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This study explores the complexities of intercultural family-school cooperation, particularly focusing on the dilemma of involving child language brokers versus professional interpreters in the context of compulsory schooling in Denmark, Iceland, and Norway. Utilising critical pedagogy as the theoretical framework, the study examines the experiences and perspectives of student teachers regarding cooperation with families who require language assistance. The data were collected via individual interviews with 36 student teachers. At the time of the study, they were enrolled in full-time teacher education programmes in their respective home countries and were in the final year of their educational journey. Drawing on their field experiences, the student teachers presented diverse scenarios in which they articulated a reasoned preference for involving either professional interpreters or child language brokers. As implications derived from the findings, it is evident that the involvement of professional interpreters and child language brokers in intercultural family-school cooperation necessitates a comprehensive evaluation by school personnel of the power dynamics, the emotional well-being of all parties involved, and the issues of confidentiality and professionalism. The study highlights the need for teacher education to address intercultural family-school cooperation holistically. It advocates for an enhanced focus on sustainable language support strategies, extending beyond reliance on interpreters or child language brokers. [ABSTRACT FROM AUTHOR]

This paper explores whether a Serbia preschool institution is prepared for education during the pandemic. The research subject is nine kindergarten-preschool units where 140 teachers work with about 2500 children up to 6.5 years. We examined all teachers that work in preschool units. The study aims, for a case study of music education, to answer: Whether the COVID-19 pandemic affected the change in the educational work in the field of music in preschool; Can web-based applications and educational resources improve preschool music outcomes, especially during a pandemic; Would web applications and educational resources reduce financial costs; Would web applications and educational resources enhance parent-teacher communication. The findings show preschool teachers mostly use traditional offline educational techniques and tools but need more online learning tools, Web resources, and applications, especially when working remotely. They believe such resources can reduce financial costs and improve parent-teacher communication. The study found that the pandemic has forced changes in practice. However, according to teachers, these changes can enhance future post-pandemic practice thanks to web-based educational technologies that more closely connect all participants in early childhood education. [ABSTRACT FROM AUTHOR]

Purpose: Supplier codes of conduct are amongst the most widely used practices in sustainable procurement programs. While there are limitations and risks involved in using supplier codes of conduct (including the risk of greenwashing, a weak link to action and the inability of supplier to comply), there is only a modest amount of research on the topic, other than content analysis. We aim to contribute to research both lessons learned, over a two-decade period, about the implementation and use of a supplier code of conduct from a case study, as well as, to suggest further research that can support the industry and enrich insight into the effective adoption of supply codes of conduct. Design/methodology/approach: Thanks to the support of our co-author from Bayer we are able to share lessons learned by the global procurement team of Bayer and use these as a basis for suggesting questions for further research. The approach of this paper centres on the adoption and implementation of the supplier code of conduct in an effort to complement existing research on supplier codes of conduct that is largely focused on code of conduct content, less on the implementation of codes of conduct. The collaboration with our co-author from Bayer enables direct access to experiences and managerial perspectives. By considering the two-decade journey towards more sustainable supply chain management at Bayer, we are able to achieve a longitudinal perspective on adoption and implementation aspects. Findings: Bayer ensures personal and community engagement in its sustainable procurement program in order to drive action and improve decision making along the value chains. The company regularly updates its code of conduct to stay aligned with its maturity and complements the code of conduct with a continuous improvement focus, supported by both generic and industry-specific consortia. The company has not yet been able to establish direct visibility into the conduct of tier 2 and up suppliers. Originality/value: This paper helps close a gap in the literature and provides input into industry efforts in one of the most widely used practices in sustainable procurement. We hope that the research questions that we developed based on the first 20+ years of Bayer's learning journey towards sustainable procurement will inspire research that can impact industry efforts towards creating a more sustainable future. [ABSTRACT FROM AUTHOR]

This content analysis of the literature explores issues associated with engaging in parent-school collaboration with Latino immigrant families. Sociocultural factors that contribute to the success of parent-school collaboration are identified, and elements that are necessary to include in parent-teacher collaboration such that they are culturally responsive to Latino immigrant families are suggested. Aspects such as the importance of parent connectedness, intercultural barriers to effective communication, and potentially necessary elements such as construct broadening and shared governance are explored. Limitations to the exploration and implications for future research are also presented. [ABSTRACT FROM AUTHOR]

This qualitative research explored parental roles in Early Childhood Education (ECE) programs within Jhang and Dera Ghazi Khan Districts of Punjab, Pakistan. It aimed to understand family perspectives on program effectiveness and parental engagement in public schools. Parental involvement is crucial for a child's educational success. However, concerns exist regarding family engagement in Pakistani public schools, particularly within ECE programs. Semi-structured interviews were conducted with twelve parents from both rural and urban areas of Punjab. Interviews focused on parental perspectives on ECE programs, their level of engagement in schools, and factors influencing participation. Findings revealed a strong parental preference for high-quality ECE programs and supportive learning environments. However, parents expressed concerns about a perceived lack of teacher enthusiasm and communication regarding their children's progress. While acknowledging the importance of play in learning, a lack of adequate play spaces was also noted. These findings highlight the need for improved educational practices and enhanced collaboration between parents and educators. Schools should prioritize providing regular updates on children's progress and consider creating stimulating learning environments with dedicated play spaces to foster active learning within ECE programs. This study offers valuable insights for promoting more effective parental engagement in their children's early education. [ABSTRACT FROM AUTHOR]

Copyright of Horyzonty Wychowania is the property of Jesuit University Ignatianum in Krakow 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.)

Previous research makes clear that racism can be a barrier to parental involvement in education. However, it is less clear how racism can facilitate parental involvement. This study uses national early childhood education data to gauge if racial/ethnic and gender disparities exist in teacher contact with parents/guardians. The study's aims are to understand if and how race/ethnicity and gender shape teacher communication with parents/guardians, as well as if teacher-student racial matching matters. We find several racial/ethnic and gender disparities in teacher contact with parents/guardians about behavior problems, academic problems, and accomplishments. Our findings suggest that both Black boys and Black girls benefit from having a non-White teacher, although in different ways. Additionally, our findings indicate that Asian American students both benefit and are penalized by more favorable teacher perceptions. We discuss the utility of an intersectional approach for understanding teacher racial bias and student-teacher racial matching. [ABSTRACT FROM AUTHOR]

Given that the experiences of Filipino parents around distance learning education amid the COVID-19 pandemic have been overlooked in research, this study used an embedded mixed methods design to survey 837 Filipino parents' needs regarding distance learning of their children under primary level during the pandemic. Findings revealed that although the parents generally appeared ready for the new set-up, certain overwhelming observations regarding their responses indicated their needs and/or concerns. Specifically, they need orientation, training, or workshop on distance learning, knowledge and skills facilitative to distance learning, excellent internet access, support on the psychological burden, consideration of teachers, increase of teacher scaffolds, preference for face-to-face classes, and constant parent-teacher communication. These concerns of the parent-stakeholders in the Philippine educational landscape are pivotal in shaping educational infrastructure during emergency times like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This study focuses on how professionals in primary education contribute to children's upbringing, and engage in upbringing-related collaboration with parents. Eleven Dutch principals are interviewed about views, practices, and leadership. All of them recognise upbringing in education, and describe interwovenness of care, teaching and upbringing. Contributions to upbringing strongly relate to learning. Especially children's school readiness and the establishment of conditions for learning require intensified upbringing support. Teachers' empathy and attitude of equality support the collaboration with parents on upbringing. The narratives reveal the complexities of leadership on upbringing and teacher-parent collaboration, amid the differing upbringing contexts, interests and views. [ABSTRACT FROM AUTHOR]

Productive teacher-parent partnerships are important to successful student outcomes and rely on positive teacher-parent communication, particularly when students have disability. Through semi-structured focus group and individual interviews, 17 parents of students with disability provided first-hand accounts of teacher communication that facilitated successful teacher-parent partnership. Key findings include the importance of the 'little things' that teachers say and do, for example, welcoming, day-to-day interactions that are foundational to effective teacher-parent communication. Other important contributions include examples of how teachers operationalise constructive communication, and contextual factors that enable positive teacher-parent interactions (for example, location, time). It was concluded that, despite extensive evidence in the literature of communication difficulties between teachers and parents of students with disability, many successful practices are being used by teachers. The findings reported here provide authentic insights into positive, productive teacher-parent communication strategies. [ABSTRACT FROM AUTHOR]

The problem identified is related to the need to improve the development of reading and writing skills in students, recognizing the importance of the participation and support of their families. The objective is to design family orientation strategies for the development of literacy learning for Basic General Education students at Colegio 15 de Octubre in Jipijapa. The methodology used for this study is framed at the theoretical, empirical and mathematical-statistical level. The results obtained highlight the importance of the active participation of the family in the educational process of the students. Patterns of support and areas of opportunity were identified, providing valuable information for the development of effective family counseling strategies. Conclusively, the strategies designed to promote the learning of reading and writing in students of Basic General Education at the 15 de Octubre School in Jipijapa reveal the importance of an active collaboration between teachers and parents. These not only aim to perfect academic skills, but also to establish a lasting learning habit. The flexibility of the strategies, adapted to the diversity of family contexts, promotes an inclusive approach. The design of family orientation actions emerges as a fundamental bridge to strengthen the connection between school and families, laying the foundations for comprehensive and sustainable educational growth. [ABSTRACT FROM AUTHOR]

Aim. It is possible to carry out the development of family-school relations through various forms of cooperation, both traditional and innovative. This paper presents the results of research aimed at identifying the forms of family-school cooperation applied, with an emphasis on the primary level of education. The research aimed to find out the preferred forms of cooperation between parents and teachers and also to determine whether there is a statistically significant association between parents' education and the forms of cooperation used. Methods. The research instrument was a questionnaire of our construction designed for parents of children in primary education. We statistically evaluated the research findings using descriptive statistics methods and statistical method called Ordinal logistic regression analysis. Subsequently, we tested the reliability and validity (internal consistency) of the questionnaire by Cronbach's a (coefficient alpha). Results. Our research has shown that the most used form of cooperation between family and school is still the parents' meeting, as the most traditional form of cooperation. Parents do not often use innovative forms of cooperation (open classes, extracurricular activities organised by the school or suggestion boxes for parents). Communication between parents and teachers through digital technologies is widely used to the detriment of face-to-face communication. At the same time, we found that parents' education has not a statistically significant influence on the preferred and used forms of cooperation. Conclusion. Regardless of the form of cooperation, any contact between parents and teachers helps to build and shape efficient cooperation. The family-school relationship determines the nature of this cooperation, as well as the expectations of both parties for the education of the pupil. We see active family-school cooperation in the active involvement of parents in school and extracurricular activities. [ABSTRACT FROM AUTHOR]

A barrier to teacher retainment is the lack of professional preparedness. Limitations with live, hands-on teacher training can contribute to inadequate preparedness, particularly in home-school collaboration. This pilot feasibility study explored using virtual reality simulation (VRS) technology with ninety-seven pre-service teachers in Norway, embedded within a flipped learning design session. Results from the qualitative post session interviews describe how the VRS training supported pre-service teachers in feeling better prepared with conducting parent-teacher consultations. This is supported by quantitative self-efficacy assessments. Thus, using VRS for supporting niche areas such as parent-teacher consultations can support better preparedness for teachers if it cannot be experienced first-hand. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the role of parents in managing their kindergarten-aged children's negative emotions. Utilizing a descriptive, qualitative case study approach, the study was conducted in Yogyakarta, involving six parents, six teachers, and three children. Data collection comprised in-depth interviews and non-participant observation, analyzed using an interactive model by Miles et al. (2014). The results revealed that parents act as supporters, teachers, students, counselors, and guardians in their children's emotional development. Case studies of children, namely AD, NK, and AT, highlighted strategies like modeling positive behavior, teaching problem-solving and dynamic management, and providing comfort. Parents should enhance their knowledge and expertise and motivate their children to learn practical negative emotion management skills. Negative emotion management enhances kindergarten children's well-being and aids in their adjustment to their surroundings. The implications of these findings emphasize the importance of a supportive, responsive, and involved parenting approach, particularly in emotional development during early childhood. This aligns with Bandura's observational learning theory and resonates with findings from Hornby and Epstein on parental education and involvement. However, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting the need for further research with broader, more diverse samples and quantitative methods. Overall, this study underscores the significant impact of parental involvement on children's emotional resilience and intelligence, highlighting the need for effective parental guidance programs and enhanced teacher-parent collaboration in early childhood education settings. [ABSTRACT FROM AUTHOR]

Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills. [ABSTRACT FROM AUTHOR]

This study deals with perceptions of 'proper intimacy' disseminated through digital parent-teacher communication in early-childhood education and the implications for parents' reflexive projects of self. The article brings sociological understandings about perceptions of proper parenting and intimacy together with research on digital communications. Qualitative data was collected from an on-line discussion of early-childhood educators on their uses of parent-teacher digital communications. Analysis reveals the dissemination of two ideals of 'proper' intimate relationships. Digital sharing of what goes on at preschool invites parents to have an 'observant intimacy' with their children, based on knowledge-from-a-distance of the child's day. Complementing digital communication with face-to-face communication invites parents into an 'instrumental intimacy' with teachers – an emotional connection for the purpose of the child's education. The article concludes with possible implications the perceptions of 'proper intimacy' disseminated through parent-teacher digital communications may have on contemporary parenting culture. [ABSTRACT FROM AUTHOR]

This practice note seeks to explore how an indigenously-led consortium of national and international organisations has engaged conflict sensitivity in its triple nexus programming, with a special focus on advancing durable solutions for internally displaced people and how the consortium leverages partnerships to ensure conflict-sensitive programming. It will use the Durable Peace Programme, an EU-funded initiative in northeast Myanmar as a case study. The note shall provide reflections on learning to date about conflict-sensitive practices and tools, especially in light of the Myanmar Military's seizure of power in February 2021 and the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Educators are key in advising doctors and parents on whether to medicate pupils with attention deficit hyperactivity disorder (ADHD). Here, using a semi-structured in-depth interview and grounded theory, we ask how 138 Israeli teachers and headmasters perceive their role in parents' decisions to medicate. Generally, teachers refrain from persuading parents to use medication and some even talk them out of it. There is, however, a gradual escalation in educators' attitudes towards persuading parents to medicate when educators consider the difficulties flowing from ADHD. When these difficulties find expression mainly in pupils' achievements, persuasion is usually indirect, manifested in hints to parents about the need to medicate. When problematic if not violent behaviour manifests, stronger persuasive tactics are used, such as summoning parents to meetings and suspending pupils. Many educators do not regard these sanctions against parents who resist medicating their children as unfair pressure but do admit that they are meant to persuade parents to allow medication. Thus, Israeli educators send a bivalent message. The system's approach explicitly upholds parents' right to decide on their own. The other voice is manifested in de facto policy, especially when the behaviour of the pupil with ADHD is improper. [ABSTRACT FROM AUTHOR]

This qualitative research study investigates the challenges of parent-teacher collaboration in the education of deaf students across nine divisions of Punjab. With an aim to enhance the educational experience of deaf students, we conducted interviews with 30 parents and 30 teachers to gain insights into their experiences, perspectives and the dynamics of collaboration. Thematic analysis was employed to identify recurring themes and patterns in the data. The findings revealed noteworthy disparities in the viewpoints of parents and teachers. Parents often grapple with feelings of undervaluation, language barriers, and unrealistic expectations, while teachers report varying parental commitment, irregular attendance, and communication challenges. So, it is recommended that school administrations should proactively create a welcoming and inclusive environment that encourages parent-teacher partnerships by initiating regular open houses, parent involvement committees, cultural events between home and school, create online groups for interaction and sharing concerns. [ABSTRACT FROM AUTHOR]

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers' attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments. [ABSTRACT FROM AUTHOR]

The paper presents possibilities of comprehensive use of support tools for pupils at risk of school failure in the Czech primary schools practice in order to support the implementation of inclusive education. The research data obtained during the project implemented in the Pilsen region in period of 2016–2019 brought the results of assessment of new support tools that are not yet systemically introduced in the Czech educational system and commonly available for all schools, although these instruments seem to be very effective or even necessary for quality inclusive education. The most important new tools include the position of inclusion coordinator in schools, strengthening the counselling services available directly in schools, as well as new strategies for promotion of cooperation between the schools, families, and social services – including some specific techniques, such as parenting workshops on child support in education, case conferences with child's participation or seminars for parents and teachers on collaboration with social services. However, the exploitation of the results of this research and assessment will depend largely on political decisions at both local and governmental levels. [ABSTRACT FROM AUTHOR]

This study examined the collaborative strategies used by parents and teachers in managing pupils' truancy in government primary schools in Tanzania and the challenges they faced. The study was conducted in six primary schools in Kaliua district, Tabora region. A mixed-methods research approach with the convergent parallel design was employed. One hundred seventy-four (174) participants were involved, including the District Primary Educational Officer, Ward Educational Officer, parents, and teachers. Data were collected through interviews, questionnaires, and documentary reviews. Qualitative data were analyzed through content analysis, whereas the quantitative data were evaluated descriptively using SPSS version 26 to compute the frequency, mean, and percentages. The findings revealed that communication between parents and teachers, parents and teachers' meetings, classroom attendance, and local government involvement were being used in managing truancy. Besides, it was noted that challenges emerged when using the mentioned strategies. These challenges were mainly on the parents' side. Such challenges including parents' phone numbers being unavailable, parents’ nonattendance to school meetings, and unchecked classroom attendance. This study concludes that collaboration between parents and teachers allows them to nurture pupils while they are at home and at school. The study recommends that the government needs to educate parents to ensure effective collaboration with teachers to reduce or eliminate truancy among pupils. [ABSTRACT FROM AUTHOR]

This paper explores how parents and teachers view and do parental involvement in elementary schools. It uses surveys and interviews with parents and teachers from two schools. It finds that both groups value parental involvement and its positive effects on students' learning and happiness. But it also identifies some problems that prevent good parental involvement, like time, communication, resources, and training. It suggests some ways to improve parental involvement and cooperation between parents and teachers. [ABSTRACT FROM AUTHOR]

The teacher-parent cooperation is an inseparable part of teachers’ work in preschool education. Although important for kindergarten, it is also often not satisfying. The aim of the qualitative research was to recognize and understand the experiences of shaping and developing relationships with parents from the perspective of male preschool teachers and to answer the question of how do they perceive and understand their relationship with parents of kindergarten children. The research based on narrative interviews was conducted in 2019–2020 among 18 male preschool teachers from Poland. The categories describing the development of relationships between male teachers and parents, ways of shaping them from a time perspective, and important values were distinguished. The results show that the conscious care of the relationship with parents by male teachers contributes to the creation of friendly educational space for children. Experiences related to relations with parents and the meanings given to them by men working in kindergartens were referred to social constructivism as a legitimate interpretation trend. Highlighted category of place understood as the material space of the kindergarten and the space of friendly social relations also made it possible to embed the narratives in the pedagogy of place as understood by Maria Mendel. [ABSTRACT FROM AUTHOR]

The aim of this article was to determine and consider the attitudes of parents towards cooperation with teachers during the SARS-CoV2 pandemic. The sample included 110 parents of primary school students from the territory of the Republic of Serbia. We used a descriptive-analytical method. We also used surveying and scaling techniques, and we created a special instrument based on tangential literature for the purposes of this research. The research was conducted electronically, and the data was processed in the SPSS program. The obtained results show that mothers cooperated with teachers more often than fathers, and that the most common forms of cooperation were telephone conversations, and messaging via mobile applications. Unlike fathers, mothers believe that frequent cooperation is very important during the process of children’s formal education. The obstacles to cooperation during the pandemic cited by parents are: the impossibility of visiting schools and teachers; the lack of face-to-face communication, as well as the lack of advisory conversations with the teacher; the lack of adequate technological equipment and appropriate applications mediating the communication between parents and teachers; and insufficiently developed technological skills. The findings of this empirical research can motivate scholars to embark on future research that could more thoroughly consider the different forms of cooperation and communication between parents and teachers during unstable circumstances and conditions. [ABSTRACT FROM AUTHOR]

Copyright of Elementary Education in Theory & Practice is the property of Jesuit University Ignatianum in Krakow 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 present research examined helping relations among Israeli Arab and Jewish parents by focusing on collaboration between parents and teachers, parental self-efficacy, and help-seeking orientations from teachers: autonomy, dependency, and avoidance of help-seeking. The difference between the two main forms of help--autonomy and dependence--represent different qualities of help which parents can obtain for their children. The current study included 121 Arab parents and 192 Jewish parents who have at least one child in elementary school. According to the regression analysis, Jewish parents reported using higher levels of autonomous help-seeking, while Arab parents reported using dependent and avoidant help-seeking orientations. Furthermore, for both Arab and Jewish parents, high levels of collaboration between parents and teachers increased their tendency to seek autonomous help from teachers. In addition, ethnicity (Arab/Jewish), parental self-efficacy, and collaborative relations between parents and teachers predicted parents' help-seeking orientation in diverse domains. This study highlights cultural differences regarding parents' engagement with teachers. Based on the positive contribution of parents' engagement in general, we recommend conducting a culture-specific intervention aimed at encouraging both parents and teachers to establish helping relations. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. 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.)

Research suggests that home-school collaboration is successful when it involves all elements of the parent-teacher-student triangle. However, Slovenian schools do not practice three-way conferences, since students, who are a crucial part of the collaboration, are often excluded from the process. This paper presents the results of a study conducted in two classes of Year 4 (9 Years old students) at a Slovenian primary school (experimental and control group). The study focused on identifying the effect of involving students in parent-teacher collaboration through three-way conferences. The findings revealed that these conferences contributed to the improved level of student motivation to do schoolwork. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED 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.)

Parents of English learners (ELs) must navigate new waters as their children enter schools in the US. These families are wonderful resources for their students' education, but they may not know the norms of the new educational environment. Educators in the US tend to want parents to be involved in schools but feel that these families are distant. To bridge the gap of understanding between these groups, a survey was created and administered to 90 parents of ELs. The survey aimed to discover how parents of ELs supported their children's learning at home and in the community. The findings were used to inform teachers about how parents of ELs view their children's education with the goal of producing optimal collaboration between parents and teachers to promote EL students' success. The results showed that parents were involved in ways that can be enlightening to both teachers and teacher educators. [ABSTRACT FROM AUTHOR]

The objective of this case study is to analyze how two groups of parents, a group who have newly arrived in Macau from Mainland China and the other who have resided in Macau for more than three decades, interact with the class teachers at the levels of "two-way communication," "supervision of children at home," and "participating in decision making" in a secondary school. The findings will redound to the benefits of school leaders, teachers, and indirectly the parents in a sense that looking closely at the ethnic and cultural differences between parents can promote effective cooperation between parents and teachers. [ABSTRACT FROM AUTHOR]

Often, because of low wages for center and family childcare providers, low-income family financial constraints, and sometimes lack of societal awareness and appreciation for the crucial nature of early childhood relationships for later life flourishing, many agencies and decision-makers do not set specific standards for qualifications for training needed for high quality provision of childcare. Clarification of these requirements is the first step in implementing increased training and also providing supports for such learning by care providers, who may not be able to afford advanced education costs. Below are discussed, and illustrated with real-life examples, ten specific suggestions for empowering childcare providers, directors, and also parents, with the knowledge and the breadth of knowledge and understandings required in order to provide excellence in caring for young children. [ABSTRACT FROM AUTHOR]

This study draws on four case studies of young children in order to explore the relationship between children's action schema [Athey, C. (1990). Extending though in young children: A parent-teacher partnership. London: Paul Chapman] and their developing speech, language and communication. What emerged was a connection through children's thinking and thoughts, with a recognition that practitioners might further support early speech, language and communication development through careful consideration of children's 'conceptual concerns' [Atherton, F., & Nutbrown, C. (2013). Understanding Schemas and young children from birth to three. London: Sage]. [ABSTRACT FROM AUTHOR]

The quality of early childhood education is influenced by partnerships between parents and teachers. This research aims to measure the influence of different factors of the parent-teacher partnership, namely, communication, cooperation, and parents' participation on the early childhood learning outcomes. This research also measure the effect of teacher-parent cooperation in mediating the influence of teacher-parent communication on the learning outcomes and the effect of parental participation in moderating teacher-parent communication on the learning outcomes. The study used a quantitative approach with a cross-sectional survey design among 183 parents of young children in Padang. The data were collected using questionnaires, which were analyzed using a Structural Equation Model (SEM) analysis. The results indicate that the early childhood education learning outcomes are (1) positively influenced by teacher-parent communication and (2) parental participation, (3) except teacher-parent cooperation. Besides, (4) the teacher-parent communication positively influences teacher-parent cooperation. (5) The teacher-parent communication does not mediate the influence of teacherparent cooperation on the children's learning outcomes, and (6) the parents' participation does not moderate the influence of teacher-parent communication on the early childhood education learning outcomes. The results of this research contribute to identifying the importance of parents in early childhood learning outcomes through partnerships with teachers. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education 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.)

Taking into account the extremely large contributions that the cooperation of teachers and parents has on the development of the child, the aim of this research is aimed at determining the qualifications of teachers during studies for cooperation with parents. 225 teachers from the Republic of Serbia participated in the research. The obtained results show that teachers believe that they have acquired the necessary theoretical knowledge about the importance of cooperation with parents, while the low level of teacher consent is represented in the claims concerning the practical part of cooperation with parents. Teachers did not have enough opportunities during their studies to see how the process of cooperation in practice takes place, as well as to attend various forms of cooperation with parents. The analyzed results of the research show that it is necessary to direct more attention to the practical part concerning the training of teachers during studies for cooperation with parents, where teachers will be able to practically apply and experience the process of cooperation in a real environment. [ABSTRACT FROM AUTHOR]

This article examines family involvement and English learners' academic, behavioural and socioemotional outcomes through a synthetic analysis of 28 empirical studies (conducted between 1991 and 2019, mostly in the United States) with participants from kindergarten, elementary (primary), middle and high schools. These studies considered family involvement under spontaneous (non-interventional) and interventional conditions. Two types of studies (observational and experimental) were analysed to understand the relationships between one or more kinds of parental involvement and children's outcomes. For the observational studies (21), the authors conducted a meta-analysis of effect sizes by measuring Pearson's r correlation coefficient. Since most studies reported multiple effect sizes, the authors used a robust variance estimation (RVE) approach with correlational weights to handle the statistical dependency in their overall and moderator analyses. Due to the small number of experimental studies (7), a quantitative measurement of effect size was not feasible for these; therefore, the authors used a systematic review to report their findings on this part of their sample. For the observational studies, the random-effects model reported a positive, yet small effect size of r ¯ = 0.15. The strongest associations between family involvement and children's outcomes were found when parents/caregivers had high educational expectations ( r ¯ = 0.22, p <.01) and encouraged aspiration in their children ( r ¯ = 0.22, p <.01). The experimental studies reported 26 positive effects against three negative effects. Overall, the authors' findings suggest that family involvement is associated with improved outcomes for English learners in academic, socioemotional and behavioural domains. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education 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 Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education 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 epidemiological situation has brought about changes in various segments of preschool education, especially during the closure of kindergartens. Early childhood teachers had to re-evaluate their educational approach and practices, including on one hand the activities they were to offer children studying online and on the other hand finding a way to cooperate with parents in order to create the necessary conditions for the activities to be carried out. The purpose of the present study is to shed light on the concepts of educational partnership and digital diet, as well as reflect on the results of a survey research which presents the indicators and areas of partnership between early childhood teachers and parents striving to ensure preschoolers’ digital diet in the online educational and learning environment. Data was gathered from Hungarian early childhood teachers in Romania (N=403) and preschoolers’ parents (N=323). Results show an intensified educational partnership between early childhood teachers and parents during the home education period. When it comes to the digital diet we can speak of a more intense cooperation in defining time limits and a more relaxed approach to determining the content. Results also show that parents’ involvement can be increased with the help of the right strategies on the part of early childhood teachers. On the whole, online education had a positive effect on the educational cooperation, both in theory and practice, though there are some areas that need further optimization. [ABSTRACT FROM AUTHOR]

Scientific studies in recent years have shown that school collaboration with parents is very important in their thinking about school and in the process of enhancing student outcomes. Children are more successful learners throughout school if their parents are involved in the school and encourage learning at home, regardless of their educational or social background (Epstein, 2001). School cooperation with the family influences the improvement of working conditions in the school, the improvement of the school climate, and assists teachers in their work with students. Practices show that not all possible forms and methods of schoolfamily cooperation are in use. This paper aims to identify forms and methods of cooperation, the main causes of the dominance of traditional forms and methods of cooperation, attitudes, and practices of parents, principals, and teachers in this regard. For this purpose, research was done in PS "Naim Frashëri" -Tetovë, PS "Cyril and Methodius" -Tetovë, PS "Hasan Prishtina" - Shkup, PS "Monastery Congress" -Shkup, PS "Ismail Qemali" -Gostivar, PS "Goce Delcev" - Gostivar, PS "Sande Shterjoski" - Kërçovë and PS "Vladimir Polezhinoski" - Kërçovë. The research involved school principals 20 teachers, and 20 parents from each school. Data were compiled in SPSS, using the arithmetic mean, standard deviation, and t-test. The results of the study show that although parental involvement is generally considered important, schools still lack an effective program to improve forms and methods of family cooperation, dominating traditional ones. [ABSTRACT FROM AUTHOR]

Communication plays a critical role in building and supporting healthy interpersonal relationships. American teacher development standards recognise this and outline the importance of communication in relationship-building with both parent and student to create a successful learning environment. However, although available research points to the importance of a healthy teacher-parent relationship for the academic success of the student, few teachers in the United States have received the appropriate pre-service training on effective ways to communicate with parents. Not only could this impede the establishment of working relationships between the school and home environments, but this lack of training has also been shown to contribute to negative impacts on student learning. In this theoretical paper, the authors examine current literature on the value of communication training for teachers, barriers to teacher-parent communication commonly encountered, and current teacher-parent communication practices. The authors propose that a human ecological model be used as a foundation for establishing teacher training for effective communication with parents and discuss how this lens could address commonly encountered communication barriers. [ABSTRACT FROM AUTHOR]

This study, it was aimed to reveal the views of parents and teachers about the usage of social media tools in school-family communication. In this study, which was carried out with the phenomenological method, which is one of the qualitative research methods, the data were collected using a semi-structured interview form. As a result of the content analysis conducted on the data obtained, it was concluded that social media tools, especially WhatsApp, are widely used in school-family communication. It has been found that the advantages of these tools are free, fast, and easy to use, and they prevent waste of time and workload by sending mass messages. The disadvantages were determined to be used out of purpose and timeless, causing misunderstanding and violation of privacy. Participants suggested that while using these tools, they should not deviate from their purpose, some restrictions in terms of time and content should be introduced and their use should be expanded. The results obtained are expected to contribute significantly to the studies to be done to increase family participation in education and the practices to be developed in this sense. [ABSTRACT FROM AUTHOR]

Talking about a specific child's development and current issues is an organisationally integral part of the partnership between parents / families and educational institutions with respect to children's upbringing and education. In Germany, the programmatic emphasis on the equality of all participants in annual formal meetings of parents and pedagogic staff in early childhood education results in a double-bind situation between safeguarding a child's well-being, the staff's authority and professionalism, and families' claims, hopes, knowledge and expectations. By analysing these formal meetings using the 'documentary method' (Bohnsack, R. 2017. Praxeologische Wissenssoziologie. Opladen, Toronto: Budrich), we qualitatively and longitudinally reconstruct how staff and parents outline transitions among children with special needs in inclusive settings. The article implements a perspective of 'doing transitions' (Wanka, A., M. Rieger-Ladich, B. Stauber, and A. Walther. 2020. "Doing Transitions: Perspektiven und Ziele einer reflexiven Übergangsforschung." In Reflexive Übergangsforschung. Theoretische Grundlagen und methodologische Herausforderungen, edited by A. Walther, B. Stauber, M. Rieger-Ladich, and A. Wanka, 11–36. Leverkusen: Barbara Budrich) and shows how the reconstructed discourse characteristics of problematisation and de-problematisation work together in terms of safeguarding. [ABSTRACT FROM AUTHOR]