School Relationships Research Articles

A RELAÇÃO FAMÍLIA-ESCOLA

No desenvolvimento humano, uma das facetas é a da aprendizagem, que acontece na interação das características biopsicossociais da criança com pessoas, objetos e símbolos em interrelação com o contexto em um cronossistema. Sendo a família e a escola os principais agentes socializadores no início da vida social da criança, é imprescindível que a parceria exista e favoreça o desenvolvimento da criança/adolescente. Neste artigo, objetivou-se apresentar os aspectos facilitadores e dificultadores da relação família-escola a partir dos resultados de uma pesquisa mais ampla realizada com famílias. O método utilizado foi o de abordagem qualitativa, tendo como instrumento uma entrevista semiestruturada, além de um questionário com dados sociodemográficos. Para a análise, foram utilizadas ferramentas da Teoria Fundamentada nos Dados (TFD), tais como: codificação aberta, axial e seletiva, por meio de questionamentos e comparações registrados em memorandos. Os resultados demonstraram que a relação família-escola pode ser estabelecida de uma forma facilitadora ou dificultadora e está permeada pelas experiências anteriores dos familiares. Fatores como estrutura física e recursos humanos podem ser percebidos pela família, tanto como facilitador como dificultador, sendo imprescindível a atuação da direção escolar no fomento do vínculo entre a escola, a criança/ adolescente e a família, tendo como apoio a formação continuada dos professores. Sugere-se o desenvolvimento de uma pesquisa futura que possa incluir a ótica da escola sobre essa relação.

Are All Immigrant Families Created Equal? The Acculturation and Social Integration of Mixed-Nativity Families

A large proportion of the children of immigrants are in mixed-nativity families, with one immigrant and one native-born parent. Despite their significant presence, the theoretical and empirical underpinnings for understanding mixed-nativity families’ acculturation and social integration are lacking. Using nationally representative data from the Education Longitudinal Study of 2002, we compare the parent-child and family-school relationships of mixed-nativity families—separating those with immigrant mothers from those with immigrant fathers—to those of immigrant-only and native-only families. We find that parent-child relationships in mixed-nativity families are similar to those of native-only families in that they enforce more rules and share fewer family meals. However, families with immigrant mothers—including those with native-born fathers—are less connected to their children’s schools and to other parents. Our results highlight the need to consider mixed-nativity families as distinct from both immigrant-only and native-only families.

Parents, Preschools, and the Developmental Niches of Young Children: A Study in Four Western Cultures.

Recent years have witnessed increasing attention to early childhood education and care as a foundation for children's successful development in school and beyond. The great majority of children in postindustrial societies now attend preschools or daycare, making this setting a major part of their culturally constructed developmental niches. Although an extensive literature demonstrates the importance of parental involvement or engagement in their children's schools, relationships between parents and their children's preschools have received scant attention in the research literature. This paper aims to address that gap through a mixed-methods cross-cultural study of parents and preschools in four Western countries: Italy, Spain, the Netherlands, and the United States. Following an introduction to national systems of preschool in each country, parents' involvement and ideas about the family-school relationship are presented, drawing from parental diaries and from semistructured interviews (n = 110). Results indicate areas of cross-cultural similarity but also some differences, especially between the U.S. sample and the three European samples. Discussion addresses the question of how preschools and parents can work together to create optimal developmental niches for their young children. The authors also suggest that parent-preschool relationships deserve greater attention by both researchers and program developers.

Universal Free School Meal Programs in Vermont Show Multi-domain Benefits

ABSTRACT Background: School meals help combat consequences of poverty for child development. Universal school meal programs provide all children free meals regardless of income; outcomes are under-studied. Methods: This paper analyzes the impacts of universal school meals on multiple domains of child development, including schools’ social climates, student academics and behavior, family–school relationships, and school finances. In total, 240 staff at 57 K-12 universal meal schools in Vermont were surveyed in 2017. Results: Universal meals yield positive results for Vermont children and schools. Policymakers and researchers will find this data relevant, as it represents an early statewide study of K-12 universal meal programs.

Implicación familiar en el bachillerato: una estrategia para favorecer la permanencia escolar

La familia y la escuela se configuran como dos espacios formativos por naturaleza, se espera que ambos colaboren a lo largo de los procesos escolarizados. Es amplia la literatura que corrobora la importancia de la relación familia-escuela durante la educación básica, sin embargo, son menos las investigaciones que abordan la temática desde la educación media superior o superior. Este trabajo presenta el desarrollo del concepto de implicación familiar en la educación y deja ver su importancia en el logro académico de los estudiantes de bachillerato, asumiendo que la familia sigue siendo importante por la etapa evolutiva que transitan la adolescencia, y por su papel estratégico para promover la permanencia escolar en este tipo educativo. Se retoma el modelo de Epstein en la clasificación de niveles de implicación familiar, así como en las prácticas familiares y escolares que dan lugar al logro académico de los estudiantes. A partir de lo anterior, se analizan algunas estrategias identificadas en la literatura que pueden ser de utilidad para las preparatorias mexicanas en la implicación de las familias en uno de sus mayores retos: la permanencia de los estudiantes en el bachillerato.

Advancing Equity-Based School Leadership: The Importance of Family–School Relationships

This narrative inquiry study presents the stories of five urban public school principals who continually enact and engage in praxis around school/family engagement as their social justice and equitable practices. The findings focus on how participants conceived and engaged in parent interaction: (1) the power of relationships, (2) resistance toward deficit thinking of parents and/or families, and (3) connecting their work with families to equity. An equity-based parent engagement model was developed on how the school leaders employ the power of relationships to engage parents, what participant interpreted their trusting relationship with parents reciprocated to them, and why they prioritize positive relationships with racially and ethnically diverse and economically disadvantage families. Overall, the findings extend emerging empirical research on the role of school leadership in effective parent engagement practice from an equity standpoint.

(Dis)connessi? Alunni, genitori e insegnanti di fronte all’emergenza

Even if the alarm caused by coronavirus in Italy has actually arisen as a medical emergency, it soon became apparent that there would be may other spill-over effects. The education system has been one of the first areas which have been adversely affected by this pandemic, as schools and university have been closed since the very first weeks. Schools have thus begun to build new ways of schooling in order to keep in contact with students and families and to go on with teaching activities. This article aims to focus on students’, parents’ and teachers’ educational experience in the time of the Covid-19 emergency. After a brief study of the situation of the Italian school before this pandemic, the paper seeks to investigate the lockdown effect on the school-family relationships and on the way of schooling during this emergency time. Findings show that distant learning has caused tensions and difficulties among teachers, students and parents, but at the same time it has enabled to reflect and to build new unexpected ways of drawing connections, guaranteeing socializing and refiguring the school on its role both of transmitting knowledge and of training the future citizen

La participación de la familia de los estudiantes con discapacidad en la universidad

The present work exposes the participation of the family of students with disabilities in the university educational process. The study was developed in the context of the Salesian Polytechnic University, Quito headquarters. “The family is considered as the first environment where the members develop at different levels: social, emotional, physical and intellectual” (Martinez, Sanchez y Ruiz, 2012). With the passage of time, the relationship between family and education has changed, in such a way that family participation occurs only in the school environment but not in the university environment. However, as Solernour affirms: the family-school relationship in the university is something that needs to be addressed in order to overcome in this way the criterion that the family does not participate in university education (Solernou, 2013). Hence, the objective of this research is to show how the family of students with disabilities participate in the university educational process and how the participation of the family contributes to the achievement of the achievements of students with some type of disability. The study is qualitative with a descriptive design and uses as research tools, interviews and focus groups of students with disabilities and their families. Among the main findings, it can be shown that transdisciplinary collaborative work in which the family is integrated as part of the educational team strengthens the configuration of supports that facilitate the educational process of their children. Additionally, family support generates higher levels of autonomy in students on a personal and social level.

Their capital has value, too: Exploring parental educational support in low-socioeconomic single-mother families

Parental educational support is a key contributing factor to the educational success of children (Epstein, 2018; Hill & Tyson, 2009; Seginer, 2006). However, educational research has shown that schools tend to engage with single-mother families from a deficit perspective, labelling such parents "uninvolved" and "uncaring" (Hampden-Thompson, 2009; Hoover-Dempsey et al., 2001; Robinson & Werblow, 2012). Often not considered, are the embedded forms of capital present in single-parent families and the ways in which single parents invest in their children's education. In this article, we report on the findings of a qualitative multiple-case study of single-mother families from a South African community. Six single-mother family units were researched for the contributions they made to their children's educational success. Our theoretical framework was informed by Yosso's (2005) model of community cultural wealth. Our findings show that, despite severe societal adversity, these participating mothers invested in their children's educational and emotional well-being by accumulating alternative forms of embedded community cultural wealth. Our findings have relevance for the ways in which schools engage with, and collaborate with, such parent communities to advance positive school-family relationships.

Relationship Between Digital Creativity, Parenting Style, and Adolescent Performance.

Introduction: Today’s adolescents live immersed in the digital world and are much more familiarized with the use of electronic devices. At the same time, the new technologies have become established as a powerful resource in teaching and learning, providing new texts where the limits of time and space are overcome. Digital creativity is part of people’s daily lives and must be developed from the school and family context.Objective: The objective of this study was to analyze the relationship among digital creativity, parenting style, and academic performance.Method: This analysis was carried out in a sample of 742 adolescents in Middle School and High School aged 13–19. Digital creativity was evaluated using the Creative Behavior Questionnaire: Digital (CBQD). The Parenting Style Scale was used to evaluate the perception teenage boys and girls who have the various dimensions of their parents’ educational style.Results: Parenting styles were established as a mediating variable in the relationship between digital creativity and academic performance.Conclusion: The roles of digital creativity, which is proposed as a facilitating tool in teaching, and parenting styles in academic performance for improving the family-school relationship are discussed.

Who cares? Racial identity and the family–school relationship

ABSTRACT This article presents a grounded theory analysis of interviews with eight Black and nine white teachers in Nova Scotia, Canada. Patterned differences emerge between discourses used by Black versus white teachers to understand the roles of Black students’ families in academic achievement. In varying degrees and respects, Black teacher interviewees viewed Black families positively, while white teacher interviewees usually viewed Black families negatively. Both perspectives have implications for family–school relationships: The negative perspectives reinforce the status quo and are characteristic of cultural racism as described by Bonilla-Silva, while positive expectations resist the status quo by identifying strength in Black families and communities. Our suggestions include dedicating resources to increasing the numbers of Black teachers in our schools and developing teacher training focused on how to relate to families across race and culture, in anti-racist and culturally sensitive ways.

La Mejora de la Participación e Implicación de las Familias en la Escuela: un Programa en Acción

Tomando en consideración la relevancia de poner en marcha acciones que favorezcan la relación familia-escuela, el estudio examina la medida en que el programa socioeducativo ECOFASE ha cumplido con la eficacia prevista respecto de la mejora de los niveles de participación familiar en la escuela y de la implicación educativa de los progenitores en el hogar. En concreto, el programa se implementó en siete (7) centros de educación secundaria de la Comunidad Autónoma de Galicia, contando con la colaboración de 97 familias. Los resultados que hemos obtenido confirman que el programa, en términos generales, ha sido efectivo y ha logrado satisfacer las expectativas de las familias. De una parte, la intervención llevada a cabo ha servido para que las familias refuercen sus buenas prácticas de implicación educativa en el hogar, caso del acompañamiento en el estudio y la ayuda y apoyo prestados a sus hijas/os. De otra, ha incidido significativamente en la relación que mantienen los padres y madres con el centro escolar y, en especial, con el profesor tutor. Taking into consideration the relevance of implementing actions that favor the family-school relationship, this study aims to examine the way in which the socio-educational program ECOFASE has complied with the planned effectiveness in relation to the improvement of the levels of family participation at school and parents´ educational involvement at home. Specifically, the program was implemented in seven (7) secondary schools of the Autonomous Community of Galicia, with the collaboration of 97 families. The results we have obtained confirm that, in general terms, the program has been effective and has managed to meet the families’ expectations. On the one hand, the intervention carried out has helped families to reinforce their good practices of educational involvement at home, as the case of accompaniment in the study as well as helping and support provided to their children. On the other, it has had a significant impact on the relationship that parents maintain with the school and, especially, with the tutor.

It Starts with Us: Including Refugees in Rural Schools and Communities

Rural school personnel across three districts and states were interviewed to learn their experiences working with refugee youth and their families. These eleven individuals held different roles including administrators, special service providers, and teachers of English language learners (ELL). Through qualitative analysis, the broad themes of communication, differences, resources, curriculum, collaboration, and family-school relationships were identified. Data were used to develop recommendations for promoting the inclusion of newcomer youth in rural schools.

Parent Perspectives of Desired and Experienced Child and Family Practices in the Early Elementary Grades

Knowledge of the types of school-based practices parents consider important for their children and themselves are the foundations for improving school-family relationships. Surveys were used to determine parents’ (1) desire for family-centered practices, individualized and developmentally appropriate child practices, and integrated and coordinated child and family practices in the early elementary grades, (2) the extent to which parents and their children experienced desired practices, (3) barriers and solutions to use of the practices, and (4) strategies and recommendations for promoting increased use of desired practices. Participants were parents of children with disabilities or developmental delays who previously participated in early intervention or preschool special education programs, or both, where the children were currently enrolled in grades K through 3 at the time data collection occurred. Findings indicated that the desire for targeted practices varied depending on the types of practices, the parents and children minimally experienced desired practices, and that barriers and solutions tended to be related to family-school relationships. Implications for improving school-family relationships and practices are described. Keywords : Family-centered, developmentally appropriate, inclusion, integrated, coordinated, desired practices, experienced practices, barriers, solutions DOI : 10.7176/JEP/10-15-05 Publication date :May 31 st 2019

Get an insider's glimpse into potential impact of esports

CLEARWATER, FLA. — Brace for the reverberating impact of esports on your college campus. Whether you recognize it or not, esports have already taken up residence in the life of your campus community. And while there's nothing you can do to prevent esports' influence, you can play a role in forming your school's relationship to esports to make the most of the opportunities while limiting the detrimental effects of this emerging sport — but only if you take action now.

CORRELATION OF PARENT RELATIONSHIP AND RELIGIOUS GUIDANCE IN SCHOOL WITH LEADERSHIP STUDENTS IN MADRASAH TSANAWIYAH NEGERI (MTsN) DEPOK

Parenting is an illustration of the attitudes and behavior of parents and children in interacting, communicating during holding parenting activities. In the activity of providing this care, parents will give attention, regulations, discipline, gifts and punishments, as well as responses to the wishes of their children. Parents' attitudes, behaviors, and habits are always seen, assessed, and imitated by their children who then will consciously or unconsciously be impregnated then become a habit for their children.Parents or mothers and fathers play an important role and greatly influence the education of their children. since a child was born, it was his mother who was always beside him. Therefore he imitates his mother's temperament and usually, a child is more in love with his mother, if the mother does her job well. This study aims to determine the relationship of parenting students with leadership in MTsN Depok, knowing the relationship of religious guidance of students with leadership in MTsN Depok, and to find out how much the relationship between parenting and religious guidance with the child's leadership in MTsN Depok. The type of research used in this study is quantitative research. The researcher used triangulation or combined data collection techniques, namely different data collection techniques to obtain data from the same source. Analysis of the data used is validity and product moment test. After calculating with Pearson correlation obtained rxy gain of 0.47. At the index 0.40 - 0.70, which means there is a moderate or sufficient correlation between variables X and Y. It turns out the results of "product r" moment, the calculated F value is 0.475 with F table 0.195. Once calculated, the amount of Fcount> Ftable or 0.475> 0.195, then the null Hypothesis (Ho) is rejected, and means the alternative Hypothesis (Ha) is accepted. And it can be concluded that there is a significant relationship between parenting (X1) and religious guidance (X2) with the leadership of children (Y) in MTsN Depok.

Get an insider's glimpse into potential impact of esports

CLEARWATER, FLA. — Brace for the reverberating impact of esports on your college campus. Whether you recognize it or not, esports have already taken up residence in the life of your campus community. And while there's nothing you can do to prevent esports' influence, you can play a role in forming your school's relationship to esports to make the most of the opportunities while limiting the detrimental effects of this emerging sport — but only if you take action now.

Other subjects in the family-school relationship: the role of grandparents in the educational process of grandchildren

The current article intends to present the results of a research done in Portugal and in Brazil, a research whose main purpose was to better understand how grandparents relate to their grandchildren and offer support in their education. The research followed a qualitative approach; in order to better understand the routine of the relation between grandparents and grandchildren, there were 14 interviews with grandfathers and grandmothers in the city of Mariana – Brazil, and 7 in Leiria - Portugal. The data revealed that, in spite of the socioeconomic differences among the interviewed, in both cities the grandparents (most of whom had a low level of education) do not act directly on the process of education of the grandchildren. However, they offer important support to the children´s education, whether by managing the schedules of the in-school and out-of-school activities, or by transmitting values appreciated by the school. They are, therefore, important agents in the care for grandchildren so that they have the necessary conditions for a good performance at school.

Teachers and trainee teachers’ beliefs about family-school relationships

espanolEn las ultimas decadas, los investigadores han estudiado las creencias de los docentes en ejercicio y en formacion, pero se han ocupado menos de las creencias sobre la relacion familia-escuela. El objetivo de este trabajo era comparar las creencias sobre la relacion familiaescuela y la auto-eficacia para relacionarse. Participaron 133 profesores y 194 futuros docentes. Se uso el Cuestionario de Creencias sobre las Relaciones Familia-Escuela, que consta de 22 items que exploran las creencias sobre colaboracion, subordinacion (las familias deberian aceptar la autoridad del docente), delegacion (las familias se despreocupan de la educacion), y la auto-eficacia para relacionarse con las familias. Los participantes se sentian altamente capaces y apoyaban la colaboracion, pero los futuros docentes creian mas en la colaboracion que los docentes en ejercicio. Los profesores y los futuros docentes de educacion infantil creian mas en la colaboracion y menos en la subordinacion y la delegacion, comparados con los profesores y futuros docentes de educacion primaria. Estos resultados tienen implicaciones para la formacion inicial y continua de los docentes con respecto a la colaboracion familia-escuela EnglishTeachers’ and trainee teachers’ beliefs have been capturing the attention of researchers for the last few decades but beliefs about family-school relationships are not often addressed. Our aim was to compare teachers and trainee teachers’ beliefs about familyschool relationships and their self-efficacy to relate with families. Participants were 133 teachers and 194 trainee teachers. We used the Beliefs about Family-School Relationships questionnaire comprised of 22 items that explore beliefs about collaboration, subordination (families should accept the teacher’s authority), delegation (families leaving education to the professionals), and self-efficacy to relate with families. Participants felt highly able to relate with families and support collaboration beliefs, but trainee teachers believed more in collaboration than qualified teachers did. Preschool teachers and trainee teachers believed more in collaboration and less in subordination and delegation compared to primary teachers and trainee teachers. These results have implications for teachers’ undergraduate training and lifelong learning about family-school collaboration.

Familia y escuela en el marco de la Ley 20.911 de formación ciudadana

Law N° 20.911 arises as a tool to strengthen civic education programs at Chilean schools through the implementation of civic education plan from a collaborative point of view and permanent dialogue. Thus, this reflexive essay has as a main objective, to know the origins of this law, emphasize the importance of family school relationship and finally, expose the origin and evolution of the concepts of family and school. Researches about this issue, have made us affirm that family involvement in the teaching-learning processes bring better results than dissociation of these two institutions; because of that, strategies development to make families part of school processes as well as the commitment of the whole educational community to develop more democratic spaces and opportunities is essential.