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The article describes the development process of the parental engagement and empowerment (PE&E) framework by the Zizi Afrique Foundation and the Regional Education Learning Initiative Africa. It refers to communication, collaboration, capacity sharing and leveraging sources and systems as components in catalyzing parental agency. It discusses the framework's potential for replication, adaptability and efficacy, as well as the challenges to the implementation of competency-based curriculum.

Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. However, for the first-generation learners, e.g. particularly vulnerable tribal groups (PVTGs), it is an arduous task because they belong to the least developed communities in India, with poverty and illiteracy forming the base of their existence. This paper examines the extent of involvement PVTG parents have in educating their daughters and identifies ways for improvement. Findings based on this original study suggest that the parents realise involvement, but their knowledge of involvement differs from the general population and the Western context. Hence, the study proposes four types of Cs to integrate their involvement: Concern, Communication, Condition, and Cooperation. [ABSTRACT FROM AUTHOR]

This study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language -programs. Drawing upon the theory of differential consciousness, I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity—but not socioeconomic diversity—in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families' experiences of and access to these programs. [ABSTRACT FROM AUTHOR]

Young people's room for autonomy and independent life choices is challenged by intensive parenting practices and ambiguous ideals underpinning the youth-parent relationship. In this article, we explore how young people make sense of and relate to parental influence as they are about to make choices of higher education. Through Foucauldian discourse analyses of interviews with 23 young men and women (19 years) in Oslo, Norway, this study sheds light on how the youth reconciled ideals of self-expression and self-determination with perceived parental influence. We demonstrate how their 'autonomous self' is portrayed as 'accountable' and 'malleable', to allow for parent's influence through their subject positions as 'advisor' and 'socialising agent'. These subject positions overlap with discourses of intensive parenting previously described as disciplining the modern parent. We discuss whether youth contribute to the cultivation of 'the intensive parent', and the potential the ideal of autonomy holds for conformity to normalizing powers. [ABSTRACT FROM AUTHOR]

Prior studies have shown the efficacy of computer-based cognitive training programs in improving cognitive and academic functions in children diagnosed with a specific learning disorder (SLD). However, these studies often focused on center-based approaches without considering the involvement of parents or the inclusion of home-based tasks in evaluating their effectiveness, which needs to be addressed. This study aimed to investigate the efficacy of a mixed cognitive training program in children with SLD. The program consisted of computer-based games combined with home-based activities involving parental participation. In this pilot study, a single-subject research design with an A-B-A analysis was employed to assess the effects of a mixed cognitive intervention program. Six children (aged 10–13 years) with SLD participated in ten intervention sessions and underwent six pre- and post-evaluation sessions over a six-eight-week period. Parent interviews conducted before and after the training program provided insights into parents' perceptions of these cognitive activities and their access, knowledge, and utilization of these types of digital devices. The utilization of computer-based interventions, followed by home-based tasks, demonstrated effectiveness in improving cognitive and academic functions, fostering parental involvement, and enhancing the overall effectiveness of the program. After the intervention, all participants exhibited improvements in their cognitive and academic skills, the results indicated significant improvements in executive functions, including working memory, processing speed, attention, and academic functions, as assessed in the pre-and post-evaluation. While the parents' views regarding the effectiveness of the cognitive programs became more favorable. The utilization of computer-based interventions integrated with home-based tasks proved highly effective in enhancing cognitive and academic functions and promoting parental engagement and overall program efficacy. The participants displayed noticeable advancements in cognitive and academic skills, with parents' perceptions of the program's effectiveness improving. Furthermore, the study revealed significant enhancements in executive functions, such as working memory, processing speed, attention, and academic performance, as evidenced by pre-post evaluations. This comprehensive approach underscores the potential of a mixed intervention approach in both centers (clinics and families) to holistically enhance cognitive development and academic performance in children. [ABSTRACT FROM AUTHOR]

This study aims to identify teachers' perceptions of the concepts of 'refugee or refugee people' through a metaphorical study. The study uses descriptive research employing metaphors to determine teachers' perceptions of these concepts. Study participants were 320 teachers who worked in different parts of Turkey during the 2023–2024 academic year. The results showed that most teachers feel sorry for refugees, while many hold angry feelings towards refugee people. Positive perceptions were rare. Based on teachers' developed metaphors towards people who are refugees, these four categories emerged: anger, pity, diversity, and definition. [ABSTRACT FROM AUTHOR]

Educational development should be balanced among the different agents that make-up the entirety of the educational community (students, teachers, families, and external agents), with a prominent role of the family and teachers. However, it seems that reality does not comply with these principles, leading to a decrease in educational effectiveness. Therefore, the aim of this study is to analyze the perceptions of the legal guardian/family (LG), and the class tutor/teacher (CT), on the comprehensive development of students and on the global educational process, in order to clarify their role in this process. For this purpose, students aged 3–8 years were selected and the views of their families and teachers were compared (n = 820 observations), both in terms of the five areas that make-up the comprehensive development of the individual (cognitive, social, emotional, moral, and motor) and in regard to other determining variables that affect the global educational process (adaptive, cultural, digital, and school-type areas). The results show significant differences in the perceptions between both groups, with LGs rating all areas higher, except for the adaptive area, which was rated higher by CTs. The conclusions and the factors that explain these results, highlighting technical training as the most important determining factor, could serve as a starting point to bring the vision of both educational agents closer, which would result in an improvement in the communication channels between teachers and families, and in the optimization of the teaching and learning process itself. [ABSTRACT FROM AUTHOR]

Early Age Robotics (EAR) education has become extremely popular throughout the world. It has proven to be not only interesting and enjoyable, but also effective at helping even the youngest of children (aged 4–7) develop skills and reap educational benefits. But what about their families? Are parents as happy with EAR programs as are the children? What are their attitudes and beliefs regarding it? In this novel empirical study, we seek to answer these questions and succeed in refuting some commonly held beliefs. This study is based on a unique EAR program running since 2016 for over 2000 children. Using qualitative and quantitative research methods, we analyzed interviews with 29 parents and surveys submitted to 203 parents whose children (aged 4–7) studied technology and robotics as a compulsory component of their curriculum. We uncovered an interesting phenomenon of parents becoming transformed from being passive consumers of the educational system into new, twenty-first-century parents, more confident about their ability to learn and to help promote their children's abilities. They are more motivated and involved, and ready to invest in both their own and their children's learning. Also encouraging is the gender equality found in this technological area. We recommend introducing a new PEAR (Parents in EAR) model, offering practical proposals for enhancing and expanding robotics education. The study confirms parents' satisfaction with technology, their willingness to learn more about robotics, and their satisfaction with their children's participation in an EAR program. This transformation should be considered by EAR stakeholders. [ABSTRACT FROM AUTHOR]

Social network members play a crucial role in shaping one's health. Children can be considered the most proximal members of one's social network; thus, the upward transmission of human capital from children to parents could be expected. Using nationally representative data from the Longitudinal Ageing Study in India (LASI, 2017-2018), this study investigated the relationship between children's education and parental depression among Indian older parents. The study also explored gender differences and potential mediating factors in the relationship between children's education and parental depression. Children's education was found to be significantly associated with parental depression, meaning that parents of well-educated children had significantly lower odds of depression than their counterparts. The association between children's education and parental depression did not differ significantly depending on the parent's sex. Life satisfaction, self-rated health, and parents' health status were found to be significant mediators of the relationship between children's education and parental mental health. Based on the findings of this study, it can be concluded that children's education might be a potential factor in shaping the mental health of elderly parents in India. [ABSTRACT FROM AUTHOR]

Alternative schooling has been staunchly advocated for by groups disillusioned by government-sponsored public schooling that want to take personal control of their children's education. There are concerns, however, about nontraditional schooling options that do not meet standards that apply to public schools. The United Nations Convention on the Rights of the Child (CRC) specifies children's fundamental educational rights. In the United States, this includes mastering basic English literacy and numerical abilities, as well as exposure to some scientific and historical knowledge needed to negotiate mainstream society. This paper focuses on how certain homeschooling and religious schooling practices run the risk of denying adolescents the right to the education necessary to work in the modern economy and achieve their potential. We argue that the United States should allow alternative schooling options but ensure that they conform to specific standards set by the state in order to meet the CRC goals. [ABSTRACT FROM AUTHOR]

This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children's education. The study draws on Mezirow's transformative learning theory, incorporating concepts from Habermas's public sphere and Freire's notion of conscientization. It specifically focuses on the action group's monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of workshops on parental involvement in their children's mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variables such as parenting style, parental expectations, home rules, parental supervision, communication between parents and children, children's home mathematics activities, and parental attitude toward school all improved significantly. The findings further indicated that parental involvement in their child's general and mathematical learning can be improved. As a result, the study recommended that all basic education schools reach out to parents through parent education programs that can assist parents in understanding the value of being active in their children's mathematics education, which will probably affect their education performance positively. [ABSTRACT FROM AUTHOR]

This qualitative phenomenological study purposed to discover how the 4Ps grants benefited IP parents and how it helped remove barriers to education for their children. It aimed to investigate the challenges encountered, their ways of coping, and their insights about the experiences they have encountered. Twenty selected parents whose children were enrolled in Paopao High School (SHS) were involved in this endeavor. Ten female IP 4Ps parents for the individual in-depth interview and another ten female IP 4Ps parents for the focused group discussion. The results of the interview were transcribed and translated to produce core ideas and essential themes. The essential themes revealed the following experiences encountered by the 4Ps beneficiaries, which include the program as beneficial; it has helped a lot in terms of the education of their children and health concerns. For that, they were feeling grateful. They are strictly monitored, which has compelled then to abide by the conditions of the program. Also, they have received negative feedback from non-beneficiaries and worried about their difficult lives without this program. Relating to their coping mechanisms with the experiences they have encountered as IP 4Ps beneficiaries, the following essential themes emerged: follow 4Ps conditionalities to remain as a beneficiary, neglect negative feedback and focus on the future of their children, and support their education. They shared common insights, such as the fact that the program was for financial assistance, an opportunity, and temporary. These stories of IP parents 4Ps beneficiaries shed hope to others that through 4Ps benefits, their children have become motivated and driven to reach their goals. If used and managed properly, little by little education would be the highest priority, and poverty could be alleviated and would no longer be a barrier to education. [ABSTRACT FROM AUTHOR]

Child's learning acquisition is greatly influence by parental involvement and mechanisms. Parental involvement is a multifaceted activity which represents many different parental behaviors and parenting practices such as parental aspiration for their child's academic achievement, parental communication with their children about school, parental participation in school activities, parental communications with teachers about their child, and parental rules at home which are considered education related. Republic Act No. 9155 otherwise known as the Governance of Basic Education Act of 2001 under section 1.2 stated that the parents and the community shall be encouraged for active involvement in the education of the child. This study works on determining the relationship of parental involvement and mechanisms on child's learning outcomes through the collection of data using survey questionnaire and utilization of descriptive correlational research design. Moreover, Pearson's R was used in treating the data collected. It was revealed that a significant relationship among variables were observed however weak relationship between learning at home with creativity and presentation was determined. Moreover, indirect relationship between parental mechanisms and quarterly tests was revealed. Additionally, no significant relationship between learning outcomes and self-confidence was seen. Lastly, a weak to moderate significant relationship between self-confidence and parental involvement and parental mechanisms was exhibited. This led to the idea that variables have little to negative relationships especially parental mechanisms an quarterly scores results as well as learning outcomes and selfconfidence. Due to this, it is recommended that strong connection between parents and child should be established to strengthen and further increase the positive learning outcomes. Monitoring of student success in doing their work is also encouraged to be practiced by parents to build child support and confidence. [ABSTRACT FROM AUTHOR]

Despite consensus that parent involvement is integral to children's educational success, Black parents' involvement remains largely characterized from a deficits‐based perspective. Using critical race and critical consciousness theories, this study explored parents' analysis of educational inequities and their school engagement. Using interview data from a sample of Black parents (n = 20), emergent understandings of parents' thoughts, motivations, and actions to engage with their child's school were explored. Findings revealed that Black parents held both critical and traditional views, expressed themes of internal and external efficacy in their motivation, and engaged critically and traditionally in their child's education. Results are consonant with literature on Black parents' engagement and to the nascent understanding of how parents' beliefs about structural racial oppression within schools impacts how they engage in that space. [ABSTRACT FROM AUTHOR]

Mandated participation in parent education programs is a common practice across the United States for families who are undergoing divorce or who are involved in the child welfare or juvenile justice systems. Mandates to participate in parenting programs create substantial challenges for families, service providers, and service systems. Furthermore, the type and quality of the parenting services accessed vary widely, and their impacts need to be better understood. To address this need, an overview of the current state of the empirical literature on the impacts and outcomes of mandated parenting interventions for divorce and in child welfare and juvenile justice settings is provided, and suggestions to the field are offered to refine research related to mandated parenting programs. Given the challenges that mandated parenting programs pose, an alternative approach that views parenting through a public health lens is highlighted to build on the growing body of research on the impacts of population-wide applications of parenting support programs, and as a possible way to decrease the number of parents who are required to attend parenting programs. Opportunities to advance universal parenting support within a range of community settings, including primary care, early childhood education, and community mental health systems are offered. Gaps in knowledge regarding mechanisms of action of universal supports and impacts on the number of parents mandated to treatment are highlighted, and future directions for research in this area are suggested. [ABSTRACT FROM AUTHOR]

Truancy is detrimental to children's educational progress. Parents, being the first authority at home, share an equal responsibility with schools to thwart it. Unlike developed countries, many nations, e.g. India, have no legal actions or policies for truancy. A considerable gap in identifying any specific form of involvement from the parents undermines truancy control. In order to fulfil the research gap, authors conducted a scoping review and found 17 interrelating articles. Indicators from reviews were used to collect responses by interviewing 91 respondents, and overall results are presented. The PCC tool, PRISMA-ScR flowchart and SPSS V.20 aided in analysing the data. The findings indicated that volunteering and communication are adequate indicators of truancy control. Both indicators can significantly impact truancy prevention programmes, but the associated challenges in the study area require constant monitoring. [ABSTRACT FROM AUTHOR]

Character education is important because it seeks to impart to people principles like respect and responsibility. Consequently, it is crucial to initiate this kind of education at an early age when their physical, mental, emotional, and psychological development is at its peak. In this study, a qualitative phenomenological strategy was employed, and the data was discussed descriptively. There were 109 parents whose children were in preschool and who met the requirements to take part in the study. The results showed the importance of parents' involvement in educating children about their character from an early age. Moreover, a significant correlation between parents' knowledge and children's character education was found in this study. However, parent involvement and support showed a less significant correlation than the parent's knowledge, as there were two instruments used in both indicators that showed a less significant correlation. [ABSTRACT FROM AUTHOR]

Educational interpreters are not neutral mediators of messages. In education, they are policy brokers whose translations can reflect their own social identities and often align with larger social power dynamics, including deficit perspectives of racialized multilingual people. In U.S. schools, language minoritized parents have the right to make decisions about their children's education; yet current theory does not account for their power to shape educational policies—or the political roles of interpreters who represent their negotiations. I propose a theory of interpreters as invisible policy brokers and identity mediators. I employ an approach that centers the questions and agency of newly arrived, predominantly Spanish-speaking mothers in a Midwest school district with growing demographics of language minoritized students. [ABSTRACT FROM AUTHOR]

Performance learning, the process of acquiring knowledge and skills through active participation and practical application, is a pivotal aspect of modern education. This qualitative study delves into the intricacies of performance learning within educational settings, focusing on the roles played by school heads, teacher proficiency, and parental support. Through thematic analysis of interview data, several key findings emerge. Teachers perceive school heads as actively implementing a range of academic and non-academic initiatives geared towards enhancing performance learning, including fostering creativity, ensuring alignment with educational standards, and recognizing highperforming students. Similarly, parents acknowledge the efforts of school heads in providing essential resources, transparent communication channels, and supportive programs. Meanwhile, school heads themselves prioritize both academic and non-academic activities, alongside initiatives aimed at supporting student participation, enriching learning experiences, and fostering strong parent-teacher partnerships. Furthermore, while school heads rate teacher proficiency as average, parents view teachers as proficient and dedicated. Additionally, parents demonstrate active involvement in their children's education through various means such as volunteering, financial support, and nurturing home environments. School heads and teachers alike recognize the crucial role parents play in providing practical, emotional, and financial assistance to students, thus contributing to their overall academic success. Overall, this study underscores the importance of collaborative efforts between school heads, teachers, and parents in fostering a conducive environment for performance learning, thereby equipping students with essential skills for both academic and lifelong success. [ABSTRACT FROM AUTHOR]

In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores - sorted from the highest, which means the most important factor, to the lowest - are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education. [ABSTRACT FROM AUTHOR]

Today it is generally known that digital tools suitable for enriching education can benefit and hinder teaching-learning. To understand the reasons behind students’ behavior, one must take an ecological approach to digital education. It would be misleading to think that only teachers experience difficulties; Digital education raises many questions and is the subject of constant debate, to which the COVID-19 pandemic has contributed significantly. In our systematic literature review, using the PRISMA model, we aimed to explore parental techniques and the degree of parental efficiency revealed by the literature on the digital education of children in families. After the multi-step screening, we finally examined 12 studies. The findings suggest that parents in digital education, acting as mediators, can be classified into groups fearing the consequences of digital tools, experiencing knowledge gaps, with an intersection of both apparent in literature. Parents express a need for support and assistance in digital education. [ABSTRACT FROM AUTHOR]

Parents play a vital role in developing their children's emotional intelligence, which is critical for equipping youth as future leaders with the necessary competencies and resilience to contribute to national development. Thus, this study examined the relationship between parental involvement and emotional intelligence of senior high school students across Sevilla District, Division of Bohol, in the school year 2019 - 2020. A descriptive-correlational research design was employed using standardized tools. Results revealed that the parent-respondents were slightly involved in their children's education regarding home-based involvement, school-based involvement, and home-school conferencing. The student-respondents exhibited a "Low" level of Emotional Intelligence in general; however, they obtained a high rating regarding utilizing their emotions. Other components were rated "Low." Parental involvement did not correlate with the student's emotional intelligence; however, Multiple Regression analysis showed that it predicted the students' ability to manage others' emotions and utilize their own emotions. Recommendations were proposed to address the results and findings. [ABSTRACT FROM AUTHOR]

A positive and collaborative partnership between parents and schools is required to improve the education of children with special educational needs. Therefore, the present study aimed to explore the educational context in the Arab community in Israel based on the perceptions and beliefs of parents of children with special educational needs about their children's education in relation to schools. Twenty parents of children with different special educational needs were interviewed to understand their thoughts and beliefs about special education in the Arab community in Israel. Six core categories emerged from the analysis of the interviews [i.e., (a) parenting, (b) learning at home, (c) communicating, (d) volunteering, (e) inclusion of parents in decision-making related to their children, and (f) teachers' attitudes towards children from the perspective of parents], which were perceived as axes with high potential to improve special education in this community and guarantee an optimal education for children with special needs. The role of the school as a tool to assist parents is highlighted, with the aim of empowering them and encouraging their active participation in school processes with a clear educational policy that clarifies the demands of the school system for parents and vice versa. Finally, we conclude by highlighting the importance of teachers in a child's life, emphasizing the potential benefits of cooperation and collaboration between teachers, students, and parents. [ABSTRACT FROM AUTHOR]

The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training. [ABSTRACT FROM AUTHOR]

Involvement of parents plays a crucial role in the implementation of a comprehensive school counseling program. For this study, 404 parents participated in a national survey conducted in the United States. The purpose of the study was to investigate parents' perceptions of their involvement with the school counseling program and their relationship with the school counselor. Results suggested concerns regarding school counselor communication and the involvement of parents in their child's education and planning after high school. Results also indicated participants held a positive perception of school counselors (e.g., hopeful, positive, and accepting), their competency, and they felt comfortable with the school counselor. Practitioner Points: Parents indicated that school counselors had not communicated with them about the services offered through the school counseling program.The majority of parents reported school counselors had not helped them become involved in their child's education nor in planning the child's life after high school.Most parents perceived their child's school counselors as hopeful, positive, and accepting. A large majority felt comfortable speaking with their child's school counselor. [ABSTRACT FROM AUTHOR]

The importance of the early childhood years for school readiness highlights the primary role of parents in preparing their children for school entry. This article reports on a qualitative study that explored parental involvement in children's school readiness in a South African context, with special emphasis on the influence of the social environment on parental involvement. Through purposive and snowball sampling, a sample of 25 parents or caregivers, nine Foundation Phase teachers and four social workers were recruited from communities in Tshwane, Gauteng. Bronfenbrenner's ecological systems theory as theoretical framework was relevant for understanding contextual influences on parental involvement in school readiness. To account for the evidently inadequate school readiness of many South African children, the findings of the study indicate that parents' knowledge, perceptions and socio-economic contexts influence their ability to effectively prepare young children for school entry; this in turn suggests a role for social workers to empower parents for enhancing their children's school readiness. [ABSTRACT FROM AUTHOR]

"The Voltage Effect: How to Make Good Ideas Great and Great Ideas Scale" by American professor John A. List explores the process of scaling ideas for entrepreneurs and politicians. Drawing on his academic and commercial work, List identifies five obstacles that ideas must overcome to succeed and offers advice on maximizing their potential. The book emphasizes the importance of data and provides real-world examples to make the concepts accessible to non-specialist readers. It also addresses biases, the importance of knowing your customer, and the potential unintended consequences of idea dissemination. The text discusses various examples of unintended consequences and unexpected outcomes in different contexts, including the concept of moral hazard in relation to seat belt usage and increased accidents. It also highlights the positive externalities of a field experiment in Kenya where financial support improved living standards not only for recipient households but also for non-recipient households and local firms. The text further explores the impact of incentives on behavior, the issue of high costs in innovative products, the timing of exiting a business idea, and the importance of company culture. Overall, the book provides a comprehensive presentation of the topic of idea diffusion and is a valuable resource for those interested in extending their ideas beyond their personal reach. [Extracted from the article]

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers. [ABSTRACT FROM AUTHOR]

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The rise in child sexual violence (CSV) cases in Central Java Province worries all levels of society, specifically parents and teachers. Preventive efforts include providing child sexual education, which has been massively promoted by the governments, teachers, and parents to prevent sexual violence against children. The researchers raise the problem of the study “How do kindergarten teachers in Semarang city perceive self-protection as a prevention to CSV?” to explore kindergarten teachers’ perception of self-protection as a tool to prevent CSV. This study used a qualitative method with a phenomenology approach. The participants of the study were classified based on specific criteria. The results showed that self-protection materials, as a prevention to CSV, cover an introduction to body parts in a girl and a boy, sexual relationship knowledge between man and woman, and other knowledge and skills provided to children from an early age. Besides perception, teachers conveyed sexual education materials, including toilet training activities and self-protection materials through movies, videos, songs, and dolls. Sexual education materials adjusted to culture are how to dress, how to speak, and shyness in behavior. [ABSTRACT FROM AUTHOR]

This document contains summaries of various research studies related to physical education and activity. The studies cover a range of topics, including the effects of COVID-19 on motor skill development and physical activity levels, the benefits of therapeutic physical activity for youth with disabilities, and the occupational socialization experiences of doctoral students in adapted physical education programs. Other studies explore the development of self-efficacy in behavior management for students with disabilities, the relationships between motor ability and core symptoms in children with autism, and the impact of various interventions on physical activity levels and well-being. These studies provide valuable insights into different aspects of physical education and activity. [Extracted from the article]

Existing analyses of lifestyle in migration studies have focused on individual, rather than family, aspirations, while studies of Chinese transnational migration have focused on instrumentalism, rather than the quality-of-life factors, driving family migration. Moreover, these two fields of study have tended to center on the privileges of relatively affluent migrants, largely overlooking important familial and economic dimensions for middle- and upper-middle-class migrants. Drawing on 38 in-depth interviews with returnee parents from Hong Kong who have migrated back to their previous places of residence in the West or have plans to do so, this article addresses these gaps by examining reverse family migration considerations. We identify the aspiration for a better quality of life for the family, rather than for the self, as the dominant driver of migration. We find that returnee parents' main frames of reference for considering how and where to live were shaped by interactions between their children's education, economic factors, transnational mobility, and imaginary and emotional aspects of migration. Our analysis shows the value of engaging with lifestyle in efforts to understand reverse migration among Chinese families. More broadly, this article contributes to better understanding of migration motivation by drawing attention to family-centered lifestyle aspirations and the coexistence of privilege and precarity among relatively affluent middling migrants, areas that have been insufficiently explored in research on Chinese transnational migration and lifestyle migration. [ABSTRACT FROM AUTHOR]

How can the leadership qualities of students be developed on a humanistic and democratic basis so that the next generation of citizens can continue the democratic development in Ukraine? This question is at the center of the presented article. The literature shows that a democratic leadership style has a positive impact on working atmosphere and coexistence if it is characterized by the skills of emotional intelligence such as teamwork and cooperation, conflict resolution and if a leader is characterized by active listening as a key strength based on a respectful attitude towards human rights and democracy. Leaders do this in order to achieve outcomes in the process of interpersonal interaction that are mutually beneficial to the social group. In order to underpin this foundation, the article goes on to discuss the concept of participation, a principle that forms the basis of democratic leadership and which must therefore be taken into account and placed at the center of the education of children and young people in formal and non-formal education. The literature makes it clear: democracy has no reason to exist without participation, but at the same time participation must be presented in a very differentiated way. A specially developed diagram illustrates that the transfer of power simultaneously means the assumption of responsibility by the person being led. The consequence for the school is that future leaders must have the opportunity to experience active participation experiences. This has an impact on the selection and further training of teachers already addressed in Ukraine. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of family engagement in literacy, offering practical suggestions for educators to build positive relationships with students' families. Topics include the impact of family involvement on positive learning outcomes, social-emotional learning, and mental health, as well as the promotion of positive reading outcomes for students through family engagement activities such as parent-involved reading activities at home.

Parents' roles in their children's education are significant in terms of outcomes for the child. As research on parental involvement in children's education has often been conducted in high-income countries, there is a deep need for more research on parental involvement in contexts of disadvantage. Set in the context of socioeconomically disadvantaged communities in rural Pakistan, this study sought to explore parents' lived experiences of their involvement in their children's education and gain insight into the barriers they encountered in assisting their children's learning. A qualitative research design was employed. In total, 12 parents (6 mothers and 6 fathers) of school-age children in rural Pakistan were interviewed about their views on involvement with their children's education. Data were analysed thematically, using a narrative inquiry approach. Through in-depth analysis of the data, two distinct narratives of parental involvement were identified: (1) a narrative of hope and trust-building, indicating parents' confidence in state schools and their striving for a better future for their children, and (2) a narrative of dissatisfaction and inequality, reflecting frustration arising from factors including parents' socioeconomic situations, concerns about schools and the influence of local societal norms. It was evident that, despite hardship, the parents wanted their children to be educated and regarded education as a path to improving prospects. The findings broaden understanding of parents' involvement in their children's education within socioeconomically disadvantaged rural communities by revealing and highlighting the diverse, often context-related barriers the parents encountered. [ABSTRACT FROM AUTHOR]

Despite the rhetoric of 'we are all in this together' during the COVID-19 pandemic, not all families experienced schooling disruption in 2020–2022 equally. middle-class parents typically enjoy significant advantage over parents in working-class occupations. To illuminate class-based differences in parental engagement during the COVID-19 pandemic, here we present data from interviews with 15 middle-class Canadian parents. We found that middle-class parents successfully mobilized their economic, social, and cultural capital to manage challenges they faced: lack of structure and routine, lack of communication with the school, perceived low quality of instruction and resources, student isolation during online learning, and parental stress about children's schooling during the pandemic. The main implication of the study is that although middle-class parents in the study acknowledged their privilege more compared to prior research on middle-class parental engagement, ultimately, their individual solutions to pandemic challenges merely exacerbated existing social inequalities in education. [ABSTRACT FROM AUTHOR]

The article explores the impact of the COVID-19 pandemic on language learning and use in multilingual families. It discusses how the shift to online learning has blurred the boundaries between educational and family language practices. The lockdown has provided opportunities for families to learn new languages or re-learn lesser-used home languages. The article examines the role of the family, language policies, and technology in language learning during the pandemic. It emphasizes the need for societal support for family multilingualism and the recognition of home languages in public spaces and schools to promote social justice and well-being. Another article by Fatma F. S. Said and Kristin Vold Lexander discusses the challenges faced by refugees in accessing education. It highlights the importance of education for refugees and the barriers they encounter, such as language barriers and limited resources. The article also explores the efforts made by organizations and governments to address these challenges and provide educational opportunities for refugees. It emphasizes the need for inclusive and accessible educational systems for refugees. [Extracted from the article]

The article explores the impact of the COVID-19 pandemic on multilingual families and their use of heritage languages. It discusses how lockdowns provided opportunities for increased exposure to family languages and the challenges faced in maintaining language learning outside of the home. The article also highlights the role of parents in facilitating online language instruction and the fears and guilt they experienced regarding their children's language development. It emphasizes the importance of considering children's age and parent proficiency in heritage language use and acknowledges the need for more research on diverse household structures and lower socioeconomic status families. The article concludes by emphasizing the importance of sustainable multilingualism and supporting families in their language learning efforts. [Extracted from the article]

The importance of parental involvement in their children's education has received considerable attention recently. This study explores parents' perceptions of their involvement in children's education in the Giyani Municipality, Limpopo Province, South Africa. It follows Epstein's theory of school-parent-community partnerships to understand parents' involvement in their children's education. A qualitative approach was employed to guide the generation and analysis of the data. Fifty-eight parents were selected from the four rural-based schools. They participated in several focus group discussions that were audio-recorded. Inductive qualitative thematic analysis was used, and ethics were observed. The findings reveal parents' perceptions on parental involvement in their children's education as working with schools, homework assistance, modelling positive attitudes, emotional support, and career counselling. This study has implications for policy and practice in a parent-teacher relationship in rural-based schools. It suggests that parents should be involved in policy development, such as when the curriculum changes. [ABSTRACT FROM AUTHOR]

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers' perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children's education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process. [ABSTRACT FROM AUTHOR]

This study concerned with elementary teacher education students not prepared to have competency in parental involvement in education. The research aimed to explore their perceptions of the importance of parental involvement in elementary education. A 30-item online survey questionnaire, which employed a series of Likert-style statements in five types of parent involvement, was utilized to measure their perceptions. The study involved 1,459 undergraduate students majoring in elementary teacher education as participants, representing 72 study programs of universities and college schools in Indonesia. Descriptive and mean score comparison analyses were employed to make the obtained data meaningful. The finding revealed that the students rated parental involvement as an urgent aspect of elementary school education. The study discovered no significant difference between male and female students, significant differences among sophomore, junior, and senior students, and significant differences among students of public and private higher education institutions. The findings indicated that all respondents agreed on the importance of involvement and revealed implications for the elementary education study program. [ABSTRACT FROM AUTHOR]

Objective: This qualitative research describes how low‐education, largely undocumented immigrant Latino parents understand and engage in their children's education in the United States. Background: Education has a dual meaning in Latin America, emphasizing children's moral and academic development. It is unclear if this cultural model shapes how immigrant parents navigate the U.S. educational system with their children. Method: In‐depth interviews were completed with low‐education, largely undocumented immigrant Latino parents (N = 16). The narrative data were analyzed using a consensual method. Findings.: Analyses resulted in a conceptual model with three primary themes: Latino parents' bidimensional definition of education (i.e., moral and book smarts), unfamiliarity with education (i.e., the lack of educational experience and desire for generational improvement with education), and educational responsibilities (i.e., a division of labor between parents and teachers). Conclusions: The developed model suggests that low‐education immigrant Latino parents are involved in children's education in various ways related to their cultural capital, personal experience, and view of school as a "general black box." Implications.: Eliminating the education gap among Latino youth whose parents are undocumented or have limited educational attainment requires acknowledging that "parental involvement" has diverse cultural meanings. Outreach programs based on the proposed model may create more productive partnerships between parents and schools. [ABSTRACT FROM AUTHOR]

It has been traditionally thought that children can obtain resources that promote their academic performance through their parents' involvement. However, in reality, parents' involvement in their children's education may threaten children with an excessive academic burden. This study argues that parental involvement is both empowering and burdensome for children and proposes a model in which parental involvement is a double-edged sword. The model entails two paths, one in which learning constitutes a burden and another in which learning leads to empowerment. Based on a survey of 647 adolescents, a structural equation model is used to test this hypothesis. The results suggest that parental involvement can negatively impact academic performance because children feel more stressed as a result of the increase in academic expectations; parental involvement also has a positively impact on academic performance because of an increase in children's engagement in learning. The above results provide some practical guidance for parents' involvement in their children's education. [ABSTRACT FROM AUTHOR]

This article discusses the dominant trends in education policy and practice, focusing on the influence of neoliberalism, neoconservatism, and authoritarian populism. It highlights the privatization and hypercompetitiveness in education, which neglect important aspects such as compassion and creativity. The article argues that these trends primarily benefit the affluent and reinforce inequalities in education. It emphasizes the need for a more balanced and inclusive approach to education, advocating for democratic approaches to school management and accountability. The article also explores the challenges faced by teachers and the lack of coherence in the political landscape. [Extracted from the article]

The Philippines saw an increase in adolescent overweight and obesity prevalence of 6.7% from 2003 to 2018 with an expectancy of 30% adolescents in 2030. Increasing cases may pose a serious health risk and cost burden to the basic health care delivery system. Despite studies evaluating different factors contributing to overweight and obesity, there is still a need for more research linking wealth status and parental factors to overweight and obesity in Filipino late adolescents. The study aimed to understand the association between parental factors and wealth status in the development of adolescent overweight and obesity. The research used cross-sectional study design with a sample size of 200 pairs of adolescents and parents through purposive sampling. Adolescents with Body Mass Index classification of obese or overweight, residing in Manila City, and aged 18 to 19 years old were included in the study. Self-administered questionnaires were answered by parents and used to assess each household's wealth status, parents' nutrition knowledge, parenting style, and eating behavior. Data was processed using binomial logistic regression determining the association of the factor. Results showed that parents' nutritional knowledge on diet, disease, and weight management section (p = .045), permissive parenting style (p = .037), and Emotional Under-Eating (EUE) section (p = .014) have significant association with adolescents being overweight and obese. The parents' nutritional knowledge on diet, disease, and weight management, permissive parenting style, and dietary behavior on EUE is significantly associated with adolescent overweight and obesity. [ABSTRACT FROM AUTHOR]