Relevant bibliographies by topics / Home and school

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Home and school'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Home and school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Home and school"

1

Dunsmuir, Sandra, Norah Frederickson, and Jane Lang. "Building home-school trust." Educational and Child Psychology 21, no. 4 (2004): 109–28. http://dx.doi.org/10.53841/bpsecp.2004.21.4.109.

Full text
Abstract:
Positive relationships between home and school are important for providing consistent support for pupil academic progress and behaviour. This paper explores the central role of trust between parents and teachers as an element of successful parent-teacher partnerships. Perspectives of 35 parents, defined as low or high trust, and 25 teachers in 4 schools were sampled through telephone interviews and focus groups. The format of the interviews was semi-structured and questions were asked about what schools need to do to build trust with parents. Transcripts were analysed using a qualitative procedure and commonalities and differences of view identified. The results highlighted a range of features that are consistently indicated in the development of trust. The central importance of communication was identified by teachers and parents (low and high trust). There was a high frequency of teacher statements across categories citing factors external to the school (such as child, family or societal factors) as being at the root of difficulties in establishing trusting home-school relationships. High trust parents were more likely to commend the school on the consistency of its procedures in managing behaviour. However, difficulties relating to discipline and dissatisfaction with the school’s approach to tackling bullying and disruption were more likely to be raised by less trusting parents. The results are discussed in relation to theory and research and implications for school policy and practice are outlined.
APA, Harvard, Vancouver, ISO, and other styles
2

Säävälä, Minna, Elina Turjanmaa, and Anne Alitolppa-Niitamo. "Immigrant home-school information flows in Finnish comprehensive schools." International Journal of Migration, Health and Social Care 13, no. 1 (March 6, 2017): 39–52. http://dx.doi.org/10.1108/ijmhsc-10-2015-0040.

Full text
Abstract:
Purpose School is an institution that provides an opportunity to improve children’s equity and wellbeing and to bridge the potential disadvantage related to ethnic- or language-minority backgrounds. Information sharing between immigrant homes and school can enhance school achievement, support positive identity formation and provide early support when needed. In this paper, the perspectives of immigrant parents, school welfare personnel and school-going adolescents are analysed in order to understand how they see their respective roles in information flows between home and school. The paper aims to discuss these issues. Design/methodology/approach The data consist of qualitative group and individual interviews of 34 representatives of school personnel, 13 immigrant parents and 81 young people who have experienced immigration, in the metropolitan area of Helsinki, Finland. Findings Despite general goodwill, school personnel may fail to secure the flow of information. Due to structural power imbalance, school personnel are often incapable of engaging the parents in dialogical discourse. Young people of immigrant background in turn try to manipulate the information flow in order to protect their family and ethnic group and to cope with pressures from parents. The patterns of information flows in school as a social field reproduce immigrant homes as subaltern. Adolescents act in a strategically important juncture of information flows between immigrant home and school, which indicates that home-school interaction is actually a triad. Social implications Awareness building among school personnel is vital for equity and wellbeing of children of immigrant families. Originality/value This triangulated analysis of patterned information flows in school as a social field provides a fresh perspective to those working with children of immigrant families.
APA, Harvard, Vancouver, ISO, and other styles
3

Sormunen, Marjorita, Valentina Kirilina, Svetlana Goranskaya, and Kerttu Tossavainen. "Interaction Between Home and School." International Journal about Parents in Education 10 (April 21, 2023): 33–46. http://dx.doi.org/10.54195/ijpe.14126.

Full text
Abstract:
This study undertaken as part of the project AHIC (Addressing Challenging Health Inequalities of Children and Youth between two Karelias 2013-2014), aimed to explore the interaction between home and school from a cross-cultural perspective. The study sample comprised 60 parents and 18 teachers from two schools in North Karelia, Finland, and 154 parents and 51 teachers from two schools in the Republic of Karelia, Russia, in May 2013 using questionnaires. The results indicated that teachers on both sides of the border had quite similar views about the interaction between home and school. Parents’ views, instead, differed more between the countries, since Finnish parents viewed the characteristics of home-school collaboration more positively than Russian parents did. Comparisons within the countries reveal that parents and teachers in both countries held several contradictory views about home-school collaboration, mainly in the areas of communication and parents’ participation (Finland), and in the areas of parents’ role and participation in the school community (Russia). The findings underline that in-service training for teachers is recommended to help them recognise the different characteristics for efficient home-school collaboration and include them into their everyday work. School procedures involving parents in the school community needs to be clarified.
APA, Harvard, Vancouver, ISO, and other styles
4

Peng, Hua, and Penghao Zhang. "How Can Home-School Cooperation Promote Ideological and Political Education for Secondary Vocational School Students." World Journal of Educational Research 10, no. 5 (October 27, 2023): p233. http://dx.doi.org/10.22158/wjer.v10n5p233.

Full text
Abstract:
The ideological and political education of secondary vocational school students is of utmost importance, requiring not only scientific guidance from schools but also the active involvement of families. Currently, there are common issues in the process of school-home cooperation in secondary vocational schools, such as parents not prioritizing students’ learning, limited and superficial forms of cooperation, and communication barriers between families and schools. By analyzing the significance of school-home cooperation in the ideological and political education of secondary vocational school students, this paper provides strategic suggestions for implementing school-home cooperation in secondary vocational schools. These suggestions include promoting the correct concept of school-home cooperation, enhancing the guiding ability of family education, and establishing multiple channels for school-home cooperation. Through these efforts, a synergistic educational force can be formed to promote collaborative education between families and schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Cronin, Mary E., David L. Slade, Cynthia Bechtel, and Peggy Anderson. "Home-School Partnerships." Intervention in School and Clinic 27, no. 5 (May 1992): 286–92. http://dx.doi.org/10.1177/105345129202700505.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fried, Ingegärd. "Mellansjö school-home." Acta Paediatrica 84, s408 (April 1995): 1–42. http://dx.doi.org/10.1111/j.1651-2227.1995.tb13834.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wright, Cheryl. "Home School Research." Education and Urban Society 21, no. 1 (November 1988): 96–113. http://dx.doi.org/10.1177/0013124588021001009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Strickland, Kait, and Tina M. Hickey. "Using a national dataset to explore sub-groups in Irish immersion education." Journal of Immersion and Content-Based Language Education 4, no. 1 (March 3, 2016): 3–32. http://dx.doi.org/10.1075/jicb.4.1.01str.

Full text
Abstract:
National longitudinal datasets offer opportunities to explore sub-samples of immersion pupils. Here, the Growing Up in Ireland (GUI) dataset is used to examine a sample (n = 569) of 9-year-olds attending Irish immersion schools, comparing immersion pupils whose families speak at least some target language (Irish) at home (n = 264), with those from English-only homes (n = 305), as well as mainstream school pupils from English-only homes (n = 6,704). The groups are compared on SES, home literacy activities, academic achievement, and attitudes both to school and to Irish. Children in Irish immersion are more likely to be in higher SES households with more home literacy activities, and these advantages appear further amplified among households where some Irish is spoken. It was socioeconomic and home literacy variables which significantly predicted scores in English vocabulary and mathematics, rather than home language or school programme. In attitudes, while Irish immersion pupils were somewhat less likely to look forward to school than mainstream pupils, they had much more positive attitudes toward Irish than them.
APA, Harvard, Vancouver, ISO, and other styles
9

Ali, Asghar, Mushtaq Ahmad Malik, and Itbar Khan. "Psychological Trauma and Corporal Punishment." Global Social Sciences Review IV, no. II (June 30, 2019): 102–9. http://dx.doi.org/10.31703/gssr.2019(iv-ii).14.

Full text
Abstract:
The study analyzes Psychological Trauma as a result of Corporal Punishment at Secondary Level. The population was all the students of 10th class which made a population of 30200 students in Tehsils of District Malakand of KPK. Sixteen secondary schools and twenty-six students from each school were taken as a sample by using a simple random method. The research instrument DASS 42 about corporal punishment used four options, i.e.at home, at school, both at home and school and neither at home nor at school. The questionnaire was administered to 416 students and 400 were received. The findings of the study were that a significant association of corporal punishment with psychological trauma i.e. depression, anxiety and stress was found. The students were corporally punished both at homes and schools had moderate or severe level of stress, anxiety and depression..
APA, Harvard, Vancouver, ISO, and other styles
10

Lozada, Michelle, Claudia P. Sánchez-Castillo, Georgina A. Cabrera, Irma I. Mata, Edgar Pichardo-Ontiveros, Antonio R. Villa, and W. Philip T. James. "School food in Mexican children." Public Health Nutrition 11, no. 9 (September 2008): 924–33. http://dx.doi.org/10.1017/s1368980007001127.

Full text
Abstract:
AbstractObjectiveTo establish the school eating habits of Mexican children, who are prone to obesity and later to high rates of adult chronic diseases.DesignQuestionnaires for students and parents with staff questionnaires and interviews.SettingRandomly sampled schools in a socio-economically representative district of Mexico City.SubjectsSubjects were 1504 adolescents aged 10–19 years attending schools in Mexico City, 27 teachers and seven headmasters, sampled from both public and private schools and from the full range of socio-economic groups.ResultsFoods brought from home were of a higher nutritional quality than those purchased at school, where purchases were dominated by crisps, soft drinks and other items with high energy density. Girls were more inclined to purchase inappropriately; those from poorer homes purchased less. Private-school students irrespective of socio-economic grade brought more food from home and purchased more expensive food at school. School policies allowed food and drink vendors to market any products within the schools, which benefited financially from these activities.ConclusionsCurrent school food policies are conducive to amplifying the current epidemic of obesity and related adult chronic diseases, and need to change.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Home and school"

1

Clements, Andrea D. "Home School Programs." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7206.

Full text
Abstract:
Book Summary: The International Guide to Student Achievement brings together and critically examines the major influences shaping student achievement today. There are many, often competing, claims about how to enhance student achievement, raising the questions of "What works?" and "What works best?" World-renowned bestselling authors, John Hattie and Eric M. Anderman have invited an international group of scholars to write brief, empirically-supported articles that examine predictors of academic achievement across a variety of topics and domains. Rather than telling people what to do in their schools and classrooms, this guide simply provides the first-ever compendium of research that summarizes what is known about the major influences shaping students’ academic achievement around the world. Readers can apply this knowledge base to their own school and classroom settings. The 150+ entries serve as intellectual building blocks to creatively mix into new or existing educational arrangements and aim for quick, easy reference. Chapter authors follow a common format that allows readers to more seamlessly compare and contrast information across entries, guiding readers to apply this knowledge to their own classrooms, their curriculums and teaching strategies, and their teacher training programs.
APA, Harvard, Vancouver, ISO, and other styles
2

Maddock, Mandy. "Home-school relationships : understandings of children's learning at home." Thesis, University of Cambridge, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249055.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

Full text
Abstract:
Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important that their first teachers are encouraged to continue that support. This paper outlines a New Zealand project ‘Home School Partnership: Numeracy’ that gives one approach to enhancing children’s mathematical learning through shared understandings between home and school.
APA, Harvard, Vancouver, ISO, and other styles
4

Poon, Sun-mei Rebecca. "Students' perception towards home-school collaboration." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Poon, Sun-mei Rebecca, and 潘新媚. "Students' perception towards home-school collaboration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961265.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chau, Fung-yee Shela, and 周鳳儀. "Parental attitudes towards home-school liaison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956300.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Brown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Walker, R. E. "Understanding, developing and evaluating home-school partnerships for children on the autism spectrum through home-school reading." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1477045/.

Full text
Abstract:
This mixed-methods study was set in a suburban local authority nursery and primary special school (3-11yrs) for children on the autism spectrum. The study consisted of four consecutive phases, designed to: • examine the factors which affect parent participation in, and teacher facilitation of, home-school reading for nursery and primary school aged children with autism; • develop a model of parent and teacher collaborative working to help parents carry out reading activities with their autistic children at home; • evaluate the intervention and understand its impact on the participants. Phase 1 of the study (Autumn Term, 2013) employed a parent questionnaire and a review of a previous teacher survey to gain understanding of home and school reading practices prior to intervention. Phase 2 (Autumn Term, 2013) was a training phase that drew on the Phase 1 data. It consisted of separate training workshops for school staff and parents. These included activities to help participants explore attitudes towards collaborative home-school working and to develop understanding, skills and confidence in teaching children with autism to read. Phase 3 (Spring Term, 2014) was a 12-week home-school reading programme in which parent and teacher pairs worked collaboratively to share strategies and carry out similar reading activities in both home and school settings. Phase 4 (Summer Term, 2014) was the evaluation phase, which comprised semi-structured interviews with parents and teachers and analysis of the pupils’ school assessment data relating to reading skills. Overall, the intervention was successful in helping parents and teachers to develop their skills and confidence in supporting their autistic children to transfer and generalise their in-school learning to the home. In particular, parents benefitted from their children demonstrating greater shared-attention and concentration skills during reading activities at home. The findings suggest a model framework for developing and implementing a home-school reading programme for children with autism.
APA, Harvard, Vancouver, ISO, and other styles
9

Moorhatch, Jennifer A. "The relationship between the needs of homeschoolers and the Christian school." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cosme, Marilyn. "What impact does an attendance incentive program have on student attendance? /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Home and school"

1

Webb, Charles Richard. Home school. Waterville, Me: Wheeler Pub., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, R. H. Home sweet home-school. [Aurora, MO: Stoops Pub., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Great Britain. Department for Education and Employment. Home-school agreements: Guidance for schools. Sudbury: DfEE, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Guo, Yan, ed. Home-School Relations. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dave, Mearns, and Smith Maureen, eds. Home from school. Glasgow: Jordanhill College of Education, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wainwright, Suzanne. Home to school. London: Janus, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

MacBeath, John. Home from school. Glasgow: Jordanhill Coll.of Educ., 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Artnoose. Ker-bloom!: Home School, Home Stretch. Berkeley, CA: The author, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Thrower, Diana. Once upon a home school classics presents home school ABC's. St. Charles, MO: Generations for God, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fugate, J. Richard. Starting a home school. Tempe, Ariz: Aletheia Division of Alpha Omega Publications, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Home and school"

1

David, Miriam. "Home-School Relations." In Mothers and Education: Inside Out?, 31–58. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-23006-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cusden, Phoebe E. "Home and School." In The English Nursery School, 146–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328315-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Johnson, Mitchelle. "Home-School Partnerships." In Encyclopedia of Cross-Cultural School Psychology, 517–20. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_199.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Harrison, Judith R., Denise A. Soares, and Steven W. Evans. "Home–School Communication." In The Educator’s Guide to ADHD Interventions, 178–200. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003109983-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Farrell, Christine, and Leonie Kellaher. "Home and School." In My Mother Said..., 147–59. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003467724-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Guo, Yan, and Xueqin Wu. "Home-School Relations: An Introduction." In Home-School Relations, 1–12. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kim, Anna. "Parent–School Partnerships in Education: New Development of the School Council in South Korea." In Home-School Relations, 175–87. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Griego Jones, Toni. "Parent Involvement in Schools Along the USA–Mexico Border." In Home-School Relations, 189–203. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Willis, Linda-Dianne. "Creating New Spaces for Pre-service Teachers to Engage with Parents: An Australian Coteaching and Cogenerative Dialoguing Project." In Home-School Relations, 207–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sukhbaatar, Batdulam. "Teacher Education in Mongolia: Institutional and Social Factors Contributing to a Lack of Parental Involvement." In Home-School Relations, 227–44. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Home and school"

1

Fraser, Katie, Tom Rodden, and Claire O'Malley. "Home-school technologies." In Proceeding of the 2006 conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1139073.1139111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cheng, Britte Haugan, Serena Villalba, Daniel Schwartz, Doris Chin, Patrik Lundh, and Aasha Joshi. "Bridging school and home." In the 9th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2009. http://dx.doi.org/10.3115/1599503.1599545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dion, Aurelie, Jade Faucher, Anne-Marie Larocque, Genevieve Morency, and Jacynthe Roberge. "DOÜ: From School to Home." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491101.3514489.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Jónsdóttir, Kristín. "New Barriers in Home-School Relationship." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1889804.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jónsdóttir, Kristín. "New Barriers in Home-School Relationship." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1889804.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pöntinen, Susanna, and Sinikka Räty-Záborszky. "Digital Home-school Cooperation – Parents’ Perspectives." In Ireland International Conference on Education. Infonomics Society, 2023. http://dx.doi.org/10.20533/iice.2023.0034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Falkovskaia, Sonya. "From Home Front to Architectural Frontier: How The Cambridge School Redefined Architectural Pedagogy." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.59.

Full text
Abstract:
The Cambridge School of Architecture and Landscape Architecture, active from 1915 to 1942,1 was a groundbreaking institution in architectural education. It was the first U.S. school to grant master’s degrees to women and integrated the teaching of architecture and landscape architecture.2 Beginning and ending at the height of two world wars, the Cambridge School challenged prevailing academic and professional norms, offering a disruptive, barrier-free space that redefined architectural pedagogy and influenced the field.Largely forgotten to history, this paper uses the conceptual framework of the home front to reframe the school’s legacy as one of defiance to a system that tried to silence it, particularly its influence on Harvard’s Graduate School of Design (GSD). By collecting and uncovering previously disparate source materials from several archives, this paper connects the physical manifestations of the school to its pedagogical frameworks to elucidate the school’s complex and far-reaching influence during its active years and beyond.Recognizing the Cambridge School’s contributions provides a deeper understanding of the women’s role in architectural education and challenges historical dismissals of their contributions. This pioneering institution reshaped architectural pedagogy, promoted women’s agency, and continues to offer valuable lessons for a more inclusive and equitable architectural profession.
APA, Harvard, Vancouver, ISO, and other styles
8

Marcu, Gabriela, Allison Spiller, Jonathan Arevalo Garay, James E. Connell, and Laura R. Pina. "Breakdowns in Home-School Collaboration for Behavioral Intervention." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300891.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Shuvalova, Nadezhda V., Svetlana V. Lezhenina, Ansell Lammert, Svetlana Yu Sapozhnikova, Antonina A. Sapozhnikova, Mikhail Yu Sapozhnikov, and Evgeniya V. Sapozhnikova. "IS HOME EDUCATION AN ALTERNATIVE TO SCHOOL EDUCATION?" In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202198.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gericota, Manuel, Andre Fidalgo, Paulo Ferreira, Guillaume Andrieu, and Clara Perez-Molina. "e-Engineering: engineering school at home without compromise." In 2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2019. http://dx.doi.org/10.1109/ithet46829.2019.8937352.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Home and school"

1

Warwocki, Pawel. School: a second home for the children. Open Development & Education, June 2023. http://dx.doi.org/10.53832/opendeved.1037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Agostinelli, Francesco, Morteza Saharkhiz, and Matthew Wiswall. Home and School in the Development of Children. Cambridge, MA: National Bureau of Economic Research, July 2019. http://dx.doi.org/10.3386/w26037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jauhiainen, Catharine. The Home-School Connection: Parental Influences on a Child's ESL Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7252.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Garcia, F. E., J. L. Gasch, J. W. Wenger, and B. D. Ray. Evaluation of the Pilot Program for Home School and ChalleNGe Program Recruits. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada418850.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005497.

Full text
Abstract:
Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its role in the decision to remain there. We also provide insights into various determinants of parental preferences. Our findings reveal that families care about distance from home to the assigned public school as well as the relative academic and peer quality with respect to their school of origin. Parents weigh these factors differently based on their familiarity with them. Consequently, experiencing a new school environment can alter the significance of specific attributes when it comes time to decide whether to stay at the assigned school. These findings offer valuable insights into how governments can strengthen the supply of public schooling.
APA, Harvard, Vancouver, ISO, and other styles
6

Rector, Shiela. An Ethnographic Study of Intermediate Students from Poverty: Intersections of School and Home. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6267.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dominguez, Ximena, Regan Vidiksis, Tiffany Leones, Danae Kamdar, Ashley Lewis Presser, Marcia Bueno, and Jillian Orr. Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners. Digital Promise, April 2023. http://dx.doi.org/10.51388/20.500.12265/180.

Full text
Abstract:
This report describes the co-design of a preschool science program, Early Science with Nico & NorⓇ, with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
8

Templeton, Patricia. College-bound cowboys: The Los Alamos Ranch School Before the wartime lab, Los Alamos was home to a boarding school. Office of Scientific and Technical Information (OSTI), July 2021. http://dx.doi.org/10.2172/1810504.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004737.

Full text
Abstract:
This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, such as gender, race, age, and academic subject.
APA, Harvard, Vancouver, ISO, and other styles
10

Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Home and school' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography