Academic literature on the topic 'Parent education programmes'
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Journal articles on the topic "Parent education programmes"
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Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Parent education discharge instruction program for care of children at home after cardiac surgery in Southern India." Cardiology in the Young 26, no. 6 (November 17, 2015): 1213–20. http://dx.doi.org/10.1017/s1047951115002462.
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AbstractIntroductionIn many developing countries, children with CHD are now receiving surgical repair or palliation for their complex medical condition. Consequently, parents require more in-depth discharge education programmes to enable them to recognise complications and manage their children’s care after hospital discharge. This investigation evaluated the effectiveness of a structured nurse-led parent discharge teaching programme on nurse, parent, and child outcomes in India.Materials and methodsA quasi-experimental investigation compared nurse and parent home care knowledge before and at two time points after the parent education discharge instruction program’s implementation. Child surgical-site infections and hospital costs were compared for 6 months before and after the discharge programme’s implementation.ResultsBoth nurses (n=63) and parents (n=68) participated in this study. Records of 195 children who had undergone cardiac surgery were reviewed. Nurses had a high-level baseline home care knowledge that increased immediately after the discharge programme’s implementation (T1=24.4±2.89; T2=27.4±1.55; p<0.005; 30 point scale), but decreased to near baseline (T3=23.8±3.4; ns) 4 months after the programme’s implementation. Nurse teaching documentation increased by 56% after the programme’s implementation. Parent knowledge scores increased from 1.76±1.4 for Cohort 1 to 3.68±0.852 for Cohort 2 (p<0.005; 0–4 scale) after the discharge programme’s implementation. Surgical-site infections decreased from 27% in Cohort 1 to 2% in Cohort 2 (p>0.05) after the programme’s implementation.ConclusionNurse, parent, and child outcomes were improved after implementation of the structured nurse-led parent discharge programme for parents in India. Structured nurse-led parent discharge programmes may help prepare parents to provide better home care for their children after cardiac surgery. Further investigation of causality and influencing factors is warranted.
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Burns, John N., and Suzanne M. Brown. "Keeping Children Safe parent education programme: improving access to parent education in the context of child protection." Children Australia 45, no. 2 (June 2020): 125–32. http://dx.doi.org/10.1017/cha.2020.23.
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AbstractThis article reports on an evaluation of the Keeping Children Safe parent education programme run in Central West New South Wales. The programme, conducted since 2004, and continuing today, primarily targets parents of children at risk and other vulnerable and disadvantaged families. The evaluation covers a 13-year period, from the first group held in May 2004 to February 2017. From the beginning, the authors strategically endeavoured to recruit and retain parents from the target group. Findings from the literature indicate that this group is difficult to engage and retain in parent education groups. Parents targeted for the groups in this study were generally not receiving parent education elsewhere. Using mixed methods, the facilitators have continuously evaluated the programme in terms of attendance rates, process and impact. The results of these evaluations show successful recruitment and retention of participants from the target group over the 13 years of the evaluation reporting period and indicate that the programme’s immediate impact on participants has been favourable. The findings complement other programme evaluations focusing on recruitment and retention to programmes in the child protection context and on hard-to-reach clients. The authors also argue the importance of education for parents about child abuse and neglect.
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Dawson-Squibb, John-Joe, and Petrus J. de Vries. "A comparative feasibility study of two parent education and training programmes for autism spectrum disorder in a low-resource South African setting." Autism 24, no. 8 (July 28, 2020): 2269–84. http://dx.doi.org/10.1177/1362361320942988.
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Despite the clear need for post-diagnostic parent/carer education and training in autism spectrum disorder, the evidence base is small, particularly in low-resource settings. Furthermore, few studies have examined the feasibility of intervention implementation. Here, we performed a comparative feasibility study of two Parent Education and Training programmes in a low-resource South African setting. EarlyBird/EarlyBird Plus, a UK-developed programme was compared to Autism Cares, a locally developed programme. The aims were to (1) examine acceptability, adaptation and perform limited efficacy testing and (2) use a multi-stakeholder panel and new autism spectrum disorder Parent Education and Training evaluation framework checklist to compare the programmes. A mixed-method, quasi-experimental design collected pre, post and 3-month follow-up data. Measures included standardised and custom-designed quantitative and qualitative data. In total, 18 parents participated in the EarlyBird/EarlyBird Plus programmes and 11 in Autism Cares. Strong parental acceptability for both programmes was found and adaptation suggestions were provided. Limited efficacy testing showed positive changes for parental stress, knowledge of autism spectrum disorder and child changes. The multi-stakeholder panel rated EarlyBird/EarlyBird Plus superior for next-step research based on implementation feasibility. Our findings contribute to the limited evidence base for autism spectrum disorder Parent Education and Training in low-resource environments and underline the need for evidence base of programmes to include not only intervention outcomes but also procedural and implementation outcomes. Lay Abstract After a diagnosis of autism, it is an important first step to give families information about autism and skills to help them support their child. These interventions are called Parent Education and Training programmes. Little is known about these programmes or if they can make a difference to families, particularly in countries with few autism resources. In this study, we compared two Parent Education and Training programmes in South Africa. EarlyBird/EarlyBird Plus was developed in the United Kingdom, and Autism Cares in South Africa. We wanted to know if parents found the programmes useful, and if any changes were required. We collected information from parents through questionnaires and interviews before and after the group. We also asked a panel of experts (including parents) to compare the programmes. In total, 18 parents attended the EarlyBird/EarlyBird Plus group and 11 attended the Autism Cares group. Parents found both programmes helpful and made suggestions for improvements. Parents showed less stress, more knowledge of autism, and saw improvements in their children. The expert panel rated EarlyBird/EarlyBird Plus as better because it was more supportive of parents and was seen as easier to run in the country. Our study showed that Parent Education and Training programmes are important, but that researchers must study not only the outcomes but also the implementation needs of these programmes.
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O’Brien, Wendy. "Making Parent Education Relevant to Vulnerable Parents." Children Australia 16, no. 2 (1991): 19–25. http://dx.doi.org/10.1017/s1035077200012414.
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Most packaged parent education programmes available in Victoria teach some underlying principles about children’s behaviour and offer specific skills or strategies for managing children. Whilst parent education is seen as an important part of a treatment plan for parents who have abused or neglected their children, these parents are rarely at a stage where they can make use of the information or strategies taught in the packaged programmes. Acutely vulnerable parents, who themselves have been hurt as children, must first heal some of their past before being able to learn and use new approaches to parenting. This paper considers the characteristics of acutely vulnerable parents and proposes some approaches that can be employed to assist these parents reach a point where they can respond to parent education and develop new positive ways relating to their children.
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Allan, June, and Cynthia Schultz. "Parent Education: Developments and Discrepancies." Children Australia 12, no. 4 (1987): 14–16. http://dx.doi.org/10.1017/s0312897000001624.
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ResumeThe effects of professional intervention in family life and relationships has been questioned by a number of writers who maintain that this involvement has led to the undermining of parental authority and a lessening of parental competence and confidence. By contrast, others see this involvement as supplying necessary skills to family members.Amongst the programmes which professionals have implemented are parent education programmes, many of which are conducted in groups and which are valued by both practitioners and writers. As part of the broader debate about the relationships between professionals and the family however, some critics suggest that parent education programmes can have adverse effects on parents' confidence in their parental role and on their self-reliance in deciding how best to raise their children.A research project is being put into effect in Melbourne to explore these issues.
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Kelly, Barbara, Carole Edgerton, Seonaid Graham, Elaine Robertson, and Barry Syme. "Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum." Journal of Children's Services 10, no. 3 (September 21, 2015): 231–41. http://dx.doi.org/10.1108/jcs-03-2015-0012.
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Purpose – The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are considered in relation to evidence on integrated programmes and different models of parent involvement. Design/methodology/approach – This paper reports on an interim evaluation of practitioners’ and parents’ experiences of the implementation processes, focusing on the involvement and engagement of parents. Findings – Evidence for the rationale for parent engagement in this context is substantiated. The Preschool PATHS curriculum is known to impact on children’s social competence, problem behaviour and, in the early school context, attainment. However the programme does not target parent skill directly or address parent behaviours that may affect children’s social competence and behaviour. It is suggested that the programme needs to be extended to provide structured input for parents via training and information similar to that provided for practitioners. A pilot study using integrated parent training material and supported by an implementation framework is advised. Originality/value – The paper describes a flexible, evidence-based framework supporting replicable processes useful to service providers across programmes and contexts. An “innovation” (a term used to describe deviations from programme fidelity or implementation standards) is explored which affected the creation of parallel parent involvement strategies but not the delivery of the programme itself which was carefully monitored. While adaptations and deviations are inevitable, some flag up areas where development or issues of contextual fit need to be addressed and might, as in this case, inform better integration of evidence and practice development.
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Butler, J., L. Gregg, R. Calam, and A. Wittkowski. "Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature." Clinical Child and Family Psychology Review 23, no. 2 (December 10, 2019): 176–204. http://dx.doi.org/10.1007/s10567-019-00307-y.
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AbstractSupporting parents to meet the challenges of their caregiving role is identified as a public health concern and a priority in policies internationally. Quantitative research has established the efficacy of parenting programmes but less is understood about the key aspects that make interventions meaningful and helpful to families. We aimed to explore parents’ experiences and perceptions of parenting programmes in order to highlight the parent voice and identify key factors that parents perceive to be meaningful and improve our understanding of the acceptability and perceived benefits of parenting programmes. Six key electronic databases were searched systematically for qualitative research and eligibility for inclusion was established. A thematic synthesis was undertaken. Twenty-six studies were included, spanning 17 years of parenting research and involving 822 parents. Three main themes and nine subthemes were identified: (1) a family’s journey (prior to the parenting programme, outcomes (including changes in the parent, child and wider family) and post-intervention), (2) aspects perceived to be important or valuable (group leader or facilitator, programme content and delivery and value of the group) and (3) challenges or difficulties (barriers to engagement or attendance, programme content and suggestions for improvement). Reported outcomes of parenting programmes included changes in the parent alongside changes in the child and family more widely. Key recommendations to improve provision of accessible, clinically and cost-effective interventions for parents include ensuring high-quality training and supervision of facilitators, balancing flexibility and fidelity to ensure tailored content to meet individual needs, a sensitivity to parental adversity, the need for wider familial support and the availability of ongoing support following the end of a parenting programme.
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EID, NOURA M. S. "Childhood Obesity and the Basis for Child Nutrition Programmes in Kindergartens of Saudi Arabia." Current Research in Nutrition and Food Science Journal 7, no. 1 (April 18, 2019): 41–51. http://dx.doi.org/10.12944/crnfsj.7.1.05.
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Childhood obesity is increasing in the Middle East and across the globe, due to several environmental factors found in schools and at home. Therefore, implementing Child Nutrition Programmes in schools is essential to deliver nutrition education, school meals, and training to children, teachers and caregivers. We have designed a qualitative study on focus groups using interview-based questionnaires, which was applied to48 kindergartens, 20 parents, two bookstores and 12 global nutrition consulting companies. SPSS 21 was used to analyse the frequency and percentages of the data. This study focused on the barriers and factors that will contribute to the successful implementation of Child Nutrition Programmes in the kinder gardens of Saudi Arabia. Furthermore, the respondents showed positive attitudes towards developing child nutrition programmes with the following activities: nutrition education for children, training/workshops for teachers and parents and meal planning for healthy meals at home. According to global consulting companies, the greatest obstacles to the delivery of nutrition programmes to educational institutions are lack of awareness, cost coverage and high resistance and reluctance. Parent pressure, marketing uniqueness and awareness generation should be addressed prior to the programme’s implementation to facilitate programme appreciation and parental acknowledgement. Finally, support from the government and non-government organisations will facilitate the successful implementation of the Child Nutrition Programmes thereby reducing the incidence of childhood obesity in the kinder gardens of Saudi Arabia.
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McGeechan, Grant James, Michelle Baldwin, Keith Allan, Gillian O’Neill, and Dorothy Newbury-Birch. "Exploring young women’s perspectives of a targeted support programme for teenage parents." BMJ Sexual & Reproductive Health 44, no. 4 (July 16, 2018): 272–77. http://dx.doi.org/10.1136/bmjsrh-2018-200106.
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ContextTeenage parents and their children are at risk of poorer outcomes than older mothers, and their peers.ObjectiveEvaluate participants' experiences of a targeted teenage parent support programme.DesignA qualitative study was conducted to gain feedback from participants of a locally commissioned teenage parent support programme. Four focus groups were held with participants attending the programme in different areas of the county, and analysed using applied thematic analysis.ParticipantsTeenage mothers aged 16–19 years from vulnerable backgrounds (n=18) attending a teenage parent support programme in County Durham.ResultsTwo major themes emerged from the analysis focusing on factors influencing enrolment and continued engagement and how the programme leads to personal development for mother and child.The majority of participants felt that the group fostered a supportive environment and led to a reduction in social isolation. The provision of free transport and childcare onsite was seen as a key component of the service without which many would not have been able to attend.DiscussionThe programme appeared effective at increasing the emotional and social capabilities of teenage mothers. It had a positive impact on parents’ engagement in education and employment, as well as impacting on children’s social development.ConclusionsTargeted support programmes have the ability to increase social and emotional capabilities of teenage mothers and their children. They can increase engagement in education and employment for teenage mothers. The provision of transport and free child care places can enhance engagement in such programmes.
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CHEUNG, SIU-KAU. "PARENT EDUCATION PROGRAMMES IN HONG KONG: ARE THEY EFFECTIVE?" Hong Kong Journal of Social Work 35, no. 01n02 (January 2001): 85–96. http://dx.doi.org/10.1142/s0219246201000079.
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The study examined whether participants of parent education programmes in Hong Kong experienced gains in parental efficacy, parental empathy, availability of social support, and parenting satisfaction as a result of programme attendance. A single-group pre- and post-programme design was adopted. Data from 130 mother participants showed that they had positive gains in the four dimensions. However, mothers aged 40 and above and those with more than one child did not experience higher parenting satisfaction after the programme. Results also indicated that among the three instrumental variables, social support was the most crucial determinant of parenting satisfaction. Implications for social work practice were discussed. 这项研究主要在探讨家长在参加亲职教育活动後，在作为家长的效能感、对子女的同理心、能得到的支持和作为家长的满足感四方面，是否会有得益。研究采用单组活动前和活动后的设计，参与者包括130名女性家长。结果显示，家长在活动后，在四方面均有显著的提升。 但是他们的获益也因其背景有所分别。对於四十岁以上的家长和那些有多过一名子女的家长，他们在活动後并没有加强了作为家长的满足感。另外，结果指出，家长在过程中是否获得更多支持，是影响他们作为家长的满足感的最重要因素。作者就这些结果，提出了一些实务的启示。
Dissertations / Theses on the topic "Parent education programmes"
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Baker, Jessica. "Parent education programmes for early childhood development : reflections of practitioners." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95853.
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Thesis (MSocialWork)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Parent education programmes have been identified as intervention strategies which address numerous social problems in South Africa. This study aimed to highlight the importance of empowering parents through knowledge and skill development in order to positively invest in the future generations of South Africa. Early childhood development is a field which has emerged on the agenda of the helping professions, such as social work, psychology and education. The development of parent education programmes is an example of advancement in this field. The topic of parent education is noteworthy in light of the growing need to empower parents to raise well-developed children. The development of effective parent education programmes is beneficial to both the parents and practitioners. However, practitioners are seldom given the opportunity to reflect on their own professional experiences of delivering these programmes. Therefore, there is a need to investigate and analyse these experiences to potentially improve programme delivery. Consequently, the aim of this study was to gain a better understanding of practitioners’ experiences of facilitating programmes aimed towards early childhood development by utilising social learning and cognitive behavioural approaches. A combination of a quantitative and qualitative research approach was used in this study. Exploratory and descriptive research designs were implemented in order to describe the social phenomenon of parent education programmes for early childhood development. Practitioners delivering parent education programmes in the Cape Metropole in South Africa were selected to participate in the study. Data was collected during individually administered interviews by means of a semi-structured questionnaire. Practitioners were given the opportunity to share their reflections (which are qualitative in nature) on their experiences of facilitating programmes aimed at early child development. The main findings of this study indicated that there is a need for practitioners to be adequately trained to deliver programmes which are engaging and relevant to the needs of parents. Group-based and community programmes were found to be effective platforms for this intervention. The nature and components of parent education programmes, as outlined in the literature, provide clear guidelines for organisations and practitioners wishing to deliver such programmes and it is recommended that they be incorporated into facilitators’ training sessions. Furthermore, the findings of this study are significant for practitioners facilitating parent education programmes as they confirmed that the effectiveness of the implementation of such programmes are linked to the delivery by and experiences of practitioners. An effort should therefore be made to enhance these experiences by endorsing the use of best practice methods for programme delivery. South Africa has recently begun to explore the innovative avenue of parent education through group-based parenting programmes. The enhancement of parents’ capabilities through these programmes are seen as an asset for promoting social development and advancing legislation on childhood development. The conclusions drawn in this study indicate a need for further research into the topic of parent education programmes in South Africa. Consequently, recommendations are provided for further research that would complement this study and elaborate on its findings.
AFRIKAANSE OPSOMMING: Oueropleidingsprogramme word beskou as ʼn intervensiestrategie wat talryke maatskaplike probleme in Suid-Afrika aanspreek. Hierdie studie het dit ten doel gestel om te wys hoe belangrik dit is om ouers te bemagtig deur die ontwikkeling van hul kennis en vaardighede om so ʼn positiewe bydrae tot die toekomstige generasies van Suid-Afrikaners te maak. Vroeë kinderontwikkeling is ʼn veld waaraan daar toenemend aandag geskenk word in die hulpverleningsprofessies, byvoorbeeld maatskaplike werk, die sielkunde en die onderwys. ʼn Voorbeeld van vordering wat al op hierdie gebied gemaak is, is die ontwikkeling van oueropleidingsprogramme. Hierdie programme is van belang om die toenemende behoefte daaraan om ouers te bemagtig om goed ontwikkelde kinders groot te maak, aan te spreek. Die ontwikkeling van effektiewe oueropleidingsprogramme is voordelig vir sowel ouers as praktisyns. Praktisyns word egter selde die geleentheid gegun om te reflekteer op hul eie professionele ervaring as fasiliteerders van sodanige programme. Daarom is daar ʼn behoefte daaraan om hierdie ervarings te ondersoek en te analiseer om die lewering van hierdie programme moontlik te verbeter. Na aanleiding van hierdie behoefte, was die doel van hierdie studie om ʼn beter begrip te vorm van die praktisyns se ervaring van die fasilitering van programme vir vroeë kinderontwikkeling deur van die sosiale leer- en kognitiewe gedragsbenaderings gebruik te maak. ʼn Kombinasie van kwantitatiewe en kwalitatiewe navorsingsbenaderings is in hierdie studie gevolg. ʼn Verkennende en beskrywende navorsingsontwerp is toegepas om die sosiale fenomeen van oueropleidingsprogramme vir vroeë kinderontwikkeling te beskryf. Praktisyns van oueropleidingsprogramme wat in die Kaapse Metropool in Suid-Afrika aangebied word, is gekies om aan die studie deel te neem. Data is ingesamel tydens individuele onderhoude deur middel van semi gestruktureerde vraelyste. Praktisyns is die geleentheid gebied om te reflekteer (ʼn kwalitatiewe benadering) op hulle ervaring van die fasilitering van programme wat gerig is op vroeë kinderontwikkeling. Die hoofbevindinge van hierdie studie dui op ʼn behoefte vir praktisyns om doeltreffend opgelei te word om programme aan te bied wat aantreklik en relevant is vir ouers om hulle behoeftes aan te spreek. Daar is bevind dat groepsgebaseerde en gemeenskapsprogramme effektiewe platforms vir hierdie intervensie is. Die aard en komponente van oueropleidingsprogramme, soos uiteengesit in die literatuur, bied duidelike riglyne vir organisasies en praktisyns wat sodanige programme wil aanbied en daar word aanbeveel dat dit in opleidingsessies vir fasiliteerders inkorporeer word. Die bevindinge van hierdie studie is verder van belang vir fasiliteerders van oueropleidingsprogramme aangesien dit bevestig dat die geslaagdheid van die programme gekoppel is aan praktisyns se lewering en ervaring daarvan. ʼn Poging moet dus aangewend word om hierdie ervaring te verbeter deur praktisyns aan te moedig om die “beste praktyk”-metodes te gebruik wanneer hulle programme aanbied. Suid-Afrika het onlangs ʼn innoverende benadering tot oueropleiding begin volg, naamlik om sodanige programme in groepsverband aan te bied. Die verbetering van ouers se bekwaamheid deur middel van hierdie programme word beskou as ʼn manier om vooruitgang in maatskaplike ontwikkeling te bewerkstellig en wetgewing oor kinderontwikkeling te bevorder. Die gevolgtrekkings waartoe daar in hierdie studie gekom word, dui aan dat daar ʼn behoefte vir verdere navorsing oor oueropleidingsprogramme in Suid-Afrika bestaan. Gevolglik word daar ter afsluiting aanbevelings gemaak ten opsigte van verdere navorsingsgeleenthede wat hierdie studie kan aanvul en op sy bevindinge kan uitbrei.
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Glassman, David Scott. "Parent training programmes : identifying predictors of attendance and engagement." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669842.
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Beveridge, S. E. "Mothers' interactive styles : their relationship to programmes of parent-teaching." Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376274.
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Yim, Eunice Pui-yu. "Stalactite cave adventures : developing a holistic model of parent education programmes in Hong Kong." Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/b93baa53-046a-4522-8b3b-81aecb1f0271.
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Within the context of parent education, the existing parenting programmes in Hong Kong are either drawn from contexts that are less sensitive to the local one or imbued with Confucian and High Context culture (HC) values of social hierarchy and group harmony. Within such cultural values educators and learners are expected to behave in adherence to the expected social role wherein the educator is the knowledge transmitter whereas the learner is the knowledge absorber or the approaches to parenting that permeate the programmes are inappropriate to the context. The impracticality and cultural insensitivity of these existing parent education programmes, together with news related to adaptation of both new arrivals and Hong Kong locals in terms of adapting to the increasingly diverse sociocultural population in Hong Kong, alert the parent education field to a dire need to develop a model for parent education programmes that caters for different family unique needs within the diverse sociocultural context. With an aim to explore the essential components that are needs and cultural sensitive, the study adopted narrative inquiry as the research methodology to explore the three research questions: (I) To what extent do sociocultural factors affect group interaction among members from diverse backgrounds in Hong Kong? (2) What mechanisms affect group interaction among people from diverse backgrounds in parent education programmes in Hong Kong? (3) How can one formulate a model of parent education programme to suit families having diverse backgrounds, values, and beliefs in the Hong Kong context? The findings of these three research questions emphasise the vital role played by the group facilitator in creating a mutual supportive and need sensitive context to engage learners in mutual learning. Also, a critical analysis of the Subjective Group Dynamics model (SGD) is discussed in the light of group formation among members with diverse sociocultural background within the Confucian and High Context culture (HC) oriented context culture in Hong Kong. The findings of the research questions and analysis of SOD build the foundation for the Family-centred Mutual Support Model of parent education programmes in Hong Kong that emerged from this study.
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Melling-Williams, Natalie. "Parental compliance with therapy home programmes within a school for learners with special educational needs : an exploratory study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1708.
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Thesis (MSc (Rehabilitation))--University of Stellenbosch, 2005.The school that was studied caters for learners with special educational needs in the Western Cape Province, South Africa. The learners at the school have a variety of physical, intellectual and learning disabilities. They receive rehabilitation inputs aimed at optimising their potential as school learners and as adults. These include occupational and speech therapy, physiotherapy, learning support and educational psychology. The therapists who work with them often utilise home programmes to involve the parents in their child’s therapy and to achieve carry-over from the therapy sessions. Among the professionals at the school there is currently a perception that therapy home programmes are poorly complied with and that the rehabilitation outcomes of the learners are being disadvantaged as a result. A need therefore arose to explore this issue. This study aims to determine the extent of compliance with therapy home programmes by parents and learners of this school. The study also attempted to elicit factors identified by parents and therapists as inhibitors to and/or facilitators for compliance with the home programmes. A descriptive, analytical study design was used. All therapists working at the school, as well as the parents of learners who were expected to comply with a home programme, were invited to participate. Data was collected using two self-compiled, self-administered questionnaires. A parent focus group was added later in an attempt to elicit more depth with regard to some of the issues explored. The data was analysed using quantitative and qualitative methods. Seventy-one percent of parents reported complying at levels adequate for therapeutic benefit to be achieved. However, 25% of the parents reported complying by less than 24% of the time prescribed. The barriers to compliance identified in this study include the quality of teamwork between the parents and the professionals, attitudinal barriers from both the parents and the therapists, the quality of training for the parents and practical difficulties. The family-centred, collaborative model of teamwork was recommended to both the therapists and the parents to facilitate parental input at all levels of the planning and design of the rehabilitation programme.
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Ross, K. B. "Directors’ perceptions of parent involvement in the Early Head Start and Sure Start early intervention programs : a cross-Atlantic study." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:bcc8f285-082e-47e5-8194-3c5c2d8093ba.
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This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.
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McCreadie, Michael. "The parent programme : a psycho-educational intervention for parents of children with autism." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7719.
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Background Having a child with autism places significant demands on parents. Few interventions address parental understanding of the meaning behind child behaviour, and the relationship this has with parental stress. Parent-mediated interventions focus on behaviour exhibited by the child and ignore parental stress. This study assesses the impact of a psycho-educational intervention, which assists parents to derive meaning from their child’s behaviour. Aims The overall aim was to investigate if an intervention targeted exclusively at parents would: • Reduce parent stress associated with Child Characteristics • Reduce parent stress associated with Parenting Characteristics • Facilitate changes in parental coping styles Methods A quantitative approach was adopted to evaluate the impact of the intervention. Measures of parental stress (Parenting Stress Index) and parental coping (Ways of Coping, Revised) were taken at three time intervals; prior to, at a mid-point, and at the end of the intervention. Results Questionnaires were completed by 71 parents and the results were computed using a repeated measures analysis of variance (ANOVA). There was a statistically significant change within the parent and child domains of the Parenting Stress Index (p. 0.0005), with parents showing less stress associated with interpretations of their child’s behaviour, and significant changes in their use of problem-focussed coping. Conclusion Parent-mediated interventions that target parent characteristics associated with child behaviour, are inexpensive and have significant benefit. However, we require further research to explore the relationship between stress and coping variables in parents of children with autism to inform the future direction of intervention.
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Watters, Denis. "L'enseignement religieux catholique au Québec, 1963-1996 : du Rapport Parent aux États généraux sur l'éducation : autorités, stratégies, enjeux." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ39406.pdf.
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Thrower, Sam N. "The development of a psychosocial parent education programme for British Tennis." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23012.
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Although there currently exists an in-depth empirical understanding of parents experiences and involvement in youth sport, there is an absence of published field-based intervention research specifically with sport parents (Harwood & Knight, 2015). In order to address this gap in the literature, this thesis developed a psychosocial parent education programme for British Tennis. The first study identified the education and support needs of tennis parents operating within British high performance centres (study one). Adopting a grounded theory design, data were collected through informal chats, observations, and formal interviews with parents, coaches, and ex-youth players (n=29) during a six-month period of fieldwork. Findings revealed how parents education and support needs occur across multiple levels of functioning (i.e., social, organisational, developmental, and intra-interpersonal) and are influenced by the developmental stage that parents operate in. This theoretical framework was then used as the basis for a group-based tennis parent education programme (study two). Using a qualitative organisational action research framework seven workshops were run over a 12-week period for parents with children between the ages of 5 and 10 years. Participant diaries, social validation feedback forms, and post programme focus groups (n=19) revealed perceived improvements in parents knowledge, affect, and skills across a range of learning objectives. In an attempt to improve accessibility and extend participation, the final study utilised a convergent parallel mixed methods design to examine the effectiveness of an online education programme for British tennis parents (n=38) and their perceptions of engaging in the programme (study three). Quantitative findings revealed positive directional changes in tennis parent efficacy, general parent efficacy, emotional experiences, and achievement goal orientations after completing the programme. Qualitative data provided complementary and unique insights into what worked, how, and why. Taken together, the studies within this thesis are the first to demonstrate the effectiveness of face-to-face and online sport parent education programmes. Findings also extend and advance existing recommendations and guidelines in relation to the design, development, implementation, and evaluation of education programmes for sport parents. In particular, studies illustrate the importance and value of providing sport parents with accessible, proactive, structured, and developmentally appropriate education and support which addresses their stage-specific needs.
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Davies, Lisa Michelle. "Parenting programmes and self-efficacy : an investigation into the effectiveness of a programme in terms of change for parents and their children." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/1230/.
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The importance of family relationships and the quality of parenting to the psychological, social, physical and economic well-being of children has been well documented. The government has also emphasised the importance of supporting parents and has provided Local Authorities with additional funding. This has resulted in schools having increased responsibility with regard to providing support for parents. Further research into the effectiveness of parenting programmes that schools can provide is therefore required. The principal research question addressed by the current study, was to establish whether a positive parenting programme, delivered at school, could facilitate long-term change for parents and their children. This research also aimed to establish whether levels of parental self-efficacy (PSE) were altered by the programme and the mechanisms that could have facilitated this change. Participants (N=18) agreed to participate in a semi-structured interview. Results highlighted three main themes (Identified changes in parenting and/or children’s behaviour, implementing strategies from the programme and the parenting programme process). The research concludes that the parenting programme directly altered parenting behaviours and that PSE levels increased, leading to an indirect change in parenting behaviour. Mechanisms within the parenting programme that increase PSE reflected those that raised self-efficacy as hypothesised by Bandura (1989).
Books on the topic "Parent education programmes"
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Gullo, Dominic F. Developmentally appropriate teaching in early childhood: Curriculum, implementation, evaluation. [Washington, D.C.]: NEA Professional Library, National Education Association, 1992.
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1942-, Walker Sally Yahnke, Meckstroth Elizabeth A, and Lisovskis Marjorie, eds. Teaching young gifted children in the regular classroom: Identifying, nurturing, and challenging ages 4-9. Minneapolis, MN: Free Spirit Pub., 1997.
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Activities for parent groups: Structured developmental activities for parent groups. Atlanta, Ga: Humanics Ltd., 1996.
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Markert, Kathleen O'Donnell. The path to parent involvement: An educator's guide to building better relationships with parents. [Wheeling, IL]: National School Services, 1997.
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Norris, Jill S. Teacher and parent connections. Nashville, TN: Incentive Publications, 2006.
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Kuhlmann, Michele. Literacy and the parent: A project report. Toronto: East End Literacy Press, 1994.
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Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.
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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.
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The 21st century parent: Multicultural parent engagement leadership strategies handbook. Charlotte, NC: Information Age Pub., 2012.
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Open says-a-me. Virginia Beach, Va: Philications, 1994.
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W, Russo Alexander W., and United States. Dept. of Education. Office of the Under Secretary, eds. Model strategies in bilingual education: Family literacy and parent involvement. [Washington, D.C.?]: The Dept., 1993.
Find full textBook chapters on the topic "Parent education programmes"
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Strickley, Alan, and Tim Spiers. "The GES Connect Digitally Programme: Shaping Parental Engagement through Technology." In Information Technology and Managing Quality Education, 174–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19715-4_19.
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Endrizzi, Francesca, and Beate Schmidt-Behlau. "Active Participatory Citizenship for and with Young Adults in Situations of Risk – On the Cover and Under-Cover." In Young Adults and Active Citizenship, 37–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_3.
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AbstractDrawing on theoretical research findings of the EduMAP extensive study on national Adult Education (AE) policies in the European Union (EU) and as part of a broader qualitative data collection based on 40 case-studies, the following chapter investigates four selected adult education practices dealing with young people in situations of vulnerability, in France, Austria and Germany, respectively. The intent is to analyse how diverse conceptualisation of Active Participatory Citizenship (APC) and the educational strategies adopted in the different programmes impact on the learning outcomes of the interviewed learners. APC can be either explicit and on the cover, as a core objective pursued through an adopted education strategy, or it acts more implicitly and under cover. To prove this assumption, the findings have been systematised, first scrutinizing the endorsed APC concepts and the implemented educational approaches in the programme’s designs and from the providers and practitioners’ perspectives, and second investigating learners’ points of view on their learning outcomes in terms of competence development and reflected experiences. The third step analyses the factors that are relevant for successfully enabling young people in situations of risk to participate in the society and/or community. The findings bear out that how APC is defined and characterised in the AE programmes is not the only impacting factor but equally important is how this is incorporated in the educational practice and adopted in the pedagogical strategy.
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Shin, Hyunjung, and Kaitlyn Robertson. "Immigrant and Minority Parent Engagement: A Participatory Approach in Pre-service Teacher Education Programme." In Home-School Relations, 267–84. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_15.
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Staab, Doris, and Ulrich Wahn. "Educational Programs for Children with Atopic Dermatitis and Their Parents." In Pediatric and Adolescent Medicine, 149–57. Basel: KARGER, 2011. http://dx.doi.org/10.1159/000328183.
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Perrin, David, Connie Hancock, and Ruth Miller. "Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates." In Applied Pedagogies for Higher Education, 21–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_2.
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Abstract Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer.
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Brown, Jean G. "Parent-Child Programs." In Sexuality Education, 27–34. Routledge, 2017. http://dx.doi.org/10.4324/9781315174877-4.
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"Supporting parents through parenting programmes." In Parenting Education and Support, 115–29. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315068343-16.
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Kroth, Roger. "School-Based Parent Involvement Programs." In The Second Handbook on Parent Education, 119–43. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-08-091820-4.50011-8.
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Goodowens, Samantha, and Jessica Cannaday. "Homeschooling/Unschooling in Gifted Education." In Curriculum Development for Gifted Education Programs, 172–90. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch008.
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This chapter discusses the lived experiences of one parent of a profoundly gifted student. Parental perceptions of gifted programming in the public school system, parental reasons for leaving the public school system, and the alternative schooling designs of homeschooling and unschooling are discussed. Further discussed is the parental perception of the general lack of knowledge teacher educators possess in regards to highly, exceptionally, and profoundly gifted students. Parent recognition and discussion of the incompatibility between the traditional schooling system and their child's personal characteristics is a main theme. Parental design of new educational experiences to meet the unique needs of their individual child is shared. Insights into the alternative education practices of homeschooling and unschooling for highly and profoundly gifted students, as well as one parent's perspective of the current school system, are shared with teacher education faculty preparing new teachers to work with gifted students.
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Rodriguez, Gloria G., and Carmen P. Cortez. "The Evaluation Experience of the Avance Parent–Child Education Program." In Evaluating Family Programs, 287–302. Routledge, 2017. http://dx.doi.org/10.4324/9781351311083-15.
Full textConference papers on the topic "Parent education programmes"
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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.
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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.
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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Roberts, John W. "The International Nuclear Management Academy." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81124.
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The International Nuclear Management Academy (INMA) is an International Atomic Energy Agency (IAEA) framework to support the establishment and sustainability of Master’s level Nuclear Technology Management educational programmes and the development of nuclear technology management professionals. The INMA framework describes a broad range of competencies across four Aspect Groups of External Environment, Technology, Management and Leadership, that have been identified as the basis for the successful management of nuclear projects. By following the INMA framework these competencies can be achieved by nuclear technology subject matter experts to support their career path into managerial roles or by experienced managers moving into the nuclear sector. The IAEA in conjunction with worldwide universities with nuclear education programmes have developed an endorsement process to recognise which university Master’s programmes adhere to the INMA framework and can therefore produce graduates with the required competencies. It is also recognised though that the implementation of these competencies can only be fully achieved through on-the-job training or experiential learning. A combination of education and experience is therefore required to be recognised as a nuclear technology management professional. To date two universities, The University of Manchester and the Moscow Engineering Physics Institute, have received INMA endorsement for their Master’s programmes in Nuclear Technology Management. The University of Manchester programme is part-time while the MEPhI programme is a two-year full-time programme. Several other universities — North West University and University of the Witwatersrand (both South Africa), Texas A&M University and the University of Tokyo having been assessed for endorsement, and many others developing nuclear technology management programmes are entering the process. The IAEA organise an INMA Annual Meeting where universities can meet to express interest in the programme, learn more about what is required for the programme and endorsement, and exchange best practices. The International Nuclear Management Academy is therefore making significant contributions to improving nuclear technology management competencies leading to improved managerial decision making with the associated benefits to the global nuclear industry.
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Roberts, John W. "The Nuclear Technology Education Consortium: UK Nuclear Education to Meet the Global Workforce Demand." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81044.
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Networks that foster collaboration have been used for educational purposes for many years as they optimise resources and enhance the student experience by bringing together the very best of the teaching staff available. When nuclear education at UK universities had declined to such an extent that its sustainability was in jeopardy, networking the remaining pockets of expertise at several universities was proposed as the best solution. The Nuclear Technology Education Consortium (NTEC), was therefore established in 2005, and brings together six preeminent nuclear universities in the UK plus the Nuclear Department of the Defence Academy to provide a Master’s level programme in nuclear science and technology. Following extensive consultation with industry an innovative delivery method of one week modular courses is used for the programme which caters for both full-time and part-time students. Full-time students can complete the programme in one year (September to September) while part-time students complete the programme in three years. As the courses are all delivered in this one-week format they can also be taken individually for continual professional development. The programme can also be completed via web-based distance learning which provides options for the 21st century student wherever they are based. With many countries embarking on a new build programme, extending the lifetime of their current reactors and planning geological disposal facilities the nuclear workforce will need to expand over the next decade. The flexibility of the NTEC programme allows both the current nuclear workforce to upskill as well as the development of the next generation workforce, providing them with the skills, competencies and professionalism required by the nuclear industry. Over 200 students have completed the programme on a full-time basis, with 80% either entering the nuclear industry directly, or embarking on further nuclear education programmes, demonstrating that the curriculum of the NTEC programme is matched to the requirements of industry. Nuclear education at UK universities has grown substantially in the last twelve years with NTEC at the forefront, producing graduates to meet the global workforce demand, both in terms of quantity and quality.
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Qomariah, Dede Nurul, and Viena Rusmiati Hasanah. "Benefits of Parenting Programs for Parents." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007039402640267.
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Wells, John S. G., Michael Bergin, and Cathal Ryan. "DELAROSE: A Case Example of the Value of Embedded Course Content and Assessment in the Workplace." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2844.
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In recent years there has been a significant growth in online learning and the delivery of joint programmes of education involving collaborative partnerships between higher education institutions in different jurisdictions. This paper details a case-study of the pilot delivery and assessment of a new online learning programme ‘Certificate in the Management of Work-Related Stress’. This programme was developed as part of an innovative partnership between four European Higher Education Institutions (HEIs) located in Austria, Ireland, Switzerland and the United Kingdom to develop and deliver an accredited online learning programme, as part of a wider EU funded project called DELAROSE, on the management of work-related stress for workers in the health and social care sector across Europe. It describes the nature of the online course, with particular attention given to, the assessment activities undertaken by learners throughout the course, and the collection and analysis of learner feedback as this relates to feasibility and impact of the programme of learning. This case-study highlights the positive benefits to learners of embedding course content and assessment experiences within a real-life workplace context
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.
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Yuliana, Syari, Tjutju Soendari, and Mr Sunardi. "Acceptance Programs for Parents with Down Syndrome Children." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.18.
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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.
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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.
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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.
Reports on the topic "Parent education programmes"
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.
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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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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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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.
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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Haider, Huma. Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/k4d.2021.004.
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This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Gershberg, Alec. Political Economy Research to Improve Systems of Education: Guiding Principles for the RISE Program’s PET-A Research Projects. Research on Improving Systems of Education (RISE), July 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/030.
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Raei, Lamia. A Pathway to Youth Employment: Youth internships programme in Jordan. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7956.
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As part of the Youth Participation and Employment (YPE) programme, Oxfam’s partner INJAZ works to bridge the skills gap between the educational system and the changing needs of the labour market in Jordan. Oxfam supports the INJAZ internship programme, which aims to integrate young people into private-sector companies in order to help inform their future career choices. For many young people who participate in the programme, their internship is a stepping-stone to full employment. This case study presents examples of young people who enrolled in the scheme, enhanced their skills, and found a job. Though the uncertainty caused by COVID-19 has affected the pace of recruitment, Oxfam and INJAZ are still working tirelessly to achieve the programme’s mission.
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Patton, Amy, Kylie Dunavan, Kyla Key, Steffani Takahashi, Kathryn Tenner, and Megan Wilson. Reducing Stress, Anxiety, and Depression for NICU Parents. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0012.
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This project aims to appraise evidence of the effectiveness of various practices on reducing stress, anxiety, and depression among parents of infants in the neonatal intensive care unit (NICU). The project contains six research articles from both national and international journals. Study designs include one meta-analysis, one randomized controlled trial, one small scale randomized controlled trial, one prospective phase lag cohort study, on pretest-posttest study, and one mixed-methods pretest-posttest study. Recommendations for effective interventions were based on best evidence discovered through quality appraisal and study outcomes. All interventions, except for educational programs and Kangaroo Care, resulted in a statistically significant reduction of either stress, anxiety, and/ or depression. Family centered care and mindfulness-based intervention reduced all barriers of interest. There is strong and high-quality evidence for the effect of Cognitive Behavioral Therapy on depression, moderate evidence for the effect of activity-based group therapy on anxiety, and promising evidence for the effect of HUG Your Baby on stress.
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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.
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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.