Bibliografías temáticas / Parents

Literatura académica sobre el tema "Parents"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 7 de julio de 2024

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Artículos de revistas sobre el tema "Parents"

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Masood, Ambrin F., Lisa A. Turner y Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan". Exceptional Children 73, n.º 4 (julio de 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.
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Toyokawa, Noriko, Nancy Darling y Teru Toyokawa. "SCAFFOLDING PARENTS TO ACCEPT ADULT CHILDREN’S INTERVENTION". Innovation in Aging 3, Supplement_1 (noviembre de 2019): S282—S283. http://dx.doi.org/10.1093/geroni/igz038.1044.

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Abstract Guided by social-cognitive domain specific theory (Smetana, 1997), this study explored the issue of role reversal in the aging parent-adult child relation when parents are experiencing age-related functional limitations. Data was collected from adult children (N=16, Mage=53.06, SD=6.08) with a living parent of 70 years old or older who participated in a focus group and were analyzed by a directed analysis (Potter & Levine-Donnerstein, 1999). Participants legitimated their intervention into parents’ autonomy when they perceived a potential risk of parents’ health and safety and involvement of those and of others. Eight types of intervention emerged: (1) monitoring and talking with potential risk with parent (2) convincing parents under the name of super power or an authority figure (3) scaffolding parent’s task by teaching skills, (4) scaffolding by sharing role, (5) scaffolding by optimizing environment, (5) overriding parents’ autonomy behind parents, (6) forcefully overriding, (7) giving up parents’ behavioral modification by accepting parents’ lifestyle, and (8) giving up because of discomfort of talking about the issue (i.e., potential risks of parent’s sexual intercourse, parents’ death preparation). Thus, adult children changed their strategies of intervention from monitoring their parents’ behaviors to overriding parents’ autonomy, depending on their appraisal of potential harms of parents’ prudential and moral domains of life and of their own work/family conditions from monitoring to overriding. Adult children’s possible ways of scaffolding in helping their parents accept their children’s interventions as letting parents maintain their psychological autonomy, including communication skills to discuss uncomfortable topics is discussed.
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Wahab, Rosilah y Fatin Farina Ain Ramli. "PSYCHOLOGICAL DISTRESS AMONG PARENTS OF CHILDREN WITH SPECIAL NEEDS". International Journal of Education, Psychology and Counseling 7, n.º 46 (28 de junio de 2022): 498–511. http://dx.doi.org/10.35631/ijepc.746037.

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Psychological distress referred to an emotional suffering state characterized by depression such as lost interest and hopelessness and anxiety symptoms such as felt tension and restlessness. Parents of children with special needs were likely to be at a higher risk of psychological distress since they might experience many challenges to raise the children. t The long-term issues of children with physical-motor disorders and mental retardation and the need for continuous treatment, these parents would experience high levels of stress and frequently became depressed, frustrated, and disappointed with their children development This study aimed to identify the severity of psychological distress of the parents among special needs children and the relationship between demographic variables and parents' psychological distress among special needs children. A total of 224 parents with special needs children in Terengganu were involved. The psychological distress of parents was measured by using Kessler Psychological Distress Scale (K10). Results indicated 36.6% of parents were having severe distress, 21% were experiencing moderate distress and, 21.9% had mild distress. Parent’s job status had indicated a positive significant correlation between severity of psychological distress (r = 0.148, N = 224, p < 0.05). The other variables such as parent's age, parent’s gender, child’s age and diagnosis, parent’s marital status, and parent's education level had shown no significant correlation between the severities of psychological distress. In conclusion, most parents were having psychological distress. Nevertheless, only the job status had demonstrated an impact on the psychological distress of parents.
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Tang, Dan Dan, Mogana Dhamotharan y Mohd Nazri Abdul Rahman. "Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education". Perspectives of Science and Education 49, n.º 1 (1 de marzo de 2021): 318–28. http://dx.doi.org/10.32744/pse.2021.1.22.

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Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.
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Cheng, Tyrone C. y Celia C. Lo. "Collaborative Alliance of Parent and Child Welfare Caseworker". Child Maltreatment 25, n.º 2 (30 de julio de 2019): 152–61. http://dx.doi.org/10.1177/1077559519865616.

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This secondary analysis of data describing 3,035 parents, drawn from the National Survey of Child and Adolescent Well-Being II, identified factors fostering the collaborative alliance of parents and caseworkers within the child welfare system. We used generalized least squares random effects modeling for panel data. We sought associations between caseworker engagement as perceived by parent and parent’s interpersonal capacities, intrapersonal dynamics, problem severity, and racial/ethnic background, and between that perception and caseworker turnover. Parents in our sample had been substantiated for maltreatment of their children. Results showed that parent’s perceived caseworker engagement was associated positively with seven factors: parent’s social support, parent’s mental health, kinship care, out-of-home placement, parent’s African American ethnicity, parent’s Hispanic ethnicity, parent/caseworker shared ethnicity, and family income. Perceived engagement was associated negatively with caseworker turnover (i.e., number of caseworkers assigned, by turns, to parent’s case). Implications for practicing social work within the child welfare system are discussed.
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Margini. "Parents as chaperones the long distance study results for elementary school students". ETUDE: Journal of Educational Research 1, n.º 4 (31 de mayo de 2021): 119–28. http://dx.doi.org/10.56724/etude.v1i4.40.

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Background: Student parents are supposed to provide maximum chaperones in primary school study. However, some parents are not at home at all and work late into the night, including the parents of Pasir Jawa 01. Purpose: The results of student study can be seen from parents' association. Therefore, the intent is to know the parent's relation to the students' learning during long distance study. Design and methods: The method used was the quantitative method, the collection of data done with Numbers and written documentation. The analysis subject is student parents and student learning during the long range learning process. Results: This study suggests that there is no or no influence between parent-teaching and student learning during long range study. This is because some of the student parents work late into the night so that the child feels inadequate to his or her parents' attention, when parents are not at home only a few students are accompanied by other family members, a parent's education, parental understanding in operating the technology and the student's parent's cell phone monitoring policies that cause a parent's absence from the results of a student's learning over long distances.
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Lunanta, Lita Patricia, Andi Rina Hatta, Veronica Kristiyani y Srifianti Srifianti. "Pengaruh Parenting Stress terhadap Harga Diri Orangtua di JABODETABEK". MANASA 10, n.º 1 (18 de junio de 2021): 45–54. http://dx.doi.org/10.25170/manasa.v10i1.2219.

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Situations that parents handle affect how they parent their children and this will affect howtheir children develop later on. The aim of this research is to analyze how parenting stressaffects other factors in parent’s psychological condition, especially in their self-esteem. Thisresearch was held to parents with middle school children who live in JABODETABEK with241 participants. The scale that was used to measure parenting stress is the one that Berry andJones (1995) developed and to measure self-esteem is The Coopersmith Self-Esteem Inventorythat was developed by Ryden (1978). This research used a quantitative descriptive method todescribe parenting stress and self-esteem of participants and used simple regression analysisto measure how parenting stress affects self-esteem of middle school children’s parents. Fromthe statistical analysis it was found that parenting stress contributed negatively (t (241) = -7.330, p <0.005) to self-esteem of parents with middle school age children in JABODETABEK.The higher the parenting stress the lower self-esteem becomes. Parenting stress contributed 18percent to self-esteem that means the remaining 82 percent of a parent's self-esteem wasdetermined by other factors.
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Szymańska, Agnieszka y Kamila Anna Dobrenko. "The ways parents cope with stress in difficult parenting situations: the structural equation modeling approach". PeerJ 5 (12 de junio de 2017): e3384. http://dx.doi.org/10.7717/peerj.3384.

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The purpose of this study was to verify a theoretical model of parents’ responses to difficulties they experienced with their child. The model presents relationships between seven variables: (a) discrepancy between parental goal and the child’s current level of development, (b) parental experience of a difficulty, (c) representation of the child in the parent’s mind, (d) parent’s withdrawal from the parenting situation, (e) seeking help, (f) distancing oneself from the situation, and (g) applying pressure on the child. The study involved 319 parents of preschool children: 66 parents of three-year-olds, 85 parents of four-year-olds, 99 parents of five-year-olds and 69 parents of six-year-old children. Structural equations modeling (SEM) was used to verify the compounds described in the theoretical model. The studies revealed that when a parent is experiencing difficulties, the probability increases that the parent will have one of two reactions towards that type of stress: withdrawal from the situation or applying pressure on the child. Experiencing difficulties has no connection with searching for help and is negatively related to distancing oneself from the situation.
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Ramachandran, Rajani. "A qualitative study on perspective of parents of children with autism on the nature of parent–professional relationship in Kerala, India". Autism 24, n.º 6 (24 de abril de 2020): 1521–30. http://dx.doi.org/10.1177/1362361320912156.

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This study explored the nature of relationship between parents of children with autism and professionals who provide therapy-based service for autism in Kerala, India. Thematic analysis of semi-structured interview with 21 parents of children with autism whose age ranged between 5.8 and 17.3 years helped identify three themes related to the nature of parent–professional relationship—information, responsibility, and personal growth. There was a dearth of scheduled, in-depth, and personalized one-on-one interaction between the parent and the professional. Though parents were involved hands on in their child’s training under professional direction, they remained mere information providers in decision making. The parent–professional relationship did not nurture parent’s self efficacy. This led to parents feeling inadequate to provide for their child’s developmental needs and being apprehensive about adulthood. The customary nature of parent–professional relationship observed may be a reflection of the collectivist culture in India. The need for parent-mediated interventions and for it to focus on enabling parents to break cultural barriers that might be holding them back from partnering with professionals on equal terms is discussed. Lay Abstract This study explored the nature of relationship between parents of children with autism and professionals who provide therapy-based services for autism in Kerala, India. Given the shortage of professionally qualified therapists and educators (particularly in the case of autism) in low- and medium-income countries, parent-mediated interventions where professionals and parents work as partners are recommended as an effective means to meet the demand. However, for parent-mediated interventions to be effective, we first need to understand the customary nature of parent–professional relationship and develop the intervention accordingly. It is within this context that parents of 21 children with autism whose age ranged between 5.8 and 17.3 years were interviewed in order to understand the customary nature of parent–professional relationship. There was a dearth of scheduled, in-depth, and personalized one-on-one interaction between the parent and the professional. Though parents were involved hands on in their child’s training under professional direction, they remained mere information providers in decision making. The parent–professional relationship did not nurture parent’s self efficacy. This led to parents feeling inadequate to provide for their child’s developmental needs and being apprehensive about adulthood. The customary nature of parent–professional relationship observed may be a reflection of the collectivist culture in India. The findings suggest that parent-mediated interventions will need to focus on enabling parents to break cultural barriers that might be holding them back from partnering with professionals as equals.
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Luelmo, Paul y Connie Kasari. "Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder". Autism 25, n.º 6 (16 de abril de 2021): 1809–15. http://dx.doi.org/10.1177/1362361321998561.

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This study reports on a randomized controlled pilot intervention study examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy intervention. The intervention study employed community-partnered research methods and targeted a low-income community of mostly Latinx, immigrant-origin parents of children with autism spectrum disorder. The study was designed to test a parent-to-parent advocacy mentorship program in order to increase parent’s special education advocacy knowledge and empowerment. The educational intervention was delivered in Spanish to Spanish-speaking parents. Results indicated significantly increased in parent’s knowledge in the immediate intervention group, but this knowledge did not lead to greater sense of parent’s empowerment. Increases in knowledge about special education rights of their children are the first step toward advocating for services for their children. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. Lay abstract Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy.
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Tesis sobre el tema "Parents"

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Shearer, Karen. "PARENTAL INVOLVEMENT: TEACHERS' AND PARENTS' VOICES". Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4146.

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Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students' education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building upon their commonalities. Barriers to parental involvement can come from the family as well as the school. The purpose of this study was to examine those barriers from the perspective of educators as well as parents. A convenience sample was taken from the population of elementary schools in a Central Florida county. Parents of students from ethnic minorities were asked to complete a survey questionnaire regarding their experiences with the classroom teacher as well as involvement in their child's education. Elementary school teachers from the same county were given the opportunity to respond to an online survey questionnaire regarding their attitudes about cultural and language diversity and parental engagement at school and with learning. Five hundred and fifty parent surveys and one hundred sixty-six teacher surveys were completed. The data analysis will show which factors influence parent involvement and how similarly parents and teachers feel about parent involvement.
Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction
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PERSON, KATHERINE. "Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.

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Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation. Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation. The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.
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Dyke, Nathalie. "Devenir parent, étude d'entretiens avec 34 nouveaux parents". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65704.pdf.

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Vassiliou, Despina. "Parental alienation syndrome : the lost parents' perspective". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43970.pdf.

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Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
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To, Samuel. "Honoring parents applying the command to adults /". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Woods, Philip A. "Parents as consumer-citizens : an investigation into parent governors". Thesis, Open University, 1995. http://oro.open.ac.uk/57610/.

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The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.
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Woods, Philip Arthur. "Parents as consumer-citizens : an investigation into parent governors". n.p, 1994. http://ethos.bl.uk/.

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Wright, Julia A. "Parents' perspective of a home visiting parent education program". Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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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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Libros sobre el tema "Parents"

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(Canada), National Clearinghouse on Family Violence. Parent-child relationships: Parents. [Ottawa]: Health and Welfare Canada, 1993.

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Canada. Health and Welfare Canada. National Clearinghouse on Family Violence. Parent-child relationships - parents. Ottawa: Health and Welfare Canada., 1993.

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ERIC Clearinghouse on Elementary and Early Childhood Education., ed. Parent-teacher conferences: Suggestions for parents. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Hyde, Margaret O. Parents divided, parents multiplied. Louisville, Ky: Westminster/J. Knox Press, 1989.

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Centre national d'information sur la violence dans la famille (Canada). Relations parents-enfants: Parents. Ottawa, Ont: Centre national d'information sur la violence dans la famille, 1993.

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Saunders-Smith, Gail. Parents. Mankato, Minn: Pebble Books, 1998.

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Berner, R. Thomas. Parents whose parents were divorced. New York: Haworth Press, 1992.

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Parents. Oxford: Raintree, 2012.

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Parents. Mankato, Minn: Capstone Press, 2009.

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Vendrell, Carme Solé. Parents. New York: Barron's, 1987.

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Capítulos de libros sobre el tema "Parents"

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Mesibov, Gary B., Victoria Shea, Eric Schopler, Lynn Adams, Elif Merkler, Sloane Burgess, Matt Mosconi, S. Michael Chapman, Christine Tanner y Mary E. Van Bourgondien. "Parents". En The Teacch Approach to Autism Spectrum Disorders, 105–28. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48647-0_8.

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Milevsky, Avidan, Kristie Thudium y Jillian Guldin. "Parents". En The Transitory Nature of Parent, Sibling and Romantic Partner Relationships in Emerging Adulthood, 15–24. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06638-7_3.

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Alexander-Passe, Neil. "Parents". En The Successful Dyslexic, 181–85. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_20.

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Dorval, Jennifer. "Parents". En Portals of Promise, 107–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-386-7_8.

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Herring, Jonathan, Rebecca Probert y Stephen Gilmore. "Parents". En Great Debates in Family Law, 26–56. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-48157-3_2.

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Lagotte, Brian W. "Parents". En Military Recruiting in High Schools, 43–60. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-518-0_4.

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Hadland, Cheryl. "Parents". En Creating an Eco-Friendly Early Years Setting, 9–16. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429445842-2.

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McQueen, Hilary. "Parents". En Roles, Rights, and Responsibilities in UK Education, 79–104. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137390240_4.

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Standley, Kate. "Parents". En Family Law, 174–87. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14655-0_12.

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Davies, Paula y Paven Basuita. "Parents". En Family Law, 257–92. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-57552-4_9.

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Actas de conferencias sobre el tema "Parents"

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Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century". En ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.
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Ramma, Yashwantrao, Ajeevsing Bholoa, Shobha Jawaheer, Henri Li Kam Wah, Sandhya Gunness, Khemanand Moheeput y Ajit Kumar Gopee. "Enacting the Teacher-Parent-Learner Nexus in Teaching and Learning Science using Technology". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6910.

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The teaching and learning of science have far-reaching curricular objectives which require teachers, students, and parents to be engaged in the teacher-parent-learner (TPL) nexus. During this endeavour, learners are guided to relate their prior knowledge to the science concepts (Grade 9, age group 13-14 years) during a home task activity under the supervision of their parents through an initial collaborative engagement (ICE) on the myptim platform (www.myptim.org). After finishing this activity, learners are invited to submit their work on the platform following their parents’ confirmation through the parent’s platform. In this paper, through an exploratory multiple case study involving six students and four parents, we present preliminary findings regarding the use of the myptim platform for the study of a lesson on ‘Measurement’. The empirical evidence collected through unstructured interviews with the participants indicates that the myptim platform is a promising technological pedagogical tool for the advancement of the teaching and learning of science, in particular, physics. This paper contributes to literature on technology integration through the perspective of teacher-parent-learner nexus.
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Hristova, Penka. "MEDIATION OF PARENTAL CONFLICTS - QUALITY PEACE INSTEAD OF QUALITY WAR". En THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2022. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/mdps2022.17.

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In this report, I lay out the concept of a new approach for addressing parental conflicts. We can recognize them by looking at the stark polarization of the many stands on the usage of parental responsibility and the regime of personal relations with the child. We are looking for the real needs of every parent, as well as the child's best interest. We explore the family as a system. When we help parents differentiate between their relationship as parents, and their relationship as partners, the type of communication that benefits the child becomes better.
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DICU, Adriana. "The co-parenting experience in the dissociated space of children with separated parents". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p195-200.

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Parental divorce is often a cause for mental disorders in children, by reason of the profound dislocation of the child’s mental coordinates. Results: Co-parenting relationships contain a set of involvement behaviours and the combined efforts of the two parents in the education, planning and life trajectory of the child. Hetherington and Kelly (apud. Luca, 2016) identify three types of co-parenting: conflicting co-parenting, which involves hostile interpersonal behaviours, cooperative co-parenting, in which parents prioritize the child’s needs and parallel co-parenting is the most common type and is the easiest to adopt by parents; it is characterized by the situation in which the two parents ignore each other, do not collaborate and do not coordinate their activities with the child. Both conflicting and parallel co-parenting prescribe poor models for developing the parent-child relationship and reflect low levels of parental competence. Prolonged conflictual co-parenting causes the emergence of emotional disorders in the child with dramatic long-term effects in terms of its developing personality.
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Shcherbakova, Anna Mikhailovna y Evgeniia Andreevna Vasil'kova. "Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities". En International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child". En 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Rzhanova, I. E. "Personality Traits Of Parents And Parent-Child Relationships". En ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.

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Plisková, Barbora. "ELDERLY FOSTER PARENTS AND PARENTAL SCHOOL INVOLVEMENT". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2926.

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Sidorina, Natal’ya, Anastasiya Kuznetsova y Aleksey Khavylo. "Parents perception of child safety". En Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Grant, Kristine. "Transforming Active Parents Into Parent Activists: A Community-Based Organization Engages African American Parents for Educational Reform". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585495.

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Informes sobre el tema "Parents"

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima y Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), enero de 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Han, Wen-Jui, Christopher Ruhm y Jane Waldfogel. Parental Leave Policies and Parents' Employment and Leave-Taking. Cambridge, MA: National Bureau of Economic Research, diciembre de 2007. http://dx.doi.org/10.3386/w13697.

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Yeh, Tehchou. Life satisfaction of elderly parents and parent-child relationships in old age. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.3269.

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Shea, John. Does Parents' Money Matter? Cambridge, MA: National Bureau of Economic Research, mayo de 1997. http://dx.doi.org/10.3386/w6026.

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Hao, Lingxin, V. Joseph Hotz y Ginger Zhe Jin. Games Daughters and Parents Play: Teenage Childbearing, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, abril de 2000. http://dx.doi.org/10.3386/w7670.

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Hao, Lingxin, V. Joseph Hotz y Ginger Jin. Games Parents and Adolescents Play: Risky Behaviors, Parental Reputation, and Strategic Transfers. Cambridge, MA: National Bureau of Economic Research, diciembre de 2005. http://dx.doi.org/10.3386/w11872.

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Abdulkadiroglu, Atila, Parag Pathak, Jonathan Schellenberg y Christopher Walters. Do Parents Value School Effectiveness? Cambridge, MA: National Bureau of Economic Research, octubre de 2017. http://dx.doi.org/10.3386/w23912.

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Walsh, Wendy y Marybeth Mattingly. Related Foster Parents Less Likely to Receive Support Services Compared With Nonrelative Foster Parents. University of New Hampshire Libraries, 2014. http://dx.doi.org/10.34051/p/2020.217.

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Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, febrero de 2023. http://dx.doi.org/10.18235/0004736.

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This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
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Jacob, Brian y Lars Lefgren. What Do Parents Value in Education? An Empirical Investigation of Parents' Revealed Preferences for Teachers. Cambridge, MA: National Bureau of Economic Research, julio de 2005. http://dx.doi.org/10.3386/w11494.

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