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This exploratory study analyzes six female school teachers' narratives of navigating increased care work at home with online teaching during COVID-19 in India. A theoretical framework of decolonizing feminist research, with an emphasis on moving beyond Anglo/Eurocentric forms of feminist knowledge-making, frames the study. Based on the interviews, the study reveals that the home emerged as a site for resistance to the gendered division of care work in marriages via the use of the tactical strategy of relying on family members other than the husband. Within the limited scope of the study, the schools emerged as sites of institutional betrayal manifested in administrative actions and inactions such as removing contractual teachers, scheduling meetings outside work hours, increasing surveillance, and not providing digital support. These administrative decisions were perceived by the participants as motivated by profit-making, displaying complete disregard for the teachers' well-being. The findings advance our understanding of how emergencies such as COVID-19 exacerbate the exploitation of female members of the labor force who are already marginalized through contractual undervalued work or the inordinate burden of caregiving. It also offers important suggestions for policymakers concerned with creating safe and inclusive working spaces for female teachers in the global south.

Since Uzbekistan gained independence from the Soviet Union in 1991, nationalist discourses have been overtly masculinized, continuing to inform Uzbek males' daily lives. Drawing on ethnographic fieldwork in Uzbekistan, this article illustrates how Uzbek boys' domestic relations contribute to the way they learn to (re)produce masculinities, foregrounding a high degree of agency and utility. The analysis uncovered three themes central to the (re)production of Uzbek boyhood in Uzbek families as a site of informal learning: (1) being helpful through domestic labour; (2) being social through showing hospitality; and (3) being tarbiyali through practising national culture. Through scrutinizing the intersections of gender, education and nationalism, this article concludes by connecting Uzbek boyhood in the domestic sphere and nationalist campaigns fostering masculine hegemony in Uzbekistan's nation building process. Through domesticity -- a contentious concept in feminist criticism -- this article expands our understanding of the (re)production of boyhood in a conventionally feminized space.

Depression is a major global health concern, especially among mothers of young children in low- and middle-income countries (LMICs). While various risk and protective factors have been well-established, the role of fathers in potentially mitigating maternal depression remains understudied. This study aimed to investigate the association between father involvement and maternal depressive symptoms in rural Western Kenya. We used cross-sectional baseline data collected in February-March 2023 from a cluster-randomized controlled trial evaluating the effectiveness of a community-based parenting program for improving early childhood development. Primary caregivers with children 0-18 months of age were enrolled into the trial across 51 villages in Nyamira and Vihiga counties. We analyzed data from 413 mothers who were in a relationship with a male partner (i.e., father of the young child). Maternal depressive symptoms were measured using the CESD-10. Father involvement was reported using a multidimensional measure of men's engagement in childcare activities, household chores, early learning activities, and affection towards their child. We used multilevel regression models to estimate the adjusted associations between father involvement (overall score and by specific domains) and maternal depressive symptoms. We also conducted exploratory subgroup analyses to assess whether this association differed by child age. Overall, greater father involvement was associated with fewer maternal depressive symptoms. Specifically, fathers' engagement in household chores and childcare activities had the strongest protective associations. Exploratory subgroup analyses revealed larger associations for mothers with younger children under 6 months. Our findings suggest that father involvement is a protective factor for maternal mental health. Engaging fathers in early childhood interventions and encouraging men's involvement in caregiving activities may potentially benefit maternal well-being.

Almost every upper- and middle-class family in Saudi Arabia has a foreign housemaid who does the housework and takes care of the children. This study aims to find out whether foreign housemaids have an impact on children's acquisition of Arabic, the children's first language. Surveys with 300 mothers with children under the age of six revealed that most housemaids speak neither English nor Arabic upon arrival in Saudi Arabia. The housemaids learn to speak Arabic by immersion. However, their language is characterized by faulty pronunciation and grammatical forms, production of incomplete sentences, and limited vocabulary. Mothers surveyed asserted that about half the children imitate the housemaid all the time when they first start to learn to speak Arabic at age two and three years. Those children cannot produce Arabic sounds correctly and make grammatical mistakes, but when they go to kindergarten, traces of foreign accent resulting from imitating the housemaid's foreign Arabic accent disappear, and the child is able to speak Arabic correctly and natively. This means that housemaids have a temporary influence on Saudi children's acquisition of Arabic as the children get older. It seems that the housemaid's influence depends on how much time the child spends with her, how much time the mother spends with the child, and whether the child has siblings and playmates.

At present, even if the education on hard-working spirit has been emphasized increasingly as an important part of practical education in China's education policy, the reality is still far from satisfactory, because many parents do not provide their children with sufficient opportunities to do housework. Previous studies have indicated that the empirical analysis remains to be improved in terms of the relationship between housework and the development of primary and junior high school students. Based on data from the 2020 Monitoring of Students' Academic Quality in Basic Education in Jiangsu Province Study, this study investigates the influence of primary and secondary school students' participation in housework on academic performance by using OLS regression and Coarsened Exact Matching (CEM). The results show that the current proportion of primary and junior high school students involved in housework is not high; however, participating in housework frequently will positively affect the academic performance of primary and junior high school students. Participation in housework in primary school has a greater positive impact on academic performance than that in junior high school. In addition, since excessive academic burden is the main factor hindering primary and junior high school students from being involved in housework, it is necessary to strengthen the publicity of education on hard-working spirit to help people know its importance. Also, we suggest the burden on schoolwork should be reduced to in order to promote more diversified housework related educational opportunities for students.

Background: Studies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program ('Play Teaches Change' in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores. Objective: To assess the effects of the BEM Program on child development and the quality of caregiver-child interaction. Method: A two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12-23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, n = 66) or standard child care (control, n = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted. Results: The intervention showed positive effects on child development, by improving language development (Cohen's d = 0.20, 95%CI 0.08-0.47) and reduced intrusiveness (Cohen's d = 0.35, 95%CI 0.06-0.65) of caregiver-child interaction. No significant differences were observed in caregiver's repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress. Conclusions: Despite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.

This article explores the experiences of male and female academics in China's higher education system concerning career progression and examines how they perceive the challenges faced by the opposite gender. Our analysis of interviews with 40 academics from a research university revealed that academics' experience of career progression is informed by gendered divisions of labour at home and work and by gendered role expectations that are prevalent in Chinese culture. Female academics reported performing a disproportionate amount of household work: some felt satisfied with having moderately successful academic careers, whereas others aspired to do more but grappled with the difficulties of doing so. In contrast, male academics mentioned great pressure to pursue promotion and career progression: they reported feeling less work-family stress but were fearful of failing in their role as breadwinners. Male and female academics showed mixed comprehension of each other's plight, but in general, female academics recognised that male academics faced higher career expectations but lower household burdens, and male academics felt that female academics had lower career expectations and many more burdens and constraints. Male academics tended to stress biological and societal reasons for gender differences in Chinese academia, whereas female academics highlighted the power of cultural and social beliefs. We argue that the challenges faced by Chinese academics can only be mitigated if gender-specific promotion paths that recognise men's and women's social roles and obligations are made available.

In this paper, we argue that critical applied linguists must work towards the materially transformative, dialogic inclusion of marginalized voices in order to create more just social relations. We show how a spatiotemporal theorization of voice as materially situated and discursively imaginative can enable a more holistic approach to including such voices. Illustrative data come from the experiences of migrant domestic workers in Hong Kong and includes their discourses, those of their employers, and those of domestic worker-led grassroots organizations. We use these data to demonstrate how different stakeholders have unequal abilities to materialize the spatiotemporal imaginaries they voice out, how academic (re)theorizations of language may not always bring about changes to the material spatiotemporal conditions of marginalized stakeholders, and why the collective voices of marginalized groups should be taken into account alongside individual voices. Implications are discussed in terms of action-oriented work that critical applied linguists can engage in to support the inclusion of migrant domestic workers' voices in particular, and the voices of marginalized stakeholders in our field more generally.

Despite the fact that third parties are present during a substantial amount of face-to-face interviews, bystander influence on respondents' response behavior is not yet fully understood. We use nine waves of the German Family Panel "pairfam" and apply fixed effects panel regression models to analyze effects of third-party presence on items regarding the sharing of household tasks between partners. We find that both male and female respondents report doing a smaller share of household tasks when their partner is present during the interview as compared to when their partner is not present. Similarly, if the respondent's partner is present, both partners' reports correspond more, so that they are less prone to resulting in unrealistically high sums. These results indicate that for items concerning household labor, partner presence does not compromise data quality but may in fact improve it.

This study examines the quantity and quality of child-directed speech across household activities in a socioeconomically diverse sample of Argentinian Spanish-speaking children, an understudied population. Thirty children (mean: 14.3 months) and their families were audio-recorded for four hours. The middle two hours were transcribed and analysed using computerised language analysis (CLAN) to: (a) calculate lexical quantity (tokens) lexical diversity (VOCD) and syntactic complexity (MLU); (b) identify nouns and verbs. The procedures also involve the coding of regulative versus referential utterances and ongoing activities with defined spatial and temporal boundaries --feeding, play, booksharing, grooming and household chores -- as well as calculating the proportion of 21 types of concrete nouns and action verbs. Regression analysis showed effects of SES and type of activity on: (a) the quantity, lexical diversity and syntactic complexity of child-directed speech; (b) the proportion of referential and regulative utterances addressed to the child; (c) certain degree of semantic regularity in word-activity associations; and (d) an effect of SES on a variety of nouns and verbs (e.g. toys; utensils). These results highlight qualitative differences in input across daily activities and the contribution of SES to variance in lexical diversity and word semantics. Results provide evidence needed to inform public policies responsible for the promotion of early childhood language development and education.

Women face a unique set of challenges in India on account of traditionally held views of their gender, as well as often having lower educational and community status. Gender discrimination has continued to remain an evil in our society. Almost 70% women in South Asia are married at a young age, which is coupled with early childbearing and a lack of decision-making abilities within the traditional family structures, further enhancing their "disadvantaged" position in society. In India, the relationship of status and patriarchal values in addition to the deprived status of women worsens the situation. Despite advances having been made in the active participation of women in the political and economic domain, not much change has been seen in incidences of gender discrimination or dominant patriarchy. Daily interactions ensure that gender stereotypes have a strong influence on our values, judgements and evaluations to an extent that men and women are treated differently in society. A small weaving community, the Devanga community, which has its roots spread across India, practices stereotypes and patriarchal norms which have ensured the existence of male dominance in almost every aspect of decision making. The position of women within this community is worthy of debate and discussion, although no prior research has been conducted on this issue within the Devanga community. This paper draws upon the voices of women from within this community to understand the various levels of discrimination faced by them on a regular basis, along with highlighting male privilege as a cause of perpetuated discrimination and lesser opportunities for girls compared with boys. The reported research study analyzed data obtained from 120 women from the Devanga community through semi structured questionnaires and interviews and adopted an ethnographic feminist perspective to interpret these data. Findings indicate that the voices of women within this community are suppressed due to contributory factors such as orthodox beliefs and practices, male dominance, early marriage, and domestic responsibilities and all of these can be viewed as a barrier to providing educational opportunities to girls. Findings suggest that despite the progress made by women in India, they are still considered to be the single largest group of backward citizens.

This paper presents a snapshot of the distribution of time that Spanish academic staff spend on different tasks. We carry out a statistical exploratory study by analyzing the responses provided in a survey of 703 Spanish academic staff in order to draw a clear picture of the current situation. This analysis considers many factors, including primarily gender, academic ranks, age, and academic disciplines. The tasks considered are divided into smaller activities, which allows us to discover hidden patterns. Tasks are not only restricted to the academic world, but also relate to domestic chores. We address this problem from a totally new perspective by using machine learning techniques, such as cluster analysis. In order to make important decisions, policymakers must know how academic staff spend their time, especially now that legal modifications are planned for the Spanish university environment. In terms of the time spent on quality of teaching and caring tasks, we expose huge gender gaps. Non-recognized overtime is very frequent.

Home-school partnership plays a critical role in student growth and the home-school partnership courses provide important paths to achieving ideal results of the partnership. Under the guidance of the three principles of "life is education", "society is school" and "integrating teaching, learning and practice" in Xingzhi Tao's life education theory, Shandong 271 Education Group developed the parent school course and the family civilization course, which turn out to be a systematic support for the homeschool partnership program. This paper analyses the status quo of home-school cooperation in China and focuses elaborations on the components and practice of the two courses in Shandong 271 Education Group.

Objective: This study examined relationships among multifaceted measures of socioeconomic status (SES) and physical activity (PA) in undergraduates. Participants were classified into dependent and independent tax filers to encapsulate the atypical divide in financial responsibility. Participants: 366 diverse American undergraduates. Methods: Participants completed an online survey including three SES metrics and the International Physical Activity Questionnaire. Results: Participants engaged in the same amount of total PA, albeit different proportions depending on SES measure and PA type. Independent tax filers engaged in more occupational PA than dependent tax filers, regardless of SES. Students with low SES engaged in less leisure-time PA than students with high SES. Conclusion: Household Material Hardship and SES proxy measures should be considered in the context of tax filing status among undergraduates. Greater precision with multifactorial SES measures will assist in providing the nuanced context when optimizing interventions and reducing barriers to increase PA in young adults.

As educational opportunities for women and girls expanded in the Victorian and Edwardian periods, science and domestic subjects were increasingly linked. This article draws upon research from the history of education and women's history to examine how schools contributed to contemporary constructions of housework. It takes two case studies: the North London Collegiate School and Manchester High School for Girls. Both were new day schools for the daughters of the professional middle classes and faced the challenge of designing an appropriate course of study for future ladies. This article argues that these schools drew on the perceived relationship between science and domestic subjects to form their own conceptualisation of housework as an intellectual activity. Practical work in science and domestic subjects was central to this representation, as the schools acknowledged the realities of running a middle-class household. This conceptualisation of practical, intellectual housework aligned with the interests of female students and staff.

Background: This study investigates the impact of behavior problems on stress that parents may experience due to raising children with intellectual and developmental disabilities, in relation to various child and parental characteristics. Method: 175 parents of children with developmental and/or intellectual disabilities and with behavior problems from four Emirates of the United Arab Emirates (UAE) completed a quantitative questionnaire. Results: Parental stress was significantly correlated with children's behavior problems as indicated by t-test, correlation, and regression analysis. Parents' stress was also correlated with the type and severity of children's disability, children's gender, and children's age group of 16-20 years. Parents' stress increased with mothers' age at 21-30 years and decreased where a housemaid was employed. However, parents' stress was lowest when the housemaid provided no service to the child. There was no relationship between parents' stress and their gender, level of education, or marital status. Conclusion: The UAE government and non-governmental groups should take steps to improve the psychological well-being of parents of children with developmental and/or intellectual disabilities and behavior problems, a key intervention being the enhancement of behavioral support services to such parents.

The purpose of this study was to determine and assess the physical activity levels of university students. A total of 762 healthy students (410 of whom were female, and 352 of them were male) studying at departments in Amasya University participated in the study on a voluntary basis. The data in this paper were collected through the Physical Activity Assessment Questionnaire (PAAQ). All data on the physical activity levels of the participants were analyzed via descriptive statistics, such as frequencies and percentages, while the correlations on the physical activities and Body Mass Index (BMI) were evaluated by means the Pearson Correlation Analysis method. Following the analysis, it was found that 63.6% of students perform physical activity for 2-4 hours daily, whereas 31.8% spend 5-8 hours daily, doing physical activity. The so-called activities were found as: 46.5% several walks, 36.2% house chores, 41.7% different hobbies, 14.2% jogging, and 21.8% sports activities. Further, it was concluded that as the number of the days of physical activity increases, the BMI statistically significantly decreases (P<0.05), but the duration for house chores increases, the BMI statistically significantly increases (P<0.01). Additionally, there was a linear correlation between physical activity and house chores and hobbies (P<0.01). Based on the findings, it can be noted that the majority of the students in Amasya University are engaged in physical activity, but the activities are generally found as walks, hobbies, and house chores.

This study aims to design and implement a speaking task model following the principles of Task-Based Language Teaching (TBLT) and Critical Thinking (CT). The study mainly investigated to what extent the use of critical thinking standards had an impact on the students' oral performance with respect to the linguistic trilogy of fluency, accuracy, and complexity. Experimental research design was conducted to examine the differences in research foci between the non-treatment and treatment groups. Data were drawn from 16 students of the English Language Teaching department and collected through the designed task rubric, speech samples, and semi-structured interview protocols. The findings indicated that adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on the oral performance of the speakers of the target language. Additionally, concerning two linguistic dimensions of accuracy (p=0.00) and complexity (p=0.00), MANOVA results showed a statistically significant difference between two main research groups. Based on the semi-structured interview findings, all participants in the treatment group reported positive views regarding their learning experiences and oral performance supported with critically enhanced reasoning-gap tasks. This study proposes language teachers a synthesized TBLT model enhanced with critical thinking standards. With this task model, suggested pre-task plan, and speaking rubric, they can boost their students' intellectual agility and make them more intellectually and linguistically active in their oral performance.

The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.

This study emanates from behaviorism theory and cooperative paradigm, which evaluates the effects of parents' daily household activities regarding littering on children through participatory action research approach. Litter is a socio-cultural environmental issue that degrade environment. Additionally, pre-packed foods and other disposable items contribute to littering as people discard covering items on the ground after consumption. Three children from three families were case studied at home. Semi-structured interviews, pictures, questionnaire and participant observation were used to collect data. Coding process was used to analyse data. The results of the study show that parents' daily household activities has minimal effect on children's awareness of littering. The researcher recommends further studies to explore the impact of parents' daily household activities on children's understanding of environmental issues.

This paper examines Indonesian migrant domestic workers' contentment with their sojourn in Hong Kong and factors that inhibit contentment. These factors largely consist of inadequate pre-departure training in Indonesia or training that emphasizes subservience rather than assertiveness, as well as oppressive work environments, underpayment and employer behavior designed to psychologically or physically demean migrants in Hong Kong. The paper proposes a training model with module content based on needs identified during interviews with migrants. Training modules may be presented in Indonesia or Hong Kong by NGO groups and should be process driven and experiential with an emphasis on assertiveness aimed at migrant perspective transformation. Although designed with the Indonesia-Hong Kong situation in mind, this model along with the accompanying modules may be adapted for a variety of situations where migrant workers find themselves in oppressive work environments.

One of the most prevalent issues of the Victorian era was the increasing movement of women into the job market. That was the time when the traditional female roles were reinforced and reconsidered at the same time. Women who were regarded as "Angels of the house" started to seek freedom from domesticity. The article explores the lexical units representing working women in Victorian novels. It highlights the major areas in which Victorian women were involved (household service, education, industry, outwork, trade, entrepreneurship, agriculture, art). The analysis is based on a number of methods, in particular on the lexical-semantic field method and the frame analysis. The socio-cultural commentary along with the extensive illustrative material enables the author to single out the lexemes describing female professions (lady's maid, housemaid, governess, schoolmistress, etc.) as well as the most common stereotypes concerning working women in those days. The contextual environment study of 33 female job titles offers insight into typical actions, social status, as well as the inner life of Victorian working women. However, the less typical female occupations (doctors, politicians, etc.) can be rarely found in Victorian novels. The findings of the analysis may be useful for linguistic and cultural research of the Victorian era as well as for gender and feminist studies.

As institutions across the country rushed to adjust to the realities of the spread of the COVID-19 virus, faculty parents were left to decipher how to manage childcare and their professional responsibilities while working remotely. Balancing work and home is a problem that has yet to be solved for working parents, especially working mothers. This study explores how cultural schemas and ideologies around work and family impacted how academic mothers adapted to the strains created by the COVID-19 shutdown in the spring of 2020. Quantitative and qualitative data from a novel survey was used to explore and analyze the gendered division of household labor and the professional impacts the pandemic had on faculty mothers. As predicted, faculty mothers experienced significant strain in balancing work and family, which was made worse by gendered divisions of household tasks and care work.

The paper argues that the mother's association with the child's schooling and educational needs is not just limited and peculiar to the middle-class families, as the literature suggests, but it is increasingly true of poor and working-class families too. This paper discusses how mothers from a poor neighbourhood in India straddle between household work, paid employment and children's education and how they envisage and support their children's schooling, at times going against the general tide to ensure a better life for their children. Other than highlighting the gendered nature of support for children's education, this paper, also outlines the nature of the differences and distinctions among mothers from a poor neighbourhood in terms of the family social status and educational levels.

Dr. Montessori noted that imitating the work of adults was an important component of Practical Life activities. Modern Practical Life shelves can become limited to transferring lessons and crafts inspired by the current holiday season or Pinterest board, with limited space and time for activities like cleaning and preparing food. There is a place for isolated activities on trays in Practical Life, but messy, daily practical tasks must also be embraced--even the ones that nearly always take longer with young children. In as few as 3 hours a day, Montessori guides can offer opportunities for meaningful Practical Life activities.

Since digital media such as smartphones, tablets or laptops are available in almost every household in industrialised countries, parents are challenged to integrate them into their everyday family life. To gain more information on parents' mediation of digital media, the relationships between their educational intentions, objectives and their children's use of digital media were investigated in consideration of the children's age. Overall, 150 Austrian parents with children aged one year and a half to six years participated in the study (two groups were formed based on the age of the children: toddlers and preschool children). They filled in a questionnaire on their intentions and rules for their children's use of media. Moreover, the parents provided information concerning their objectives for digital media use and the kind of activities for which their children use interactive digital toys or passive digital media. Results show that parents' intentions of their children's media use is mainly to gain time for household chores or work. Whereas the age of the children does not seem to be of great importance to parents concerning the media regulation, the results for the objectives and activities parents want their children to do with digital media do indeed differ between the two age-groups.

The aim of this study is to define the changes within the social dimension of the functional status of women and their partners in the months following the birth of their child. A total of 90 participants were included in the study (45 women and 45 partners). Data were collected in two steps via face-to-face interviews. The first step involved administration of a personal information form and the functional status inventories to the women and their partners between the postpartum sixth and eighth weeks. The second step involved re-administration of the same functional status inventories to the women and their partners in the postpartum sixth month. Results from the examination of the functional status of the women and their partners in the postpartum second and sixth months showed that there was a significant increase in the areas of household activities (p=0,000), social and community activities (p=0,000) and self-care activities (p=0,000) for the women in the sixth month; similarly, for the fathers, household activities (p=0,008), social and community activities (p=0,003) and child care activities (p=0,007) rose in the sixth month. Furthermore, the study found that certain sociodemographic variables had an effect on functional status (p=0,000). It is important that nurses and/or midwives support parents during the pregnancy process, particularly during the transition into their new roles as women and their partners, and help prepare them for the changes to occur as they enter into this new period of life.

Whilst decades of research in the global north has identified authoritative parenting as producing the better child outcomes, and there is a growing amount of literature from countries such as China, suggesting the contrary: that authoritarian parenting produces desirable outcomes. However, the links between authoritarian parenting and the development of filial piety in China appear to have been disrupted by the incursion of values from the global north, and the actions of Chinese parents themselves responding to the Chinese one-child policy. This has created a situation in China where there are now major concerns about children's lack of filial piety: an issue which has major implications in a nation that depends on familial care rather than state provided welfare. In this paper, we examine issues around parenting and the development of gratitude and filial piety. We suggest that it is important for children to learn how to behave in ways that demonstrate gratitude and filial piety and that competence in performing appropriate behaviours is the pre-requisite to internalizing the associated values. We suggest that engaging in family chores from an early age is one strategy parents can use that will help their children develop the appropriate behavioural repertoire.

Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are undertaken to improve the quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-coming has become a cancer that saps away big interventions and strays the performance of selected township schools in a different direction. The purpose of this research is to investigate the causes of late-coming among high school students in selected secondary schools of Shoshanguve. A qualitative approach was used to draw data from high school students in selected secondary schools of Shoshanguve. The findings reveal that late-coming is common among learners in selected secondary schools of Shoshanguve. It happens every day for varying reasons. We recommended practical solutions ranging from administrative improvement to learner behavioural change.

Gender remains a key predictor of housework in modern society. However, previous studies have been relatively limited in their ability to adjudicate between possible mechanisms operating at the individual and social-interactional level that may cause this relationship. To address this gap, we employ a novel experimental design in which respondents view and evaluate photos of a relatively clean or messy room, which is ostensibly occupied by either a man or a woman. We find that men and women respondents do not differ in their perceptions of how messy a room is or how urgent it is to clean it up. In contrast, the gender of the room occupant has strong and significant effects on housework perceptions, moral judgments, perceived social consequences, and allocations of responsibility. Notably, when a relatively clean room is evaluated, female room occupants are held to higher standards of cleanliness, are believed to suffer more negative social consequences when they do not meet those standards, and are generally deemed more responsible for housework across a variety of work-family arrangements than their male counterparts. However, when a messy room is evaluated, gender effects are smaller and less systematic, in part because messiness activates negative stereotypes about men. Overall, findings underscore and refine the theory that gendered beliefs and accountability practices are a root cause of gendered behavior in the household.

In Eastern Uganda, 201 adolescents aged 11- to 17-years old (48% girls; M[subscript age] = 14.62) answered close- and open-ended questions about gender stereotypes of domestic and recreational activities and gender-role attitudes about women's behavior, rights, and roles. Adolescents answered questions such as "who is more likely to . . .?" assessing descriptive stereotypes (i.e., stereotype knowledge) and questions such as "is it ok for women to . . .?" assessing prescriptive stereotypes (i.e., stereotype endorsement) about gender roles. Data were analyzed via descriptive statistics, correlations, and thematic coding. Findings indicate that Ugandan adolescents were fairly egalitarian in some domains (e.g., leisure and recreation) but were non-egalitarian in other domains (e.g., marital and domestic roles). Adolescents held a mix of gender-stereotyped and non-stereotyped views about domestic and recreational activities as well as attitudes about women. Findings present reasons for hope and for continued work toward gender equality in Uganda. Results may inform interventions that foster gender egalitarian attitudes in youth.

In March 2020 a state of emergency was declared in the Czech Republic in response to the COVID-19 pandemic, which that resulted in the closures of schools. The provision of education continued through mandatory remote home-based education. The aim of this study is to use in-depth interviews to show how Czech families with children at the primary levels of education have coped with this situation. Based on a qualitative analysis, it is possible to state that the families who participated in the research were coping well with the situation and had come up with effective arrangements both for providing education and for fulfilling other responsibilities. The research also revealed that many families consider this to be very demanding time. At the same time, we identified that the way how families tackled the situation of home-based education depended on several factors. The key role was played by the school factor, namely the quality of remote education offered by school and the communication between the school and the parents. The analysis showed that although the quality of communication and remote education offered by school improved between spring 2020 and autumn 2020, schools still have much room to improve the education provided.

The purpose of this study was to examine determinants of student dropout rate in seven second cycle primary schools situated in Awi Zone. To effectuate this, descriptive survey research design was adopted for the study. The data were collected via questionnaire and interview from teachers, students who had dropped out of school, school principals and parent-teacher association representatives. Seventy three dropped out students, seventy-five teachers, seven school principals, and seven parent teacher association representatives were participated in this study. Dropout students were selected using available sampling technique. Teachers were selected using a simple random sampling technique whereas school principals and parent teacher association representatives were selected using purposive sampling technique. Quantitative data were analyzed using percentage, mean and independent t-test, whereas qualitative data were analyzed with themes and categories. Independent samples t-test revealed statistically significant differences across students and teachers on determinant factors of dropout. The mean in the t-test indicated teachers' ratings causes/reasons for dropout was significantly higher than those of students. The comparative mean score results, which one of out- of- school and in-school related factors exert the strongest influence students to drop out; the result indicates that in-school and school related factors were exerting the strongest influence that forced students to dropout in the study area. Based on the findings, the following recommendations were forwarded; the government, the school, the community and all of the stakeholders/concerning bodies should collaborate/team up to work together to assist students on the verge of dropping out to remain in school and solve drop out problem at each grade level to realize the millennium development goals and assuring quality education for all citizens.

This study identifies individual, family, and school factors associated with student mobility. Specifically, for Grade 5 students, parents alive and school location were associated with transfer. For students in Grade 7, gender differences, levels of achievement, feelings about school, number of household tasks, distance to school, and parental habits of paying school fees were related to student mobility. Also, school location and mean number of grade repetitions for the institution are correlated with Grade 7 student mobility. The findings contribute to ongoing discussions about educational policy regarding transfer.

The current study aims to verify the impact of children's secure attachment to their mothers on their mastery motivation in the light of the dependence on domestic workers' phenomenon in the Saudi society. To achieve the goals of the study, a random sample of Saudi children was selected from Riyadh city in Saudi Arabia, whose favorable economic circumstances contributed in the dependence of their families on domestic workers. The sample is consisted of two pre-school children groups who were under six years old; the first group is consisted of (74) child whose families depend on domestic workers, while the second group is consisted of (109) child from families who do not depend on domestic workers to care for their children. The outcomes were collected after applying DMQ 17 questionnaire for assessing mastery motivation for children below the age of 6 for George Morgan. The results showed that early attachment's relationship with mothers has a prominent impact on the mastery motivation development. Moreover, the outcomes showed no significant effects of domestic workers who are in charge of housekeeping, and care services on all mastery motivation dimensions.

Self-management has been found to be favorable for improving a wide variety of skills as well as decreasing problematic behaviors in individuals with a range of disabilities. We used a single case withdrawal design to investigate the use of a self-management intervention on problem behaviors of a nine-year-old Native American child with fetal alcohol spectrum disorder (FASD) during routines within the home setting. Specifically, we examined the effect of self-monitoring paired with contingent reinforcement on independent task completion of home routines. Introduction of the intervention resulted in an increase in the number of independently completed chores and homework tasks; withdrawal of the intervention resulted in a return to baseline levels of performance. These findings extend the examination of self-management interventions within home-based routines to children with FASD. Limitations and implications for research and practice are discussed.

The purpose of this systematic review is to describe current evidence regarding interventions that improve the participation and performance of chores in children and youth with disabilities from the ages of 3 to 21. A systematic review of articles published between 2000 and 2019 was conducted using the PRISMA-P systematic review methodology. An a priori PICO framework was used to search databases, article reference lists, and selected journals. Chosen articles were annotated, evaluated for risk of bias, and synthesized to develop recommendations for school and early intervention practitioners. Titles and abstracts of 632 articles were reviewed and 7 articles that evaluated interventions that improve performance of chores in children and youth met inclusion criteria. There is evidence to support the use of occupation-based intervention, care-giver coaching, cognitive-behavioral strategies, and technology supports in occupational interventions to improve performance of chores in children and youth with disabilities and improve their long-term outcomes.

This is a qualitative inquiry looking into the experiences of parental involvement in the context of Philippine public elementary education. This paper has two goals. First, it aims to present the strategies that Filipino parents employ in order to influence children's education. Second, it aims to examine unique involvement strategies among Filipino parents. Data of this paper were culled from 12 focus group discussions conducted in 5 provinces of the country. The results of the study suggest that there are parental involvement strategies unique to the Philippine context owing to the poor economic conditions of some Filipino families. While it is not directly related to education, making ends meet and providing food for the family's table were seen as parental involvement strategies. To compensate for the limited direct involvement in education, Filipino parents looked for other means to be able to help their children excel such as exempting the latter from doing household chores, avoiding vices, and maintaining quality family relationships. It against this backdrop that this paper recommends that future quantitative studies on parental involvement in the Filipino parents' context need to consider indirect parental involvement strategies as indicators or variables as these may have spillover impacts on children's schooling.

Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation's development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village and school, this paper analyses the forms of knowledge, styles and relationships within learning processes in/outside the school, and its implications for the gender regime (re)production. Findings challenge the idea of schooling as an empowering tool for women by showing not only the coexistence of contradictory or differentiated models of transmission and acquisition of culture but also of contents, meanings, and its value change, in a Nepal governed by and within the paradigm of development.

Most Indian adolescents, particularly girls and private school students, do not engage in sufficient physical activity (PA). Current understanding of these sociodemographic differences is limited by a focus on exercise, which may not fully capture PA in developing countries. We examined how gender and school type are associated with multiple PA domains and whether associations with gender differ by school type. We randomly selected an equal number of girls and boys (ages 13-16 years) from public and private schools in Southern India (n = 395). Cross-sectional 24-hour time-use surveys measured PA, which was categorized into three domains: chores, errands, and work; play; and transportation. Negative binomial and logistic regression modeled relative differences in domain-specific PA minutes and the probability of engaging in [greater than or equal to]60 minutes of moderate-to-vigorous PA (MVPA), respectively, in the prior 24 hours. Girls and boys were equally likely to meet MVPA recommendations. However, girls spent twice as much active time completing chores, errands, and work (rate ratio = 1.98, 95% confidence interval = [1.32, 2.98]), while boys spent twice as much active time playing (rate ratio = 2.11, 95% confidence interval = [1.23, 3.62]). Public and private school girls spent more active time in chores, errands, and work than boys; however, gender differences were greater among public school students (p value for interaction <0.05). Although comparable MVPA levels for girls and boys are beneficial for physical health, girls may gain fewer cognitive, social, and emotional benefits associated with play. Additional research may clarify why the gendered burden of household responsibilities was greater among public school students. School-based programs to engage girls in active play may help reduce inequities.

Research in early childhood emphasizes the interplay between the home and the school in enhancing quality holistic experiences of children in the early years. However the rise in industrialization and technological advancements in modern day society have had tremendous effects on childhood experiences that have all along been significant to the development of children including the participation of children in housework. Participation of children in housework is a traditional practice that has been imperative in the holistic development of school children including academic competences. However, current research does not show whether this practice is still being upheld, especially in the urban households where the effects of modernity are the greatest. This gap in knowledge was the basis for conducting this study. This was a descriptive study whose purpose was to find out whether or not school children in urban households are being involved in housework and how this relates to the academic performance. Qualitative methods of data collection and analysis were used and purposive sampling techniques were employed. Target population were 6-8 year old children, parents and teachers City Primary school, Nairobi County, Kenya. Naturalistic observations of the children at home and at school and in-depth interviews and questionnaires were the primary sources of data. Qualitative analysis procedures were used to analyse the data collected and the generated theory was compared to existing theory. The findings showed that most children in urban areas did not participate in housework. Children's main activities at home included doing school assignments, play and watching television. School work and house helps were a major competing force to children's participation in housework. Recommendation is that parents, teachers and policy makers should be enlightened on the role of housework in developing academic competence in children.

This study investigated the factors that influenced low enrolment and retention rates of girls with disabilities in integrated primary schools. It further explored possible intervention measures that may be employed to mitigate the situation. The study was conducted in selected schools in Runyenjes (Embu East) and Manyatta (Embu North) sub-counties in Embu County. The location was purposely chosen in order to enable the researcher easy access to the respondents. Factors that limit enrollment and retention of girls with disabilities were worth investigating because the government of Kenya provides free primary education for all school going age children although the program does not address fully the education of children with special needs. Questionnaires, interview schedule and focus group discussion (FGD) were the tools adopted for data collection. The data collected were qualitatively and quantitatively analyzed; that is, thematically and frequencies and percentages. Poverty, long distances to school, negative attitude, time wasted by teachers, drug and substance abuse, security, household chores, boy preference, pregnancies and early marriages were the factors established to influence enrollment and retention of girls with disabilities in school.

Creating a happy family with a favorable psychological climate is important both for the individual and the society as a whole. One of the factors, that influence the creation of a welfare family, is the content of the spouses' concepts of the family, its functions and their possible distribution. The main purpose of this article is to identify the specificity of concepts of distribution of family functions of men and women who are married and unmarried. To achieve this goal we used the method of psychological tests as well as questionnaires of family and parenting concepts developed by the author, aimed at identifying the specifics of family functions concepts. The empirical data were processed by using statistical methods that can detect the difference in men and women concepts of the family who are in marital relationships and those that are not. The study revealed a discrepancy of men and women concepts of distribution of family functions between the spouses. This article is practically important in enhancing tools for exploring concepts of family functions. Developed and tested procedure of the research can be used in the practice of family counseling.

"Little emperors" and "little princesses" are not new terms for describing the young generations of China after the 36-years' implementation of its one-child policy from 1979 that has triggered the launch of wave upon wave of massive and long-lasting campaigns of gratitude education at all levels of schools cross China from 2005 up to the present. Yet, on 10th December 2015, the "People's Daily Online," an official newspaper flagship of China, reported that a lack of gratitude in young generations came out top of a list of the top ten deficiencies of Chinese people. What went wrong with the Chinese young generations and China's gratitude education? This article employs the morality of justice theory to explore the crux of a widespread lack of gratitude in young Chinese generations with the main focus on the role of chores in child development.

The paper considers the issue of functioning of the mechanism of formation and translation of values of labor in family. Fundamental labor values and main channels of their distribution are revealed based on empiric material. Family influence on motivation of today's Russian youth's labor behavior was determined. An intergenerational comparative analysis of labor mindset and values of parent's generation and their children was carried out. Random sampling was used for designing "parent" sampling: parents of students of two state universities of Nizhny Novgorod, Minin University and Dobrolyubov University, were interviewed. Survey type--hands-on: students were supposed to interview parents with respect to their labor mindset. Respondent parents were asked a question on values they consider important for their children. It was proposed to choose at most three from 7 options: prestigious work, high income, self-fulfillment opportunities, interesting work, socially useful labor, family well-being, health. Family well-being turned out to be the most significant for respondents. 79,5% of respondents chose this answer. Health ranks second--76,2%. 36,9% of respondents distinguished the role of interesting work. High income ranks fourth (36,1%), 32,0% and 25,4% of parents wish their children self-fulfillment opportunities and prestigious work, correspondingly. Socially useful labor appeared least important among suggested options, only 3,3% of respondents checked it. The percentage of parents, who highlighted their own influence on children's occupational choice and support of that choice, is high. The research also demonstrated that today's students are much less involved in household work than parents at their age.