Thematische Bibliographien / Parental education level

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Auswahl der wissenschaftlichen Literatur zum Thema „Parental education level“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Parental education level"

Rindermann, Heiner, und Noah Carl. „Indigenous Ecuadorian children: Parental education, parental wealth and children's cognitive ability level“. Learning and Individual Differences 54 (Februar 2017): 202–9. http://dx.doi.org/10.1016/j.lindif.2017.01.025.

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Koçak, Settar, Mary B. Harris, Ayşe Kin İşler und Şeref Çiçek. „Physical Activity Level, Sport Participation, and Parental Education Level in Turkish Junior High School Students“. Pediatric Exercise Science 14, Nr. 2 (Mai 2002): 147–54. http://dx.doi.org/10.1123/pes.14.2.147.

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This study examined physical activity level, sport participation, and parental education level in 333 female and 359 male Turkish junior high school students. Student’s physical activity level, sport participation, and parental education level were determined by a questionnaire with three sections. Independent samples t-test results revealed higher physical activity level and chi-square results indicated higher sport participation for boys when compared with girls. In addition significant negative correlations have been found between MET values and father and mother education for the total sample and for female students; however, negative correlations between MET values and parental education were not significant for boys.

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AHN JUNG CHAN und 박치형. „Effects of Expected Education Level and Parental Education on Parents’Educational Support Activities“. Korean Public Management Review 32, Nr. 1 (März 2018): 161–84. http://dx.doi.org/10.24210/kapm.2018.32.1.007.

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Thartori, Voltisa. „Parental Involvement in Education Among Albanian Parents“. IIUM Journal of Educational Studies 6, Nr. 1 (02.07.2019): 38–55. http://dx.doi.org/10.31436/ijes.v6i1.213.

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Parents' involvement has a huge influence on children’s educational engagement during the elementary years, the study sought to examine the perceptions of Albanian parents of their involvement in their children's schooling at the Qemal Stafa School in Albania. The parental involvement construct examined in the study was conceptualized based on Epstein’s (1995) six categories of parental involvement comprising parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The data collected through the questionnaire were analyzed using descriptive statistics, Pearson correlation and ANOVA. The results showed a high level of parental involvement in the Albanian children’s learning development. The parents surveyed reported volunteering in many workshops that the school conducted. In addition, the results indicated that some parents maintained a good communication with teachers. The ANOVA results showed statistically significant differences in parental involvement by age, marital status, education level, Income Level. Variables such as communicating, and volunteering were identified as the most important components of parental involvement.

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Soesyasmoro, R. Asto, und Anggi Resina Putri. „Estimasi Proporsi Kesalahan Fonologi Pada Anak Pendidikan Anak Usia Dini (PAUD) Usia 3-5 Tahun Di Surakarta“. Interest : Jurnal Ilmu Kesehatan 8, Nr. 2 (27.11.2019): 210–14. http://dx.doi.org/10.37341/interest.v8i2.178.

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Background: In providing education about everything a child should have from an early age does not have to do with the way parents are educating. It is related to her parents in everyday life and the background factors that color children's parents, whether related to the environment of her family, religion, culture, economics or the background of the education of the elderly. From the explanation it is obvious that parents play a very important role in the formation of child social behavior.The purpose of this research aims to determine the relationship of parental education level with the ability of phonology articulation in children aged 4-5 years in TK Sri Juwita Hanum Surakarta. Methods: Uses quantitative research with a correlational descriptive design. The research population is parents and students of TK Sri Juwita Hanum Surakarta with 30 samples of research samples. Data collection techniques by filling out questionnaires. Variable-free research i.e. the level of parental education and bound variables is the ability of phonological articulation in children aged (4-5 years). The statistical test used was Chi Square correlation test. Result: there is a positive and significant relationship between the level of parental education and the ability of phonology articulation in children aged 4-5 years in TK Sri Juwita Hanum Surakarta. Things his show with a p value of 0.013.Conclusion: of parental education affects the development of articulation in preschool age children (4-5 years old). A positive relationship means the higher the parent's education, the greater the influence on its phonological articulation ability. When children grow and develop both physically and mentally.

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Friend, Angela, John C. DeFries und Richard K. Olson. „Parental Education Moderates Genetic Influences on Reading Disability“. Psychological Science 19, Nr. 11 (November 2008): 1124–30. http://dx.doi.org/10.1111/j.1467-9280.2008.02213.x.

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Environmental moderation of the level of genetic influence on children's reading disabilities was explored in a sample of 545 identical and fraternal twins (mean age = 11.5 years). Parents' number of years of education, which is correlated with a broad range of environmental factors related to reading development, was significantly related to the level of genetic influence on reading disability. Genetic influence was higher and environmental influence was lower among children whose parents had a high level of education, compared with children whose parents had a lower level of education. We discuss the implications of these results for behavior genetic and molecular genetic research, for the diagnosis and remediation of reading disabilities, and for policy in public education.

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Manning, Terri Mulkins, und Kimberly Casper Banfield. „Do Parents Today Need Drug Education Programs as Badly as their Parents Needed Them?“ Journal of Drug Education 19, Nr. 2 (Juni 1989): 97–102. http://dx.doi.org/10.2190/7c56-651r-078r-w4u3.

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The purpose of this article was to determine if being socialized in a drug culture has increased knowledge levels and eliminated the need for adult drug education programs. A large group of parents was surveyed and it was found that the parents of the late 1980s had knowledge levels only slightly higher than the parents of the early 1970s. Today's parents significantly lack the knowledge and resources to informatively educate their children. Parental knowledge of and attitude toward drugs and alcohol were assessed in relationship to the ages of their children, parental educational level, parent's age and parent's past drug experience.

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Crocombe, Leonard A., Penny Allen, Silvana Bettiol und Lucio Frederico Babo Soares. „Parental Education Level and Dental Caries in School Children Living in Dili, Timor-Leste“. Asia Pacific Journal of Public Health 30, Nr. 2 (23.01.2018): 128–36. http://dx.doi.org/10.1177/1010539517753875.

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Timor-Leste struggles with problems of poverty and inequalities that underlie many health disparities, including oral health. This study aimed to determine the association between parental education and dental caries in school children aged 6 to 17 years from 40 randomly selected schools in 4 Dili subdistricts. A questionnaire and oral examination collected data and multivariable log binomial models were used for data analysis. Results indicate no association between parental education level and the prevalence of untreated decay in deciduous teeth ( P = .96). There was an association between parental education level and untreated decay in permanent teeth ( P = .03) and untreated decay overall ( P = .01). Children whose parents had higher education levels have approximately half the relative risk (aRR 0.47, 95% CI 0.25-0.89) of decay compared with children whose parents had low levels of education.

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Jafarov, Javid. „Factors Affecting Parental Involvement in Education: The Analysis of Literature“. Khazar Journal of Humanities and Social Sciences 18, Nr. 4 (Dezember 2015): 35–44. http://dx.doi.org/10.5782/2223-2621.2015.18.4.35.

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This study examines the factors affecting parental involvement by evaluating and analysing literature about parental involvement in education. It also answers the questions: a) What does parental involvement mean? and 2) Why is parental involvement important? In this article more than five hundreds literatures related to the factors affecting parental involvement were evaluated and analysed. The result of the analysis of literature showed that there are many factors influencing parental involvement or the level of parental involvement and these factors can be parent related, school related or student related.

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Pons, Monserrat, Miquel Bennasar-Veny und Aina M. Yañez. „Maternal Education Level and Excessive Recreational Screen Time in Children: A Mediation Analysis“. International Journal of Environmental Research and Public Health 17, Nr. 23 (01.12.2020): 8930. http://dx.doi.org/10.3390/ijerph17238930.

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There is increasing recognition of the adverse health consequences of excessive recreational screen time (RST) in children and adolescents. Early interventions that aim to reduce RST are crucial, but there are some controversies about which individual and parental variables affect RST in children. The aim of this study was to determine the relationship of parental education level with RST in children and early adolescents and to identify mediators of these relationships. This cross-sectional study examined a sample of children (2–14 year-old) who attended routine childcare visits in primary health care centers in Spain (n = 402; 53.7% males; mean age: 7 ± 4 year-old). A self-reported questionnaire was given to the parents to assess sociodemographic data, parental education, the home media environment, and RST in children. Separate analysis was performed for two age groups (2–6 year-old and 6–14 year-old). Path analysis, an application of structural equation modeling, was used to analyze the data. Fitty three percent of the children had excessive RST (≥2 h/day). The maternal education level, eating lunch/dinner in front of a TV, presence of a background TV, and the amount of parental TV viewing had significant associations with excessive RST in both age groups. For the younger group, the maternal education level had direct and indirect effects on RST (total effect: β = −0.29, p < 0.01). For the older group, maternal education level only had a significant indirect effect on RST, and this was mediated by the presence of a background TV and the time of parental TV viewing (total indirect effect: β = −0.11, p < 0.01). A higher maternal education level appears to be associated with certain environmental factors or habits that prevent excessive RST.

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Dissertationen zum Thema "Parental education level"

Pruitt, Melinda Douthat. „Relationships between Reading Level of Parents, Readability of Special Education Documents/Forms, Knowledge of IEP Contents, and Parental Involvement“. [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0723103-021910/unrestricted/PruittM072303a.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0723103-021910. Includes bibliographical references. Also available via Internet at the UMI web site.

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Secord, Deborah Kay. „Quantity of parental involvement the influence of the level of education attainment of elementary private school parents /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Redetzke, Christine. „Level of parental involvement in a nationally accredited childcare center“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006redetzkec.pdf.

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Zaragoza, Nancy Rae. „Exploring the relationship between parental involvement levels and the level of children's academic achievement“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1985.

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Smith, Georgia N. „An investigation into the relationship of parental involvement, parents' income, and parents' level of education in students' achievement in academic work“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1982.

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The purpose of this study was to investigate the relationship of parental involvement, parents income, and parents level of education in students achievement in academic work. The basic thesis was to what degree parent a 1 involvement affect students academic achievement in reading, mathematics achievement concept scores, mathematics problem scores, and mathematics computation scores. The sample consisted of 73 elementary and 104 middle school students who were randomly selected from three elementary and three low middle to high predominantly white suburban public schools in Douglas and Henry County, 174 of their parents 7 of their homeroom teachers and their 4 principals. Data were collected with questionnaires. Parents' questionnaires measured parent involvement variables. Parental involvement measured the number of times parents helped with homework, the number of minutes spent each time the student was helped, the number of times parents attended PTSA, conferences, and parental involvement in school development. The parental involvement questionnaire a 1 so investigated other home variables such as level of income, martial status, sex of parent and the level of income of the family. Data was statistically analyzed using Pearson correlation coefficient. Findings 1. Academic achievement of second grade students showed the most significant academic gains as a result of parental involvement in reading, mathematics concepts, and mathematics problems. 2. Academic achievement of students is enhanced by the level of education of the parents. 3. Academic achievement of students is enhanced by the level of parents income. 4. Higher academic achievement of second, fourth, and seventh grade students is often observed with parental involvement in school development. 5. The level of parents' education and parents' income is a positive factor in students academic achievement.

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Ram, Rosalind Reyes Meno. „Examining Parental Involvement at the Elementary-Level| The Chamoru Perspective“. Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745297.

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In Guam, the Chamoru have weathered centuries of change in the political and educational arenas. This study explored ways parents assisted their children at home and in school to understand the perspectives and approaches of parents in Guam. The sample consisted of 10 Chamoru parents. The purpose of this study was to address the question of how these parents define and enact involvement in their elementary-aged children’s academic lives. This qualitative multi-case study included interviews, and a majority of the sample was from rural rather than urban settings. Findings revealed parents being involved with both outside and inside of school activities.

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Cerni, Angela J. „Fifth grade students' perceived and desired level of parental involvement in their education“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999cerni.pdf.

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Narh, Cephas R. „Defining parental involvement in education at the high school level : investigating parents' and their adolescent children's perceptions as criteria /“. Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1581954101&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Sanon-Jules, Lisa. „The effects of parental level of education social capital among African-American college students“. Saarbrücken VDM Verlag Dr. Müller, 2008. http://d-nb.info/988938065/04.

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Roberts, Katie Ann. „Investigating Differences of Parental Involvement in Secondary Education across Child Gender, Ethnicity, and Year Level“. Thesis, University of Canterbury. Psychology, 2012. http://hdl.handle.net/10092/10369.

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Parental involvement is widely considered to be an important part of the educational process throughout the years of schooling. However, few studies have discussed parental involvement at the secondary level, which is the focus of this thesis. The Parental Involvement in Secondary Education Questionnaire (PISEQ) was created to measure the type and level of parental involvement in children’s secondary education, and the degree of differences in parental involvement across gender, age, or ethnicity. The PISEQ includes both quantitative measures based on Likert scales and qualitative items to allow for more personalized and idiosyncratic responses. Individual subscales include Parent Communication, Parent Event Participation, Parent Facilitation of Study Environment, and Parental Involvement with School Work, School Facilitation of Parental Involvement, and School Communication with Parents. The PISEQ was administered to 163 parents (83.4% female) of a co-educational Decile 7 high school (years 9-13) in Christchurch, New Zealand. Parent participants were primarily of Pakeha/New Zealand European ethnicity (83%; 6% Asian; 5.4% Other Ethnic Group; 3% Pacific Islander; and 2% Maori) with mean age of parents 46.5 years (S.D. = 6.3). Results showed no differences between child gender groups for all parental involvement measures. As a group, ethnic minority parents were more involved with their child’s homework than Pakeha/European New Zealand parents. In addition, across the entire sample, parents of older children were less likely to facilitate a home study environment and assist with homework. Qualitative data showed that parents felt that the school communicated well, yet specific types and content of communication required development. Suggestions for improvement of parental involvement at secondary school level were discussed.

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Bücher zum Thema "Parental education level"

Myers, John W. Involving parents in middle level education. Columbus, Ohio (P.O. Box 14822, Columbus 43214): National Middle School Association, 1985.

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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.

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Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.

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Cronin, J. Parents as partners in Irish education: A study of the level of partnership that exists between parents and schools in fourteen second-level Dublin schools. Dublin: University College Dublin, 1996.

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Lu, Nancy. Raising IQ: Help your children reach their full potential. Torrance, Calif: High IQ Pub. Co., 1997.

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Preparing children for success in school and life: 20 ways to enhance your child's brain power. Thousand Oaks, Calif: Corwin, 2011.

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Johnson, Cynthia. No-stress guide to the exit-level TAAS. 2. Aufl. New York: Simon & Schuster, 2001.

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Beloshistaya, Anna. Learning to solve math problems in the 4th grade. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1537873.

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The textbook considers the methodology of working on problems in the 4th grade when teaching mathematics according to any textbook included in the Federal Educational Package. It contains a detailed methodological analysis of all types of problems that are found in various textbooks of mathematics for the 4th grade, as well as specific fragments of situations of working with problems in the classroom. It will be useful for teachers of mathematics methodology in universities and pedagogical schools, as well as students of pedagogical specialties, as well as practical teachers working in schools, tutors of all levels and parents who help children in their studies.

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Beyond smart: Boosting your child's social, emotional, and academic potential. Seattle, WA: ParentMap, 2010.

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Coloring outside the lines: Raising a smarter kid by breaking all the rules. New York: HarperCollinsPublishers, 2000.

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Buchteile zum Thema "Parental education level"

Rodriguez, Angel, Rosalia F. Gallo, Juan Carlos Gonzalez und Elizabeth D. Cramer. „Building School-Level Capacity Through a Problem-Solving Approach to Parental Engagement in a Large Urban Setting“. In Advancing Inclusive and Special Education in the Asia-Pacific, 43–55. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6307-8_4.

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Støle, Hildegunn, Åse Kari H. Wagner und Knut Schwippert. „The Importance of Parents’ Own Reading for 10-Year Old Students’ Reading Achievement in the Nordic Countries“. In Equity, Equality and Diversity in the Nordic Model of Education, 363–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_14.

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AbstractThe Nordic education model of an inclusive school for all aims at giving children equal, and excellent, opportunities for acquiring high levels of reading ability. It is well documented that both students’ and their parents’ reading interest is closely and positively associated with students’ reading achievement. There is therefore cause for concern when reading interests seem to be in decline both among parents and among today’s students. Family socio-economic background is also well known to relate strongly to students’ reading achievement. Especially children of parents with low education are likely to be deprived of opportunities of beneficial reading activities, such as seeing their parents read, being read to by family members, and learning to enjoy reading for themselves in the early years of school. On the other hand, it is possible that parents who enjoy reading and/or read much at home, provide their children with a basis for acquiring good reading skills, regardless of their educational background. Our article analyses data from four cycles (2001–2016) of the Progress in International Reading Literacy Study (PIRLS), and several Nordic countries, in order to establish whether parental reading can compensate for low parental education levels. We find that parents’ reading enjoyment, but not their frequent reading in their spare time, to some degree does compensate for lack of tertiary (high) education. However, if increasingly fewer parents like to read, more children will go without the opportunity to develop reading enjoyment themselves, and this will likely affect more children from low-SES backgrounds than from higher SES-backgrounds.

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Walper, Sabine, Christine Entleitner-Phleps und Alexandra N. Langmeyer. „Shared Physical Custody After Parental Separation: Evidence from Germany“. In European Studies of Population, 285–308. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_13.

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AbstractMultilocal, dual residence or shared parenting arrangements after parental separation are increasingly discussed in many countries because they seem best suited to allow for more equally shared parental roles and children’s equal access to both (biological) parents. So far, there is little information about shared physical custody in Germany. The present research uses the second wave from a large German survey “Growing up in Germany” (2013–2015) to investigate the prevalence, preconditions, as well as possible outcomes of shared physical custody after separation. The sample comprises 1042 children (below age 18) with separated parents (maternal report). Measured by children’s overnight stays with each parent, less than 5% of these children lived in a dual residence arrangement (50:50 up to 60:40% of time with either parent). Shared physical custody was more likely if maternal and paternal residence were in close proximity, and if the mother had higher levels of education. As expected, shared physical custody was more likely if the parents had a positive cooperative (co-parenting) relationship while co-parenting problems did not seem to have independent effects. The findings are discussed with respect to other research addressing issues of self-selection into different parenting arrangements and the still limited role of shared physical custody in Germany in facilitating more equal gender roles.

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Özcan, Mehmet, Recep Gür, Anıl Kadir Eranıl und Barış Eriçok. „Investigation of the Critical Leadership Scores of Candidate Teachers by Parental Education Levels“. In Chaos, Complexity and Leadership 2017, 557–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_47.

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Brons, M. D. (Anne). „Cross-National Variation in the Link Between Parental Socio-Economic Status and Union Formation and Dissolution Processes“. In Social Background and the Demographic Life Course: Cross-National Comparisons, 17–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67345-1_2.

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AbstractThe main objective of this chapter is to understand the link between parental socio-economic status (SES) and union formation and dissolution processes from a cross-national comparative perspective. According to the Second Demographic Transition (SDT) theory, it can be expected that the impact of parental background on these union dynamics differs across societal contexts. Integrated results from prior studies using meta-analytical tools indicate that in many European countries, young adults from advantaged backgrounds delay their first co-residential union and have a higher risk to dissolve their union compared to young adults from disadvantaged backgrounds. The strength of this link between parental SES and union dynamics varies across countries. There is suggestive evidence that the link between parental SES and union dynamics is weakest in North-Western European countries that are most advanced in the SDT. However, next to these SDT-related indicators that focus more on cultural change, institutional country-level indicators, like the extent of educational expansion, and economic country-level indicators, such as the level of economic uncertainty, might also play a role.

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Ronen, Tammie. „The Role of Coping Skills for Developing Resilience Among Children and Adolescents“. In The Palgrave Handbook of Positive Education, 345–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_14.

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AbstractChildren and adolescents experience rapid changes due to development and growth processes, thereby necessitating adaptation and flexibility. In addition, young people also often face environmental crises or traumas, human-made catastrophes, or individual (chronic illness) or family (parent divorce, death of a loved one) crises. In the past, to facilitate young people’s adaptation to change, major aims of parents, teachers, and therapists focused on protecting children and adolescents from harm and helping them grow up in a secure environment. Over time, modern life and the influence of the positive psychology orientation have led to a shift in those aims, which now focus more on helping young people feel happy, flourish, and use their own strengths. A key element in making this process of adaptation to change successful is resilience. This chapter deals with the effects of changes, crises, and traumas on children and adolescents, while focusing on the importance of resilience at the individual, family, and environmental levels. This approach directs adaptation to change efforts towards the present rather than towards the past, thereby meeting the important need of treating children and adolescents who have experienced crisis and trauma by imparting them with skills for better coping today in their major natural environments.

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Schober, Pia S. „Going Regional: Local Childcare Provision and Parental Work–Care Choices in Germany“. In The Palgrave Handbook of Family Policy, 485–509. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_19.

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AbstractThis chapter argues that analyzing regional and local institutional variations has great potential for generating new insights on the drivers of family policy reforms as well as on mechanisms how policies affect families’ choices and well-being. Drawing on the case of Germany and focusing on early childhood education and care (ECEC) services, this chapter first describes regional variations in ECEC provision and take-up. It then reviews theoretical perspectives and empirical evidence on drivers of regional policy variations. Next, the chapter proposes a framework for investigating socially stratified work–care choices of parents at subnational levels by connecting a macro–micro rational choice perspective with the capability approach and the accommodation model of childcare choices. After reviewing the evidence on the effects of regional ECEC variations on social inequalities in take-up, maternal employment, and work–family balance, the chapter concludes by pointing to research gaps and new frontiers of regional family policy analysis.

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Kwok, Sylvia. „Implementation of Positive Education Projects in Hong Kong“. In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.

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Tahirović, Senija, und Gokce Demir. „Influence of Parental Divorce on Anxiety Level of Adolescents“. In Contemporary Perspective on Child Psychology and Education. InTech, 2018. http://dx.doi.org/10.5772/intechopen.71287.

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Perasso, Giulia, Nava R. Silton und Jacopo De Angelis. „Parenting in Dyads With an ASD-Child“. In Advances in Medical Education, Research, and Ethics, 191–221. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2940-9.ch009.

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This chapter provides an overview of the complex experience of parenting children with Autism Spectrum Disorders (ASDs) from an attachment-based perspective. The role of parental sensitivity, intrusiveness, and self-efficacy will be discussed in detail. These parental characteristics were indeed found to positively affect the parent-ASD-child bond and, in turn, to modulate the developmental course of ASDs. Likewise, the nature of symptomatology pertaining to autism (i.e., strong impairment in social and communication skills) represents an obstacle for parents to effectively attune to their children's needs or emotions. A number of interventions aimed at improving the quality and the attunement level in the parent-ASD-child dyad are presented. A specific focus is dedicated to attachment-based interventions such as the video feedback intervention to promote positive parenting – AUTI (VIPP-AUTI).

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Konferenzberichte zum Thema "Parental education level"

Erdmanis, Rihards. „Legal Aspects of Parental Responsibility in the Education of a Child“. In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.

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Verdin, Dina, und Allison Godwin. „Engineering Disciplinary Interests by Gender and Parental Level of Education“. In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028611.

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Popescu, Gabriela Adriana. „Education triad in the context of the Covid-19 pandemic. Challenges and strategies“. In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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Rindawati, Ms, Mr Murtedjo und Ms Sulistinah. „The Relationship of Parental Socio-Economics Level with Children Education Pattern In Benowo Subdistrict, Surabaya“. In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.90.

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Rindawati, Rindawati und Bambang Hariyanto. „The Relationship of Parental Socio-Economics Level with Children Education Pattern In Benowo Subdistrict; Surabaya“. In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.185.

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Oprea, Daniela. „School Effects of Attachment Break in Context of Economic Migration of Parents“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

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Tatlah, Ijaz. „PARENTAL EXPECTATIONS AND ITS IMPACT ON ACADEMIC ACHIEVEMENT OF STUDENTS MEDIATED BY ACADEMIC SELF-CONCEPT AT SECONDARY LEVEL“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0150.

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa und Pule Phindane. „ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

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Sitoiu, Andreea, und Georgeta Panisoara. „Conditional Parenting and its Influence on the Child’s School Activity“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/33.

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This article addresses the topic of conditional parenting, and it focuses on analyzing the relationship between parenting and the school activity of the student at the level of primary education. Conditional parenting, which provides the child with conditional love and self-esteem, it stands out by: focusing on the child's behavior, considering that human nature is negative and parental love is a privilege that must be earned, also being the adept of punishments and rewards. Conditional love entails the parent's desire to have an obedient child, obedience being the basis of control. `How could an obedient and conditional loved child develop competencies for the future? How well will he meets the demands of today's school or how will he relate to the faculty? These are the questions that have guided the approach of the whole mixed type research, that has been carried out over a period of half a year, using the following methods: questionnaire based survey and focus group method. Through this research, conclusions were drawn regarding conditional parenting and its influence on school activity of the pupil in the primary cycle. Starting from the interpretation of the research results, it was highlighted that the relationships between children and parents based on safety and unconditional love have contributed to the harmonious development of the child and to the skills for the future, through school.

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Tudor, Sofia-Loredana. „Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.

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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.

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Berichte der Organisationen zum Thema "Parental education level"

Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina und Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, Juni 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.

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Chen, Xianglei, und Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.

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