26,994 results on '"Family life"'
Search Results
2. Rongshui Lusheng: Knowledge Management for Learning Arts and Culture
- Author
-
Feiqi Meng and Sitthisak Champadaeng
- Abstract
The objectives of this research are to study (i) the development of the Lusheng and its relationshipwith Rongshui culture and (ii) the knowledge management for learning arts and culture insouthern China. This research used qualitative research methods by studying documentsand collecting field data through surveys, interviews, observations, group discussions, and workshops. The data was collected from a group of 18 people. The analysis was based on the objectives, and the results were presented in a descriptive-analytical manner. The research results indicated that: (i) Lusheng is an ancient musical instrument in the bamboo family that has spread throughout Asia, This instrument has evolved differently in difference regions. This musical instrument is closely related to the way of life of people in southern China. People use it as a show for entertainment during important festivals. They believe that the worship of ancestors and gods can protect one's life. Lusheng culture has artistic value and should be studied to be photographed for future generations. (ii) The knowledge of Rongshui Lusheng, a wind instrument made from bamboo, is a valuable musical and dance cultural heritage and deserves to be carefully studied through systematic inheritance. It was found that it is a teaching activity in educational institutions starting in primary school. Secondary and higher education learning in this study has two characteristics: Learning to produce Lusheng and practicing playing Lusheng, which must create a melody. The rhythm goes along with the related dance. In summary, this study can be used as a guideline for the conservation and inheritance of cultural heritage as well as a guideline for teaching and learning for the transmission of artistic and cultural heritage.
- Published
- 2024
3. Associations among Symbolic Functioning, Joint Attention, Expressive Communication, and Executive Functioning of Children in Rural Areas
- Author
-
Chun-Hao Chiu, Bradford H. Pillow, and The Family Life Project Key Investigators
- Abstract
The purpose of this study is to investigate the relations among children's symbolic functioning at 15 months, joint attention at 24 months, expressive communication at 24 and 36 months, and executive functioning at 36 months. With the sample from rural areas in the United States collected by the Family Life Project (N = 1,008), a longitudinal data analysis was conducted. The results of structural equation modeling suggested that children's symbolic functioning at 15 months and children's executive functioning at 36 months was directly related to each other. These two variables were also indirectly related to each other through joint attention at 24 months and expressive communication at 24 and 36 months. Psychological distancing and verbal and nonverbal communication were used to explain the role symbolic functioning plays in the development of executive functioning during the second and the third years of children's lives.
- Published
- 2024
- Full Text
- View/download PDF
4. Examining the Relations between Early Language Skills and Environmental Variables and Literacy Skills: A Longitudinal Study from 2 to 9 Years
- Author
-
Jean Ecalle, Xavier Thierry, Hélène Labat, and Annie Magnan
- Abstract
A 7-year longitudinal study was conducted as part of the French national cohort ELFE (N = 1095). The aim was to identify how and why early language skills at 2 years might predict later literacy skills assessed successively at 5, 7, and 9 years (LitSk5y; 7y; 9y). Using one and the same model, we also examined the relations between literacy skills in the three sessions and the potential impact of three environmental variables: the home learning environment (HLE) and two variables related to socioeconomic status (SES), namely, parental education level (PEL) and household income (HInc). The main findings reveal that expressive vocabulary at 2 years is a significant predictor of LitSk5y. No significant link was found for HLE. The other significant links reveal that PEL is associated with LitSk5y and LitSk7y, and HInc with LitSk5y and LitSk9y. The differential impact of these two SES variables is discussed. Moreover, the restructuring lexical model is proposed to explain how the development of early expressive vocabulary is linked to the development of literacy skills via an implicit stimulation of phonemic awareness during the acquisition of new words.
- Published
- 2024
- Full Text
- View/download PDF
5. Culinary Capital and Conceptualisations of School Mealtime
- Author
-
Gurpinder Singh Lalli
- Abstract
This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children's early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work on school food with a particular focus on a case study of Maple Field Academy to frame the research. Research methods used included semi-structured interviews, fieldnotes and photographs with the aim of capturing a rich picture of the school. This paper introduces Laird's sensory theory to frame the discussion. This research calls for the need to recognise the social good that can be realised from participating in mealtimes and school is a microcosm of society, which means it can function as a driver for social change. The paper calls for more engagement with social theorising on studies which focus on researching food in school.
- Published
- 2024
- Full Text
- View/download PDF
6. Family Dinner Frequency, Parent-Organised Informal Learning Activities, and Student Academic Performance: Evidence from Chinese Eighth-Grade Students
- Author
-
Sujie Peng and Chenying Zeng
- Abstract
The factors that influence student academic performance have long been discussed by academics. However, to our knowledge, there are no data on the informal learning activities organised by parents. Therefore, there is a need to explore how parents influence student academic performance. To do so, we acquired a dataset from the China Education Panel Survey (CEPS) to test the proposed measurements (e.g. the frequency of visiting museums with parents) through regression models. Several findings are summarised in the results. For instance, we found that there is a positive and significant association between parent-organised informal learning activities and student academic performance. Such a linkage can be negatively moderated by students' self-reported course difficulty in some cases (e.g. when students are frequently eating dinner with their parents). In terms of contribution, this study may be one of the first to discuss how parent-organised informal learning activities influence student academic performance.
- Published
- 2024
- Full Text
- View/download PDF
7. Childhood Factors Associated with the Completion of a High School Diploma or Equivalency Certificate or Higher among First Nations Children Living off Reserve, Métis and Inuit Children. Catalogue No. 41-20-0002
- Author
-
Statistics Canada, Landry, Simon, Racine, Audrey, and Kumar, Mohan B.
- Abstract
Using a longitudinal dataset created through the linkage of the 2006 Indigenous Peoples Survey (IPS; formerly called the Aboriginal Peoples Survey) and the 2016 long-form Census, this study examines childhood factors that are associated with the completion of a high school diploma or equivalency certificate or higher among off-reserve First Nations, Métis and Inuit children. The report presents childhood characteristics correlated with high school completion or higher by Indigenous group. Further, using a pooled sample, it examines the association between childhood factors and the outcome using multivariate analysis to account for confounding factors. Indigenous children living in some regions were more likely to complete high school or higher than those in other regions. First Nations (55.0%) and Métis children (66.3%) living in the Prairies region, were less likely to have completed high school or higher by 2016 compared with those in Ontario (68.9% and 77.5%, respectively). Inuit children who were living in Inuit Nunangat (38.1%) were less likely to complete high school or higher education than those living outside Inuit Nunangat (66.5%). Among First Nations and Métis boys and girls, those who were older were almost twice as likely to have completed high school or greater education compared with younger ones. Among Inuit, older boys (56.5%) were more likely to complete high school or higher than younger ones (29.7%E), but this relationship was not seen among girls. In all three groups, children living in suitable housing (i.e., not in crowded housing), were more likely to complete high school or higher education than those in unsuitable housing. This was evident among both Métis and Inuit boys and girls, but only among First Nations boys. The suitability of the housing did not play a significant role in First Nations girls completing high school or higher education. First Nations and Métis children who lived in two-parent households were more likely to complete high school or greater education than those in lone-parent households, but this relationship was not seen among Inuit children. Results of the logistic regression model show that age, household crowding, household income, and academic performance as children are associated with having completed high school or higher education. Older children had nearly three times higher odds (Odds ratio1 or OR=2.75) than those who were younger to have completed high school or higher education. Indigenous boys who lived in unsuitable housing during childhood had nearly half the odds (OR=0.52) of completing high school or higher education than those who lived in suitable housing. While a trend towards increasing odds of high school completion or higher was seen with increasing household income, it was only among Indigenous girls that a significant result was observed. Those living in the third (OR=2.67) and fourth (OR=4.23) quartile of household income had about three and four times, respectively, higher odds of completing high school or higher education compared with those in first quartile of household income. Finally, perceived academic performance in childhood was predictive of high school completion or greater education. In fact, odds of completion increased with increasing academic performance. Boys whose performance was very good during childhood had twice the odds (OR=2.17) of completing high school or higher education than those whose performance was average. In contrast, girls whose performance was very poor or poor had 73% lower odds of completing this level of education than girls whose performance was average. After adjusting for other childhood factors, region of residence, household type, familial residential school experience, prior attendance in an early childhood development program and ability to speak and/or understand an Indigenous language were not significantly associated with completion of high school or greater education. The findings of the study are in line with previous research and offer potential policy levers for developing programs and policies to increase the rates of high school completion or higher education among First Nations children living off reserve, Métis and Inuit children. [Funding for this study was provided by Indigenous Services Canada.]
- Published
- 2023
8. School Selection and Best Interest Determination: Strategies for Educators
- Author
-
National Center for Homeless Education (NCHE)
- Abstract
Subtitle VII-B of the McKinney-Vento Act, reauthorized in 2015 by Title IX, Part A of the "Every Student Succeeds Act" guarantees a child or youth identified as homeless the right to attend either the school of origin or the local attendance area school in the area in which they are currently residing. This brief explains the provisions in the law related to school selection, offers strategies for linking students experiencing homelessness to services in their school of origin, provides practical suggestions for determining the school that is in the best interest of a student experiencing homelessness to attend, and provides practical suggestions for discussing school selection choices with youth experiencing homelessness, their parents, and their guardians, within the framework of the McKinney-Vento Homeless Assistance Act.
- Published
- 2023
9. The Representation of Iran (Persia) in Young Children's Picture Books in North America
- Author
-
Mahshid Tavallai
- Abstract
There are a few empirical studies that examine the portrayal of the Middle East and its people in young children's picture books. Many of these books depict Muslim life and celebrations without delving into the specificities of each Middle Eastern country. This study, which focuses on Iran as a non-Arab Muslim majority Middle Eastern country, investigates how Iran and its diverse cultures are represented in children's picture books published in North America. The analysis was conducted on a sample of 27 picture books written in English between 2000 and 2021, targeting children aged three to nine. The findings reveal that a significant number of these books revolve around Nowruz celebrations (the Persian New Year) or ancient Persia, often presented through popular folktales. These findings underscore the need for books that depict the contemporary lives of Iranians, both within and outside the country, through narratives and illustrations.
- Published
- 2023
10. 'I Don't Want Sad Stories': Family Storytelling with Young Children in Refugee Resettlement Communities
- Author
-
X. Christine Wang and Ekaterina Strekalova-Hughes
- Abstract
Foregrounding the agency and voices of families who sought refuge in the United States, we investigated their storytelling by asking: What kinds of stories do parents/guardians choose to share? And what are the purposes of their storytelling? Assisted by interpreters, we worked with nine families with children aged from five to eight years, who had come from Nepal, Somalia and South Sudan, observing their storytelling and conducting interviews. The storytelling and interview sessions were video-recorded and translated/transcribed. Adapting Yosso's Community Cultural Wealth (CCW) framework, we employed emergent coding and constant comparative analysis to identify themes of stories and purposes for storytelling. Our findings revealed two important patterns. First, the families focused on traditional stories with explicit moral lessons and these stories illustrated six forms of CCW: familial, navigational, social, aspirational, resistant and linguistic capital. Conspicuously, stories of forced displacement over-represented in literature were missing. Second, the storytelling was intended for their children to learn moral lessons, maintain home cultural heritage and language, and have fun. They also expressed the desire to share their stories in schools. Our study highlights the efforts of families who experienced forced displacement to counter dominant narratives of trauma and deficit. Based on the findings, we discuss how schools and society can leverage the CCW of communities to support their children's learning and development.
- Published
- 2024
- Full Text
- View/download PDF
11. Working Together, Learning Apart: A Multicommunity Study in Rural Peru
- Author
-
Jessaca Leinaweaver and Jeanine Anderson
- Abstract
This article is based on a team ethnographic study in the province of Yauyos in the Peruvian Andes. It focuses on rural education and the inequalities surrounding it. Teachers and parents exchange mutual recriminations as they seek to explain why some children have greater difficulties than others and why urban schools achieve superior results as shown in tests and verified in popular imaginaries. We examine two arenas where cultural misreadings, compensatory mechanisms and children's agency come into play. One concerns verbal expression and classroom participation. The other concerns extracurricular mutual support networks and complements, from homework help to exposure to urban settings. Parents, teachers, and children all shared aspirations for children's academic success. How that can be achieved, against high odds, is a source of tensions that the research documented and is the subject of ongoing debate in the Peruvian education sector.
- Published
- 2024
- Full Text
- View/download PDF
12. Effects of Family Functioning on Problem Behaviour among Chinese Preschool Children: The Mediation Effect of Mother-Child Relationships
- Author
-
Meirong Chen, Ting Lan, and Yan Jiang
- Abstract
To explore the effects of family functioning on problem behaviour among Chinese preschool children, 1,025 preschool parents were assessed using the family assessment device, child problem behaviour scale, and parent-child relationship scale through a random sampling method. Based on the McMaster model of family functioning and the Process Person Context Time model, this study analysed the relationships between family functioning and children's problem behaviour, taking into account the mediating role of the mother-child relationship. The results showed that preschool problem behaviour was significantly positively correlated with mother-child conflict and significantly negatively correlated with mother-child intimacy. In particular, mother-child conflict played a mediating role between family functioning and problem behaviour in preschool children. The results of this study suggest that improving family functioning and reducing mother-child conflict play an important role in reducing the incidence of problem behaviour among Chinese preschool children and promoting their healthy development.
- Published
- 2024
- Full Text
- View/download PDF
13. Shifting Play Experiences during the COVID-19 Pandemic: Family Responses to Pandemic Restrictions
- Author
-
Jessie-Lee D. McIsaac, Randi Cummings, Madison MacQuarrie, De-Lawrence Lamptey, Jane Harley, Melissa D. Rossiter, Magdalena Janus, and Joan Turner
- Abstract
Children's play has shifted within the context of the COVID-19 pandemic, particularly with increased time within the family home. This study responds to the following research questions: How did COVID-19 restrictions influence children's play within and outside the home? How did parents describe their role in their children's play during the first year of the COVID-19 pandemic? Canadian Maritime families (n = 30) took part in three telephone interviews during the pandemic (July 2020, November 2020 and April 2021). Data were analyzed using qualitative description and thematic analysis to inductively identify codes and establish themes, including: (1) Facilitating play within the home; (2) Opportunities related to play outside the home; and (3) Shifting play in the outdoor environment. As families adhere to public health directives in response to COVID-19, children's play experiences were shaped by a movement toward an increased emphasis on the outdoor environment and fewer playmates. Ongoing research is needed to understand the potential impacts on children's development over time.
- Published
- 2024
- Full Text
- View/download PDF
14. Understanding Academic Achievement and Exclusionary Discipline: The Role of Race, Socioeconomic Status, and Sex over Time
- Author
-
Miriam Clark and Jean Kjellstrand
- Abstract
Prior research indicates that Black students and students from lower socioeconomic backgrounds are more likely to receive exclusionary discipline and are at risk of low academic achievement. However, the association between academic achievement and exclusionary discipline over time is not as well understood. With data from the Fragile Families and Child Wellbeing Study, the study uses structural equation modeling to investigate the relationship between exclusionary discipline and academic achievement over time and the predictive roles of race, socioeconomic status, and sex in these domains. Results indicate that Black children and children from lower socioeconomic backgrounds were more likely to receive exclusionary discipline and to have lower academic achievement when they were nine years old. Academic achievement at age nine was positively associated with academic achievement at age 15 and negatively associated with receiving exclusionary discipline at age 15. Similarly, receiving exclusionary discipline at age nine was predictive of low academic achievement at age 15 and a heightened risk of receiving exclusionary discipline at age 15. This study highlights disparities that exist in exclusionary discipline and academic achievement both in the short and long-term. More research is needed to address opportunity, discipline, and academic achievement gaps experienced by racially and economically marginalized children to ensure all can realize their full potential.
- Published
- 2024
- Full Text
- View/download PDF
15. Living in the Balance: Exploring the Lived Experiences of Latino Mothers of Children with ASD
- Author
-
Tony Bobadilla
- Abstract
Autism spectrum disorder (ASD) has a profound impact on millions of families in the United States. While Hispanic families represent the most rapidly growing demographic group within this population, little research explores their unique experiences in coping with the family impacts of ASD. This phenomenological study explored the lived experiences of Hispanic mothers of children with ASD. Findings suggested that their experiences were reflective of existing knowledge around the family impacts of ASD as participants articulated the challenges of managing emotional stressors and balancing family needs with the needs of the child with a disability. However, findings also suggested ways in which the construction of the role of motherhood in Hispanic culture held unique implications for participants as they sought and struggled to find this balance. Implications for practice with Hispanic families of children with ASD based on their unique experiences are discussed.
- Published
- 2024
- Full Text
- View/download PDF
16. Day-to-Day Life during the COVID-19 Pandemic: A Longitudinal Qualitative Study with Canadian Parents of Young Children
- Author
-
Caroline Sanders, Theresa J. Frank, Tess Amyot, Katie Cornish, Erica Koopmans, Megan Usipuik, Lauren Irving, and Chelsea A. Pelletier
- Abstract
The COVID-19 pandemic brought about changes to the lives of families with young children. It has been associated with physical and psychological risk, yet the impact on younger children is poorly examined. The aim of this qualitative study was to examine how the COVID-19 pandemic impacted the day-to-day life of parents of young children living in a small northern city in British Columbia, Canada. Ten mothers with children aged 0-5 years participated in a six-week longitudinal study between November 2020 and March 2021. This article presents data from entry and exit interviews that were analysed using Todorov's narrative theory. Three key themes were identified: (1) gaps in health services; (2) gaps in early childhood education and programs; and (3) changes to/lost social interactions. Limited opportunities to engage with providers caused frustration and left parents feeling disempowered or dissatisfied. Family support and well-being were negatively impacted by a loss in social connectivity. Despite unpredictability and worries about child development, most of the mothers found ways to cherish the time to 'stop and refocus'. Overall, the families evidenced resilience, despite a loss in relational habits.
- Published
- 2024
- Full Text
- View/download PDF
17. The Contribution of Family-Centered Services to Enhanced Quality of Life and Reduced Distress in Families of Children with Disabilities during the COVID-19 Pandemic
- Author
-
Ayelet Gur, Tali-Noy Hindi, and Lilach Krisi-Kadosh
- Abstract
This study examines family distress and quality of life among families of children with disabilities during the first wave of the COVID-19 pandemic in Israel. It considers the role of family resources, a sense of community, and the services provided by the Israeli family-centered program (IFCP). One hundred eighty-two parents of children with disabilities participated in this study through an online survey. Structural equation modeling showed that extensive family resources, better operation of the IFCP, and a sense of community were associated with a better quality of life. Lack of family resources was associated with family distress. A regression-based path analysis indicated that this association was moderated by components of the IFCP. Family-centered services were associated with a family's quality of life and experience of distress in times of national crisis. The results highlight the importance of the partnership between parents of children with disabilities and service providers.
- Published
- 2024
- Full Text
- View/download PDF
18. Ethnicity Is in the Blood, Not in the Language: Exploring Korean-Chinese Bilingual Families' Multilingual Planning
- Author
-
Huiling Cui and Yongyan Zheng
- Abstract
This study aims to explore how ethnic identity, linguistic ideology, and family capital work in interaction in shaping Korean-Chinese migrant families' multilingual planning against the backdrop of China's rapid urbanisation and internal migration. A model of investment (Darvin and Norton [2015]. "Identity and a Model of Investment in Applied Linguistics." "Annual Review of Applied Linguistics" 35: 36-56) was drawn upon. Data were collected via a questionnaire survey on 30 Korean-Chinese bilingual families in Shanghai, and semi-structured interviews and home visits with six focal families over a period of four months. The findings revealed a shift to Chinese and English and a suspension of Korean learning in the families. It was shown that the bilingual parents reconstructed their ethnic identity through linguistic socialisation, acquired hierarchical language ideologies, and made differentiated use of family capital. Moreover, when facing ideological conflicts and structural constraints, these parents attempted to sever the assumed link between language and ethnic identity, claiming that ethnicity is in the blood but not in the language. They made family language investment decisions guided by imagined identities they had for their children. The study contributes to the body of FLP research by eliciting a more nuanced understanding of how identity mediates the investment of different forms of family capital in different languages.
- Published
- 2024
- Full Text
- View/download PDF
19. Parents' Psychological Distress during COVID-19: Correlates and Relations with Parents' Engagement in Early Education
- Author
-
Hao Li, Aining Peng, and Xiao Zhang
- Abstract
The COVID-19 pandemic has caused a wide range of psychological problems among parents and posed significant challenges to their mental health. However, there is a lack of research exploring the antecedents and consequences of parents' psychological distress during the pandemic. This study investigated the familial and individual antecedents and childrearing outcomes of psychological distress (depression, anxiety, worry, and loneliness) among 504 parents of preschool children in Zhengzhou, China. Research Findings: The results showed that both familial (family socioeconomic status, changes in family income during the pandemic, family physical health, and household chaos) and individual (resilience) factors were related to parents' symptoms of psychological distress. Loneliness was negatively related to parents' involvement in children's education, and feelings of worry were positively associated with increases in the parents' time spent engaging with children indoors (e.g. helping children with homework and disciplining children). Practice or Policy: The findings underscore the significance of identifying the risk factors of parents' psychological distress during the pandemic. They also have important implications for the design of parent- and family-based interventions to alleviate the adverse effects of the pandemic on parents' psychological distress and childrearing practices.
- Published
- 2024
- Full Text
- View/download PDF
20. 'A Piece of Normal Life When Everything Else Is Changed' Remote Early Childhood Music Classes and Toddler Socialization
- Author
-
Webber, Samantha C. and Koops, Lisa Huisman
- Abstract
Parents of infants and toddlers have expressed concerns that their children's social-emotional development has been affected by the COVID-19 pandemic. The purpose of this intrinsic case study was to gather information about parents' and caregivers' perspectives of experiences in a remote early childhood music class that incorporated explicit social-emotional instruction based on state learning standards. This study is a follow up to a previous intrinsic case study concerning parents' experiences in a remote early childhood music class. Families who chose to participate in synchronous online caregiver-child classes at a local community music school were invited to participate in interviews. Eight adults, representing seven enrolled families, chose to participate. Four themes arose from the interviews: (a) Pandemic and the Upheaval of Family Life, (b) The Experience of the Child in Remote Music Class, (c) The Role of the Parent in Remote Music Class, and (d) The Unpredictable World of Remote Music Class. We share implications for teaching and suggestions for future research.
- Published
- 2023
- Full Text
- View/download PDF
21. Validity and Reliability of Measurement Instruments of Educative Family Life
- Author
-
Sudiapermana, Elih and Setiawan, Budi
- Abstract
This study is intended to obtain standard instruments of the educative family life. Its construct has been formulated based on the research results of family factors influencing the success of the children at school. The instruments involve children measurement instrument (CMI) and mother measurement instrument (MMI) that apply forced-choice scale inventories. The instrument calibration methods are test of construct validity, content validity--face validity, empirical validity and reliability. Through the calibration of the instruments, the results of the 573 family samples revealed the following results: 1) the construct of 12 family variables described the variations in the educational family life as 38.47% child perception and 41.15% mother perception; 2) 45.85% of the items of structure dimension of CMI are valid; 3) 70.50% of the items of process dimension of CMI are valid; 4) 45.65% of the structural dimension of MMI are valid; 5) 80% of the process dimension of MMI are valid; and 6) both instruments, CMI and MMI, are reliable.
- Published
- 2022
22. Description of Educational Experiences and Challenges Faced by Parents of Children Diagnosed with Learning Disability
- Author
-
Çetin, Erhan, Ceylan, Mustafa, and Taslibeyaz, Hasan Fersat
- Abstract
Learning disability (LD) is a developmental and neurobiological disorder frequently witnessed in childhood, resulting from the impairment of one or more academic skills such as reading, writing, speaking, and mathematical reasoning. Although the most common group among individuals with special needs is individuals with a diagnosis of LD, the national literature includes a limited number of studies conducted with the families of the students in this group. The present study aims to explore the difficulties experienced by students diagnosed with LD in their education lives based on their parents' views. The study is a descriptive study employing the qualitative research design. The study group consisted of parents (six mothers, two fathers) selected using the criterion sampling method, one of the purposive sampling methods. As a data collection tool, a semi-structured interview form was developed by the authors and administered to the families of children with LD to explore their children's education and their problems. The interviews were conducted face-to-face by the first author. The analysis of the generated data was conducted using the inductive approach. Based on the study results, four main themes, 10 sub-themes related to main themes, and 32 categories related to the sub-themes were formed. The findings revealed that parents faced problems regarding their children's school life and teachers, and this negatively affected their family life. Among the parents' views on the diagnosis process, who made the first diagnosis and the effects of this process on family life came to the fore. In addition, it was revealed that after the diagnosis, the educational life of the children was adversely affected and there were different situations regarding the educational life of the children with LD compared to the children with normal development. Furthermore, the participants emphasized their expectations regarding their family life and the educational life of their children. The study findings were discussed based on the literature and recommendations were made for future studies.
- Published
- 2022
23. The Relationship between Teachers' Perceptions of Gender Equality, Organizational Ostracism, and Organizational Obstruction
- Author
-
Kandemir, Ayhan and Nartgün, Senay Sezgin
- Abstract
The main aim of this study is to define the relationship between teachers' perceptions of gender equality, organizational ostracism, and organizational barriers. The study population of the research consisted of teachers working in public schools in Bolu province and its districts in the 2020-2021 academic year. Data were collected online and 493 participants were included in the research. In the study in which the screening model was used, frequency, percentage, Mann Whitney U test, Kruskal Wallis test, and in the analysis of the data we use simple linear regression analysis tests. When we examine the research findings, it was found out that the gender equality perceptions of the teachers participating in the study are "strongly agree" in the subdimensions of family life, school life, social life, work-life, and "strongly agree" in the family effect subdimension; "I totally disagree" with the sub-dimensions of isolating and nihilating organizational exclusion scale; In the organizational barriers scale, it was found out that the level of "I do not agree". In addition, it was found that teacher perceptions differed statistically significantly according to some demographic characteristics. At the last stage, it was concluded that gender equality significantly predicted organizational ostracism and organizational barriers, albeit at a low level.
- Published
- 2022
24. Motives, Self-Regulation, and Spiritual Experiences of Hafizh (The Qur'an Memorizer) in Indonesia
- Author
-
Latipah, Eva
- Abstract
This phenomenological study aims to examine the motives of the hafizh (The Qur'an memorizer), the self-regulation of the hafizh, and the spiritual experiences of the hafizh. The participants of this research were 10 students who had memorized the Qur'an at least 15 juz (chapter). Data collection was carried out by in-depth interviews and observations. Data analysis was carried out by taking the data, organizing the data, sorting the data, synthesizing data, looking for and finding patterns, and testing the validity of the data through triangulation techniques and dependability tests. The results showed that the hafizh motive consists of motives which include a strong desire to memorize the Qur'an, a strong desire to deepen the knowledge of religion, belief in increasing the degree of science, and belief in preserving the Qur'an. Its extrinsic motives include being inspired by the good behaviour of parents as a hafizh, investing in family life, investing in the afterlife, and solutions to life problems. Self-regulation that is carried out includes strengthening the intention to memorize the Qur'an, understanding the stages of tahfizh (memorizing the Qur'an), setting targets per day, choosing the ideal time to memorize the Qur'an, choosing a comfortable place to memorize, having a strategy of maintaining memorization. The spiritual experiences of hafizh include feeling calm, getting help during difficulties, especially in completing college assignments, feeling awake, and feeling peaceful. The results of this study are expected to be a simple guide for other prospective Qur'an practitioners.
- Published
- 2022
25. First-in-Family Students, University Experience and Family Life: Motivations, Transitions and Participation. Second Edition
- Author
-
Sarah O'Shea, Josephine May, Cathy Stone, Janine Delahunty, Sarah O'Shea, Josephine May, Cathy Stone, and Janine Delahunty
- Abstract
This open access book, now in its second edition, offers a comprehensive overview of the experiences of First in Family (FiF) or first-generation students in higher education. It draws upon narratives of students and their family members and spans the entire university student life cycle (pre-entry, commencement, progression and graduation) with a focus on specific cohorts including mature-aged students, parents or carers, as well as the differentiated experiences of male and female learners. With research drawn from three major research projects and including over 650 FiF students from across all Australian states and territories, as well as Europe, this wealth of perspectives provides unique insights into the lived reality of attending university in contemporary higher education settings. The book is written for a broad audience and will appeal to those working in universities, as well as family members and students who may be contemplating participating in higher education.
- Published
- 2023
- Full Text
- View/download PDF
26. A Preliminary Exploration of Different Coping Strategies Used by Korean Immigrant Parents of Autistic Children in High versus Low Family Quality of Life Ratings
- Author
-
Fong, Vanessa C., Shim, Jennifer, Yoon, Andy, Lee, Bo Sang, and Iarocci, Grace
- Abstract
The experiences of coping in parents of autistic children have been extensively studied in the literature. While this research has identified both effective and ineffective coping strategies used by caregivers, no studies to date have examined how coping strategies used by parents might be linked to family quality of life outcomes. Furthermore, few studies exist examining both coping strategies and family quality of life in culturally and linguistically diverse populations. Thus, this study aimed to address both limitations. A total of 12 Korean immigrant parents of autistic children, 6 representing the high family quality of life group and 6 representing the low family quality of life group, shared their experiences related to coping and managing stress. Responses fell under three broad categories (problem-focused, emotion-focused, and adjustment-focused) with differences observed when comparing the high versus low family quality of life groups. A better understanding of the link between coping strategies and family quality of life outcomes may help identify effective and culturally sensitive supports for caregivers and families to improve their quality of life and well-being.
- Published
- 2023
- Full Text
- View/download PDF
27. Developing the Evaluation Scale of Female School Administrators
- Author
-
Tüzel Iseri, Emel
- Abstract
This study aims to present a measurement tool that will be used to measure the female stereotypes faced by women managers in the school organization, how women managers are perceived and how teachers evaluate the school administrators. The study group consisted of 221 teachers working in primary schools in Ankara. As a result of the analysis, a measurement tool consisting of 45 items and five sub-factors including "General Management Success," "Authority Provision and Impact on Interpersonal Relations," "Personality Characteristics," "Family Life," and "Objectivity and Equal Treatment" has been introduced. The Cronbach Alpha reliability coefficients of the factors were calculated as 0.96, 0.94, 0.93, 0.94, 0.90 and 0.98 for all items. The variances explained by the factors were 19.797%, 13.190%, 12.529%, 12.127% and 11.122% respectively. The total variance of the five factors was determined as 68.765%. The results show that the scale structure has been validated and can be used as a valid and reliable tool in determining teachers' evaluations among female school administrators.
- Published
- 2021
28. 'Chill Dudes' and 'Academic-Type Students': Relational Masculinity and Straddling Culture at an Urban High School
- Author
-
Kolluri, Suneal
- Abstract
Purpose: Much scholarly hand-wringing has concerned the academic engagement of Black and Latino boys. At the center of these conversations are questions of culture. Cultural disconnects between home and school are profound for students from marginalized communities, particularly so for young men. Prudence Carter asserts that young men in urban settings are more reluctant than their female peers to become "cultural straddlers"--students who adeptly navigate the cultural distance between school and urban communities. However, many Black and Latino boys succeed in school. This article will interrogate why some young men acquiesce to the cultural expectations of schooling, whereas others do not. Research Methods/Approach: Leveraging relational ethnographic methods, this article details the relationships, experiences, and masculine identities of two groups of young men--the Alpha Gentlemen fraternity and the Serpents of Steel Robotics team. Findings: This article argues that whether cultures of masculine play and toughness fit in academic settings depends on how masculinity is molded in relational contexts. Although dominant ideologies of masculinity--including play and competition--were significant in both groups, how the young men played and competed within their relational networks shaped identities that were more or less capable of straddling the cultures of home and school. Implications: The findings here elaborate Carter's framing of boys' cultural straddling, with implications for enhancing academic engagement among young Black and Latino men.
- Published
- 2023
- Full Text
- View/download PDF
29. The Relationship between Social Ignore and Social Media Addiction among Adolescents: Mediator Effect of Satisfaction with Family Life
- Author
-
Tas, Ibrahim
- Abstract
This study investigated the mediator effect of satisfaction with family life in the relationship between social ignore and social media addiction among adolescents. The research was conducted on 456 high school students studying in the 2019 academic year. Ages of the students vary between 14 and 16 years old. Social Media Addiction Scale, Social Ostracism Scale, and Satisfaction with Family Life Scale were used to collect data. SPSS 25 software package and PROCESS software package developed by Hayes as an add-on to SPSS were used in the data analysis. It was found that social ignore predicted social media addiction positive significantly and satisfaction with family life negatively. It was observed that satisfaction with family life predicted social media addiction negative significantly. It was also found that satisfaction with family life mediated the relationship between social ignore and social media addiction.
- Published
- 2023
- Full Text
- View/download PDF
30. 'Testimonios' of Mexican American Students along the Community College Pathway: Intercultural 'Conciencia' as an Act of Responsiveness
- Author
-
Jaime-Diaz, Jesus and Ramos, Diana Carolina
- Abstract
Objective: The purpose of this study is to better understand the lived experiences and familial culture that influence the college decisions and experiences of Mexican American students in a community college in Oregon. The research questions guiding this study are "What early schooling experiences affect the college experiences of Mexican American students?" and "How does familial culture influence students' decision to attend community college?" Method: The study was based on testimonios that explored the lived experiences of Mexican American students. Each participant was interviewed. All data were recorded and then transcribed for themes. Results: The findings that emerged across student testimonios in relation to language socialization, cultural affirmation, and "animo de familia" emphasized the need for an intercultural competency. Students' decisions to attend college and their overall understanding of their place in education are connected to cultural factors. Contributions: The authors call for higher education faculty and staff to consider what these themes can teach about the lived experiences of Mexican American students and the effects they have on their college education. It is advised that through "conocimientos," educators can develop intercultural "conciencia" in order to better contribute to the educational retention and success of minoritized students.
- Published
- 2023
- Full Text
- View/download PDF
31. A Temporary Solution to the Two-Body Problem: How Gender Norms Disadvantage Women in Commuting Couples
- Author
-
Sallee, Margaret W.
- Abstract
Based on interviews with 31 academics and 5 nonacademic partners, this article explores the experiences of academics in commuting couples, or those who live apart for work-related reasons. Using identity theory as a guide, this article explores how participants navigate their competing identities of academic and partner (and, for some, parent) to determine how to best accommodate their personal and professional obligations. Although commuting offered participants an opportunity to prioritize their professional identity, women in opposite-gender couples particularly struggled with the arrangement as they felt it came into conflict with their responsibilities and roles as mothers.
- Published
- 2023
- Full Text
- View/download PDF
32. Making Sense of the Unknown: A Narrative Analysis of COVID-19 Stories as Told by WSU Research Students
- Author
-
van der Spuy, Alicia and Jayakrishnan, Lakshmi
- Abstract
Storytelling is an important tool through which to make sense of life experiences. Stories can be classified as personal narratives, historical documentaries and those that inform the viewer about a specific concept or practice. These narratives can be used to promote discussion about current issues in the world. Storytelling can thus be seen as an effective learning tool for students by providing a strong foundation in "Twenty First Century Literacy" skills as well as advancing emotional intelligence and social learning. This project used storytelling to gather information regarding people's encounters with COVID-19 and lockdown, with specific focus on the Eastern Cape of South Africa. Employing a content analysis methodology, it attempts to analyze responses to narrative inquiry interviews about the COVID-19 pandemic as conducted by students, as part of their introduction to the methodology of research. These responses were used to generalize findings, as well as to look at individual reactions that could bring light to, and make sense of the human experience of the pandemic within an educational context. Both negative and positive experiences were related by interviewees and students.
- Published
- 2021
33. The Level of Intellectual Security and Its Relationship with Life Satisfaction among Mutah University Students
- Author
-
Almahaireh, Abdallah, Alzaben, Mamduh, Aladwan, Fatima, and Aljahani, Mohammad
- Abstract
The study aimed to reveal the level of intellectual security and its relationship to life satisfaction among students at the University of Mutah, Jordan. A correlation approach was used. To achieve those objectives, intellectual security and life satisfaction scales were developed, and their psychometric characteristics were verified. The sample consisted of 297 students (146 males, 151 females). The study results showed moderate levels of intellectual security and life satisfaction among the students, and that there is a relationship between intellectual security, social-life satisfaction, and personal-life satisfaction. Intellectual security did not differ between genders, and the life satisfaction of the females was better than that of the males. Intellectual security and life satisfaction did not differ by academic year. The study recommends paying attention to students struggling academically and providing therapeutic programmes to help them, and especially the males, in the development of life satisfaction.
- Published
- 2021
34. Motherhood as a School Psychological Counselor during Coronavirus Disease Outbreak
- Author
-
Yaman, Neslihan and Arici-Ozcan, Neslihan
- Abstract
The coronavirus disease (COVID-19), which affected the whole world and caused millions to be locked at their homes, brought many difficulties in domestic life. Especially, women are the leading group that has been affected the most negatively due to the workload during the days staying at home and experiencing the constraints of traditional roles. In this study, in which descriptive phenomenology analysis was used, the aim was to reveal how mothers working as psychological counselors in schools experienced motherhood during the days staying at home during the epidemic, and how their professional skills reflected on their role as mothers. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 15 mothers who are school psychological counselors and could not continue their work since schools shut down during the pandemic. The data were analyzed by Giorgi's descriptive phenomenological method. Analysis results revealed six main themes that define the experiences of the participants: adaptation to the new order, parenting codes, introspection during the pandemic, distribution of parenting roles, professional reflections in motherhood, and complex motherhood experiences. It is believed that the results obtained from this study conducted with psychological counselor mothers will contribute to parenting practices and to the content of in service trainings for school psychological counselors.
- Published
- 2021
35. Learning Together: Adapting Methods for Family and Community Research during a Pandemic
- Author
-
Joan Ganz Cooney Center at Sesame Workshop, Takeuchi, Lori, Martin, Caitlin K., and Barron, Brigid
- Abstract
In July 2020, Dr. Brigid Barron and her team at Stanford University's Graduate School of Education and the Joan Ganz Cooney Center convened a virtual workshop to mobilize a community of investigators to explore innovative methods for studying family and community learning during the pandemic. Participants included research teams from Stanford University, University of Washington, and the University of Michigan. This report summarizes the strategies and insights generated at this workshop so that they may be shared among a wider network of researchers, practitioners, funders, and policymakers concerned with achieving more equitable educational outcomes during and beyond the pandemic lockdowns. Specifically, the report aims to: (1) Provide examples of how researchers are repurposing and reinventing qualitative methods for remote contexts with the aim of expanding and improving these methods for future studies; (2) Highlight how families and communities are innovating and adjusting to the pandemic and how these adjustments are shaping learning and wellbeing in unexpected ways; (3) Convey on-the-ground perspectives from caregivers and learners about the challenges of remote learning and inspire solutions to solve them; and (4) Mobilize collaborative efforts for future research and design. [With contributions from: Angela Calabrese Barton, Francisco Para Camacho, Elizabeth A. Davis, Akeiylah DeWitt, Alexis Hiniker, Susie Garcia, Day Greenberg, Leslie Rupert Herrenkohl, Denise Jones, Veronica Joyce Lin, Julie Kientz, Cindy K. Lam, Zohar Levy, Rebecca Michelson, Sean A. Munson, Judy Nguyen, Rose K. Pozos, Devon Riter, Peter Siciliano, Tammy Tasker, Chandler Turner, and Jason Yip.]
- Published
- 2021
36. University Students' Learning Disruption and Affordance in a Contested Learning Environment
- Author
-
Nur'Aini, Siti
- Abstract
This study investigates how university students engage with their learning affordances in a contested environment due to the Coronavirus pandemic. This qualitative research employed a case study approach involving 136 participants. Data analysis was conducted using qualitative analysis as a circular process to describe, classify, and perceive the phenomenon and how the learning, affordances, and society were interconnected. The main framework of the research was the theory of affordance and how it was available for university students in their learning environment that changed due to the COVID-19 pandemic. Data were collected in the first semester of 2020 through an online survey on Google form. The findings indicate the importance of the social environment to provide affordance for the students to adjust with them. Four kinds of affordances emerged from the study; internet affordance, assignment affordance, domestic affordance, and distance learning affordance. The role of the social environment is definitive in changing how students manage their affordances.
- Published
- 2021
37. A Validation Study of the 'Assessing Classroom Sociocultural Equity Scale' (ACSES) in Pre-Kindergarten to Third Grade Classrooms
- Author
-
Goldberg, Molly J., Lloyd, Dalhia D., Syed, Gullnar, Welch, Greg W., and Curenton, Stephanie M.
- Abstract
Research Findings: Despite widespread calls to advance equity in early childhood classrooms, there are few observational measures of equitable classroom processes that can be used for academic research or professional development for teachers. In this study, we investigate the psychometric properties of an observational measure of equitable sociocultural interactions, the "Assessing Classroom Sociocultural Equity Scale" (ACSES 2.0). Videos (n = 348) were coded from Pre-Kindergarten to third-grade classrooms in an urban city in the Midwest. Descriptive results indicated that teachers rarely engaged in instructional activities focused on racial equity or fairness and infrequently connected lessons to children's home lives. ACSES showed convergent validity with a widely used measure of teacher-child interactions, the CLASS. Specifically, higher levels of "Inequitable Discipline" predicted higher levels of CLASS Negative Climate (r(138)=0.359, p < 0.01), and higher levels of "Inequitable Discipline" predicted lower scores across all other CLASS dimensions. Exploratory factor analysis supported a seven-factor solution for ACSES. Practice or Policy: The results support the usage of ACSES in Pre-Kindergarten and early elementary settings. The implications of ACSES for both research and practice are discussed.
- Published
- 2023
- Full Text
- View/download PDF
38. Relationship between Healthy Eating Fixation (Orthorexia) and Past Family Life, and Eating Attitudes in Young Adults
- Author
-
Mutluer, Gülçe and Yilmaz, Defne
- Abstract
Background: In comparison to other eating problems, there is less information on healthy eating fixation (HEF) in the literature. Purpose: Understanding the effects of previous family experiences, which have a multidimensional impact on the individual and on other eating disorders, is important to better comprehend the HEF. Methods: The current study examined the relationships between HEF and previous family experiences as well as eating attitudes. It is a cross-sectional survey design with a convenience sample of 18-24-year-olds (n = 225) based on a quantitative analysis method. Results: Except for "limited social activity," a sub-factor significantly related to HEF, and "health and social problems," a sub-factor significantly related to healthy orthorexia (HO), both HEF and HO did not significantly relate to past family life. The outcomes showed that the participants' eating attitudes had a significant relationship with HEF (r = 0.57, p < 0.001) and HO (r = 0.23, p = 0.001). Discussion: The findings suggest that people with HEF have disordered eating attitudes. Furthermore, practitioners should be aware that family factors may be a risk factor for orthorexia. Translations to Health Education Practice: These results may help to educate and increase awareness among health educators and mental health professionals regarding the identification, treatment, and recovery of eating disorders and HEF.
- Published
- 2023
- Full Text
- View/download PDF
39. The Lived Religious Beliefs and Experiences of English Hindu Teenagers at Home and at School
- Author
-
Chadwin, Joseph
- Abstract
This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers' home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.
- Published
- 2023
- Full Text
- View/download PDF
40. Swedish Parents' Perspectives on Homework: Manifestations of Principled Pragmatism
- Author
-
Sayers, Judy, Petersson, Jöran, Rosenqvist, Eva, and Andrews, Paul
- Abstract
Motivated by earlier research highlighting Swedish teachers' beliefs that the setting of homework compromises deep-seated principles of educational equity, this paper presents an exploratory study of Swedish parents' perspectives on homework in their year-one children's learning. Twenty-five parents, drawn from three demographically different schools in the Stockholm region, participated in semi-structured interviews. The interviews, broadly focused on how parents support their children's learning and including questions about homework in general and mathematics homework in particular, were transcribed and data subjected to a constant comparison analytical process. This yielded four broad themes, highlighting considerable variation in how parents perceive the relationship between homework and educational equity. First, all parents spoke appreciatively of their children receiving reading homework and, in so doing, indicated a collective construal that reading homework is neither homework nor a threat to equity. Second, four parents, despite their enthusiasm for reading homework, opposed the setting of any homework due to its potential compromise of family life. Third, seven parents indicated that they would appreciate mathematics homework where it were not a threat to equity. Finally, fourteen parents, despite acknowledging homework's potential compromise to equity, were unequivocally in favour of mathematics homework being set to their children.
- Published
- 2023
- Full Text
- View/download PDF
41. Autonomous and Responsible? Parental Rationalities for Their Involvement in ECEC in the Czech Republic
- Author
-
Kampichler, Martina
- Abstract
This article examines different rationalities for parental involvement in their children's early childhood education and care (ECEC). Starting from Foucault's governmentality and the context of the transforming and diversifying Czech preschool system, it analyzes parents' rationalities for their involvement in ECEC and discusses how they relate to the neoliberal ideal of the "responsible autonomous family." Analyzing data from interviews with parents in six ECEC facilities with different characteristics, it identifies five rationalities for parental involvement and shows how the neoliberal processes of responsibilization and autonomization play a central role in the (de)legitimization of these parental rationalities. Reflecting on how the rationalities of parental involvement gain or lose legitimacy in relation to dominant norms and ideals helps ECEC students and practitioners to understand how social inequalities are potentially exacerbated through the promotion/expectation of certain forms of parental involvement in parent -- ECEC facility relationships.
- Published
- 2023
- Full Text
- View/download PDF
42. 'Be beside Me': Exploring Children and Young People's Visions for Belonging and Citizenship
- Author
-
Madeleine Rose Dobson, Victoria Absalom-Hornby, and Elizabeth Baca
- Abstract
This paper reports on a study which focused on surveying children and young people (aged 4 to 17) regarding their experiences of childhood, schooling, family, and community. Participants focused on the importance of their connections to fellow children and young people, their families, and their educators. They identified ways for adults to care for them and to create connectedness and belonging whether at home or school. Participants also spoke to the value of their voices and views, and expressed a desire to be respected and recognised, whether on a personal level or with reference to broader systems such as government. Throughout the study, participants expressed appreciation regarding the opportunity to engage in research that explicitly focused on seeking and honouring their voices and views. For instance, one secondary-aged student stated, "Children can make a difference by sharing their perspective and expressing the way the world feels to them." Recommendations are posed which have heightened relevance for educators, school leaders, and parents/carers. These relate to school culture, learning and teaching, caring for children, and relating to children.
- Published
- 2023
43. Barriers and Lifelines for Young Refugee Children's Education: The Experiences of One Young Iraqi Refugee Living in the Northern Suburbs of Beirut
- Author
-
Sandra Marie El Gemayel
- Abstract
This paper identifies key barriers to young Iraqi and Syrian refugee children's access to education in Lebanon and highlights how local initiatives serve as glimmers of hope, or 'lifelines', for their well-being and learning. Reporting on aspects of my doctoral study, the paper homes in on one case study with an Iraqi family and their 5-year-old son, Kefa. The 'Day in the Life' methodology enabled rich insights into Kefa's home life and the informal school he attended, supplemented by interview data with his schoolteacher and observation of his school. The paper also draws on questionnaire data to situate this case study in a broader spectrum of refugee children's experiences in Lebanon (n = 100). Framed by sociocultural approaches to learning, the findings illustrate the interplay of social, economic and relational barriers that impede refugee children's access to quality education, and demonstrate how, despite limited resources, the informal school offered an inclusive and anti-discriminatory environment and pedagogy to break down barriers that bred racism, bullying and isolation. The paper argues that, although important, these lifelines are limited in their scope. State intervention is needed to build non-discriminatory systems that promote inclusive education, so all children can receive quality education, feel safe and belong.
- Published
- 2023
- Full Text
- View/download PDF
44. The Differentiation of Family and School Education: Historical Conditions and Current Tensions
- Author
-
Raf Vanderstraeten
- Abstract
The genesis of the education system is linked with the rapid expansion of school education in the eighteenth and nineteenth century. The genesis of the education system therefore brought about a primary form of differentiation in the education system, viz. the differentiation between family and school. Family education and school education can be seen as differentiated units of a more encompassing unit. This paper explores changes in the relationship between these subsystems with the help of systems theory. We particularly discuss tensions between families and schools that have emerged in recent decades as a consequence of the growing societal impact and status of formal schooling. Highlighting the heterogeneity that exists within the education system, we argue that loose coupling, instead of strict coupling, may have major advantages for the primary subsystems of the education system. In the concluding section, we call for more careful reflections within the education system on the pressures and tensions between its primary subsystems.
- Published
- 2023
- Full Text
- View/download PDF
45. 'Strengthening [The] Family' through Adult Education in Turkey: A Critical Discourse Analysis of a Family Education Programme
- Author
-
Kaymakcioglu, Ayca G., Caner, H. Ayse, and Gök, Fatma
- Abstract
This paper discusses the scope of governmental interventions in families through adult education in the context of Turkey's family-focused debates. The central question is to understand how 'family' is constructed in the family life education programme of the Ministry of Family and Social Services. Seven handbooks were chosen from the family education and communication module of the programme. Based on a critical discourse analysis of materials, we examined what textual devices and discursive practices were used to construct 'family' and what gendered messages were presented in the texts and visuals of the materials. This study revealed that the selected materials utilised several instruments to normalise the family as a privileged institution in society. In the texts, a heteronormative discourse with an emphasis on reproductivity was reinforced and no attention has been paid to diverse gender identities and family forms. The study also revealed that women were assigned as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualisation of family limits the understanding of needs and educational practices available for families.
- Published
- 2023
- Full Text
- View/download PDF
46. Family and Peer Ethnic-Racial Socialization in Adolescents' Everyday Life: A Daily Transactional Model with Ethnic-Racial Identity and Discrimination
- Author
-
Wang, Yijie, Zhang, Youchuan, and Wadsworth, Hannah
- Abstract
There is limited research on ethnic-racial socialization outside the family context (e.g., in peer groups). Using two-week, daily data from 177 U.S. ethnic-racial minority 9th graders in 2017-2020 (M[subscript age] = 14.48 years old; 51% females; 52% Black, 20% Latinx, 10% Asian American, 6% Native American, and 12% Other), this study tested a transactional model of family and peer ethnic-racial socialization, identity, and discrimination. Bidirectional associations were observed between family and peer cultural socialization across days ([beta]s = 0.09-0.10). Peer but not family cultural socialization promoted adolescents' ethnic-racial identity on the next day ([beta]s = 0.07-0.10). Ethnic-racial discrimination predicted greater next-day family ethnic-racial socialization (cultural socialization, preparation for bias; [beta]s = 0.08-0.11), whereas family and peer ethnic-racial socialization predicted next-day discrimination ([beta]s = 0.11-0.18). The differential roles of family and peer ethnic-racial socialization are discussed.
- Published
- 2023
- Full Text
- View/download PDF
47. Family Support to Multilingual Children's Learning through Science Talk and Interactions in a Science Museum
- Author
-
Wahyu Setioko
- Abstract
Multilingual families have received limited attention in the field of informal science education, especially in the context of science museums. These families may encounter challenges that do not exist for English-speaking families when engaging in science learning within museums that are primarily designed and developed in English (Ash, 2003; Garcia-Luis et al., 2011). Building on sociocultural theory in relation to family learning and the concepts of family science habitus and capital (Archer et al., 2015; Rogoff, 1990; Vygotsky, 1978), this study focuses on investigating the social interactions among multilingual family members and their interactions with mediation tools available at museum exhibits to support their children's science learning. The research questions guiding this investigation are: (1) how do parents and family members support multilingual children's learning in a science museum through science talk and interactions with and in the exhibits? and (2) How does the family's science habitus play a role in supporting multilingual children's learning through science talk and interactions at the museum? Using a microethnograpic discourse analysis approach, this qualitative study analyzes video recordings of multilingual families' science talk and interactions during their museum visits, along with parent interviews and artifact collection of the families' culture and science habitus. The findings reveal that parents employ various strategies to support their multilingual children's science learning in an English-designed science museum. These strategies include organizing explanatory talk in the home language, facilitating multiple pathways of making connections based on shared knowledge and cultural practices, providing confirmatory and corrective feedback to children's understanding and exploration, and engaging children in basic scientific practices of doing analysis and making interpretations through comparing and contrasting. Moreover, the findings demonstrated how family culture, such as family science capital and habitus, shapes the supports provided by parents with different levels of science capital, including differences in visit agenda, making connection efforts, and exhibit preferences. This study also uncovers the opportunities and challenges faced by multilingual families in utilizing the mediation tools such as signages, museum educators, and translation tools at the museum to support their children's science learning. The findings contribute practical insights for multilingual families seeking to enhance their children's learning experiences in science museums and other informal science learning spaces. Moreover, they provide valuable feedback for science museums to create more inclusive exhibit designs that cater to the needs of their diverse visitors, particularly those from multilingual and multicultural family backgrounds. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
48. Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programs Integrate Their Degree and Family?
- Author
-
Rockinson-Szapkiw, Amanda and Watson, Jessica Herring
- Abstract
Multivariate statistical analyses were used to determine if differences existed between how men and women enrolled in distance education and residential doctorate of education programs in the United States managed and negotiated their family and academic lives. Results provided evidence that distance education students (n = 106) reported having lower academic-family satisfaction and functioning, more interference between the academic and family domains, and more impermeable boundaries between the domains than their residential peers (n = 71). Moreover, women (n = 126) in comparison to men (n = 51) reported poorer academic-family balance and the desire to set more rigid boundaries between their academic and family domains.
- Published
- 2020
49. Early Childhood Program Participation: 2019. First Look--Summary. NCES 2020-075
- Author
-
National Center for Education Statistics (ED), American Institutes for Research (AIR), Cui, Jiashan, and Natzke, Luke
- Abstract
This report provides a summary of the full "First Look" report, which presents data on the early childhood care and education arrangements for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2019. The report also presents data on selected family activities. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Early Childhood Program Participation (ECPP) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). This summary report also presents selected findings from the study. [For "Early Childhood Program Participation: 2019. First Look. NCES 2020-075," see ED607039.]
- Published
- 2020
50. Early Childhood Program Participation: 2019. First Look. NCES 2020-075
- Author
-
National Center for Education Statistics (ED), American Institutes for Research (AIR), Cui, Jiashan, and Natzke, Luke
- Abstract
This report presents data on the early childhood care and education arrangements for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2019. The report also presents data on selected family activities. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Early Childhood Program Participation (ECPP) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). The ECPP asks detailed questions about children's participation in relative care, non relative care, and center-based care arrangements. It also asks about the main reason for choosing care; what factors were important to parents when choosing a care arrangement; the primary barriers to finding satisfactory care; what activities the family does with the child, such as reading, singing, and arts and crafts; and what the child is learning, such as counting, recognizing the letters of the alphabet, and reading. This "First Look" report presents selected descriptive information. The variables examined here are just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods. [For "Early Childhood Program Participation: 2019. First Look--Summary. NCES 2020-075," see ED607038.]
- Published
- 2020
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.