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Journal articles on the topic 'Home and school'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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7

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

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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.

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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.

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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.

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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..

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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.

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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.

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11

Winter, Jan, Leida Salway, Wan Ching Yee, and Martin Hughes. "LINKING HOME AND SCHOOL MATHEMATICS: THE HOME SCHOOL KNOWLEDGE EXCHANGE PROJECT." Research in Mathematics Education 6, no. 1 (April 2004): 59–75. http://dx.doi.org/10.1080/14794800008520130.

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Książek, Piotr, Piotr Dreher, Sylwia Dreher, Anna Jurek, Agnieszka Budzyńska, and Renata Husarz. "The issue of alcohol abuse among the youth – students of Lublin schools." Polish Journal of Public Health 126, no. 1 (March 1, 2016): 5–7. http://dx.doi.org/10.1515/pjph-2016-0001.

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Abstract Introduction. Alcohol abuse among the youth is a pressing social issue. It is not only related to one’s individual susceptibility to risky or harmful drinking but also the issue of one’s family living with the individual that abuses alcohol. It needs emphasizing that alcohol consumption is on the rise and the age at which young people have their first alcoholic drink is declining as well. Also, girls tend to drink as much as boys. Aim. The aim of this work was to investigate the issue of alcohol abuse among young people of school age and the relationship between the following variables: school educational level, sex, satisfaction with home life and drinking patterns. Material and methods. The authors interviewed some 1444 students of 32 schools (12 elementary schools, 10 junior high schools and 10 high schools) chosen at random, using an anonymous questionnaire. The collected data were analyzed statistically, taking the following factors into consideration: sex, school level, atmosphere at home. Results and conclusions. One’s sex, school level and satisfaction with home life had influence over the respondents’ answers concerning alcohol consumption. The research study shows that students of schools at all levels drink alcohol - high school students drink vodka, junior high school students (gimnazjum in Polish) prefer beer, while elementary school students, who tend to drink the least, prefer wine. Interestingly enough, boys are drinking more than girls, yet girls are more likely to try all types of alcohol. Children who reported good atmosphere at home are less likely to drink, while in case of troubled homes, only every eighth respondent does not drink. The atmosphere at home also affects one’s drinking habits. Most of the respondents have no idea about ways of helping people addicted to alcohol.

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13

Hua, Wendi. "Close Communication Between Home and School is Beneficial to Student Learning." Lecture Notes in Education Psychology and Public Media 8, no. 1 (September 14, 2023): 225–28. http://dx.doi.org/10.54254/2753-7048/8/20230105.

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This paper provides an analysis of the strategies adopted to explore whether schools and families in China should enhance home-school communication and gives an analysis of the strategies adopted to enhance home-school communication in Chinese schools. Home-school communication is now an important issue in education due to the increasingly visible involvement of parents in education. Given that schools and families have different educational philosophies, there will inevitably be communication problems between parents and schools. This paper uses Behaviourism and Constructivism to analyse the ways in which families and schools in China should improve communication between home and school and can set up forms such as parent-teacher conferences.

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Dilg, Mary. "From Home to School and Home Again." Schools 1, no. 1 (March 2004): 140–64. http://dx.doi.org/10.1086/589200.

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15

Little, Emma, Alan Hudson, and Ray Wilks. "Conduct Problems Across Home and School." Behaviour Change 17, no. 2 (June 1, 2000): 69–77. http://dx.doi.org/10.1375/bech.17.2.69.

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AbstractMany children are reported by parents to exhibit problems of conduct at home, and similarly many children are reported by teachers to exhibit conduct problems at school. Surprisingly, very little research has examined the extent to which children exhibit behavioural problems in the clinical range at both home and school. The current study examined the co-occurrence of problems at home and school in a sample of 189 children in schools in Victoria. The total sample consisted of (a) 124 children whose parents responded to invitations to participate distributed through schools, and (b) 65 children who had been referred to various agencies because of conduct problems. The occurrence of problems at home was assessed using the Child Behaviour Checklist (Achenbach & Edelbrock, 1983), and problems at school were assessed using the Teacher Report Form (Achenbach & Edelbrock, 1986). For the school sample, 7 children (5.6%) exhibited conduct problems in both settings (scores in the borderline/ clinical range), with 27 children (21.7%) exhibiting them in one setting only. For the clinic sample, 39 children (60.0%) exhibited problems in both settings, with 21 children (32.3%) exhibiting them in one setting only. The results of this study indicate the need for interventions that can be used consistently across home and school settings, as well as independently in single settings when warranted.

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16

Rudner, Lawrence M. "Achievement and Demographics of Home School Students: 1998." education policy analysis archives 7 (March 23, 1999): 8. http://dx.doi.org/10.14507/epaa.v7n8.1999.

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This report presents the results of the largest survey and testing program for students in home schools to date. In Spring 1998, 20,760 K-12 home school students in 11,930 families were administered either the Iowa Tests of Basic Skills (ITBS) or the Tests of Achievement and Proficiency (TAP), depending on their current grade. The parents responded to a questionnaire requesting background and demographic information. Major findings include: the achievement test scores of this group of home school students are exceptionally high--the median scores were typically in the 70th to 80th percentile; 25% of home school students are enrolled one or more grades above their age-level public and private school peers; this group of home school parents has more formal education than parents in the general population; the median income for home school families is significantly higher than that of all families with children in the United States; and almost all home school students are in married couple families. Because this was not a controlled experiment, the study does not demonstrate that home schooling is superior to public or private schools and the results must be interpreted with caution. The report clearly suggests, however, that home school students do quite well in that educational environment.

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MacBeath, John. "Improving schools: A home-school partnership in Scotland." International Journal of Educational Research 25, no. 1 (January 1996): 25–32. http://dx.doi.org/10.1016/0883-0355(96)82039-8.

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18

Hughes, Martin, Pamela Greenhough, Wan Ching Yee, Jane Andrews, Jan Winter, and Leida Salway. "Linking children’s home and school mathematics." Educational and Child Psychology 24, no. 2 (2007): 136–44. http://dx.doi.org/10.53841/bpsecp.2007.24.2.136.

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Current approaches to teaching mathematics in English primary schools pay little attention to the kind of mathematics which children engage in outside of school. This paper attempts to redress the balance by describing the nature and characteristics of children’s out-of-school mathematics, and looking at how connections might be made between in-school and out-of-school mathematics. At home, mathematics is frequently encountered during play and games, and in authentic household activities such as cooking and shopping. There are also more school-like mathematical activities such as homework and commercially available maths schemes. The paper argues that it is important for connections to be made between home and school mathematics, but this is often impaired by teachers’ lack of knowledge about home mathematics and by parents’ lack of knowledge about school mathematics. One solution to this problem lies in knowledge exchange activities, and examples are provided of activities which operate in both the school-to-home and home-to-school directions. The main implications for teachers and educational psychologists are to pay much greater attention to children’s out-of-school mathematics, and to develop further ways of linking home and school mathematics.

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19

O'Brien, Benjamin, and Thiago Arzua. "Balancing Home and School." American Scientist 110, no. 6 (2022): 344. http://dx.doi.org/10.1511/2022.110.6.344.

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Liu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.

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In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.

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Rusch-Winterbottom, Desiree. "The Home-School Tie." ASHA Leader 22, no. 11 (November 2017): 8. http://dx.doi.org/10.1044/leader.gl.22112017.8.

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Finley, Susan, Carmen Vonk, and Madeleine L. Finley. "At Home At School." Cultural Studies ↔ Critical Methodologies 14, no. 6 (September 5, 2014): 619–25. http://dx.doi.org/10.1177/1532708614548134.

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Kline, Sue Ann. "Targeting Home-School Collaboration." Focus on Autistic Behavior 7, no. 2 (June 1992): 18–20. http://dx.doi.org/10.1177/108835769200700202.

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Voas, Jeffrey, and Phil Laplante. "Rethinking Home, Office, School." Computer 53, no. 10 (October 2020): 11–12. http://dx.doi.org/10.1109/mc.2020.3010079.

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Davern, Linda. "School-to-Home Notebooks." TEACHING Exceptional Children 36, no. 5 (May 2004): 22–27. http://dx.doi.org/10.1177/004005990403600503.

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McAfee, Oralie. "Improving Home-School Relations." Education and Urban Society 19, no. 2 (February 1987): 185–99. http://dx.doi.org/10.1177/0013124587019002006.

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Nistler, Robert J., and Angela Maiers. "Exploring Home-School Connections." Education and Urban Society 32, no. 1 (November 1999): 3–17. http://dx.doi.org/10.1177/0013124599032001001.

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Peterson, Lizette, and Catherine Thiele. "Home Safety at School." Child & Family Behavior Therapy 10, no. 1 (August 10, 1988): 1–8. http://dx.doi.org/10.1300/j019v10n01_01.

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Kenney, Susan Hobson. "School Music Goes Home." General Music Today 25, no. 2 (October 20, 2011): 41–43. http://dx.doi.org/10.1177/1048371311425685.

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เลิศรักษ์มงคล, ศรัณย์. "บทความวิชาการ : Home school : บ้านเรียนแห่งการเรียนรู้ร่วมกันของครอบครัวและชุมชน." Journal of Education Studies 27, no. 1 (July 1998): 58–68. http://dx.doi.org/10.58837/chula.educu.27.1.8.

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Zarate, Maria Estela, and Claudia G. Pineda. "Effects of Elementary School Home Language, Immigrant Generation, Language Classification, and School's English Learner Concentration on Latinos’ High School Completion." Teachers College Record: The Voice of Scholarship in Education 116, no. 2 (February 2014): 1–37. http://dx.doi.org/10.1177/016146811411600207.

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Background/Context Relying largely on high school measures of home language use, the literature examining immigrant incorporation in schools provides contradictory evidence of home language effects on educational outcomes. More recent research has demonstrated that home language use is dynamic and thus it is important to examine the implications of elementary school home language, as opposed to the typically used high school home language, as a factor influencing various school processes. We argue that it is also necessary to take into account school-related language contexts when considering the experiences of Latino immigrant students. Purpose This study investigates the effects of early acculturation, measured by elementary school language, immigrant generation, and early linguistic experiences on high school completion. Research Design Using hierarchical generalized linear models, we test the effects of elementary home language, immigrant generation, early language classification, and middle school concentration of English Learners (EL) on the probability of high school completion for a cohort of Latino students in a large urban school district (N = 26,487). Findings Consistent with some of the existing research, this study finds that speaking Spanish at home in the elementary school years has positive effects on high school completion. Moreover, for Spanish speakers, having been reclassified as English-fluent before sixth grade and having attended middle schools with lower concentrations of EL students increases the probability of high school completion. Conclusions These findings suggest that taking into account earlier schooling processes and contexts in discussions about the influence of home language on academic achievement broaden the scope of accountability for educating immigrant students.

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Boulter, Lyn. "A Comparison of the Academic Achievement of Home School and Public School Students." International Journal of Business and Social Research 7, no. 3 (April 17, 2017): 01. http://dx.doi.org/10.18533/ijbsr.v7i3.1037.

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<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups. Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities). The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

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Stringer, Patricia, and Rida Blaik Hourani. "Home–school relationships: a school management perspective." Educational Research for Policy and Practice 12, no. 2 (August 1, 2012): 149–74. http://dx.doi.org/10.1007/s10671-012-9134-0.

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Al Farid, Azharra Aninda Putri, and Ika Lestari Damayanti. "The Implementation of School from Home in English for Young Learners' Classrooms." Jurnal Penelitian Pendidikan 22, no. 2 (August 23, 2022): 119–34. http://dx.doi.org/10.17509/jpp.v22i2.49062.

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The sudden occurrence of the coronavirus pandemic (COVID-19) has affected the education sector in Indonesia. The Indonesian government responded to this matter and issued a policy on the implementation of distance learning or known as the school from home. School from home has been applied to all education levels in Indonesia, including primary schools. This qualitative case study investigates the implementation of school from home in English for young learners' classrooms at a primary school in Indonesia. The data was collected through online classroom observation in second, fourth, and sixth-grade classrooms and interviews with five English teachers who taught in first until sixth-grade classrooms. Data from the interview were analyzed using thematic analysis, resulting in three generated themes on the implementation of school from home in English for young learners' classrooms. The themes include teachers' readiness to implement school from home, teachers' strategies to implement online learning as part of the school from home, and teachers' strategies to overcome challenges in online learning. The results of the study indicated that the implementation of school from home requires thorough preparation and has the potential to be implemented in English for young learners' classrooms, especially in the upper-grade classrooms of primary schools.

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Cannon, Susanne E., Bartley R. Danielsen, and David M. Harrison. "School Vouchers and Home Prices: Premiums in School Districts Lacking Public Schools." Journal of Housing Research 24, no. 1 (January 1, 2015): 1–20. http://dx.doi.org/10.1080/10835547.2015.12092093.

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Anderson, C. "Aboriginal Home School Liaison Officers in Tasmania." Aboriginal Child at School 14, no. 4 (September 1986): 50–51. http://dx.doi.org/10.1017/s031058220001453x.

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Home School Liaison Officers provide a vital link in the communication bridge between the home, the school and the education system for Aboriginal families.In order to do this, officers regularly visit Aboriginal families and the schools attended by their children.

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Muslimat, Ade. "Home Schooling sebagai Pendidikan Alternatif Proses Belajar-Mengajar dalam Pendidikan." Jurnal Studi Gender dan Anak 7, no. 01 (January 20, 2017): 93. http://dx.doi.org/10.32678/jsga.v7i01.178.

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Homeschooling or Home School (also called home education or home based learning) is the education of children at home, typically by parents or by tutors, rather than in other formal settings of public or private school. Although prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community, homeschooling in the modern sense is an alternative in developed countries to attending public or private schools. Homeschooling is a legal option for parents in many countries, allowing them to provide their children with a learning environment as an alternative to public or private school outside the home. Parents cite three main reasons for homeschooling their children dissatisfaction with the local schools and the interests in increased involvement with their children’s learning and development. To provide a specific religious or moral instruction and dissatisfaction with available school environment the quality of academic instruction, the curriculum.Recently, home school has increased popularity in Indonesia of children ages 5 through 17 who are homeschooled increased from 2002 to 2015.

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Gálvez-Fernández, Patricia, Manuel Herrador-Colmenero, Pablo Campos-Garzón, Daniel Molina-Soberanes, Romina Gisele Saucedo-Araujo, María Jesús Aranda-Balboa, Amador Jesús Lara-Sánchez, Víctor Segura-Jiménez, Pontus Henriksson, and Palma Chillón. "Convergent Validation of a Self-Reported Commuting to and from School Diary in Spanish Adolescents." International Journal of Environmental Research and Public Health 20, no. 1 (December 20, 2022): 18. http://dx.doi.org/10.3390/ijerph20010018.

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The aim of this study was to examine the convergent validity of self-reported diary times for commuting to and from school with device-measured positional data (Global Positioning System; GPS) in Spanish adolescents. Methods: Cross-sectional data were obtained from four Spanish public secondary schools in 2021, comprising 47 adolescents and 141 home–school and school–home trips. Participants self-reported the time they left and arrived at home and school through a commuting diary. They wore a GPS device recording the objective time during three trips (i.e., one home–school trip and two school–home trips). Agreement between commuting diary and GPS data regarding home–school trips and school–home trips was evaluated using Bland–Altman plots. Results: Total commuting time differed by 1 min (95% limits of agreement were 16.1 min and −18.1 min) between subjective and objective measures (adolescents reported 0.8 more minutes in home–school trips and 1 more minute in school–home trips compared to objective data). Passive commuters reported 0.7 more minutes and active commuters reported 1.2 more minutes in the total commuting time compared to objective data. Conclusions: Self-reported commuting diaries may be a useful tool to obtain commuting times of adolescents in epidemiological research or when tools to measure objective times are not feasible.

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Lawal, Abiodun Musbau. "Age, home and school involvements, and home–school communication in alcohol use among secondary school students." Vulnerable Children and Youth Studies 15, no. 3 (November 24, 2019): 236–45. http://dx.doi.org/10.1080/17450128.2019.1695993.

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Lukk, Karin, and Marika Veisson. "Building Social Capital Through Home-School Cooperation." Journal of Teacher Education for Sustainability 7, no. 1 (January 1, 2007): 55–66. http://dx.doi.org/10.2478/v10099-009-0005-6.

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Building Social Capital Through Home-School CooperationThe background to the study examines parental involvement in education as a form of social capital and focuses on how involvement may be developed through three dimensions of social capital: bonding, bridging, and linking. Both groups (students and parents) were surveyed using questionnaires. The data of two different studies have been used: a cross-sectional study carried out in sixty-five schools in Estonia and a study of a comprehensive school to introduce practical implementations of the findings. The results of the studies indicate a high degree of readiness for cooperation from both sides - parents and the school, even though their understanding of responsibilities slightly differ. Parents and teachers should have mutual power and influence regarding the child's education, although schools have to take the prime responsibility in organizing the cooperation process.

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Chen, Yiwan. "The Effect of Home-School Cooperation on Adolescents’ Academic Achievement." Journal of Education, Humanities and Social Sciences 29 (April 19, 2024): 85–92. http://dx.doi.org/10.54097/r4pjrs40.

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Academic achievement has been a long-standing concern in the community, with adolescents primarily learning and developing in the family and school environments. Therefore, cooperation and co-parenting between families and schools play an important role in improving adolescents’ academic performance. This paper organizes and analyzes the results of existing studies on home-school cooperation on adolescents’ academic achievement, and finds that home-school cooperation has a significant impact on adolescents’ academic achievement. Parent-child communication, parental expectations, and learning engagement are factors that act as partial mediators in the influence of home-school cooperation on the academic performance of adolescents. Based on this conclusion, this paper summarizes some optimization strategies related to home-school cooperation to enhance adolescents’ academic achievement. It is hoped that this study will inspire parents and teachers to acknowledge the impact of home-school cooperation and leverage the potential of family education, school education, and home-school cooperation to collaboratively enhance the academic achievement of adolescents.

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Saindon, Christina E., and Yea-Wen Chen. "When School Is Home and Home Is Work." Journal of Autoethnography 3, no. 2 (2022): 169–86. http://dx.doi.org/10.1525/joae.2022.3.2.169.

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This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.

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Hester, Harold. "Start at Home to Improve Home-School Relations." NASSP Bulletin 73, no. 513 (January 1989): 23–27. http://dx.doi.org/10.1177/019263658907351305.

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Tyler, Kenneth M., Jennifer L. Burris, and Sean T. Coleman. "Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students." Journal of Early Adolescence 38, no. 4 (December 1, 2016): 530–53. http://dx.doi.org/10.1177/0272431616678987.

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Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

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Liddicoat, Anthony J., and Glenda Shopen. "What makes partnership valid? Home-school communication and parent-school partnerships." Australian Review of Applied Linguistics 22, no. 1 (January 1, 1999): 43–60. http://dx.doi.org/10.1075/aral.22.1.02lid.

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Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.

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Okić, Nermina. "EDUCATION AT HOME." Knowledge International Journal 31, no. 2 (June 5, 2019): 509–13. http://dx.doi.org/10.35120/kij3102509o.

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In pedagogical theory and practice, the education system is a much wider term than school system, and the fact is that every state forms the educational and school system according to their needs. In Bosnia and Herzegovina, the law guarantees compulsory education in public buildings - schools. Last years compulsory education is conducted in private schools. The rapid development of technique and technology enabled education by- distance learning. This type of learning was applied in Bosnia and Herzegovina mainly in higher education institutions which apply this new practice very slowly. Education at home, originally homeschooling, is one of the ways to complete compulsory education. This typ of education has origins in the United States and is an important component of many educational systems in Europe. Considering that Bosnia and Herzegovina is in transition and that it is constantly working on education reforms, the question arises as to whether this kind of education is one of the alternative solutions for education in BiH? In this paper, we will learn abaut this type of learning and arguments that support the fact that this way of education is not just a trend, but has its own tradition.

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Kelly, Clare, Eve Gregory, and Ann Williams. "Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities." Language, Culture and Curriculum 14, no. 1 (September 2001): 9–25. http://dx.doi.org/10.1080/07908310108666609.

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Lumabit, Raisen A., and Sanny F. Fernandez. "Status of Implementation of Face-to-Face Classes: Basis for Schools’ Contextualized Policy Formulation in the New Normal." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 2 (February 21, 2024): 398–410. http://dx.doi.org/10.11594/ijmaber.05.02.03.

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This descriptive-survey research aimed to determine the status of public schools in the implementation of face-to-face classes in the new normal. The independent variables were school classification and school size, while school operations, teaching and learning, well-being, and protection, and home-school coordination were the dependent variables. The study was conducted among 63 school heads in the Schools Division of Iloilo City. A researcher-made questionnaire was used to collect the needed data. Means, frequency counts, standard deviations, Mann Whitney-U, and Kruskal Wallis were utilized to interpret the results. The findings revealed that the status of public schools in the implementation of face-to-face classes in the new normal in terms of school operations and well-being and protection was “almost implemented”, and “fully implemented” in terms of teaching and learning and home-school coordination. Moreover, there is no significant difference in the status of public schools in the implementation of face-to-face classes in the new normal in terms of school operations, teaching and learning, well-being, and protection, and home-school coordination when grouped according to school classification and school size. It is recommended that the agency concerned should ensure proper implementation and sustainability of face-to-face classes. As an offshoot of the study, a policy formulation was developed by the researcher. It contains contextualized policy on school operations, teaching and learning, well-being, and protection, and home-school coordination.

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Taylor, Jennifer P., Kimberley J. Hernandez, Jane Mary Caiger, Donna Giberson, Debbie MacLellan, Marva Sweeney-Nixon, and Paul Veugelers. "Nutritional quality of children's school lunches: differences according to food source." Public Health Nutrition 15, no. 12 (April 2, 2012): 2259–64. http://dx.doi.org/10.1017/s1368980012000699.

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AbstractObjectiveTo assess the nutritional quality of lunchtime food consumption among elementary-school children on Prince Edward Island according to the source of food consumed (homev. school).DesignStudents completed a lunchtime food record during an in-class survey. Dietary adequacy was assessed by comparing median micronutrient intakes with one-third of the Estimated Average Requirement; median macronutrient intakes were compared with the Acceptable Macronutrient Distribution Ranges. The Wilcoxon signed rank test was used to assess differences in nutrient intakes according to source of food consumed.SettingElementary schools in Prince Edward Island, Canada.SubjectsGrade 5 and 6 students (n1980).ResultsFoods purchased at school were higher in nutrient density for ten micronutrients (Ca, Mg, K, Zn, vitamin A, vitamin D, riboflavin, niacin, vitamin B6and vitamin B12) compared with packed lunch foods from home, which were higher in three micronutrients (Fe, vitamin C and folate). School lunches provided sufficient protein but were higher in sugar and fat than home lunches. Foods brought from home were higher in carbohydrates, fibre and Na than foods purchased at school.ConclusionsThe overall nutritional quality of lunches was poor, regardless of source. A significant proportion of foods consumed by the students came from home sources; these were lower nutritional quality and were higher in Na than foods offered at school. Findings suggest that improving the dietary habits of school-aged children will require a collaborative effort from multiple stakeholders, including parents.

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Street, Phil. "Improving Home-School Communication: Home-School Cooperation at the Secondary Level in the United Kingdom the Successful Schools Project." Childhood Education 74, no. 6 (September 1998): 359–61. http://dx.doi.org/10.1080/00094056.1998.10521150.

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