was prepared by quantitative methods, and the sample was determined by simple random sampling method. In the qualitative method, a semi-structured interview form was prepared and the sample was determined with maximum diversity sampling. In quantitative data analysis; gender, class repetition, absenteeism status, t-test for the student's work status variable and Anova were used for the school achievement variable. According to the results of the research, it has been determined that the risk levels of secondary school students leaving school are at an intermediate level across the scale and in the lower dimensions of the scale. It was found that all the variables included in the study caused a change in the risk of dropping out of school. According to the students' opinions, peer bullying, low socioeconomic status of the family, lack of interest in school, family pressure for the student to drop out of school, the administration giving unfounded punishments to students, insufficient school resources lead to reasons for dropping out.

The purpose of this study was to examine the play skills of children with typical development and those with speech and language disorders (SLD) based on gender, the presence of siblings, and parents' education levels. There were 270 children included in the study's sample. In the study, 'The Play Behaviour Scale' was used. Reticent behaviour scores of girls with SLD were significantly higher than those of boys, and scuffle play, scores of typically developing boys were significantly higher than those of girls. The social play scores of children with SLD were statistically significant when they had a sibling. Children whose parents had a high school education or less had considerably higher scuffle play ratings than children whose parents had a university degree or above. Consequently, it was observed that demographic variables influenced the play skills of children with SLD. Defining these children's play behaviours based on various variables will be beneficial for creating intervention programmes.

The relationship between parents and children is important for realizing developmental tasks, intra-family, and peer relationships. Self-concept and self-esteem are closely related to a person's personality and identity. This study examined the relationship between 5th grade primary school students' secure attachment to their mothers and their self-perceptions. The study group consisted of 431 5th grade students in a secondary school, aged 12-13 years. Piers Harris' Child Self-Concept Scale (PHCSCS) and Kerns Secure Attachment Scale-KSS were used to collecting data. The correlation coefficient and the decision tree CHAID algorithm, one of the classification techniques, were used to estimate data trends in the data analysis. The CHAID analysis was used to decide whether demographic characteristics and secure attachment to the mother, which are independent variables, affect self-perception, the dependent variable, and the extent of this effect. Finally, secure attachment to the mother and self-perception in middle childhood were related to the father's occupation; family structure, birth order, and gender were important variables in the child's self-perception. It was found that the mother-child secure attachment pattern in middle childhood affected the development of high self-perception. It is foreseen that the consequences of the study will provide to the literature.

This study investigates the attitudes of parents of typically developing students towards teaching students with disabilities in the mainstream classrooms, in relation to various family characteristics. This quantitative research employed a descriptive questionnaire survey to investigate the attitudes of parents of typically developing students towards teaching learners with disabilities in regular classrooms. A total of 419 parents of students from Cycle 1 and 2 classrooms in the United Arab Emirates completed the questionnaire. Parents showed positive attitudes towards teaching students with disabilities in the mainstream classrooms. Respondents who had no schooling were found to express more positive attitudes than those who had a college or university education, as were those with a 'schooling' level of education. The results revealed no significant relationship between respondents' attitudes towards inclusion and their gender, age, place of residence or the number of children in the family. The UAE Ministry of Education should recognize the importance of this study's findings when implementing the ministerial resolution regarding the philosophy of educational inclusion in all mainstream schools in the UAE. This can be seen as a measure to improve the quality of life and education of all marginalized students, especially those with disabilities.