Parental Involvement Research Articles

Key elements of Korean medicine treatment for idiopathic short-stature: A qualitative SWOT analysis based on Korean medicine doctors' views.

The objective of this study was to explore the key elements of Korean medicine (KM) treatment for idiopathic short stature (ISS) by analyzing the strengths, weaknesses, opportunities, and threats (SWOT). This was a qualitative study of interviews with 7 KM doctors who had at least 3 years of experience in KM treatment for ISS. Based on the content, a SWOT and a cross-SWOT analysis were conducted. A SWOT of KM treatment for ISS was derived as follows: Strengths included the additional positive health promotion effects and fewer possibilities of adverse effects. Weaknesses included insufficient long-term evidence on the effect and safety and difficulty in predicting prognosis for ISS treatment in KM. Opportunities included a growing interest in height growth in general and the need for parental involvement in children height growth. Threats included the limited use of diagnostic devices and relatively high medical costs due to non-coverage by national health insurance. This study suggests that the safety and clinical effectiveness evidence of KM treatment for height growth should be guaranteed through well-designed large-scale long-term studies. Various strategies are needed to promote the use of diagnostic and evaluation devices for ISS treatment in KM clinical settings.

Parental involvement predicts Grade 4 learners’ reading literacy: an analysis of PIRLS data for students in Mpumalanga, South Africa

ABSTRACT The purpose of the study was to examine how parents’ involvement is associated with Grade 4 learners' reading literacy achievement in Mpumalanga. Selected variables from the PIRLS 2016 home and school questionnaires were used, and interviews were conducted with parents to gain a deeper understanding of parental involvement in their child’s education in terms of reading literacy. A sequential explanatory mixed-method design was used based on the pragmatism paradigm. The quantitative data (1,025 learners) was gathered before the qualitative data (ten parents). For the quantitative data, multi-level analysis showed that parents who read books with their child before the child went to primary school, parents who participated in their child’s reading outside school hours, and parents being included in their child’s education by the school are the best predictors of Grade 4 reading literacy achievement. For the qualitative data, the findings indicated that parents understand that promoting English as First Additional Language is of great importance; however, they lack the skills, time and resources to effectively teach English reading at home. This study suggests that more research should be conducted on effective parenting strategies at home to teach their children to read.

Peran Standar Pengelolaan PAUD dalam Meningkatkan Perkembangan Sosial Anak Usia Dini

This research discusses the role of preschool management standards in improving early childhood social development in Indonesia. preschool plays a crucial role in children's development, with curriculum, teaching methods, infrastructure, and parental and community involvement being key elements in ensuring quality education. Good preschool management standards can create a conducive learning environment, encourage healthy social interactions, and support the development of children's social skills. The research uses the literature study method by collecting data from various relevant sources such as books, scientific journals, articles and official documents. The analysis shows that Total Quality Management (TQM) indicators, such as leadership, commitment, customer focus, data measurement and analysis, and continuous improvement, can be applied in preschool management to improve service quality. Although there are implementation constraints, such as uneven quality of preschool and lack of a comprehensive assessment system, this study provides recommendations to improve access to educational resources, develop an objective assessment system, and increase parental and community involvement. With collaborative efforts from various parties, the quality of early childhood education in Indonesia can be improved, ultimately supporting children's optimal social development.

A Heart of Service: Discovering the Lived Experiences of Special Education Teachers Using Skill-Based Learning in Cebu City

Special education (SPED) learners often struggle in learning due to the curriculum and limited resources despite the awareness of the value of education globally. In the Philippines, inclusive education for all learners, especially for learners with special needs has yet to be delved deeper, hence, this study provides an exploration of the lived experiences of SPED teachers using skill-based learning to understand their perspectives of the participants on how this learning approach can help SPED learners acquire the skills needed for independence. Husserl’s descriptive phenomenological research design was used to describe the meaning of the lived experiences of the five SPED teachers using skill-based learning from Cebu City, Philippines. A semi-structured interview schedule served as the primary data collection instrument, supplemented by a focus group discussion to ensure data saturation. Colaizzi’s method of descriptive analysis was used to analyze the transcriptions, identifying key experiences, challenges, coping mechanisms, and meanings of teaching skill-based learning to SPED learners. Four major themes emerged from the analysis: Fulfillment in Teaching; Limited Resources, Parental Involvement, and Adjustment; Planning, Preparation, and Communication; and Emphasis on Practical Skills. Despite challenges, teaching SPED students could be fulfilling with passion and perseverance. The researchers recommend advocating for increased funding and programs to support SPED teachers in effectively implementing skill-based learning.

Efforts to Improve the Character of Manners through Habituation of Javanese Language

The Javanese language, particularly Krama Inggil, plays a crucial role in the formation of cultural identity and polite behavior among Javanese communities. This study aims to enhance the courtesy character of fourth-grade students at MI Da'watul Khoir Kedungringin Drenges Kertosono through the habituation of the Javanese Krama Inggil language. A qualitative research method was employed, utilizing observation, interviews, and documentation for data collection. The results indicate that the habituation process, including regular use of Krama Inggil in communication, wearing traditional surja clothing, and integration of local language content into the curriculum, significantly contributes to the development of courteous behavior. Supporting factors include active student participation, parental involvement, and the availability of adequate resources, while challenges include inconsistent language use at home and occasional lapses by teachers. The study concludes that systematic habituation of Krama Inggil fosters a respectful and courteous character among students.

Implementation of Competency-Based Curriculum in Improving the Quality of Education in Schools

The aim of this research is to evaluate Curriculum Effectiveness: Understanding the extent to which a competency-based curriculum can improve the quality of education by measuring student learning outcomes, level of mastery of material, and students' ability to apply the knowledge and skills they learn. This research uses qualitative/quantitative methods with a descriptive approach. Some of the instruments used in this research are student portfolios, practical exams, formative assessments. The researcher's data collection techniques used interviews, questionnaires, classroom observations, classroom observations, document analysis, exams and assessments, focus group discussions, and reflective notes. This research shows that the implementation of Competency-Based Curriculum (KBK) in the context of school education requires the active involvement of teachers in preparing more contextual learning that is oriented towards skills development. Students are expected to become successful, honest, disciplined, and responsible individuals. However, the quality of education in Indonesia still requires many improvements, including the implementation of appropriate policies as an alternative solution to educational problems. Relevant KBK programs with initiatives for training education personnel include participation in various places, development of family planning organizations, and utilizing the education process to address educational gaps. The importance of administrative support, resource availability, and continuous evaluation and assessment are key to the successful implementation of KBK. Parental and community involvement are also crucial in supporting the implementation of KBK, which ultimately positively impacts the quality of education, student motivation, and alignment with local needs.

Teachers’ Challenges in Modular Learning Modality

With careful planning, support, and ongoing professional development, teachers can effectively implement modular learning to meet the diverse needs of their students. Along this line, this study aimed to determine the degree of the teachers’ challenges in modular learning modality (MLM) of two secondary schools in Negros Oriental during the School Year 2021-2022. Data needed for this study was collected from 52 respondents using a self-made 30-item survey questionnaire that has passed the rigorous validity and reliability tests. The study’s findings revealed, among others, a significant difference in the challenges teachers encountered in implementing MLM in module preparation, parental involvement, and performance tasks. This study calls for ample budgetary allocation for material and school equipment in the reproductions of modules to all grade levels, related training, and upskilling to teachers who have potential writers of the module and alternative delivery mode (ADM) within the district. Keywords: Education, teachers’ challenges, modular learning modality

Determinants of academic achievement from the middle to secondary school education: A systematic review

AbstractBecause it is crucial for psychosocial adjustment and lifelong learning, education is the most relevant tool for ensuring inclusion and reducing inequalities. Due to its relationship with positive outcomes, such as life satisfaction, mental health, job performance or SES, academic achievement is a significant phenomenon that impacts students, families, and educational institutions. The present study sought to contribute to the field by reviewing the literature on the determinants that influence the objective achievements of a typical population of middle- to high-school students. Based on the PRISMA statement, a search for related studies was performed in the WoS, EBSCO, and PubMed databases, and 771 studies published between 1930 and 2022 were identified. After screening based on the analysis of abstracts, 35 studies met the selection criteria. The Bronfenbrenner ecological model served as the theoretical rationale for organizing the studies’ findings. The results of this review highlight the following determinants of school achievement: (i) Personal factors—gender, personality traits, cognitive abilities and academic background, motivation and self-constructs, stress and problem-solving strategies, and substance use; (ii) Contextual microsystem factors—(a) Family—parental educational background; parenting practices and interactions; parental involvement and support; (b) School—school location; school conditions, responsiveness, and practices; (c) Peers—peer-group disagreement management. This systematic review updates the existing empirical evidence on this topic and highlights the complexity of the phenomenon of academic achievement.

Reproductive Behavior and Parental Role of Giant Gourami (<i>Osphronemus goramy</i> Lacepède, 1801)

The giant gourami (Osphronemus goramy Lacepede, 1801), a popular aquaculture species in Southeast Asia, exhibits unique cooperative biparental care behaviour. To support captive breeding efforts, this study aimed to visually document the reproductive activity of giant gourami, elucidate each stage in detail, and provide insights into the distinct parenting roles of males and females. Underwater cameras were used to observe a breeding pair of gourami in a pond for five days, conducted three times with different pairs during different spawning periods. The male and female contributions to nest building were quantitatively analysed using the T-test, while their parental care involvement was qualitatively assessed and statistically analysed using the Mann-Whitney U test. The results revealed three main phases of giant gourami reproduction: pre-spawning (including adaptation, nest building, and courtship), spawning and fertilisation, and post-spawning with parental care. Our observation confirmed the biparental tendency, with males being more involved in pre-spawning activities and females taking on a prominent role in post-spawning care. In conclusion, males focused on mating preparations and courtship, while females invested more in parental care.

Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement

The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.

Perceived parental influence on Turkish adolescents’ physical activity involvement and activity satisfaction

Grounded in self-determination theory, the present study examined the associations between perceived parental influence, physical activity involvement, and activity satisfaction in Turkish adolescents. SEM’s results indicated that activity satisfaction of adolescents was positively associated with perceived parental influence and physical activity involvement. Furthermore, results suggested that perceived parental influence had an indirect effect on activity satisfaction with mediating effect of physical activity involvement. Consequently, perceived parental influence may be suggested as a dominant force in adolescents’ physical activity behavior and endorse the parents’ continued influence. Additionally, satisfaction with activity of the adolescent is related to parental control on their activities. In summary, parental control plays an essential role in physical activities related perception and self-determination of Turkish adolescents.

Sistem Informasi Monitoring Orang Tua Terhadap Kehadiran Anak di Sekolah Berbasis Website

Student attendance at school is very important to ensure that they get a good education and are successful in the future. Parents are an important part in supporting their children's education, communication between parents and schools is very important in supporting children's education. Currently, there are still many schools that use attendance books as a medium for recording student attendance. This makes it difficult for parents to monitor their child's attendance regularly, especially if they are at work or unable to visit school every day. The purpose of writing this Final Project (TA) is to create a website-based application to monitor student attendance at SMP Negeri 13 Sungai Raya, which is in Kabupaten Kubu Raya. The method used in developing this software uses the waterfall method and data collection methods. With this web-based application, it can assist parents in monitoring their children's attendance at school and increase parental involvement in children's education by providing accurate and up-to-date information about children's attendance at school

Family and School Cooperation as Social Capital

Starting from the belief that the interaction and connection between people, on which the relationship between the family and the school is based, is a value for itself, from the specific aspect of the theory of social capital, the cooperation between the family and the school is viewed. The paper aims to describe the cooperation between family and school as a form of social capital, i.e. as a resource that contributes to the educational achievements of students. Representation and outcomes of social capital in the education field are analyzed from different points of view. Different levels of social capital analysis potentially lead to implications for the improvement of family-school cooperation operationalized by different activities of parental involvement in children's education by (in)equality of family resources and context.

Early interventions with parental participation and their implications on the neurodevelopment of premature children: a systematic review and meta-analysis.

The occurrence of preterm birth is correlated with the potential emergence of disabilities in children. Early intervention programs are designed to promote better developmental outcomes. These interventions employ family-centered methodologies, wherein parents are instructed to facilitate neurodevelopment, thereby promoting heightened involvement of the child in their daily activities. The objective of this investigation was to evaluate the efficacy of early family-based interventions on motor, cognitive, and language development. A systematic review and meta-analysis was conducted utilizing the databases PubMed, Medline, PEDro, Scopus, CINAHL Complete, SciELO, and Open Grey. The search terms utilized included NDT (neuro-developmental treatment), Bobath, neurodevelopmental therapy, parents administered, family administered, physical therapy modalities, early intervention (educational), early intervention, premature infant, preterm, and premature. Randomized clinical trials and observational studies written in English or Spanish were taken into consideration. The initial search resulted in 420 articles. After removing duplicates and applying the selection criteria, 12 articles were selected for the systematic review and 5 articles were selected for the meta-analysis. The meta-analysis revealed a significant association between early intervention and enhanced cognitive function (p = 0.01) in this study. Additionally, the meta-analysis indicated improvements resulting from early family-based intervention (p = 0.02) in motor function. Early motor interventions that emphasize parent involvement and education in neurodevelopment show significant outcomes in motor and cognitive areas at 2 years of age in very premature or extremely premature infants. However, inconclusive effects have been found in the language area, which is the least studied domain. Due to the methodological heterogeneity observed, further research is needed to establish conclusive decisions regarding the administration of these interventions and the determination of key evaluation periods.

Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes

BackgroundAccumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.MethodsIn this study with 801 six‐year‐old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.ResultsResults from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.ConclusionsFindings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long‐term effects of HLE is needed.

Alliance rupture and repair in adolescent psychotherapy: What clinicians can learn from research.

The collaborative relationship between a client and therapist, known as the therapeutic alliance, plays an important part in promoting engagement and symptom improvement in adolescent psychotherapy. However, research indicates that alliance strains, called ruptures, are common among this age group, emphasizing the importance of addressing and resolving them for enhanced engagement and better outcomes. Despite this, there is a dearth of age-specific guidelines for effectively fostering a positive alliance and repairing these ruptures. This review examines existing literature to (a) summarize the current understanding of alliance formation in youth psychotherapy, particularly considering the distinct characteristics of working with adolescents, and (b) provide evidence-based recommendations to assist youth therapists in building strong alliances and effectively addressing alliance ruptures with this age group. Existing evidence indicates that while guidance designed for adult therapy can be beneficial, working with adolescents poses unique challenges. These include resistance to treatment, engagement in risky behaviors, confidentiality issues, and parental involvement, which can strain the therapeutic relationship. This emphasizes the importance for youth therapists to understand the unique challenges and developmental stages adolescents face and to adapt their approach accordingly. By doing so, therapists can effectively address the needs of adolescents, fostering a strong alliance and handling any ruptures that may arise. Despite being a relatively new area of study with its inherent limitations, this review underscores the critical role of alliance research in improving therapy for adolescents and guiding the training of therapists who work with this age group. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Parental Involvement Challenges in ICT-Based Early Childhood Education Attainment

Parental Involvement Challenges in ICT-Based Early Childhood Education Attainment

Assessment of Parents Involvement and the Awareness of Oral Hygiene Practices among 5–12 Years Old School-children

Assessment of Parents Involvement and the Awareness of Oral Hygiene Practices among 5–12 Years Old School-children

Effects of a Teacher-Led Intervention Fostering Self-Regulated Learning and Reading among 5th and 6th Graders—Treatment Integrity Matters

Self-regulated learning (SRL) is a crucial competence in our rapidly changing society, yet its systematic promotion in the classroom remains limited. Addressing this gap, this study reports on a teacher-led intervention to promote SRL within reading tasks among 5th and 6th grade students. Although some interventions have been implemented to promote SRL, little attention has been paid to promoting SRL in primary schools. Building on a previous SRL intervention, the current study added cooperative learning among students and parental involvement, two aspects that are assumed to add value when fostering SRL. A randomized controlled field trial was designed to evaluate the effect of an intervention using pre-test, post-test and follow-up measures. A total of 757 students from 40 classes participated in the study. The data were analyzed using a multilevel approach. This study revealed no significant difference in SRL or reading comprehension outcomes in the post-test and the follow-up test between students of the experimental and control group. Further investigations showed that several aspects of treatment integrity had a significant impact on SRL outcome. This study encourages future SRL and reading intervention studies to assess and analyze the multiple aspects of treatment integrity.

Transition from child to adult health services for young people with cerebral palsy in Ireland; implications from a mixed-methods study

Background Poor transition from child- to adult-oriented healthcare may lead to negative outcomes and dissatisfaction with services in adulthood. The aim of the study was to examine how transition is provided to and experienced by young people with CP in Ireland. This report provides integrated quantitative and qualitative findings and implications based on the totality of knowledge generated. Methods A convergent parallel mixed-methods study was conducted. Data were collected from people with CP aged 16-22 years, parents, and health professionals using surveys and semi-structured interviews, informed by a framework of nine key transition practices. Quantitative and qualitative findings were integrated at the interpretation stage of the research using integration through joint displays. Implications were developed through discussions with health professionals, young people, and parents. Results Surveys were completed by 75 young people/parents and 108 health professionals. Interviews were conducted with 13 young people, 14 parents, and 27 health professionals. There was complementarity between quantitative and qualitative findings indicating lack of a named worker, limited information provision, insufficient self-management support, no opportunity to meet the adult team, limited contact with the GP, and no opportunity for attending formal life skills training. There was dissonance between quantitative and qualitative findings regarding appropriate level of parental involvement. There was silence between quantitative and qualitative findings for promotion of health self-efficacy and senior manager responsible for transition, with quantitative findings indicating these were not present for most young people, but qualitative findings not describing these practices Conclusion Implications of integrated findings include the need for a standardised transition pathway, intentional actions to enable parents and young people to adapt to changing roles, provision of information in a collaborative and phased approach, a common understanding of self-management between young people, parents and health professionals, and the need to involve adults’ services and GPs in transition.