Home-school Collaboration Research Articles

Swedish Parents’ Descriptions of Giftedness and Experiences of Home–School Collaboration

ABSTRACT There is insufficient Swedish research on giftedness and home-school collaboration and meeting gifted children’s needs in early childhood education. This qualitative study explored these issues by interviewing parents of gifted children. The thematic analysis examined parents’ descriptions of children’s early development, asynchronicity, and differences from their peers. The parents’ stories of their children’s first encounters with the Swedish school system evoked reports of contentment, suffering, and exhaustion. Adopting Bronfenbrenner’s ecological systems theory, the study shows how the parents positioned enabling and limiting factors for their children’s acceptance and further development at different system levels. Positive learning conditions in preschool (unlike primary school), and respectful home–school communication were identified as crucial to gifted children’s development and well-being.

Enhancing Reading Motivation of Kindergarten Pupils through Home-School Collaboration: A Causal-Comparative Approach

The purpose of this study is to examine how home-school collaboration affects kindergarteners' reading motivation. The researcher chose 100 kindergarten teachers in Talomo A District, Davao City, as study participants. Respondents were chosen using stratified random sampling. A causal-comparative quantitative research design was used. Data was analyzed using these statistical tools: Mean Percentage Scores, Frequency Distribution Percentage, Mean, Independent Sample T-Test, and Eta-Squared Univariate General Linear Model. One category (n=50) was assigned to home-school collaboration and the other to non- collaborative groups by simple random assignment. The results showed that kindergarteners in Talomo A District, Davao City, had extensive reading motivation. Additional results demonstrated a substantial statistical difference in kindergarten students' reading motivation between home- school collaboration and non-collaboration groups. The results also demonstrate that home-school partnership improved kindergarteners in Talomo A District, Davao City. Thus, home-school partnership made this issue easier to teach. The study was done to publish findings in a recognized academic journal.

Social Support and Social Adjustment Among Chinese Secondary School Students: The Mediating Roles of Subjective Well-Being and Psychological Resilience.

Within the scope of secondary education, social adjustment among students signifies their ability to effectively engage in social activities and adapt to shifting social environments. Extensive research across diverse geographical and sociocultural landscapes has demonstrated a positive correlation between social support and social adjustment; nonetheless, the specific mechanisms that facilitate this correlation among secondary school students remain largely unexplored. This study examines the roles of subjective well-being and psychological resilience as potential mediators in the connection between social support and social adjustment. To achieve this, a descriptive correlation design was employed with four measures, including Social Support Scale, Social Adjustment Diagnosis Scale, Adolescent Students' Life Satisfaction Scale, and the Chinese version of Mental Toughness Inventory (MTI). A total of 1537 valid responses from secondary school students across Zhejiang province (China) were collected, of which 786 were boys (51.1%) and 751 girls (48.9%), with average age of 16.89 years (SD = 0.79). This research demonstrates that social support, along with subjective well-being and psychological resilience, significantly and positively influences social adjustment. It was observed that both subjective well-being and psychological resilience, whether occurring simultaneously or in succession, partially mediate the influence of social support on social adjustment. The implications of this research suggest that enhancing social adjustment among secondary school students can be achieved by increasing their levels of social support, thereby boosting subjective wellbeing and fortifying psychological resilience. Within the environment of secondary schools, augmenting social support leads to improved social adjustment; furthermore, enhancing subjective wellbeing and reinforcing psychological resilience are crucial for supporting students' positive adaptation to dynamic social environments. Teachers and educational policymakers could implement training programmes, provide psychological counselling, and bolster home-school collaboration as strategies to foster better social adjustment among students.

Synergistic Advancement of Teachers Professional Ethics and Students Mental Health in Private Colleges and Universities

This paper explores the correlation between teachers professional ethics and students mental health in private colleges and universities, along with their significance for students holistic development. The paper initially analyzes the challenges encountered by teachers in private colleges and universities regarding professional ethics, as well as the specific manifestations of students mental health issues in private colleges and universities. Subsequently, it investigates the interaction between teachers professional ethics and students mental health. Finally, a set of strategies are put forward, encompassing strengthening professional ethics training, establishing a harmonious campus ambiance, enriching communication channels between teachers and students, and constructing a platform for home-school collaboration, to facilitate the synergistic advancement of teachers professional ethics and students mental health.

The Construction of High-Risk Student Leave and Return-to-School Process from the Perspective of Home-School Collaborative Education

Psychological crisis management is a critical component of school mental health education today. In recent years, psychological crises on campus have become increasingly prominent. However, the existing "home-school collaboration" intervention system is still lacking in comprehensive processes and systems, which can lead to issues such as unclear responsibilities, incomplete systems, vague procedures, and disconnection between home and school education when addressing psychological crises from the perspective of home-school collaboration. Therefore, this paper analyzes a student psychological crisis intervention case at our school and explores in detail the construction of a system for managing the leave and return-to-school process for high-risk students from the perspective of home-school collaborative education. It aims to provide institutional support for frontline teachers dealing with students facing psychological issues and offers suggestions for improving the management of high-risk students in schools.

Strategies for Improving the Academic Achievement of Rural Primary School Students from the Perspective of Home-School Collaboration: The Influence of Parents' Positive Parenting Styles and Teacher Support

Strategies for Improving the Academic Achievement of Rural Primary School Students from the Perspective of Home-School Collaboration: The Influence of Parents' Positive Parenting Styles and Teacher Support

Research on Enhancing the Comprehensive Abilities of College Students from the Perspective of Home School Collaboration

Research on Enhancing the Comprehensive Abilities of College Students from the Perspective of Home School Collaboration

“A chain of interlocking rings”: Preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education

The aim of the current study was to explore and describe preschool teachers’ experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. We depended on descriptive phenomenological qualitative research and conducted focus group discussions with 24 preschool teachers. Theoretical thematic analyses have yielded five themes: (1) the components of home-school collaboration, (2) the vital role of parent and teacher involvement, (3) the contributions of collaboration, (4) the challenges from microsystem to macrosystem, and (5) suggestions and solutions. An effective home-school collaboration contributes significantly to the development and learning of children with special needs. However, many challenges still await solutions for a quality collaboration which has complex nature. The bioecological systems theory is a well-known theory that can guide the collaborative practice of many professionals and policy makers.

Analysis of the Impact of Family Education on Children's Mental Health

Family education has a significant impact on children's mental health, social skills, self-esteem, and even their future growth. Research indicates that variations in family education styles and cultural backgrounds also have distinct effects on how children's mental health develops. The effects of family education vary among cultures. Diverse family education philosophies have varying effects on kids' emotional health, so parents should implement focused teaching techniques to help kids feel good about their families. Using home-school collaboration can assist parents in putting effective home education into practice. Other crucial components of family education include timely modifications to educational models and constructive parent-child interaction. Parents can create more effective lesson plans, regularly reflect on their teaching strategies, continue to learn about parenting, communicate with other parents, and support the healthy development of their children by enhancing the family environment. By doing these things, parents will also be better able to participate in and have a more thorough understanding of the healthy development of their children.

Special Education Experiences of Parents/Guardians of Children with Emotional and Behavioral Disabilities

ABSTRACT The present document reports a qualitative study that examined the perceptions of parents and guardians of students with emotional and/or behavioral disabilities (EBD) regarding (a) obtaining special education services for their child, (b) the IEP process and implementation, and (c) home–school collaboration and partnerships. Ten participants from the United States completed interviews which were analyzed using grounded theory methodology to develop an emerging theoretical model describing their experiences. In general, parents and guardians who perceived schools to be responsive to their concerns and the needs of their children discussed trusting relationships with educators, positive experiences with IEP development and implementation, and student skill development. Parents reporting positive experiences and outcomes also discussed overcoming significant challenges to achieve them. Parents who perceived a lack of transparency regarding procedures and support options, an unwillingness or inability by schools to provide services, and failing to implement the agreed upon IEP reported high levels of stress and a general mistrust of educators. Parents also noted a number of barriers that constrained advocacy efforts, school practice, and home–school partnerships. We describe implications for practice and future research.

Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

Although it is widely acknowledged that home-school communication, as an aspect of parental involvement, plays a decisive role in children’s educational and socioemotional development, while it promotes social inclusion, especially in multicultural educational settings, the topic has not been adequately explored in Greece, especially in Lower High School. We qualitatively explored teachers’ and parents’ perceptions on home-school communication. The aims of this research were to examine (1) what kind of experiences teachers and parents have from home-school communication, (2) how does gender affects the entire process, and (3) which are the practical suggestions for improvement. The results of this research are the following: different perceptions of effective home-school communication, passive parental involvement, the immigrant status, structural obstacles, cultural and linguistic language diversity, stereotypes, and gender function as obstacles against effective home-school communication. Participants highlighted that possible solutions involve regular home-school communication, home-school collaboration, holistic and flexible practices, translators, and support toward families, especially mothers.

Home-School Collaboration for Adolescents with Poor Wellbeing: A Qualitative Study of Parents’ Experiences

Semi-structured interviews of three fathers and nine mothers (aged 35–50) explore how parents experienced interacting with school personnel concerning their child’s wellbeing (aged 11–17). Through a thematic narrative analysis, two contrasting, intertwined narratives (collaboration and non-collaboration) were constructed. When characterized by appreciation, mutuality, and dynamics, interaction (collaboration) has the capacity to promote positive development and empower parents. Conversely, when characterized by rejection, neglect, and stagnation, interaction (non-collaboration) might impair development and leave parents in despair. To establish and maintain constructive home-school collaboration, we recommend a family-centered approach that addresses adolescents’ needs and acknowledges parents’ perspectives.

Effectiveness and influencing factors of online teaching among primary and secondary school teachers in China during the COVID-19: in depth interviews.

During COVID-19, online teaching was adopted in many countries and online teaching effectiveness attracted widespread attention. This study used in-depth interviews to explore the factors affecting online teaching efficacy of primary and secondary school teachers from teachers' perspectives, and used open coding, axial coding, and selective coding to analyze and organize the interview materials. Five thematic elements were finally derived, namely acceptance, professionalism, interactivity, instructional leadership and support, and home-school collaboration. From the teacher's perspective, acceptance, professionalism, and interactivity are closely related to the individual teacher, while instructional leadership and support, and home-school collaboration are two important external elements. This study explored the influencing factors of teaching effectiveness in different contexts, enriched the theory of teaching effectiveness, and provided practical support for the future development of online teaching.

Two different stories? Parents’ and teachers’ views on children’s special support in school

Home-school collaboration supports students’ achievements, learning, and development, according to prior research. This article aims to explore parents’ and teachers’ views on children's special education needs and special support, focusing on the degree of agreement between the two parties. It also aims to explore the extent to which parents' views on special support for their children match their experiences of contact with teachers. The present study is based on questionnaires to teachers and parents of 476 children, aged 8-10 years, who were identified as needing extra adaptations or special support. The results show that teachers consider about twice as many students to be in need of special support than parents do, and that both teachers and parents consider more boys than girls to be in need of special support. There is also a correlation between parents' satisfaction with their child's support and their level of satisfaction with communication with the child's teacher. Finally, good contact between teachers and parents is associated with a consensus about the children's need for support.

Temporal trends in physical fitness among Chinese children and adolescents from 2000 to 2019 and analysis of social-ecological factors

ABSTRACT This study aimed to estimate temporal trends in physical fitness (PF) by regions, age groups and nutritional status among Chinese children and adolescents and to longitudinally examine PF determinants based on social-ecological model. Participants (n = 68,265) aged 7–18 were from five successive national surveys (2000 to 2019). Six tested items of PF were calculated as PF indicator (PFI), which was used to divide participants into two categories: low vs. moderate/high. One-way analysis of variance was used to compare difference and change trend of PFI. Linear regression evaluated relationship between PFI and body mass index (BMI), and logistic regression assessed association between PFI and factors of behaviours and lifestyles on individual-, family- and school-level based on the social-ecological model. PFI declined sharply from 2000 to 2010, increased slightly from 2010 to 2014 and then edged down in 2019. Students with moderate BMI and students in urban areas tended to have higher PFI, and larger increase of PFI was found in students aged 7–9 and 13–15 after 2010. Several determinants on individual-, family- and school-level related to PFI. Efforts to develop PF mainly include increasing PA and reducing sedentary behaviours by facilitating home-school collaboration and emphasizing age-, region- and BMI-specific actions.

Interaction Between Home and School

This study undertaken as part of the project AHIC (Addressing Challenging Health Inequalities of Children and Youth between two Karelias 2013-2014), aimed to explore the interaction between home and school from a cross-cultural perspective. The study sample comprised 60 parents and 18 teachers from two schools in North Karelia, Finland, and 154 parents and 51 teachers from two schools in the Republic of Karelia, Russia, in May 2013 using questionnaires. The results indicated that teachers on both sides of the border had quite similar views about the interaction between home and school. Parents’ views, instead, differed more between the countries, since Finnish parents viewed the characteristics of home-school collaboration more positively than Russian parents did. Comparisons within the countries reveal that parents and teachers in both countries held several contradictory views about home-school collaboration, mainly in the areas of communication and parents’ participation (Finland), and in the areas of parents’ role and participation in the school community (Russia). The findings underline that in-service training for teachers is recommended to help them recognise the different characteristics for efficient home-school collaboration and include them into their everyday work. School procedures involving parents in the school community needs to be clarified.

Quarterly Pasidungog to Parents: An Intervention to Improve Parental Involvement in Printed Modular Instruction

Parental involvement in children’s education is crucial for their academic success. Active participation and collaboration between parents and schools can enhance children’s learning experiences and improve their academic performance. Thus, this action research focused on the effectiveness of quarterly Pasidungog as an intervention for parents to improve the academic performance of Grade 2 learners in Getafe 2 Central Elementary School, Getafe 2 District, Bohol Division. The researcher aimed to improve the academic performance of twelve (12) Grade II–2 learners. The twelve (12) learners, or 55% of the class, showed deficient academic performance. The monitoring checklist form was used as a data-gathering tool. Descriptive statistics such as frequency, percentage, and weighted mean were used for data analysis. Results showed that the learners’ academic performance improved after the Quarterly Pasidungog to parents, as shown in the mean difference before and after applying the intervention. It implies that the conduct of Pasidungog toward parents motivated them to perform their roles as para-teachers to their learners. Recommendations were proposed to encourage parental involvement and strengthen home-school collaboration.

Association of Friendly School and Family Contexts and Reducing Health Risk Behaviors Among Adolescents: A Cross-National Study in Europe, North America, and China.

Social factors play an important role in adolescents' behaviors. This study aims to understand percentages of health risk behaviors across country in Europe, North America, and China; explore the associations between friendly school and family contexts and involvement for several health risk behaviors among adolescents. Data derived from health behavior in school-aged children cross-sectional surveys and China Education Panel Survey in 2014-2015. Hierarchical generalized linear modeling was used to analyze data. The highest percentages of health risk behaviors including unhealthy diet, smoking or alcohol, screen-based sedentary behaviors, and violent behaviors across country ranged from 28.62% to 65.24%. National classmate friendliness was negatively associated with 5 out of 9 health risk behaviors prevalence rates in 41 countries (p < 0.05). Adolescents' perceived peer friendly and helpful were common protective factor for engaging in several health risk behaviors (p < 0.01). Individual family contexts were associated with 3 types of health risk behaviors involvement (p < 0.001). Health risk behaviors among adolescents reducing was associated with the implementation of friendly school and family contexts, emphasizing the significance of the goals of embedding friendly adolescents, along with the home-school collaboration. Public health strategies should promote national climate of friendship and individual perceived friendly school contexts to reduce health risk behaviors.

Home-School Collaboration: Maximizing Resources and Efforts to Support Students’ Independent Learning

Home-school collaboration is a valuable strategy for fostering independent learning. Hence, it must be explored in the context of the new normal where the printed modular learning modality is the widely chosen learning delivery among public schools across the country. This study explored how home-school collaboration cultivates and fosters students’ independent learning in the new normal across the districts of Bilar, Batuan, Carmen, and Sierra Bullones, Division of Bohol, as of the school year 2021 – 2022, with the end goal of proposing a home-school program initiative. A descriptive qualitative research design was employed through an open-ended survey method and semi-structured interview to gather the required data. Thematic Analysis was used in making sense of the data. The results revealed that home school collaboration involves providing the necessary learning resources and exerting efforts to support independent learning. Learning resources were key instructional or supplemental in nature. Efforts exerted by the people behind this collaboration include parent-teacher partnerships, the provision of learning resources, and remedial instruction. The themes that emerged from the discussion showed that the collaborative efforts between teachers and parents fostered independent learning, which has a facilitative effect on their cognitive, affective, and psychomotor domains. Thus, the learners evidently showed clear manifestations of independent learning, such as an optimistic attitude towards answering modules, eagerness to learn, enhanced reading performance, and a clear indication of integrity in answering their self-learning modules. However, some identified factors could hinder school-school collaborative efforts based on the participants' narratives, such as family, school-related, learning resources, and personal factors. In capsule, home-school collaboration is a valuable strategy for fostering independent learning through its facilitative effect on the learner's mind, emotion, and behaviors.

Active Involvement in Home-School Collaboration and its Impact on Student Motivation – the Slovenian Experience

Research suggests that home-school collaboration is successful when it involves all elements of the parent-teacher-student triangle. However, Slovenian schools do not practice three-way conferences, since students, who are a crucial part of the collaboration, are often excluded from the process. This paper presents the results of a study conducted in two classes of Year 4 (9 Years old students) at a Slovenian primary school (experimental and control group). The study focused on identifying the effect of involving students in parent-teacher collaboration through three-way conferences. The findings revealed that these conferences contributed to the improved level of student motivation to do schoolwork.