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Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chile was one of the OECD member countries where schools stayed closed the longest during the COVID-19 pandemic. This study provides information about the type of relationship constructed between families and preschools and the conditions under which parental involvement occurred in distance learning experiences during the interruption of in-person educational activities due to the COVID-19 pandemic, from the perspective of 83 principals who lead preschools located in urban and rural areas affected by poverty in Chile. Our findings show that the principals viewed the pandemic as an opportunity to raise awareness and improve educators’ knowledge about students’ family contexts, diversify and adapt families’ modes of participation to their knowledge and living conditions, and incorporate them into the pedagogical decisions that distance learning prompted throughout the COVID-19 pandemic. These findings pose questions regarding the sustainability of these new post-pandemic practices; in other words, whether it is sustainable to shift from a collaborative and instrumental logic of family participation to another that is based on recognition and dialogue and that takes into account families’ needs, interests, and possibilities regardless of the economic, digital, and territorial precariousness that characterises their life. [ABSTRACT FROM AUTHOR]

The objective of the study was to reveal the conceptions that guide and give meaning to the communication process between families and the school. The single case study method was used. The sample was made up of 14 informants belonging to a basic school in Chillán. There were four categories analyzed: Importance of the communicative relationship, process, strategies and communication barriers. The instrument applied was the semi-structured interview. Among the main findings, we can affirm that a good communicative relationship is fundamental, since it brings with it multiple academic and formative benefits for students, while recognizing the need for a mutual commitment between families-school that generates ties of participation, reflection of a joint work in post of the integral development of boys and girls. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Sociología is the property of Federacion Espanola de Sociologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Multiple international declarations have proclaimed the right of indigenous peoples to receive a respectful education toward their cultural identity. However, schools struggle to address students' ethnicity, incorporate indigenous perspectives, and properly interact with families. The authors belong to the Mapuche people and have considered it relevant to address the perceived tensions in the educational space during their academic and professional work experience. They adhere to the perspective of cultural psychology, which proposes the mutual construction of the individual and its context. This research is aimed to understand the tensions between the school and indigenous families belonging to the Mapuche people, who live outside the ancestral territory. A qualitative data collection and analysis strategy was followed, focusing on the narratives of 14 Mapuche mothers and fathers with school-age children. The relationship between the school and the Mapuche families is characterized by mistrust and criticism from the families. The school exhibits ambivalence while trying to incorporate Mapuche cultural expressions and reproducing discrimination dynamics at the same time. These tensions are related to the legacy of discrimination left by the school as an institution and episodes of racism experienced by the interviewees. Difficulties in the management of cultural diversity are perpetuated by political and social resistance to provide and expand indigenous rights. [ABSTRACT FROM AUTHOR]

This paper presents an exploratory study to identify the parental achievement goals of families in Spain and to detect peculiarities, in terms of their socio-demographic and socio-economic characteristics. A total of 1590 families, represented by one of the two parents, participated by means of convenience sampling. The data were collected through a questionnaire developed ad hoc, validated by using a Confirmatory Factor Analysis. Data processing included descriptive analyses and comparisons between groups, looking for possible significant differences. The results indicate that the task mastery-oriented goal prevails in this research sample, but also that more than half of the participants guide their children towards task success. Therefore, a broad group of subjects simultaneously conveys two different types of goals with divergent orientations, a fact that could lead to a conflict of values for adolescents. Regarding the relationship with the socio-demographic and socio-economic variables of the families, their greatest influence is in the case of the goal oriented towards failure, being lower in the goal aimed at success and decreasing significantly in the goal oriented towards mastery of the task. The results of this study suggest the necessity to offer, within the framework of universal parenting programmes, specific projects which help parents to clarify the values inherent in their parental achievement goals from the perspective of positive parenting. In addition, teachers should be trained in this aspect so that, in exercising their tutorial role, they can encourage all families to attain the goals of parental achievement associated with the quality of education.

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The funds of knowledge approach values families' knowledge and practices as a form of resistance within the hegemonic school culture. In this paper we share some reflections, tensions and transformations that we teachers and researchers have identified during our experience in a high school in Barcelona. We analyzed audio and textual record (family-school conversations, study group sessions, field journals and interviews) and, in a second level of analysis, we reconstruct dialogic events that show changes in teachers and researchers: awareness of situations of oppression by race, class and gender, the understanding and legitimization of nonhegemonic forms of family upbringing and care, and critical positioning in the face of folkloric educational proposals. Finally, we discuss the contributions and limitations of this work, as well as suggestions for continuing to expand these reflective processes to the educational community. [ABSTRACT FROM AUTHOR]

This paper provides evidence on how a school is able to offer a quality education to all students, while taking into account the diversity of their personal and contextual characteristics. From the analysis of the processes, it can be concluded that the key factor for the achievement of inclusive education lies in the good practices of teachers, and that the study of these practices should be implemented as a professional development project. The data presented here are part of a broader research project, and show the perceptions of teachers and families from four selected schools, focusing on the characteristics of good practices of coordination between the family and the school. These findings can contribute to greater educational attention being paid to students with Specific Needs of Educational Support (SENS). Within the framework of qualitative research, a multiple case study was carried out, using interviews as the main instrument for data collection. After an in-depth analysis of the data, some conclusions are drawn to show the educational community the educational actions that define professional and institutional development, which would be capable of effectively serving diverse students, therefore making the inclusive school a reality. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ABSTRACT This study aims to analyze teachers’ perception about families’ participation at school. Also, it is intended to know what factors are those that predict this type of participation. For that purpose, it was selected a sample composed of 347 teachers from the Pre-Primary, Primary and Secondary Education stages belonging to both public and private schools in Gran Canaria (Spain) with an average of 19.8 years of professional experience. It was used a 28 like Likert items with values between 1-6 with a total ordinal alpha of the scale of 0.95. Four factors were measured on this scale: opening school to the community, school’s social prestige, closeness and personal treat towards families and students and families’ participation in the school decision-making. As a result, significant differences were found among these factors depending on the teaching staff’s age, the years of teaching experience, the type of school and the educational stage. Significant differences were also found depending on whether the teaching staff had held management positions as well as in relation to the degree of teachers’ participation at schools. On the other hand, it was carried out a hierarchical multiple regression analysis that explains the variables that predict families’ educational participation at schools. These predictive variables are the following ones: the age of the teaching staff, if this latter promotes cultural activities, being a member of the management team, a greater degree of teacher’s participation at school, whether parents’ association organizes activities at school and whether the teaching staff has got a good perception about the level of families’ participation at schools.

Collaboration between school staff, families, and community partners is vital for ensuring all students' success, particularly those with disabilities. In this case study, we will discuss a community-university partnership involving a university school psychology graduate program, several local school districts, and a specialized medical facility for children with autism and related neurodevelopmental disorders. These partners came together to create the Families and Schools Partnership Program (FSPP). Facilitated by School Psychology faculty and graduate students, FSPP offers support to families and schools through a cohesive multidisciplinary approach to intervention. In this study, we examined the experiences of 700 families referred to the FSPP consultation team and evaluated the reasons for referral, levels of intervention required by each family, and case outcomes. As a result, we offer a series of steps and tips for developing collaborative interagency relationships, an outline of the consultation framework and processes developed, and lessons learned throughout implementation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides evidence on how a school is able to offer a quality education to all students, while taking into account the diversity of their personal and contextual characteristics. From the analysis of the processes, it can be concluded that the key factor for the achievement of inclusive education lies in the good practices of teachers, and that the study of these practices should be implemented as a professional development project. The data presented here are part of a broader research project, and show the perceptions of teachers and families from four selected schools, focusing on the characteristics of good practices of coordination between the family and the school. These findings can contribute to greater educational attention being paid to students with Specific Needs of Educational Support (SENS). Within the framework of qualitative research, a multiple case study was carried out, using interviews as the main instrument for data collection. After an in-depth analysis of the data, some conclusions are drawn to show the educational community the educational actions that define professional and institutional development, which would be capable of effectively serving diverse students, therefore making the inclusive school a reality.

The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children's education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight (β=.505; p<.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises. [ABSTRACT FROM AUTHOR]

This study sought to identify changes in the views of preschool professionals regarding the characteristics of families of children who are the target-audience of special education, as well as in the behaviors that contribute to children's development after participating in an intervention program. The intervention consisted of a ten-session course applied to seven professionals twice a week in the University premises. Data were collected by means of the focus group before and after discussions and reflections on the theme, submitted to content analysis, and categorized. The results indicate that the intervention promoted changes in participants' views, which were more oriented towards positive aspects and without resorting to stigmatized concepts, adopting less of a blaming attitude towards the families - important obstacles for the establishment of a productive and favorable relationship for the student's inclusion. Continuous training programs are valid tools to favoring inclusiveness, promoting the deconstruction of stigmatized concepts that often hamper a beneficial relationship between the family and the school. [ABSTRACT FROM AUTHOR]

The article presents results of a "state of knowledge" that researched dissertations and theses about family-school relationship, from 1997 to 2011 on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior's (CAPES) database. We identified 266 works, of which we analyzed: type (dissertation or thesis), number of texts over time and distribution by areas of knowledge. The texts from Sociology of Education's area (N= 88) deserved a specific study, in which we identified: theme, theoretical references, methodological procedures and empirical field; main results. Therefore, it was possible to draw a view of Brazilian sociological production on family-school relationship, identifying its main tendencies and gaps, convergent and divergent results. Our findings pointed to an increasing production. The texts focus predominantly on low-income groups, especially on elementary education, with qualitative studies, and a strong influence of French literature. We highlight the need of a stronger critical distancing of the studies regarding their theoretical references. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines how teacher perceptions of student misbehaviour correlate with their perceptions of school climate and student self-reports, using multi-informant two-level multilevel modelling. School climate questionnaires completed by 4,055 teachers and 16,017 students (1rd to 4th year of compulsory secondary education from 187 schools) showed that teachers’ characteristics are marginally related to perceived disruption. Fair rules and support of students’ families acted as protective factors, while a lack of educational leadership was a risk factor. Furthermore, the student variable of pro-violence messages from parents acted as a moderator for leadership and rules, while perceived coercive treatment from teachers acted as a moderator for family support of teachers.

This article presents a grounded theory analysis of interviews with eight Black and nine white teachers in Nova Scotia, Canada. Patterned differences emerge between discourses used by Black versus white teachers to understand the roles of Black students' families in academic achievement. In varying degrees and respects, Black teacher interviewees viewed Black families positively, while white teacher interviewees usually viewed Black families negatively. Both perspectives have implications for family–school relationships: The negative perspectives reinforce the status quo and are characteristic of cultural racism as described by Bonilla-Silva, while positive expectations resist the status quo by identifying strength in Black families and communities. Our suggestions include dedicating resources to increasing the numbers of Black teachers in our schools and developing teacher training focused on how to relate to families across race and culture, in anti-racist and culturally sensitive ways. [ABSTRACT FROM AUTHOR]

This mixed methods study from 2017 to 2018 documents the living conditions and Czech Roma mothers' experiences of the education system. Based on a comparative analysis of quantitative survey data and in-depth biographical interviews, we focus on the mothers' reflections of macro, meso and microsystem level primary education conditions and experiences. We especially draw upon racially/ethnically framed oppression and its interrelation with modes of communication between education facilities and families, as well as educational aspirations. The negative schooling experiences of Roma mothers and their children appear to oscillate at the intersections of race, ethnicity and social class. Our findings indicate the development of resilience and coping strategies, the overriding feature of which is a mode of family damage control and prevention rather than the pursuit of ambitious prospects when assisting children through the education process. At the same time, when seeking support, Czech Roma mothers preferably turn to informal education and the private sphere, rather than the formal education sphere. [ABSTRACT FROM AUTHOR]

The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subjects assign families are located in two clearly defined dimensions; on one hand, support on the educational field through the completion school duties and, secondly, the inculcation of habits that facilitate the establishment of a classroom climate in favor of learning.

This paper aims to analyze academic production on the family-school relationship from research in Spanish during the last decade (2008-2018). A total of 564 papers indexed in the Scopus, Web of Science (WoS), and SciELO databases were analyzed. To do this, the descriptive bibliometric method was used to analyze the academic production and characterize the research dynamics of these studies, through an analysis of academic social networks. The VOSviewer 16.1 software was used to design bibliometric maps based on text and bibliographic data. The results show that academic production does not present clear growth; on the contrary, there are fluctuations due to increases and decreases in publications. Also observed are niches of work formed through small academic communities of a closed nature. The greatest impact of academic production in terms of citations is to be found in the Scopus and WoS databases. On the other hand, the content analysis of the 12 most cited papers shows high heterogeneity regarding the themes around which the family-school studies are articulated. Given these results, it is reasonable to consider that more scientific production in Spanish is needed in this field to provide evidence to consolidate the approach to and discussion of the family-school relationship. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Ciudad is the property of Instituto para la Investigacion Educativa y Desarrollo Pedagogico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to reveal the meanings of the family-school relationship, specifically in the field of participation, from the perspective of teachers who work in rural schools in the commune of Bulnes, Chile. From the methodological point of view, the qualitative study is placed under the comprehensive interpretive paradigm, the data production technique corresponds to the semi-structured interview in a single session. The analysis of the discourses is developed through semantic structural analysis. Among the findings we have that: about parenting, the absence of norms from a permissive style is noted, the importance of the teacher's role in working with the psychosocial couple. Regarding volunteering, its facilitators are the proper functioning of a school, which has positive effects on learning and motivation. Finally, it is concluded that a well-organized school promotes a family-school relationship with shared responsibilities, which has positive academic and socio-emotional effects on its students. [ABSTRACT FROM AUTHOR]

This study aims to explore the processes of family participation in infant and primary schools. For this purpose, we conducted a bibliographic and normative systematic review which adopted a qualitative design based on the analysis of content. From this analysis, a cartography of the family-school relationship emerges around three pillars: teaching-learning processes, diversity and education, and participation of families in the school organization and management. Finally, we formulate some conclusions that seek to contribute to the reflection on the family-school relationship and to highlight meanings and actions which follow inclusive and democratic principles. [ABSTRACT FROM AUTHOR]

This study examines how teacher perceptions of student misbehaviour correlate with their perceptions of school climate and student self-reports, using multi-informant two-level multilevel modelling. School climate questionnaires completed by 4,055 teachers and 16,017 students (1rd to 4th year of compulsory secondary education from 187 schools) showed that teachers' characteristics are marginally related to perceived disruption. Fair rules and support of students' families acted as protective factors, while a lack of educational leadership was a risk factor. Furthermore, the student variable of pro-violence messages from parents acted as a moderator for leadership and rules, while perceived coercive treatment from teachers acted as a moderator for family support of teachers. [ABSTRACT FROM AUTHOR]

Family and school are fundamental systems for human development, as they share educating and socialising children and adolescents. Therefore, it is crucial to understand how the relationship between them is established, identifying their facilitators and limitations through teachers' perceptions. An exploratory cross-sectional study with a qualitative approach was conducted, involving ten teachers from public schools in a city in the metropolitan region of the state of Rio Grande do Sul, who responded to a semi-structured interview. The consensual qualitative analysis of the data indicated that teachers recognised the responsibility of the initiative to establish the family-school relationship but reported a lack of theoretical and practical support. There was a need to qualify communication and develop active forms of family participation in the school context. Interventions to support such demands are scarce but necessary. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this article is to understand the way in which the school has responded to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), from the point of view of pedagogical work and the relationship with the family. Through a bibliographic research and a study of a case, it brings the story of an 8-year-old child with a diagnostic hypothesis of ADHD. Data was collected through the mother's narrative and recorded in a field diary. The results reveal that the student's task demanded by the school goes beyond cognitive aspects and content learning, involving an adult's expectation about a "way of being school". It is concluded that the school must embrace diversity and difference, so as not to incur in strategies for the defense and no responsibility of pedagogical work. [ABSTRACT FROM AUTHOR]

Introduction: Today’s adolescents live immersed in the digital world and are much more familiarized with the use of electronic devices. At the same time, the new technologies have become established as a powerful resource in teaching and learning, providing new texts where the limits of time and space are overcome. Digital creativity is part of people’s daily lives and must be developed from the school and family context.Objective: The objective of this study was to analyze the relationship among digital creativity, parenting style, and academic performance.Method: This analysis was carried out in a sample of 742 adolescents in Middle School and High School aged 13–19. Digital creativity was evaluated using the Creative Behavior Questionnaire: Digital (CBQD). The Parenting Style Scale was used to evaluate the perception teenage boys and girls who have the various dimensions of their parents’ educational style.Results: Parenting styles were established as a mediating variable in the relationship between digital creativity and academic performance.Conclusion: The roles of digital creativity, which is proposed as a facilitating tool in teaching, and parenting styles in academic performance for improving the family-school relationship are discussed.

Numerous studies have addressed the family-school relationship, but few have considered that teachers' ways of relating to families incubate during their early training. Based on a qualitative study, this article describes the representations of fourteen teacher educators in undergraduate programs of elementary education. The teachers work in four Chilean universities and were studied with respect to the family, the family-school relationship, and their approach in early teacher education. The results show willingness to incorporate the topic of family-school relationships in the initial plans of study, mediated by a representation of the supremacy of schooling as an agent for modeling childhood education and defining the structure of the link between families and schools. [ABSTRACT FROM AUTHOR]

The involvement of families in Spanish schools is a legally recognised right, a social demand, an educational need and a permanent challenge. However, there are limited opportunities for families to become engaged with schools in Spain. Their primary avenues for involvement are Parents' Associations (Asociaciones de Madres y Padres de Alumnos, known as AMPAs), but there has been little research on them to date. This article describes a qualitative study carried out in collaboration with 36 AMPAs from Spanish state schools, aimed at understanding how their members describe, interpret and assess their current situation. The findings showed that AMPAs foster activities to galvanise schools, but that they demanded increased decision-making powers, additional training and support in managing the association. It can be concluded that AMPAs are a means of promoting significant parental involvement, which merits further study and a wider social dissemination. [ABSTRACT FROM AUTHOR]

The paper presents the representations that future elementary school teachers have in a University of Ñuble region for the family and parental roles assigned to them in education. In line with the objective, a comprehensive interpretive study using qualitative methodology is developed. Among the most important findings we found that roles that subjects assign families are located in two clearly defined dimensions; on one hand, support on the educational field through the completion school duties and, secondly, the inculcation of habits that facilitate the establishment of a classroom climate in favor of learning. [ABSTRACT FROM AUTHOR]

Introduction : Today's adolescents live immersed in the digital world and are much more familiarized with the use of electronic devices. At the same time, the new technologies have become established as a powerful resource in teaching and learning, providing new texts where the limits of time and space are overcome. Digital creativity is part of people's daily lives and must be developed from the school and family context. Objective : The objective of this study was to analyze the relationship among digital creativity, parenting style, and academic performance. Method : This analysis was carried out in a sample of 742 adolescents in Middle School and High School aged 13–19. Digital creativity was evaluated using the Creative Behavior Questionnaire: Digital (CBQD). The Parenting Style Scale was used to evaluate the perception teenage boys and girls who have the various dimensions of their parents' educational style. Results: Parenting styles were established as a mediating variable in the relationship between digital creativity and academic performance. Conclusion: The roles of digital creativity, which is proposed as a facilitating tool in teaching, and parenting styles in academic performance for improving the family-school relationship are discussed. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)