Relevant bibliographies by topics / Parents' religious education

Academic literature on the topic 'Parents' religious education'

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Published: 9 March 2023

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Journal articles on the topic "Parents' religious education"

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Heller, Natasha. "Talking about Death, Becoming Buddhist Families: A Case Study of Religious Parenting Education in Contemporary Taiwan." Journal of the American Academy of Religion 89, no. 2 (June 1, 2021): 588–611. http://dx.doi.org/10.1093/jaarel/lfab027.

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Abstract Religious belief and practice affect how parents engage their children; the experience of parenting, in turn, can reshape religious ideas. Religious parenting resources serve to guide parents’ understanding of their relationship with their children and provide an important perspective on the family as a site of religious practice. Taking a special issue of a Taiwanese Buddhist journal as a case study to examine parenting strategies around the topic of death, I argue that conversations with their children about death provide parents an opportunity to re-write traditional scripts around death. Discussions around death also serve to re-orient the parent-child relationship to give greater weight to the child’s voice, and offer space for the parent to learn as well. These religious parenting materials provide new Buddhist perspectives on death and on how parents and children should relate.
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Nadyrshin, Timur. "Religious education in Russia: factors of non-religious parents’ choice." British Journal of Religious Education 42, no. 3 (August 6, 2019): 285–97. http://dx.doi.org/10.1080/01416200.2019.1651691.

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Pearson, Jamie N., Jared H. Stewart-Ginsburg, Kayla Malone, and Janeé R. Avent Harris. "Faith and FACES: Black Parents’ Perceptions of Autism, Faith, and Coping." Exceptional Children 88, no. 3 (November 29, 2021): 316–34. http://dx.doi.org/10.1177/00144029211034152.

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Faith, spirituality, and religious involvement can promote stress-related coping for parents raising children with autism, yet little research has explored religious coping in Black parents raising children with autism. Given the high levels of religiosity and increased incidence of autism in Black families, the purpose of this qualitative study was to highlight perceptions of Black parents raising children with autism on mental health and religious coping within the context of a parent advocacy intervention efficacy study. We used a grounded theory method with structural coding of group session transcripts and written responses to center the voices of seven Black parents raising children with autism. Three significant findings emerged: (a) mental health conceptualization; (b) double disenfranchisement; and (c) communal coping.
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Perbowosari, Heny. "Parenting Models In Building The Religious Characters Of Children." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 2, no. 1 (May 31, 2018): 39. http://dx.doi.org/10.25078/ijhsrs.v2i1.512.

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<p>The religious character building is very important for the child and must be done starting from the family environment. The family has a responsibility in educating children, especially religious education. Religious education provided by parents will be the basis for children to behave in accordance with religious teachings. Parents play an important role in the child's religious character building, such as teaching obedience to religious teachings. A positive parenting style will have an impact on the formation of the child's religious character, especially the democratic style of parenting, in which the parent gives responsible freedom to the child. In the religious character building of children, the role of parents, are, provide exemplary, habituation, and dialogical communication with full warmth and affection.</p>
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Amaliah, Silvi, and Muhammad Rizqi Romadhon. "RELIGIOUS EDUCATION FOR EARLY AGE." PERADA 5, no. 1 (June 29, 2022): 53–59. http://dx.doi.org/10.35961/perada.v5i1.539.

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This research is done because it sees the confusion of parents to educate the religion ways for their child, but according to the Prophet Muhammad sallallaahu 'alaihi wasallam the child education must begin at an early age. Therefore the author intends to examine how the method of religious education for early childhood is appropriate. The research used is literature study research. This research method is used because the problem is related to the theoretical problems that exist in the literature related to the source of the study and discussion that can show the facts logically in order to produce a qualitative conclusion based on the analysis of induction, deduction and convergence. This study aims to determine the religious views of early childhood, the concept of religious education for early childhood, and the method of religious education for young children. The conclusion of this research is: Islam considers that children have the right to get proper education, parents are responsible for religious education of their children, the best method in educating children is the method of riyadlah or habituation.
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Rita, Loloçi, and Menada Petro. "The Impact of Schools and Families in the Religions Perceptions of Children in Albania and Kosovo." European Journal of Social Science Education and Research 8, no. 1 (April 15, 2021): 110. http://dx.doi.org/10.26417/401txw56a.

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This study aimed to identify children`s perceptions regarding the role of religion in their education, their religious belonging, the parent's role in their religious education, and the attitude they have towards other religions. To gather quantitative data regarding the opinion the 10-14 age children have on religion and religious education, a survey was performed in several schools in Albania and Kosovo urban and rural areas (720 students from 8 schools of Durres, 4 in rural areas, and 473 students from 8 schools of Pristina and the surrounding area). A questionnaire was used to fulfill the purpose of the research regarding the knowledge, attitudes, and the perceptions of 10-14 age group on religious education in schools. At the same time, studies of national and international authors were consulted for a better analysis of the problems raised in the questionnaires such as the role and the importance of intercultural education in the coexistence and the harmony between people of different cultures, the education on The Fundamental Rights, the role of the curricula in schools, the difference between families in the rural and urban areas and the effect of the parents’ education on children. The results of the study showed that children of this age group receive the first knowledge about religion from the family. An irreplaceable role in religious education has the media. The school involvement in giving knowledge on religious beliefs in both studied regions will positively influence pupil’s formation, eliminating this way the violation of other people religion that often is present in our schools and not only. A correlation between the tolerance of parents and the tolerance of their children resulted as the consequence of the care that families show to respect different religions and often even sects.
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Maimunah, Arbain, Dinda Mayang Sari, Ahmad Nur Choliq, Sukatin Sukatin, and Muhammad Yusup. "Shaping Children's Character Through Religious and Family Education." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 1, no. 2 (December 22, 2022): 224–29. http://dx.doi.org/10.57235/aurelia.v1i2.155.

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Islamic Religious Education (PAI) is one of the most importances pilar of character education. Character education will build well, if it is started from cultivating religious sense of students, therefore, PAI lesson become one of supporting lesson of character education Through PAI teaching and learning, the students is taught belief of God as the basic of their religion, taught al quran and hadits as their way of life, taught fiqih as law signs in doing Islam teaching, taught Islam history as a good life example, and taught ethica as the way of human character. The Role of Parents in Improving The Character of child Education in The Family. Parents play an important role to develop their potential. parents are educators first and foremost in a family environment, parents need to be aware that the child has great potential at birth.
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Muslim, Ahmad Buchori, and Nury Firdausia. "Religious Education Curriculum in the Family: Islamic Perspective." AJMIE: Alhikam Journal of Multidisciplinary Islamic Education 2, no. 1 (June 30, 2021): 49. http://dx.doi.org/10.32478/ajmie.v2i1.730.

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This article tries to adapt the concept of religious education curriculum in the family with Islamic perspectives whose main source comes from the thought of Islamic education scholars. Islam considers education in the family to be the oldest informal religious educational institution. The role of parents or families is very important to the successful education of the child, because the child has more time at home with his family. Religious education in the family is intended to shape children into human beings who believe and fear Allah SWT and have noble character and religious values that are carried out in daily life. Seeing how important the role of the family in educating children, a curriculum concept is needed as a reference for Muslim parents in educating their children. Thus, parents can guide their children by providing educational materials that suit the needs, ages, interests, and talents of children, as stated in Ibn Sina and al-Shaibani's thoughts on the concept of education in the family. Besides, aspects of the use of methods in educating children are important things to be considered by parents. Abdullah Nasih Ulwan offered methods that parents can use in educating children, including methods of role models (uswah hasanah), habituation methods, advice (mau’izah) methods, methods of attention, and methods of punishment.
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Sakız, Halis, Abdurrahman Ekinci, and Güldest Baş. "Inclusive Education for Religious Minorities: The Syriacs in Turkey." Social Inclusion 8, no. 3 (August 20, 2020): 296–306. http://dx.doi.org/10.17645/si.v8i3.3073.

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Expanding the scope of inclusion beyond specific groups such as individuals with disabilities has led to the investigation of school systems’ inclusiveness from the perspective of all students. With this in mind, this research investigated the experiences of students and parents belonging to the ancient Syriac community in Turkey, who inhabited Mesopotamia since the inception of Christianity. Obtaining the views of 43 parents and their 46 children through semi-structured interviews, the school system was investigated at a political, cultural, and practical level in terms of the educational inclusion of Syriac individuals. Overall, student and parent views indicated that: (a) policy-making lacked an approach to reach all students and organize support for diversity; (b) school cultures needed to build a community whereby inclusive values were established; and (c) school practices lacked the organization to target and ensure the learning of all and mobilize resources to achieve this aim. Details of findings are included and discussed. Implications address the importance of building schools that consider the increasingly diverse school populations around the world, with a particular focus on cultural and religious diversity.
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Amoateng, Acheampong Yaw, and Stephen J. Bahr. "Religion, Family, and Adolescent Drug Use." Sociological Perspectives 29, no. 1 (January 1986): 53–76. http://dx.doi.org/10.2307/1388942.

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Using a national sample of over 17,000 high school seniors, we examined the effect of education of parents, employment status of mother, number of parents in household, religiosity, religious affiliation, gender, and race on alcohol and marijuana use. Contrary to some previous research, neither parental education nor employment status of mother was related to use of alcohol or marijuana. Adolescents who lived with both parents were less likely than adolescents in single-parent homes to use marijuana, although the differences were relatively small. Number of parents in household was not related to adolescent alcohol use. Level of religiosity had a significant association with alcohol and marijuana use among all religious denominations, although the magnitude of the relationship varied by denomination. Religious denomination, gender, and race were also related to drug use.
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Dissertations / Theses on the topic "Parents' religious education"

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Hasan, Rafia. "Islamic Schools vs. Public Schools| A Case Study of the School Choices of Muslim Parents and the Social and Academic Experiences of Students and Young Adults." Thesis, The William Paterson University of New Jersey, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689851.

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The purpose of this study is to look at the school choices of Muslim parents in New Jersey and the social and academic experiences of Muslim students and young adults. The participants included 90 Muslim parents, 126 Muslim young adults, and 52 Muslim students currently attending a public, private, or Islamic school. Participants completed surveys, and a few were administered interviews that included questions pertaining to the purpose of this study. Findings showed that Muslim parents who choose Islamic schools do so to teach their child (children) about Islam and to surround them with other Muslims; whereas, Muslim parents who chose public schools do so for the quality of education. Overall, this study demonstrated that most Muslim students in either Islamic or public schools didn’t encounter social challenges any different than other students; in addition, an overload of schoolwork was reported as an academic challenge.

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Alraheli, Arwa. "Negotiating Religious Diversity| A Qualitative Inquiry of the Perspective and Experiences of Muslim Parents in Southern California." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840831.

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There is an abundance of research concerning diversity issues in American classrooms. However, researchers have not provided enough attention to religious goals of Muslim parents and their experiences with educational institutions. For this qualitative study, the researcher interviewed 15 Muslim parents, eight females and seven males, to explore how participants’ experiences and expectations influence the way they negotiate their religious needs with schools/preschool in Southern California. The results showed that cooperation and negotiations were key strategies adopted by Muslim parents to maintain relationships with educational organizations. Schools accommodated religious practices when requested and parents negotiated their needs when necessary. Findings also showed that participants connected the school’s role with academic learning and that teachers lacked accurate knowledge of Islam. There was a sense of restraint among participants. Participants did not want to share the name of their child’s school/preschool or materials shared by the school.

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Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.

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The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.
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Spackman, Carl K. "Parents passing on the faith." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Moncrieffe, Maureen Hyacinth. "Black Caribbean American Parents' Home-Based Literacy Activities for K-2 Religious School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/448.

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Research has shown that parental involvement plays a crucial role in the academic achievement of students. A parent's involvement in a child's literacy development, especially in the Black Caribbean American community, is important because it helps the child become a life-long reader. The purpose of this phenomenological research study was to investigate the at-home literacy involvement of Black Caribbean American parents with their K-2 children in a small private religious school. Based upon Epstein's work on parental involvement, as well as Hoover-Dempsey and Sandler's role construction theory, the current study explored these parents' at-home literacy activities with their children, their perceived barriers to further involvement, and their receptivity to school support to overcome those barriers. Eight parents were interviewed. Inductive analyses, including repeated reading, color coding, and generating themes, were used to analyze the data. The findings revealed positive parental support in at-home literacy activities. Parents read to and played literacy games with their children, assisted with homework, and used a variety of materials including books and technology. Parents indicated a lack of communication between them and the school regarding what literacy instruction was being provided at school. Social change can come about by providing this information to the school staff and having them take action that assists all parents to become more effectively involved in their children's at-home literacy activities. This involvement may, in turn, result in improved reading skills and overall academic performance.
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Nolan, Brian Joseph. "The grace of baptism| A practical program for baptism preparation for parents in the spirit of the new evangelization." Thesis, Fordham University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10014282.

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This project in ministry concentrates on the new evangelization for pastoral workers in an increasingly secular environment. The new evangelization calls upon pastoral ministers to respond to signs of the times. The Church by its very nature is missionary, and the new evangelization brings to the forefront in the hearts and minds of ministers awareness of the on-going missionary activity of the Church. The spirit of the new evangelization calls for more creativity and renewed verve in promoting the Gospel to those who do not know Christ and to those who have separated themselves from the Church, and to exercise greater pastoral care to those who belong to the local worshipping community. This project concentrates on ministering proactively to couples desiring to have their child baptized in their local parish and for the parish staff to build a relationship with young families. My pastoral experience has shown that the vast majority of parents seeking the sacrament of Baptism have not been associated with a parish for a number of years.

I examine the foundational causes of the growing decline in organized religion in the United States. The extensive research of Dr. Linda A. Mecadante helps to explore the increasingly popular “I am spiritual but not religious” ethos. This project also provides detailed analysis of the growth of secularism in the West, in particular, the intellectual and spiritual contribution of Pope Benedict XVI.

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Askew, Thomas Milton 1946. "Parents' perceptions of the role of curriculum in nonpublic schools of choice." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282857.

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As the percentage of students opting for nonpublic schooling increased in the nineties, private sector choices have diversified, with schools as distinctly different as Afro-centric, Waldorf, Jewish, Muslim, and varieties of Christian schools. Much of the early research in how parents make school choices focused on school climate features rather than curricular considerations. In this study a somewhat isolated population related both by blood and religious association was analyzed in terms of their schooling, choices over a nineteen year period. The PEERS (political, educational, economic, religious, and social attitudes.) Test indicated that although these seven families are highly congruent in their beliefs, their schooling choices were well distributed between public school, a private Christian School with a traditional curriculum, a private Christian school with a continuous progress curriculum (A.C.E.), and homeschooling. The four research questions for this project were: What factors influenced each separate schooling choice? What was the parents' understanding of the curricular differences among their several choices? To what degree did curriculum, affect the parents' final choice of a school? What does the evidence show about parents' ability to make effective choices? The author's participant observation in the test group's cultural milieu for over eight years provided knowledge about the group's thinking processes. Formal exit interviews were recorded and coded for insights on how schooling choices were made. From the analysis of the parents' stated reasons for schooling changes the two most significant findings were the strong influence of adult peer pressure to follow certain trends in schooling choices, and a definite chronological progression ending with strong family commitments to a particular choice. Primary themes which arose, from the exit interviews included parents' ability to recognize individual differences among children, parental understanding of the role of curriculum and the role of the school environment, specifically safety issues and peer influence. Unexpected themes which arose were supervisory concerns, the question of values, and philosophical issues. While curriculum was concluded not to be a strong factor in parents' decision, the results did confirm parent gains in understanding of curriculum, over time. Results also affirmed parental efficacy in educational decision making.
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Wilhelm, Gretchen Marie. "A Comparative-Qualitative Research Analysis of Character Education in the Christian School and Home Education Milieu." Cedarville University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1134484909.

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Ahmed, Julia Marie. "Stakeholder Expectations of Islamic Education." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4395.

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Teachers and parents make considerable sacrifices to affiliate themselves with Islamic schools. As they commit to Islamic education, they acquire certain expectations that they want their school to fulfill. The purpose of this study was to explore the academic, social, and cultural expectations of five teachers and five parents in an Islamic School on the West Coast in order understand how these expectations could be fulfilled in other Islamic schools across the United States. The main research questions of this study were: What are the academic, social, and cultural expectations that parents and teachers have of their Islamic schools? To what extent are Islamic schools meeting the expectations of parents and teachers? Qualitative, phenomenological research methods were used for the design of this study along with a purposeful sampling of teachers and parents, triangulation of data sources, and a thorough coding process. Findings from the study supported that teachers and parents expected children to be knowledgeable about Islam in its broadest and deepest interpretations. Additionally, teachers and parents expected children to apply their knowledge of Islam in their everyday lives. Lastly, the degree that expectations were met depended on the support that teachers and parents received from their school community. When teachers and parents felt encouraged by school stakeholders, their expectations were generally fulfilled. Conversely, when teachers and parents felt that their needs were overlooked by school stakeholders, their expectations tended to remain unmet. Conclusions from the study explored ways to bridge the gap between met and unmet expectations of teachers and parents. Implications invited teachers and parents to move beyond expectations toward transformative educational experiences for children in Islamic schools.
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Almakkawi, Mohammad A. "Exploring the role of Muslim faith-based schools of Birmingham in meeting the religious, cultural and educational needs of Muslim children and the expectations of parents : an empirical study." Thesis, University of Gloucestershire, 2017. http://eprints.glos.ac.uk/5699/.

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This research explored the role of Muslim faith-based schools in the culturally and religiously diverse city of Birmingham in meeting the religious, cultural and educational needs of Muslim children and the expectations of their parents. The economy- focus post- Second World War mass migration to Europe has acted as the key catalyst for the modern Muslim presence in the UK and wider Europe. While Muslim communities came from ethnically and culturally diverse backgrounds, Islam has defined their collective identities. With the joining of their families, the first generation of British Muslims have began to realise the challenges of maintaining Islamic values and identities among their offspring who were growing up within an overall secular and multicultural society. This has marked the establishment of Mosques, community centres and most crucially faith-based Islamic school in the UK. The relevance and desirability of faith-based schooling in general and Muslim schooling in particular has come under a close security in the UK. This study focused on the case of Muslim schooling within the context of multi-faith and multicultural city of Birmingham. The study explored parental motives behind the choice of Islamic schools, their distinctive educational ethos and how they address the challenge of helping Muslim children integrate into the wider multicultural British society. The study adopted an empirical research methodology through utilising a mixed-methods research design to investigate its key questions. The main data collection tools were survey, semi-structured interviews and focus group discussions. The study sample included 133 parents, 36 students who graduated from schools and 33 teachers and governors running Muslim schools. The quantitative data was analysed using the SPSS software and the interview and focus group discussion were analysed by adopting qualitative data analysis procedures. The overall research findings suggested that parents held positive views of the Muslim schools but at the same time had high expectations about their general academic achievement as well as the Islamic Education provision. Most of the parents shared the view that Muslim schools needed to adopt a more integrated approach to the curriculum striking the balance between Islamic and secular subjects. Parents overwhelmingly thought that the Muslim schools did contribute to the social and cultural of integration of Muslim children into the wider multicultural and multi-faith British society. However, one of the significant findings of the survey analysis was the fact that parents appeared to be ambiguous about the overall achievement of schools in adequately meeting the academic and Islamic religious, moral and spiritual needs of their children. The conclusion chapter summarised the key findings of the study and discussed the implications of the findings for improving the quality of Islamic faith-based schooling within the context of secular and multicultural British society.
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Books on the topic "Parents' religious education"

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Hertfordshire. Education Department., ed. Religious education in Hertfordshire schools: Guidance for parents. [Hertford]: Hertfordshire County Council Education, 1990.

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Spollen, Mary Twomey. Connecting with parents: A catechist's guide to involving parents in their child's religious formation. New York: Paulist Press, 2007.

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Youth workers & parents. [Wheaton, Ill.]: Victor Books, 1990.

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Johnson, Greg. Faithful parents, faithful kids. Wheaton, Ill: Tyndale House Publishers, 1993.

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Promises to keep: Parents & confirmation. Dublin: Veritas, 2004.

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Teaching children about global awareness: A guide for parents and teachers. New York: Crossroad, 1991.

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Une religion à transmettre?: Les choix des parents : essai d'analyse culturelle. Sainte-Foy: Presses de l'Université Laval, 1991.

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Harris, Maria. The faith of parents: As your child begins formal religious schooling. New York: Paulist Press, 1991.

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Collins, Lorene. Salvation redefined: Catholic parents and religious education in post-Vatican II Canada. Toronto: Life Ethics Information Centre, 2003.

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Spiritual parenting: A sourcebook for parents and teachers. Wheaton, IL: Theosophical Pub. House, 1994.

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Book chapters on the topic "Parents' religious education"

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Elshof, Toke. "Primary School Parents’ Perspectives on Religious Education." In Global Perspectives on Catholic Religious Education in Schools, 113–24. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_10.

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Calvert, John. "Religious rights of parents and students in US K-12 public education." In Religious Liberty and the Law, 132–58. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315270661-9.

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Jones, Tiffany. "Education-based Euphorias! How Happiness & Comfort for LGBTQ+ People in Education Evolves." In Euphorias in Gender, Sex and Sexuality Variations, 35–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23756-0_3.

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AbstractAffirming affective framings of lesbian, gay, bisexual, transgender and queer (LGBTQ+) experiences are needed in education research. Drawing on the 2021 LGBTQ+ You surveys, this chapter explores experiences of euphoria in Australian education institutions among 2407 LGBTQ+ staff, parents, and students participants and how these changed over time. Staff members and out LGBTQ+ participants were more likely to have euphorias; heterosexuals, parents, and those in religious or rural schools were less likely. Community Connection, Institutional Inclusion, Acceptance and Category Validation euphorias were most common. Change-trends included: (1) expansion of Community Connection euphoria through socialisation, (2) gradual building of Acceptance euphoria, (3) site-specific changes in Institutional Inclusion euphoria, (4) sudden shifts in Category Validation euphoria, and (5) removal or addition of euphoria blockers especially the spectre of parental backlash.
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Vilardell, Rosa García. "The right of parents to ensure the religious and moral education of their children." In The Routledge International Handbook of Shared Parenting and Best Interest of the Child, 106–16. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003140566-10.

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Aysel, Asligül. "Islamic Religious Education in German Primary Schools: Researching the Responses of Parents and Pupils." In Wiener Beiträge zur Islamforschung, 63–78. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-31696-9_4.

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Petersen, Mary. "The School in Partnership: Co-operation with Parents and The Local community in Providing for Religious, Moral and Spiritual Growth." In International Handbooks of Religion and Education, 1055–65. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_74.

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Kress, Jeffrey S. "Parents and Jewish Educational Settings." In International Handbooks of Religion and Education, 901–15. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0354-4_50.

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

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Okkenhaug, Inger Marie. "A “Significant Swedish Outpost”: The Swedish School and Arab Christians in Jerusalem, 1920–1930." In European Cultural Diplomacy and Arab Christians in Palestine, 1918–1948, 381–410. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55540-5_18.

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AbstractThis chapter focuses on the Swedish School in Jerusalem during the British Mandate period. I argue that while modelled on Swedish educational culture and largely financed from Sweden, the school had a profound local connection to the Arab community. This chapter demonstrates that the educational culture of the school was more important to Arab parents than its religious profile. Arabic was the language of instruction and the children were taught by well-educated Arab female teachers. Parents and pupils influenced the Swedish School’s profile with demands that were created by a new reality under British Mandatory rule. These parents and pupils were also challenged by the fact that pupils from the middle class and the urban poor attended the same lessons and were—in theory at least—treated equally despite social or religious backgrounds.
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Quiring, Johanna, and Franziska Vogt. "Shared Reading for Valuing Diversity and Fostering Language Acquisition." In Migration, Religion and Early Childhood Education, 3–22. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29809-8_1.

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Abstract It is not unknown that children with a migration background often have fewer chances for a successful school career. Traditionally, a lack of skills in the common language is considered the cause of this inequality. Current discussions however offer multidimensional approaches and emphasise the fact that there are many more factors that account for this development. Nonetheless, good knowledge of the common language does support school success and thus remains an important factor. From an early childhood education perspective, the approach of incorporating language acquisition into it in everyday activities seems to be auspicious. Specific strategies to foster language skill acquisition in children that can be incorporated into everyday activities have been discerned. Among other methods, dialogic book reading is widely accepted as an evidence-based method to support children in enhancing their language skills. As important as the development of a conductive environment for the acquisition of language skills in institutions is the inclusion of the children’s parents into this discussion. One possibility is to encourage parents to invest in the children’s first language.
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Conference papers on the topic "Parents' religious education"

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Mocanu, Andrei. "Inventory Of Parents' Attitudes Toward Institutionalized Religious Education, Explorer Analysis." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.78.

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Ambarita, Darsono, Indra Sihole, and Benjamin Sihotang. "The Role of Parents in Christian Religious Education on Adolescents’ Morals." In Proceedings of the 1st International Conference of Global Education and Society Science, ICOGESS 2019,14 March, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.14-3-2019.2292045.

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Volkova, Olga, Oksana Besschetnova, and Alla Ostavnaja. "DISTANCE EDUCATION AS A WAY OF SAVING ETHNIC AND CULTURAL IDENTITY OF MIGRANT CHILDREN." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-038.

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The relevance of the research topic is determined by the fact that the number of people involved in the international migration process is increasing annually. On the one hand, it is important to integrate migrant children into the social and cultural system of the host country. On the other hand, it should be taken into account the issue of preserving of their ethnic and cultural identity. In this regard, preserving ethnic and cultural identity of children who migrate with their parents is an important issue. The purpose of this article is to show the opportunity of using distance education methods in preserving migrant children’s ethnical and cultural identity. The research was carried out in 2016-2017 and on the territory of six European countries and in Belgorod region (Russia), and was based on the use of in-depth interviews as well as focus groups with migrants. The results showed the following. First, migrants have difficulties to maintain their ethnic and cultural identity in the host country, it is especially truly for migrant children who much faster than adults can integrate into the host community and lose their ethnic and cultural identity. Secondly, the Internet provides to children an access to wide range of educational resources regardless of the area of their residence. Most of these trainings are conducted in native language, in the traditional ethno-cultural context. Third, the content of distance learning can be individual, depending on age, previous education, personal interests, etc. Fourth, distance education can be used by migrant children as well as the whole migrant community. Fifth, distance education can include a range of disciplines and activities specific to particular ethno-cultural groups of migrants (linguistics, religious studies, history, literature, cooking, crafts, etc.).
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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.
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Vlasikhina, Natalia V. "Parent-child relationships in religious and secular families: General and specific aspects." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2019. http://dx.doi.org/10.33910/herzenpsyconf-2019-2-99.

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Morrone, Michelle Henault, and Yumi Matsuyama. "BLUEPRINTS FOR CHANGE: WHAT MULTICULTURAL EXPERIENCE OFFERS INSTRUCTORS OF PRE-SERVICE EARLY EDUCATION TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end143.

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This research is part of a long-term study focused on the redesign of pre-service early teacher education based on observations of schools that use a multicultural inclusive model. The Swedish school highlighted in this research provides a case study in how international standards are appraised by education stakeholders (researchers, educators, the local community, etc.) and then transformed into curricula in local practice. The key to this Swedish approach is the emphasis on democratic values in education. This gives the educators at the preschool in question a traditional “Swedish” basis for their progressive efforts to rise to the challenges presented by their multicultural student body, challenges they meet by creating a warm and welcoming atmosphere for all members of the school community, students, teachers, and parents alike. The goal is to make each person feel valued and included in the educational process. The emphasis is on inclusivity for all, whatever their background, religion or socio-economic status. The approach of the Ringmuren Forskolan is presented as a potential model for institutions that have the responsibility of preparing pre-service teachers for their work in an increasingly multicultural world.
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Ivan, Adrian. "THE PARENTAL AUTHORITY IN THE DEBATE ABOUT THE CONSTITUTIONAL STATUS OF RELIGIOUS EDUCATION IN ROMANIA." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.135.

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Supriyadi, Supriyadi, Qowaid Qowaid, Lebeng Lebeng, Nurul Huda, Nurwidayati Nurwidayati, Robi Muhammad, Melda Anwar, et al. "The Influence of Social Media and Parent Supervision on Religious Moderation in The Covid-19 Pandemic Time." In 2nd International Conference on Religion and Education, INCRE 2020, 11-12 November 2020, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-11-2020.2308199.

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Georgiev, Mihail, and Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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Supriyadi, Supriyadi, Qowaid Qowaid, Hayadin Hayadin, Murtadho Murtadho, Lisa’diyah Ma’rifataini, Ayu Amalia, Syafwandi Syafwandi, et al. "The Influence of Parent Support and Learning Motivation Towards The Achievement of Islamic Education Learning in The Pandemic Time Covid-19." In 2nd International Conference on Religion and Education, INCRE 2020, 11-12 November 2020, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-11-2020.2308198.

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Reports on the topic "Parents' religious education"

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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low-fee private schools but also from among an array of low-fee tuition providers in their immediate neighbourhood to ensure that the child can cope in class, complete daily homework assignments, and pass exams in order to transition to the next grade. The evidence presented in this paper suggests that whether their child is enrolled in a state school or in a low-fee private school, the parents’ dependence on low-fee tuition providers is absolute: without their services, the child will not progress through the primary grades. Yet the sector remains entirely under-researched. The paper argues for the need to map the scale of this sector, document the household spending on it, and bring it within policy debates, placing it alongside low-fee private schools and state schools in order to provide access to primary education to all and improve the quality of education. At the same time it complicates the existing debates on low-fee private schools, by showing that parents on very low incomes — in this case households where mothers are employed as domestic workers and fathers are in casual employment — find them inaccessible; it also shows that household spending on education needs to take into account not just the charges imposed by low-fee schools, but also the cost of securing religious education, which is equally valued by the parents and is not free, and also the cost of paying the low-fee tuition provider. When all these costs are taken into account, the concerns that low-fee private schools are not truly accessible to the poor gain further traction. The paper also shows that mothers end up bearing the primary burden, having to work to cover the costs of their children’s education, because the core income provided by the father can barely cover the household costs.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.

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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.
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