Relevant bibliographies by topics / Christian parent controlled schools

Academic literature on the topic 'Christian parent controlled schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Christian parent controlled schools"

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Gerami, Shahin. "Christianity in Public Schools: Perspective of a Non‐Christian Immigrant Parent." Early Child Development and Care 147, no. 1 (January 1998): 33–41. http://dx.doi.org/10.1080/0300443981470105.

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Gracie, Anita, and Andrew W. Brown. "Controlled schools in Northern Ireland – de facto Protestant or de facto secular?" International Journal of Christianity & Education 23, no. 3 (August 13, 2019): 349–68. http://dx.doi.org/10.1177/2056997119868819.

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The Controlled Schools’ sector in Northern Ireland is usually described as de facto Protestant. By examining its history and current context, this article considers the veracity of that statement. In many schools RE is often ‘squeezed out’ of an already overcrowded timetable. This results in the quantity and quality of RE teaching varying widely, unlike other areas of the curriculum. The article explores whether the sector's ethos is Protestant, secular, Christian or multi-faith. It concludes that, although perhaps unclear about their Protestant identity and uncomfortable about being deemed secular, schools are clear about their de facto Christian status.
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Brown, Martin, Gerry McNamara, Shivaun O’Brien, Craig Skerritt, Joe O’Hara, Jerich Faddar, Sakir Cinqir, Jan Vanhoof, Maria Figueiredo, and Gül Kurum. "Parent and student voice in evaluation and planning in schools." Improving Schools 23, no. 1 (December 24, 2019): 85–102. http://dx.doi.org/10.1177/1365480219895167.

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Current approaches to the regulation of schools in most jurisdictions tend to combine elements of external inspection with systems of internal self-evaluation. An increasingly important aspect of the theory and practice of both, but particularly the latter, revolves around the role of other actors, primarily parents and students, in the process. Using literature review and documentary analysis as the research method, this article explores the research literature from many countries around the concerns of schools and teachers about giving a more powerful voice to parents and pupils. Then, focusing on Ireland, this article tries to clarify three things, official policy concerning stakeholder voice in school self-evaluation and decision making, the efforts by schools to implement this policy and the response to date of school leaders and teachers to this rather changed environment. Using Hart’s ladder of genuine, as opposed to token, participation, it is argued that policy mandating parental and student involvement has evolved significantly, that schools have responded positively and that there is little evidence, as yet, of teacher concern or resistance. This response is explained by the low stakes and improvement-focused education environment; the controlled, structured and simplified nature of the self-evaluation process; and the limited extent of parental and student participation in decision making.
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Fennimore, Beatrice S. "Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy." Review of Research in Education 41, no. 1 (March 2017): 159–81. http://dx.doi.org/10.3102/0091732x16687974.

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This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.
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McDonald, Lynn, Hannah Miller, and Jen Sandler. "A social ecological, relationship-based strategy for parent involvement: Families And Schools Together (FAST)." Journal of Children's Services 10, no. 3 (September 21, 2015): 218–30. http://dx.doi.org/10.1108/jcs-07-2015-0025.

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Purpose – Most schools struggle to get busy and stressed parents to come repeatedly to the school building for events. At primary schools, especially those with pupils living in low-income communities or with many immigrants, involving parents to come at all is seen as a challenge. The purpose of this paper is to present a social ecological strategy of using the school building as a site for families to gather and for community networks to grow by building relationships between parents who have same-aged children attending that school. When families know other families, they feel more comfortable coming into the school building, and probably will return frequently. Design/methodology/approach – A large randomised controlled trial of 52 urban schools with an average of 73 per cent Latino students situated in disadvantaged neighbourhoods in the USA has data to examine the impact of this strategy on parent involvement. Parents of all first-grade students (age 6 or 7) at schools assigned either to Families and Schools Together (FAST) or services-as-usual were invited to participate. At schools with the social ecological strategy universal invites were made to those in the study to attend any one of eight weekly multi-family group sessions offered after-school at the building. Trained teams were culturally representative of the families (language, ethnicity) and made up of local parents and professionals; each team hosted up to ten families in a hub for two and a half hours (83 families attended at one session). Parents were socially included, treated with respect, coached by the team to lead a family meal, singing, family crafts and games at a family table. Parent time (respite) was provided with chat-time in pairs, followed by parent-led discussion groups. Parents were coached in one to one time, “child-led” responsive play for 15 minutes. Findings – Parent involvement data showed that on average, 43.6 per cent of all first-graders’ families (an average of 44 families per school) attended at least one session; of those, who attended at least one session, 69 per cent returned for another. On average, of those families who attended at least once, the average family went four times; an average of 22 families per school attended six or more sessions. Parent graduates led monthly booster sessions open to all families. In half of the families, both fathers and mothers attended; immigrant parents attended statistically significantly more than native-born ones. In surveys, more parents in schools with FAST vs control reported attending three or more events at school. Practical implications – The FAST programme encourages the involvement of reluctant parents in school events. This benefits both children’s general well-being and academic attainment and so contributes to preventative public health strategies. Originality/value – This paper brings new perspectives to the challenges faced by educators in involving parents at school by a sociologist-led research team introducing a social worker-developed social ecological, systemic strategy to schools in low-income communities using a randomised controlled design. This novel social ecological approach has consistently and effectively engaged whole families into increased involvement in schools in 20 countries, especially in low-income communities. Headteachers consistently report increased school engagement of FAST parent graduates for years, suggesting that the early intensity builds ongoing relationships of trust and reciprocity across home, school and community. Policy makers should note that building social capital in disadvantaged communities through partnerships with parents and schools can result in decreased disparities in health, social care and education.
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Baker-Henningham, Helen, Stephen Scott, Kelvyn Jones, and Susan Walker. "Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial." British Journal of Psychiatry 201, no. 2 (August 2012): 101–8. http://dx.doi.org/10.1192/bjp.bp.111.096834.

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BackgroundThere is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries.AimsTo determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home.MethodIn a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents' attitude to school. The study is registered as ISRCTN35476268.ResultsChildren in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents' attitude to school were not significant.ConclusionsA low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.
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Fernando, Sr Mary, Kennedy D Gunawardana, and Y. K. Banda. "Assisted Christian Schools Governance, Practices, Boards Commitments and Performance Measures in Sri Lanka." International Business Research 11, no. 8 (July 19, 2018): 97. http://dx.doi.org/10.5539/ibr.v11n8p97.

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Education has been playing the most important pivoting role in the development of human civilization in the present. Hence, education is inseparable and it is imperative to cater to the present needs of the society and prepare the society for a better future. One of the most valuable gifts that the Catholic Church has contributed is the holistic approach in the education, as we need to compete for Knowledge and wisdom; true education is not only training the mind but also the heart leading to wisdom. However the overall performance of the holistic education system faced wide spread controversy and continuing concern about how schools are being managed and controlled has led to many studies on school performance. The purpose of the study is provided evidence from single or a few perspectives such as selected indicators and school governance principals. In addition, there are many inconsistencies in the finding across the world that shows no signal school governance model is appropriate for all schools, countries and economic environments. The study has considered the three different school governance practicess of board clear funtion, sustainable policy, and board charter in capturing the effect of board governance on school performance. In addition, to elucidate school performance is dealing with board governance; the study used four perspective of balance score card as a determinant of school performance. The estimation results suggested that the board clear function, sustainable policy and board charter had significant positive driving forces on school performance.
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Cramer, Nicole, Miriam J. Haviland, Chuan Zhou, and Jason A. Mendoza. "Impact of Walking School Bus Programs on Self-Efficacy and Outcome Expectations." Journal of Physical Activity and Health 18, no. 7 (July 1, 2021): 858–62. http://dx.doi.org/10.1123/jpah.2020-0453.

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Background: A walking school bus (WSB) consists of students and adults walking to and from school and promotes active commuting to school. Self-efficacy (SE) and outcome expectations (OE) are behavioral constructs associated with active commuting to school. The authors sought to assess the impact of a WSB program on child SE, and parent SE, and OE. Methods: The authors conducted a cluster randomized controlled trial of a WSB intervention from 2012 to 2016 among 22 elementary schools serving racially diverse, low-income populations in Houston, TX and Seattle, WA. Surveys collected data from third- to fifth-grade students and their parents, (n = 418) child-parent dyads, before school randomization and at the school year’s end. Child surveys included 16 SE items, while parent surveys included 15 SE items and 14 OE items. Scores were averaged from responses ranging from 1 to 3. The authors compared changes in SE and OE between groups over time and accounted for clustering using linear mixed-effects models. Results: The intervention group had increases in child SE of 0.12 points (P = .03), parent SE of 0.11 points (P = .048), and parent OE of 0.09 points (P = .02) compared to controls over time. Conclusions: As hypothesized, the WSB improved child SE, parent SE, and parent OE related to active commuting to school.
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Huang, Cathy, Andrew L. Dannenberg, Wren Haaland, and Jason A. Mendoza. "Changes in Self-Efficacy and Outcome Expectations From Child Participation in Bicycle Trains for Commuting to and From School." Health Education & Behavior 45, no. 5 (April 9, 2018): 748–55. http://dx.doi.org/10.1177/1090198118769346.

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Background. Active commuting to school (ACS) is associated with increased physical activity and lowered risk of obesity. In observational studies, ACS was associated with child self-efficacy, parent self-efficacy, and parent outcome expectations, although few experiments have assessed changes in these behavioral constructs. Aim. This study examined the effects of a bicycle train intervention (BTI) on child self-efficacy, parent self-efficacy, and parent outcome expectations in a diverse, low socioeconomic status population. Method. Data were from a 2014 BTI pilot randomized controlled trial (RCT) on fourth to fifth graders aged 9 to 12 years, n = 54, from four schools serving low-income populations in Seattle, Washington. The BTI was a group of children and study staff who cycled together to/from school daily, while controls received no intervention. Responses to validated child self-efficacy, parent self-efficacy, and parent outcome expectations questionnaires ranged from 1 to 3. Adjusted linear mixed effects models estimated standardized coefficients for child self-efficacy, parent self-efficacy, and parent outcome expectations comparing intervention and controls from Time 1 (preintervention) to Time 2 (final 4-6 weeks of intervention). Results. The intervention group had increases in child self-efficacy of 0.84 standard deviations (95% confidence interval [CI] [0.37, 1.31]), parent self-efficacy of 0.46 standard deviations (95% CI [0.05, 0.86]), and parent outcome expectations of 0.47 standard deviations (95% CI [0.17, 0.76]) compared with controls from Times 1 to 2 (all ps <.05). Conclusion. A BTI improved child self-efficacy, parent self-efficacy, and parent outcome expectations, which warrants a larger RCT to examine long-term changes to these behavioral constructs and ACS.
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Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

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To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.
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Dissertations / Theses on the topic "Christian parent controlled schools"

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Justins, Charles Francis Roy, and res cand@acu edu au. "Christian Parent Controlled Schools in Australia - a Study of the relationship between foundational values and prevailing practices." Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp20.16082005.

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Christian Parent Controlled (CPC) Schools, which commenced in the 1960s, are a relatively small, but growing component of the non-government schooling sector in Australia. In 2001, they enrolled over 22 000 students in 85 schools. Very little research has been conducted on the values and practices of CPC schools and while these schools frequently assert that they promote explicitly Christian values, their foundational values have not previously been identified or recorded. This research identifies the key foundational values which are characteristic of these schools and examines the extent to which these values continue to influence the prevailing practices of these schools. Consideration is given to the implications of the relationship between foundational values and prevailing practices for the identity, development and leadership of CPC schools in Australia. The ability of these schools to articulate their foundational values and consider their prevailing practices in the light of these values should enhance their ability to understand their heritage, assess their current situation and plan their future. The research found that in general, prevailing practices in these schools give faithful expression to the foundational values; however, the research also identified a number of areas where CPC schools struggle to engage consistently with these values. As a result of this study, recommendations are proposed to assist national and school-based leadership in their strategic planning for the maintenance of these values and the future of these schools.
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Yohanis, Yakob James. "The implications of Christian teachers' faith perspectives for the teaching of World Religions : a study of Religious Education teachers in Controlled schools in Northern Ireland." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676496.

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Books on the topic "Christian parent controlled schools"

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Johnson, Philip C., Ph. D. and Tatham Paul, eds. Perspectives in Christian education. Mukilteo, WA: WinePress Pub., 1997.

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Sophie flakes out: Nancy Rue. Grand Rapids, Mich: Zonderkidz, 2006.

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Lucy finds her way. Grand Rapids, Mich: Zonderkidz, 2009.

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Rue, Nancy N. Lucy doesn't wear pink. Grand Rapids, Mich: Zonderkidz, 2008.

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Lucy doesn't wear pink. Grand Rapids, Mich: Zonderkidz, 2008.

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Rue, Nancy N. Lucy out of bounds. Grand Rapids, Mich: Zonderkidz, 2008.

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Wessler, Martin F. Focus on Christian families: How Lutheran schools serve parents of students (Lutheran schools, 21st century). Concordia Pub. House, 1993.

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Rue, Nancy. You Can't Sit with Us - Mean Girl Makeover. Nelson Incorporated, Thomas, 2015.

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Lucy Doesn't Wear Pink. Zonderkidz, 2008.

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Book chapters on the topic "Christian parent controlled schools"

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Hiatt-Michael, Diana B. "Parent Involvement in American Christian Schools." In International Handbooks of Religion and Education, 651–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_36.

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Stanley, Brian. "The Power of the Word and Prophecy." In Christianity in the Twentieth Century, 57–78. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196848.003.0004.

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This chapter traces a number of different trajectories whereby a religion emanating from Western societies became, in the course of the twentieth century, a faith rooted in the soil of West African or Melanesian societies. Catholic missions before Vatican II were fearful of unleashing the vernacular Bible on the laity and relied instead on a tightly controlled network of schools to grow a Christian community from childhood upwards. Conversion came not through sudden movements of indigenous revival and initiative, but through the steady growth in the numbers of school rolls and hence of the baptized. Meanwhile, Protestant mission schools were even more conscious than their Catholic counterparts of the dangers of mere head knowledge or forms of adherence to the church that appeared to lack strong personal conviction. The real point of education was that it opened the door to read the Bible for oneself, in one's own language, and thus laid the individual soul open to the regenerating power of the Spirit. However, reading the scriptures in one's own language was enough to permit individual and corporate appropriations of the Christian message that radically challenged European preconceptions. As vernacular translations exposed the extent to which European Christianity had denuded the biblical text of its prophetic and miraculous elements, Africans and Melanesians who had unusual charismatic gifts or mana sometimes assumed the mantle of the prophets and challenged their missionary mentors to join their many indigenous converts in believing their mighty works.
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Reports on the topic "Christian parent controlled schools"

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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