Relevant bibliographies by topics / Parent participation

Contents

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

Academic literature on the topic 'Parent participation'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Parent participation"

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Cho, Young-hee, and Jeong-woo Park. "Analyzing parents' perceptions of participation in school education." Association for Studies in Parents and Guardians 11, no. 1 (January 31, 2024): 107–27. http://dx.doi.org/10.56034/kjpg.2024.11.1.107.

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Parents' participation in school education has recently been promoted in a policy and has spread in the school field, and interest in the parent association has also become the main focus. However, contrary to the high interest of parents in participating in school education, relatively few studies have sought what parents want in school and how to properly participate in school education activities. This study aims to comprehensively examine the participation of parents in school education, the desirable role of the parent association, and the results that parents want from the school or office of education. To this end, a survey was conducted in June 2023, and the response data of a total of 334 parent monitor groups operated by the Office of Education A were analyzed. The contents of the survey include overall participation in parent school education, the main purpose and necessity of participation in parent school education, the desirable role of the parent association, and the perception of support or projects desired by the Office of Education. For item analysis, difference verification and cross-analysis were conducted at the school level. The results of the research are as follows. First, the perception that parents are the subject of school education, communication and collaboration between parents, and the degree of agreement on the sufficiency of parents' participation in school education were relatively low. Second, presentation and cooperation on school management, and monitoring of school education were derived as the main purpose and necessity of participating in school education. Third, the desirable role of the parent association was to conduct and participate in parent demand surveys and to organize various school education participation activities. Fourth, support or projects desired by schools or offices of education generally showed strengthening parent capabilities (training, education, etc.) and expanding parent networks. Fifth, there was no significant difference in parents' perception of participation in school education by school level. Based on this, implications for participation in parent education were discussed.
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Moynihan, Paula, Lisa Naclerio, and Kathleen Kiley. "PARENT PARTICIPATION." Nursing Clinics of North America 30, no. 2 (June 1995): 231–41. http://dx.doi.org/10.1016/s0029-6465(22)02300-3.

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Nitti, Lodiana, and Friandry Windisany Thoomaszen. "PENERAPAN PERSEPSI ORANGTUA DALAM MEMENUHI HAK PARTISIPASI ANAK USIA 9-12 TAHUN DI DESA BENA AMANUBAN SELATAN NUSA TENGGARA TIMUR." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 1, no. 2 (January 30, 2019): 121–38. http://dx.doi.org/10.33541/sel.v1i2.905.

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ABSTRACT Parental perception will affect the fulfillment of children’s participation rights. Fullfilment of children’s participation rights will be fulfilled optimally if parents pay anttention to opinions while providing opportunities for children to make and make decisions about the child’s goals and self-interest. The subjects studied consisted of 5 subjects consisting of father and mother who had children aged 9- 12 years. This study uses qualitative research methods, with data retrieval tools in teh form of interviews, observation and documentation. From the research found data were the subjects do not fulfill the right of participation of children up to the maximum ladder where children’s participation rights range from the first ladder to the third ladder. The first ladder to the third ladder is actually a non- participating ladder. This means that children is manipulated, dominated by parents, there is direct communation and the severity of the parent. The children felt disappointed, sad, and angry with the parents but they still tried to hear and obey the parent’s decision. Children from third and fourth subjects experienced excessive fear to speak to their parent (father). Suggestions for parents to be more caring and fulfill the rights of children’s participation so as not to affect the growth and development of children. Keywords: participation rights, children, parents
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Joyce, Bonnie G. "Parent involvement: A model for program development." Rural Special Education Quarterly 8, no. 2 (June 1987): 7–13. http://dx.doi.org/10.1177/875687058700800202.

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Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.
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Ruskin, Danielle, Lauren Campbell, Jennifer Stinson, and Sara Ahola Kohut. "Changes in Parent Psychological Flexibility after a One-Time Mindfulness-Based Intervention for Parents of Adolescents with Persistent Pain Conditions." Children 5, no. 9 (September 3, 2018): 121. http://dx.doi.org/10.3390/children5090121.

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Parenting a child with chronic pain can be stressful and impact parent functioning in a variety of areas. Several studies have examined mindfulness-based interventions (MBIs) for parents of children with different health and mental health conditions. However, no studies to date have examined MBIs for parents of children with pain conditions. This study aimed to: (1) determine the feasibility and acceptability of a one-time MBI workshop for parents (n = 34) of adolescents with painful conditions (chronic pain and inflammatory bowel disease) who were participating in a concurrent mindfulness group for adolescents with pain, and (2) examine changes in parent mindfulness and psychological flexibility following the intervention. A mixed-method design was used. In terms of feasibility and acceptability, high recruitment and retention rates were observed, and parents reported high satisfaction scores with the workshop. Changes pre to post intervention showed that dimensions of parent psychological flexibility, but not parent mindfulness, improved following participation in the workshop. Qualitative analyses based on parent responses on a questionnaire uncovered seven themes of parent “takeaways” following participation in the workshop: Mindfulness Skills, Not Alone, Psychological Flexibility, Parent–Child Interactions, Self-Efficacy, Optimism/Positivity/Hope, and Awareness of Values. Taken together, these findings suggest that a one-time MBI workshop offered to parents whose teen was participating in a concurrent mindfulness group for pain is a feasible and promising intervention for parents of children with pain conditions.
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Albez, Canan, and Şükrü Ada. "School Administrators Skills in Organizing the Parent Participation Studies." Journal of Education and Training Studies 5, no. 4 (March 20, 2017): 165. http://dx.doi.org/10.11114/jets.v5i4.2184.

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The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators’ skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395 parents from primary schools, secondary schools and high schools, determined according to the stratified sampling method. The quantitative data of the research were obtained through the ‘scale for school administrators’ skills of organising parent participation efforts' applied to school administrators, teachers and parents after the validity - reliability studies were conducted. The study reached the conclusion that school administrators’ skills in organising parent participation efforts and the parent participation efforts conducted were inadequate.
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Vyverman, Veerle, and Nicole Vettenburg. "Parent Participation At School." Childhood 16, no. 1 (February 2009): 105–23. http://dx.doi.org/10.1177/0907568208101693.

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Dickson, Kelsey S., Sasha M. Zeedyk, Jonathan Martinez, and Rachel Haine-Schlagel. "Examining ethnic disparities in provider and parent in-session participation engagement." Journal of Children's Services 12, no. 1 (March 20, 2017): 47–58. http://dx.doi.org/10.1108/jcs-12-2016-0022.

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Purpose Well-documented ethnic disparities exist in the identification and provision of quality services among children receiving community-based mental health services. These disparities extend to parent treatment engagement, an important component of effective mental health services. Currently, little is known about differences in how providers support parents’ participation in treatment and the degree to which parents actively participate in it. The purpose of this paper is to examine potential differences in both provider and parent in-session participation behaviours. Design/methodology/approach Participants included 17 providers providing standard community-based mental health treatment for 18 parent-child dyads, with 44 per cent of the dyads self-identifying as Hispanic/Latino. In-session participation was measured with the parent participation engagement in child psychotherapy and therapist alliance, collaboration, and empowerment strategies observational coding systems. Findings Overall, results indicate significantly lower levels of parent participation behaviours among Hispanic/Latino families compared to their Non-Hispanic/Non-Latino counterparts. No significant differences were seen in providers’ in-session behaviours to support parent participation across Hispanic/Latino and Non-Hispanic/Non-Latino families. Research limitations/implications These findings contribute to the literature on ethnic differences in parent treatment engagement by utilising measures of in-session provider and parent behaviours and suggest that further investigation is warranted to documenting and understanding ethnic disparities in parents’ participation in community-based child mental health treatment. Originality/value This paper contributes to the evaluation of differences in parent treatment engagement through demonstrating the utility of an in-session observational coding system as a measure of treatment engagement.
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Soodak, Leslie C., and Elizabeth J. Erwin. "Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings." Journal of the Association for Persons with Severe Handicaps 25, no. 1 (March 2000): 29–41. http://dx.doi.org/10.2511/rpsd.25.1.29.

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The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child's inclusive education. Ten parents of children in early childhood inclusive settings were interviewed. A conceptual framework of factors that influence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving effective parent-professional partnerships in inclusive settings appears to be a complex process that involves commitment and understanding. Most importantly, the findings suggest that meaningful participation for children as well as parents is an important and necessary component of inclusive education.
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Smith, Sarah L., Jacqueline Vaquerano, Betsy P. Humphreys, and Semra A. Aytur. "Parent Satisfaction With a Telehealth Parent Coaching Intervention to Support Family Participation." OTJR: Occupational Therapy Journal of Research 43, no. 3 (April 25, 2023): 531–39. http://dx.doi.org/10.1177/15394492231164942.

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COVID-19 catalyzed telehealth practice creating opportunities for clients and providers to discern best applications. Parent satisfaction with services supports partnership within therapy processes, potentially augmenting outcomes. We examined parent satisfaction levels and experiences with the telehealth approach of a parent coaching intervention for families of children with special health care needs (CSHCNs). We used a mixed-methods descriptive design. Fifteen parents completed the Telehealth Usability Questionnaire (TUQ) and a semistructured interview. We analyzed TUQ ratings using descriptive statistics, and we thematically analyzed participants’ telehealth experiences. Parents found telehealth useful, easy to use, effective, reliable, and satisfactory. Parents described that telehealth addressed needs conveniently, enhanced parent–provider communication, and fostered shared parent involvement. Telehealth appears to be a satisfactory occupational therapy service delivery approach for parents of CSHCN. Findings build preliminary evidence for understanding for whom telehealth is well suited, supporting determination of relevant, fundable telehealth services.
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Dissertations / Theses on the topic "Parent participation"

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Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.
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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01
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Warren, Jennifer. "Whole language - reading and parents: A parent in-service." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1057.

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Matty-Cervantes, Carmen Maria. "Describing parent participation in a Mexican school." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2534.

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Understanding why and how parents participate in Mexican schools can inform the efforts of American principals and teachers in their work with Mexican newcomers or with the parents of Mexican-American students. The purpose of this study is to describe parent participation opportunities, attitudes, and practices in Mexico according to parents, teachers, and administrator. The study was carried out as a qualitative research of a case study using phenomenology as the approach to collecting data. Data collection had three facets: interviews, observations, and documents. Findings revealed that parent participation is active in the Mexican school studied. All stakeholders held high regard for parent involvement. Also, each group had a conceived boundary of responsibilities. Parent involvement varied within the conventional and nonconventional. Similar barriers to parent participation were expressed by the stakeholders in Mexico as are indicated in the literature review for the United States. The findings from the case study were used to offer ideas to the United States schools on how to involve Mexican immigrants parents in their children's education.
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Law, Foon-kam. "Participation in parent support group as perceived by parents of children with cancer /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36397003.

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Law, Foon-kam, and 羅歡琴. "Participation in parent support group as perceived by parents of children with cancer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011849.

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Goodman, Matthew Reader. "If we build it will parents come? : parent participation in preventative parenting groups /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055688.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 75-79). Also available for download via the World Wide Web; free to University of Oregon users.
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Prehoda, Joan Marie. "Bridging the gap between parents and schools: A parent education model." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/649.

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Gilbert, Reyna A. "The relationship of parental sport participation to the sport participation of children." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294244.

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The majority of research in this area was conducted more than 20 years ago, which indicated a need for more current research. There was a need to learn how a parent's previous or current sport participation could impact their child's sport experience. Parents and their children completed questionnaires to determine the role of parental influence upon child sport socialization. Participants included students in the 6th, 8th, 9th, and 10th grade physical education classes at a Mid-west school and their parents. Thirty-eight children, 24 fathers, and 31 mothers were included in the sample.No significant difference was found in the sport participation rates of children whose parents participated in sports previously and children whose parents were not active sport participants in the past. A positive relationship was found between parents who had a positive overall sport experience and their child's perception of their encouragement to pursue the same sport in which parents had previously participated.
School of Physical Education
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Duplissie, Kevin L. "Parent Perceptions on Kindergarten Entry." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.

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Books on the topic "Parent participation"

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Woods, Philip A. A strategic view of parent participation. London: Taylor & Francis, 1998.

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Vopat, James. The parent project: A workshop approach to parent involvement. York, Me: Stenhouse Publishers, 1994.

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1951-, Weissberg Roger P., and Educational Resources Information Center (U.S.), eds. Parents' perceptions of teacher outreach and parent involvement in children's education. [Philadelphia, PA]: Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education, Laboratory for Student Success, 1998.

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Ferguson, Sherry. Parent power. Florence, Ariz: Pinal County School Office, 1986.

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A, Allison Patricia, Leithwood Kenneth A, and Canadian Education Association, eds. Parents' participation in school improvement processes: Final report of the parent participation in school improvement planning project. Toronto: Canadian Education Association = Association canadienne d'éducation, 2004.

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Kalantzis, Mary. The parent-school partnership: Issues of parent participation in culturally diverse schools. Wollongong, Australia: Published for the Office of Multicultural Affairs, Dept. of the Prime Minister and Cabinet by the Centre for Multicultural Studies, University of Wollongong, 1992.

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Nancy-Jo, Hereford, Lane Marion S, and Schall Jane, eds. Parent communication tips. New York, NY: Scholastic Inc., Early Childhood Division, 1992.

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Feyl, Chavkin Nancy, Texas Dropout Information Clearinghouse, and Texas Education Agency, eds. Parent and community involvement. Austin, Tex: The Agency, 1989.

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Films for the Humanities & Sciences (Firm), ed. Parent involvement. Princeton, NJ: Films for the Humanities & Sciences, 1999.

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Pellegrino, Louis. The common sense guide to your child's special needs: When to worry, when to wait, what to do. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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Book chapters on the topic "Parent participation"

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Breneselović, Dragana Pavlović, Lidija Miškeljin, and Tijana Bogovac. "Parent participation in preschool education in Serbia." In Parental Engagement and Early Childhood Education Around the World, 221–31. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823917-19.

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Minhinnett, Wendy, and Nikki Chapman. "A Guide to Parent and Carer Participation." In Participation in Children and Young People’s Mental Health, 95–111. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003288800-7.

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Hinton-Smith, Tamsin. "Lone Parent Students’ Motivations for and Hopes of Higher Education Engagement." In Widening Participation in Higher Education, 108–26. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283412_7.

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Hook, Genine. "Equitable and Widening Participation in Higher Education." In Sole Parent Students and Higher Education, 155–71. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59887-5_9.

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Crutchley, Rebecca. "Pupil and Parent Voice : Contributions to Assessment and Planning." In Special Needs in the Early Years: Partnership and Participation, 45–62. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781526418418.n4.

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Bogovac, Tijana. "The issue of parent participation in preschool education in Serbia." In Teachers’ and Families’ Perspectives in Early Childhood Education and Care, 182–92. Abingdon, Oxon : New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-15.

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Edwards, Carolyn Pope, and Traci Shizu Kutaka. "Diverse Perspectives of Parents, Diverse Concepts of Parent Involvement and Participation: What Can They Suggest to Researchers?" In Foundational Aspects of Family-School Partnership Research, 35–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13838-1_3.

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Claessens, Elke, and Dimitri Mortelmans. "Who Cares? An Event History Analysis of Co-parenthood Dynamics in Belgium." In European Studies of Population, 131–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68479-2_7.

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AbstractUntil the end of the twentieth century, child custody arrangements after separation typically continued the gendered pre-separation parenting division, with mothers taking up childcare and fathers paying child support. Recently, there has been a significant rise in co-parenting after separation, reflecting the trend towards more socio-economic, work- and childcare-related gender equality during the relationship. However, it remains unclear to what extent the organization of the pre-separation household dominates over important changes in the lives and labor force participation of parents after separation in choosing to co-parent.This study uses longitudinal Belgian register data to consider the effect of post-separation dynamics in parents’ life course and labor force participation in deciding to co-parent. While certain pre-separation characteristics remain predictive of co-parenting, our results suggest a societal trend towards co-parenting as the parenting norm. Increased time in paid work positively affects co-parenting probabilities, but we find no effect of a post-separation income increase, even though this would imply greater bargaining power to obtain sole custody. As such, the investigated post-separation changes seem to be an indication of parents moving towards supporting and attempting to gain gender equal parenting after separation.
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Broadway, Barbara, and Guyonne Kalb. "Labour Market Participation: Family and Work Challenges across the Life Course." In Family Dynamics over the Life Course, 177–200. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_9.

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AbstractHaving a job is an important indicator of economic and social wellbeing, and two-earner families are becoming the norm rather than the exception. As a result, many more women, including mothers, are in the labour force now than ever before. Balancing family and work responsibilities therefore becomes ever more important, not just for women but also men who are sharing the caring load with their partners, especially when young pre-school children are present. However, employment is not equally distributed across families, and some families have noone in a job which leads to financial vulnerability. Even one-earner families that depend on a low-skilled, low-wage earner may struggle to get by and provide their children with the opportunities to succeed in life and achieve mental, physical and financial wellbeing. This may lead to the intergenerational transmission of disadvantage and poor outcomes from parents to children. Gender inequality and ongoing inequalities relating to gender divisions in work and family may lead to women being particularly vulnerable in terms of earnings capacity and retirement savings when a relationship ends. One-parent families are specifically at risk as they often have no partner with whom to share the care-taking role, making work-family balance difficult to achieve. In this chapter we review the Australian evidence on these issues and provide policy implications.
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Hickey, Grainne, and Sinéad McGilloway. "The implementation and effectiveness of group-based programmes for mainly vulnerable parent populations." In International Perspectives on Parenting Support and Parental Participation in Children and Family Services, 159–79. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003334248-12.

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Conference papers on the topic "Parent participation"

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Jones, Jessica, Amy Greene, Sangeeta Krishna, Amy Nowacki, Christine Traul, and Johanna Goldfarb. "Investigating Parent Needs, Participation, and Stress in the Children's Hospital." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.415.

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Jones, Jessica, Amy Greene, Sangeeta Krishna, Amy Nowacki, Christine Traul, and Johanna Goldfarb. "Investigating Parent Needs, Participation, and Stress in the Children's Hospital." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.415-a.

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Powers, Jeanne. "Immigrant Parents' Participation in Public School Choice: Evidence From the 2016 Parent and Family Involvement Survey." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579672.

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He, Xuan, Shuai Sun, and Xiaoling Lin. "Building a Healthy Family Atmosphere: a Hybrid Toy System Design Based on the "Zone of Proximal Development" Theory." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003327.

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The lack of family sex education is a major issue in the development of comprehensive sex education for Chinese children. Three significant obstacles stand in the path of the development of family sex education. The first is the lack of effective parent-child participation in the practice of the family; the second is the mismatch between the parent’s sexual knowledge reserve and the sex education required by the child; third, the lack of quality of parental sex education has led to difficulties in grasping the timing and depth of development. Therefore, children's family sex education requires effective design patterns to intervene. This study proposes a model of design theory for family sex education based on the " zone of proximal development " education theory. This paper also yields an interactive hybrid toy system based on Dida products to help parents teach children about sex and boundaries. The design prototype has been tested and received positive appraisal and feedback, indicating that the designed theoretical model is effective in the promotion of family sex education.
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Betts, Anastasia. "The RESET Framework: Examining Critical Factors in Parent-Child Math Participation." In The IAFOR International Conference on Education – Hawaii 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2189-1036.2021.21.

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Powers, Jeanne. "Immigrant Parents' Participation in Public School Choice: Evidence From the Parent and Family Involvement Surveys, 2012–2019." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010233.

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Powers, Jeanne. "Immigrant Parents' Participation in Public School Choice From 2007–2016: Evidence From the Parent and Family Involvement Survey." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690634.

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Shuklina, Elena, and Elizaveta Shirokova. "PUBLIC PARTICIPATION OF THE PARENT COMMUNITY: HOW PUBLIC ACTIVITY OF PARENTS INCREASES THEIR TRUST IN THE EDUCATION SYSTEM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0712.

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Shirimova, Tamara Aleksandrovna. "Role of Family's Pedagogic Potential in Development of Responsible Parent-Child Relationships of Adolescents." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97888.

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Cai, Qi. "From Personal Matter to Policy Revision: Parent Participation During Comprehensive Quality Assessment Policy." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003756.

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Reports on the topic "Parent participation"

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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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Black, Lindsey, Emily Terlizzi, and Anjel Vahratian. Organized Sports Participation Among Children Aged 6–17 Years: United States, 2020. National Center for Health Statistics (U.S.), August 2022. http://dx.doi.org/10.15620/cdc:119026.

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This report describes national estimates of parent-reported organized sports participation during the past 12 months among children aged 6–17 years, using data from the 2020 National Health Interview Survey analyzed by sociodemographic characteristics.
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Hoynes, Hilary. Welfare Transfers in Two-Parent Families: Labor Supply and Welfare Participation Under AFDC-UP. Cambridge, MA: National Bureau of Economic Research, July 1993. http://dx.doi.org/10.3386/w4407.

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Kan, Marni L., Hsiu Chen Yeh, Lisa M. Schainker, Jessica Nelson, Samantha Charm, Cleve Redmond, and Richard Spoth. Substance Misuse Prevention Program Attendance: Predictors Among Military Families. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.rr.0048.2212.

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Typical life circumstances for military families may impact their participation in prevention programs, yet little is known about what factors influence their participation. The current study examined predictors of attendance in the Strengthening Families Program: For Parents and Youth 10–14, for Military Families, a universal in-person program designed to improve family functioning and reduce youth substance misuse and other problem behaviors. Participants included 159 parent–child dyads randomly selected to be offered the 7-week family program. Analyses examined demographic characteristics, deployment experiences, time spent waiting for the program to begin, and psychosocial functioning as predictors of attendance in a series of regression models. Of the 39 percent of families that attended any program sessions, the majority (71 percent) attended at least four of the seven sessions. Attendance varied significantly across the geographic areas in which groups were held. Prior service utilization, youth conduct problem behavior, parental history of deployment, and family conflict were each positively associated with attendance, whereas parent tobacco use was negatively associated with attendance. These results highlight the challenges in recruiting military families into in-person prevention programs and suggest that extra efforts may be needed to engage families that do not perceive that they have a need for support.
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Gibbons, Marie, Declan Quinn, and Nuala Connolly. Parental Participation in Child Protection and Welfare : The Irish Context. Tusla: Child and Family Agency, 2017. http://dx.doi.org/10.52516/owrh9655.

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Ejgod Hansen, Louise, Birgit Eriksson, and Karen Nordentoft. Participation in Cultural Centres in Denmark. Aarhus University, December 2023. http://dx.doi.org/10.7146/aul.505.

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There is at least one cultural centre in every municipality in Denmark – in the vast majority of municipalities, many more. This means that cultural centres are probably the most widespread form of cultural institution in Denmark. So, it is surprising that there is a lack of knowledge about them. This report provides insight into a central, yet underexposed area of cultural life in Denmark. The report is part of the DELTAG (English: ‘Participate’) project (2019-23), funded by the Nordea Foundation and initiated by the Culture Centres in Denmark association and Aarhus University.
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Roe, Caroline, and Dr Valerie O'Brien. Supporting the Participation of Parents of Children in Care to Enhance the Experience of Access & Contact. Tusla: Child and Family Agency, 2019. http://dx.doi.org/10.52516/rs0004.

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This report has been prepared as a collaborative initiative of TUSLA, parents of children in care and advocacy services in the Mid West – Clarecare, Limerick Social Service Council and Silver Arch Family Resource Centre. The report focuses on ‘Supporting the participation of parents of children in care to enhance the experience of access and contact
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Kamate, Caroline. Citizen participation: the outlook 20 years after the Toulouse disaster. Foundation for an Industrial Safety Culture, June 2024. http://dx.doi.org/10.57071/911pcr.

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This publication in the “Cahiers de la sécurité industrielle” collection presents the findings of the FonCSI “Industrial risk governance and citizen participation at the local level” working group, which met ten times between September 2020 and December 2021. Part One of this “Cahier” presents a brief overview of citizen information and participation in industrial risk and pollution related issues in France (chapter 1), then focuses in on the transposition of European regulations in this domain in Italy and the Netherlands (chapter 2). In chapter 1 of Part Two we endeavour to analyse the bitterly disappointing conclusion reached in the aftermath of the Lubrizol and Normandie Logistique fire and the strong government response that followed, while in chapter 2 we suggest some possible courses of action and avenues to explore in order for citizen information and participation to be given greater consideration in the complex issue that is cohabitation with high-risk activities.
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Robson, Jennifer. The Canada Learning Bond, financial capability and tax-filing: Results from an online survey of low and modest income parents. SEED Winnipeg/Carleton University Arthur Kroeger College of Public Affairs, March 2022. http://dx.doi.org/10.22215/clb20220301.

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Previous research has identified several likely causes of eligible non-participation in the Canada Learning Bond (CLB), including awareness, financial exclusion, and administrative barriers. This study expands on that research, with a particular focus on the role of tax-filing as an administrative obstacle to accessing the CLB. I present results from an online survey of low and modest income parents (n=466) conducted in 2021. We find that, even among parents reporting they have received the CLB (46%), a majority (51%) report low confidence in their familiarity with the program, and more than one in six (17%) are unaware of the need to file tax returns to maintain eligibility for annual CLB payments. Self-reported regular tax-filing is associated with a 59% increase in the probability of accessing the CLB, even when controlling for a range of parental characteristics. This study confirms previous work by Harding and colleagues (2019) that non-filing may explain some share of eligible non-participation in education savings incentives. Tax-filing services may be an important pathway to improve CLB access. Low and modest income parents show substantial diversity in their preferred filing methods and outreach efforts cannot be concentrated in only one avenue if they are to be successful. The study also tests a small ‘nudge’ to address gaps in awareness and finds that information-only approaches to outreach are likely to have limited success, even with motivated populations.
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López Bóo, Florencia, Mohammed Niaz Asadullah, and Uma Kambhampati. Social Divisions in School Participation and Attainment in India: 1983-2004. Inter-American Development Bank, August 2009. http://dx.doi.org/10.18235/0010920.

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This study documents the size and nature of boy-girl and Hindu-Muslim gaps in childrens school participation and attainments in India. Individual-level data from two successive rounds of the National Sample Survey suggest that considerable progress has been made in decreasing the Hindu-Muslim gap. Nonetheless, the gap remains sizable even after controlling for numerous socioeconomic and parental covariates, and the Muslim educational disadvantage in India today is greater than that experienced by girls and Scheduled Caste Hindu children. A gender gap still appears within as well as between communities, though it is smaller within Muslim communities. While differences in gender and other demographic and socio-economic covariates have recently become more important in explaining the Hindu-Muslim gap, those differences altogether explain only 25 percent to 45 percent of the observed schooling gap.
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