School Involvement Research Articles

Family-SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania.

Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent-school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children's academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent-school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child's situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child's specific needs and plan complex habilitation/rehabilitation. To sum up, a parent-educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.

Impact of Family Support System in the Academic Performance of Grade 3 Pupils at a Public Elementary School in Rizal, Philippines

Family interaction establishes a foundation for learning at home. Parents are children’s first teachers and the chief designers of children’s daily curricula. Parents make decisions about what to communicate and how to communicate with their children on a daily basis. Parental involvement has been defined and measured in multiple ways, including activities that parents participate in at home and at school, as well as positive attitudes that parents have toward their child's education. This study determined the impact of family support system in the mathematical performance of Grade 3 pupils of a public elementary school in Rizal, Philippines. The descriptive research method was used in this study, and the instrument used to collect data from the participants was a survey questionnaire. Cross-sectional survey type was also applied. Various statistical methods such as frequency counts, percentages, weighted means, and T-test were used in the interpretation of data. Results revealed that there are varied effects in the academic performance of family support system. Learners who received quality family support performed better academically than those who received less. It is recommended that parents support their children's early education at home as well as active involvement and participation in school. Finally, it is suggested that the school come up with support activities for parents in order to increase parental involvement at school.

The Role of School and Community Involvement in the Psychosocial Health Outcomes of Black and Latinx LGBTQ Youth

PurposeLesbian, gay, bisexual, transgender, and queer-identified (LGBTQ) youth of color face poorer psychosocial health outcomes than their non-LGBTQ peers. Research suggests school-based and community activities promote psychosocial health for LGBTQ youth, but study samples are predominantly White. This study tested whether school enrollment and seven community activities were associated with LGBTQ community connectedness, happiness, and health among Black and Latinx LGBTQ youth. MethodsThis study used a subsample of Black and Latinx LGBTQ adolescents and young adults (N = 472) from the Social Justice Sexuality project. Mean differences in study variables were examined across intersectional racial/gender identity categories. Multiple regression analyses assessed the association of school enrollment and community activities with psychosocial health outcomes, accounting for covariates. ResultsSocial activities for LGBTQ people (ß = 0.19) and LGBTQ people of color (POC; ß = 0.15) were associated with greater LGBTQ connectedness. While moderate religious services attendance (ß = −0.13) was associated with lower LGBTQ connectedness, high attendance was associated with greater happiness (ß = 0.13) and health (ß = 0.12). Social activities for LGBTQ-POC (ß = 0.13) were also associated with better health. School enrollment was not significantly associated with any outcomes and Latinx transgender and diverse youth had the lowest happiness and health. DiscussionSocial activities for LGBTQ people and LGBTQ-POC may play a role in the social connectedness and health of Black and Latinx LGBTQ youth, while frequent religious service attendance may support health and happiness. Schools and faith institutions should ensure their institutions are welcoming to LGBTQ youth. Public health workers might facilitate the involvement and inclusion of LGBTQ youth, while policy should support funding for community activities.

Parental Involvement and School Choice in Hungarian Primary Schools

ABSTRACT In this study, we examine the features of school choice by comparing parental involvement between denominational and public schools. In Hungary, denominational schools reemerged after the fall of communism in 1989, and their share increased further after 2010. The survey data, we employ, refer to primary school children’s parents and were focused on parental involvement at home and at school. Our hypothesis is based on the work of Epstein and Coleman and suggests a prominent role for denominational schools in parental involvement. However, our results show that Hungarian denominational schools differ in terms of parental involvement and school choice from what theory or practice in other western countries suggests. School choice of Hungarian parents is primarily driven by the intention to ensure a more culturally and economically homogeneous and safer environment for their children. Parental involvement tends to be stronger at home and at school due to higher parental religiosity, regardless of the school sector. The novelty of our findings is, that opposite to the literature, mostly not the school type but parents’ religiosity increase both the home based and the school based parental involvement.

911 Usage by Boston Public Schools: A Researcher–Practitioner Partnership

Abstract To reduce police presence in schools, School Resource Officer programmes are being eliminated across the USA. However, police also become involved in schools through other routes—namely, in response to school calls to 911. This type of police involvement has generally been overlooked in prior studies of school use of police services. In addition, prior research has primarily relied on interview and survey data of school administrators. We describe a researcher–practitioner partnership created to address the limitations of this prior research and to answer foundational questions from one urban school district—Boston Public Schools (BPS)—about police involvement in schools through calls to 911. First, we discuss ongoing collaborative work conducted among the Boston Police Department (BPD), BPS, and academic partners. Next, we provide an example of how this partnership can address pressing questions identified by BPS by providing the results of an analysis of 911 calls. In particular, we examine the ways in which elementary versus secondary schools in the BPS system differ in their patterns of 911 usage across schools when requesting assistance from the BPD. This work provides an example of how researcher–practitioner partnerships can inform policy and practice in schools, and guide decision-making about school-based police services.

Study of Role of Parenting in Children with Low Academic Performance

Parental involvement in school has been demonstrated to be a key factor for children’s academic outcomes.However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in theliterature about the generalization of findings outside developed and industrialized countries, where most of theresearch has been done. The present study aims to analyse the associations between parental involvement in schooland children’s academic achievement. Cluster analysis results from a sample of 498 parents or guardians whosechildren attended second and third grades in 16 public elementary schools suggested the existence of three differentprofiles of parental involvement (high, medium, and low) considering different forms of parental involvement (athome, at school and through the invitations made by the children, the teachers, and the school). Results show thatthere are differences in children’s academic achievement between the parental involvement profiles, indicating childrenwhose parents have a low involvement have lower academic achievement. Findings are in line with internationalresearch evidence, suggesting the need to focus on this variable too in Latin American contexts

Lambs of Sacrifice: Termination, the Mixed-blood Utes, and the Problem of Indian Identity

Lambs of Sacrifice: Termination, the Mixed-blood Utes, and the Problem of Indian Identity

Factor Structure of the Scale of Sensed Parental Competencies: Version for parents (ECPP-p)

Background: This study examines the dimensionality of the parent version of the Scale of Sensed Parental Competencies (ECPP-p). The sample was composed of 227 parents (n = 227; M = 35.34, DE = 7.22) from Lima Metropolitan. Method: The structural analysis was conducted with confirmatory factor analysis using the estimator WLSMV according to the ordinal nature of the items on the scale. The original structure evaluated of five correlated dimensions: school involvement, personal dedication, shared leisure, counseling and guidance and assumption of the role of father or mother was confirmed. Results: An adequate fit was obtained to the model of five factors, X2 = 406.47, CFI = .96, TLI =0.95, RMSEA =0.068. The internal consistency coefficients were adequate for each of the dimensions ( w >0.80) ( α >0.70). Conclusion: The ECPP-p is an instrument that presents evidence of internal structure and reliability in the study sample.

The Effect of Parental Involvement in the Education of Children with Dyslexia in the Wum Municipality Cameroon

Purpose: The goals of this study were to determine the effects of home facilities on children's education with dyslexia, as well as to investigate the extent to which the scope and contents of geography influence students' attitudes toward volunteerism in children with dyslexia. Methodology: The study used a descriptive survey research design and four research questions to guide the literature review. A 40-item close ended questionnaire was used to collect data from a sample of 20 children and parents from three primary schools in the Wum municipality using the simple random sampling technique. Findings: According to the findings, 74.5% of parents strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 25.5% of disagreed. About 70.5% of parents strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia and 29.5% of parents disagreed parental volunteerism has no influence on the education of children with dyslexia. About 54.5% of parents strongly agreed that their decision making have an impact on the education of children with dyslexia and 45.5% strongly disagreed and disagree saying that decision making have no impact on the education of children. A total of 60.5% of children strongly agreed and agreed that home facilities has a positive effect on children with dyslexia and 39.5% of disagreed to the established items under this research question. About 74% of children strongly agreed and agreed that parents volunteerism influence the education of children with dyslexia as can be seen above and 26% of children disagreed parental volunteerism has no influence on the education of children with dyslexia. A total of 61% of pupils strongly agreed that decision making has an effects on the education of children with dyslexia and also 31% of pupils strongly disagreed that decision making does not has an effects on the education of children with dyslexia. Conclusion: Thus from the average percentage score on this research question it clear that respondents overwhelmingly accepted the fact that teachers skills has a positive influence on their academic performance. Recommendations: The study recommended that schools develop and maintain allies between schools and communities for better children's performances with dyslexia. Schools should devise models of supervising and ensuring parental involvement in school activities and schooling for their children. The study also recommend schools to develop monitoring and evaluation measures to access performance, progress, outcome, and impact of engagement strategies.

Parental Involvement in Schools: A Multi-site Study at Kuin Utara 4 and Sungai Jingah 4 Elementary Schools in Banjarmasin

This research was derived from the reality of public schools, where the majority of students coming from low-income and lower-middle-family backgrounds. However, they could manage parental involvement so that they are actively involved in various school programs. Thus, the focus of this research included: (1) planning for parental involvement in schools; (2) the implementation of parental involvement in schools; (3) evaluation of parental involvement in schools; and (4) obstacles encountered in parental involvement in schools. The researchers used a qualitative type of multi-site study. The data were collected through participant observation techniques, in-depth interviews, and documentation. The data analysis techniques used were individual data analysis techniques and cross-case analysis. Meanwhile, the validity of the data was checked by means of internal validation, external validation, reliability, and objectivity. The results of this study showed that: (1) participation planning was carried out at the beginning of the school year involving parents, principals, and teachers with funding sources for participation planning activities from infaq and dues with the stipulated period for one year; (2) the implementation of parental involvement includes participation in incidental, daily, weekly, monthly, semester, and yearly activities; (3) evaluation of parental involvement involving committees, principals, and teachers; (4) obstacles to parental involvement in schools included the assumption that schools are free, lack of support for the development of children's talent interests, the resolution process involves principals, teachers, committee administrators, overcome by approaching, providing understanding, and socialization. From the results of this study, it was concluded that the school has developed parental involvement in various school programs. It is especially advisable for principals to embrace and trust parents to be involved in the planning, implementation, evaluation, and resolution stages of obstacles. Thus, parents will feel more needed by the school and contribute their abilities in helping to improve the quality of education in schools both in the short and long term.

Parental Involvement in Schools: A Multi-site Study at Kuin Utara 4 and Sungai Jingah 4 Elementary Schools in Banjarmasin

Parental Involvement in Schools: A Multi-site Study at Kuin Utara 4 and Sungai Jingah 4 Elementary Schools in Banjarmasin

The Role of Law in the Development of Parental Culture (with Particular Emphasis on the Principle as an Educational Leader

RESEARCH OBJECTIVE: To show the role of law in shaping parental culture.
 THE RESEARCH PROBLEM AND METHODS: The influence of law on the formation on parental culture based on the analysis and synthesis of the output of pedagogical, legal and management sciences.
 THE PROCESS OF ARGUMENTATION: The starting point for the discussion is the claim that the main educational actors must work together as partners. I argue that, based on the idea of partnership, parental culture is an important element of building relationships between school and home. I also examine the legal, social and political conditions for the functioning of a public school and the dual model of education management that is currently implemented in Poland. Legal solutions are seen as factors that can interfere with the process of community involvement. For this reason, I look at a solution that has been proposed in the science of law (pedagogy of law): the use of the educational impact of law through legal education among parents. The final part indicates the areas in which the school principle as an educational leader can exert influence.
 RESEARCH RESULTS: To determine the possibility of applying the pedagogical approach of community involvement in schools. This solution is based on the findings of legal sciences on the development of civil and responsible society, represented by parents of students.
 CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The recommendation emphasizes the importance of the legal context of community involvement.

School bullying among migrant children in China: A cross-sectional study.

Bullying is a serious public health concern affecting the physical and mental health of children. Migrant children are at higher risk of developing health problems. We conducted this study to investigate the prevalence of school bullying and its possible influencing factors of migrant children. A cross-sectional study was carried out in Hunan Province, China from April to July 2018. Multi-stage cluster sampling was adopted to achieve a representative sample covering both urban and rural areas. Migrant children are defined as those who migrate with one or both parents to other places and who do not have a hukou in their city of residence. The Chinese version of Olweus Bully/Victim Questionnaire was applied to measure children's involvement in school bullying. A total of 7,607 students were surveyed, including 995 migrant children and 6,612 non-migrant children. The prevalence of school bullying was significantly higher in migrant children than in non-migrant children (χ 2 = 22.740; p < 0.001). Binary regression analysis showed that male, middle school identity, more times of playing violent games, more social friends owning and being beaten by parents or caregivers may increase the risk of involvement of school bullying in migrant children. Migrant children showed a higher prevalence of school bullying than non-migrant children. Gender, grade, frequency of playing violent games, number of social friends and being beaten by parents or caregivers were associated with school bullying in migrant children.

Prominent Figures of the Nizhyn Higher School in the Context of the History of Ukrainian Ethnolinguistics

The paper deals with three outstanding figures from the history of Ukrainian culture of the 19th – early 20th centuries. This is Oleksiy Pavlovsky, the author of the first in history scientific grammar of the Ukrainian language (1818); Pylyp Morachevsky, the author of the first translation of the Gospel into Ukrainian (1859–1864); Fedir Vovk, the author of the first thorough ethnocultural monograph about the Ukrainian people in the European context (1918). Significant self-sacrificing work in the name of the future Ukrainian people and involvement in the Nizhyn Higher School unite their names. Their visions of Ukraine, understanding of the world context of Ukrainian culture determined their civic choice. The scientific and creative output of students and teachers of Nizhyn Higher School is changing the boundaries of philological regional studies. The significance of the Nizhyn ethnolinguistic scientific school in the context of the history of Ukrainian ethnolinguistics is revealed in the article.

Predicting children’s social adaptation and academic achievement from father-child preschool rough-and-tumble-play and father involvement in child schooling

Predicting children’s social adaptation and academic achievement from father-child preschool rough-and-tumble-play and father involvement in child schooling

Work-to-family conflict and parenting practices: Examining the role of working from home among lone and partnered working mothers

Objective: This study investigates associations between work-to-family conflict and parenting practices among lone and partnered working mothers and the role of working from home as a potential resource gain or drain for acting empathetically and supportively towards their children. Background: Emerging evidence suggests that work-to-family conflict reduces responsive parenting practices, yet prior studies have rarely examined disparities by family structure. Although working from home has recently gained in importance in the workforce, there is still little research on its implications for the relationship between work-to-family conflict and the quality of parenting practices. If working from home is not used to do supplemental work during overtime hours, it may free up mothers’ time and emotional resources. In turn, this may either buffer the harmful impact of work-to-family conflict on parenting practices or indirectly enhance the quality of parenting practices by reducing work-to-family conflict. This could be particularly beneficial for lone mothers, who experience more role and time strain. Method: Analyses were based on 1,723 working mothers and their reports on 2,820 schoolchildren drawn from a German probability sample that was collected in 2019 (i.e., before the outbreak of the COVID-19 pandemic). Using OLS regression models, we first examined whether work-to-family conflict was associated with four dimensions of verbal parenting practices (i.e., responsive and hostile communication, responsive decision-making, and school involvement at home). Second, we conducted moderation analyses to test differences by working from home (within contract hours and for supplemental work) and family structure with two-way and three-way interactions. Third, we performed mediation analyses to examine the indirect effect of working from home on each parenting dimension mediated by work-to-family conflict. Results: Higher levels of work-to-family conflict were associated with less responsive and more hostile parenting practices. The moderation analyses did not indicate a buffering effect of working from home. Instead, the mediation analyses showed that compared to mothers who worked from home within their contract hours, those who did not work from home or who did supplemental work from home tended to report less empathic parenting practices transmitted through higher levels of work-to-family conflict. Results showed no significant associations for mothers’ school involvement at home. Furthermore, no major differences emerged between lone and partnered mothers. Conclusion: Our pre-pandemic results challenge the buffering hypothesis and suggest that working from home can be either a resource gain or drain for the mother-child relationship regardless of family structure, but depending on mothers’ opportunity to work from home within the scope of contract hours.

Does Parents’ Valence toward School Relate to their Perceptions of Invitation to School Involvement?

Parents’ involvement in children's schooling is usually affected by their prior personal experience with schooling. Thus, if we want to assess parents’ involvement in school activities and their children's learning it is crucial to assess their prior personal experience with schooling. This study, therefore, examined the relationship between parents' self-reported valance toward school and their perceptions of invitations to the involvement of the school, teachers, and their child. The study involved 1176 low-income parents of children from 55 primary schools in four regions in Northern Tanzania. A multivariate linear regression model showed that parents' prior schooling experience (school valence) has a statistically significant effect on parents' perceptions of general invitations from school, teachers, and specific invitations from the child. Results showed that the school attributes could affect the relationship between parents' valence and their perceptions of involvement invitations. Possible interventions to promote inclusive parental involvement through supportive schools will be discussed.

UPAYA GURU BIMBINGAN DAN KONSELING TERHADAP KASUS PUTUS SEKOLAH SELAMA PANDEMI COVID 19 DI SEKOLAH MENENGAH KEJURUAN PROVINSI KEPULAUAN BANGKA BELITUNG

This paper aims to discuss the Guidance and Counseling Teacher Efforts Against Dropout Cases During the Covid 19 Pandemic at Vocational High Schools in the Bangka Belitung Islands Province, which includes the efforts that have been made by BK teachers in preventing dropout cases during the covid pandemic and the factors that affect children dropping out of school during the covid 19 pandemic. The method used is descriptive qualitative and analyzed with an interactive analysis model by collecting data, reducing data and concluding data. The results of the discussion show that the factors that cause school dropouts during the Covid-19 Pandemic in Vocational High Schools in the Bangka Belitung Islands Province consist of: First, internal factors originating from within the students themselves, namely the lack of motivation to learn in students, and students having difficulty learning online at the time of the Covid-19 pandemic. Second, external factors that come from outside which include the lack of parental support in learning, students working with parents in the plantation and IT sectors, external environmental influences such as online games, and juvenile delinquency, as well as cases of pregnancy outside marriage. and Counseling for dropout cases during the Covid-19 pandemic at Vocational High Schools in the Bangka Belitung Islands Province are through: First, Preventive Efforts, namely by conducting Placement and Distribution Services, Orientation Services, Classical Guidance Services and school involvement. Second, curative efforts, namely by carrying out Home Visit Support Services, Individual Counseling, and Stop Outs.

KURIKULUM MADRASAH ALIYAH NEGERI 2 POLEWALI MANDAR PRESPEKTIF MANAJEMEN MUTU SEKOLAH

This research is aimed at decrypting the country's 2 polewali mandar's madrassa curriculum. The study USES a type of qualitative research with an approach to case studies. The object of this study was performed at the man 2 polman. Data collection techniques use observation, interviews, and documentation. The data sources in this study include the headmaster, the vice principal of curriculum, students, committee and students. The analysis techniques used in the study are data collecting, data reduction, data presentation, deduction. The triangulation used to test the validity of data is source triangulation. Based on research results from 4 standards contained 4 principles: 1. The standards of graduate competence are reviewed: a) customer satisfaction, parental involvement in SKL formulations, b) leadership as well as school involvement in SKL, c) teamwork, teamwork between teachers in formulating SKL. D) the measurement, the evaluation of the student's value 2. The content standard is reviewed: a) customer satisfaction, mastering and explaining lesson materials,b) leadership, principal involved in prgram c production) teamwork, involvement, school fads, board of teachers, committee, and education services (d) measurements, the quantification of the 3 prepared programs. Process standards covered: A) customer satisfaction, to achieve the goal of learning by making learning syllabus b) leadership, the principal does silabus creating guidance and development. C) teamwork, teamwork in the formulation of preliminary activities, core activities down to the conclusion of the d) measurement, that is, the evaluation of the learning process, the performance of the learning process, the assessment of the learning process and the monitoring of the learning process. 4. The standard of assessment is reviewed: a) customer assessments of students who include attitude, knowledge, and skill b) leadership, the headmaster conducting a joint evaluation c) teamwork of teachers in formulating materials, designing learning activities, developing learning activities, adding lesson materials, d) measurement, took place at the time of the implementation of the study plan (RPP) based on the syllabus

Organizational Commitment, Teachers' Empowerment, and Transformational Teaching of Public Elementary Schools in Laguna, Philippines

Teacher commitment is indeed an internal factor that motivates teachers to put more effort and energy into sustaining school involvement and to further improve and enhance their teaching strategies to attain their objectives. Thus, it is important to know the level of commitment, teachers' empowerment, and transformational teaching of teachers during this time of the pandemic. Transformational teaching entails developing dynamic interactions between teachers, students, and a body of shared knowledge. According to this viewpoint, teachers serve as intellectual coaches who construct student teams that work together with their teachers to master bodies of knowledge. These constructivist-based transformational teaching approaches help students develop new knowledge and actions. Teachers that employ constructivist theory as a theoretical framework assist students in becoming active participants in society and the global workplace. The sample of the study consisted of 551 teachers who responded on a representative of public elementary schools in Calamba, Cabuyao, Binan, and Sta. Rosa. Cluster sampling was used to collect the sample, and the city school districts served as the representative of the clusters. Ranking sampling was used to choose the participating schools and the teacher respondents. Each cluster was ranked based on population distribution and gender distribution to maintain an equal proportion of teachers' respondents across all participating schools in the four city school divisions. Teacher respondents were selected randomly to represent the sample of the study. The study mainly focuses on the level of organizational commitment, teachers’ empowerment to the level of transformational teaching. The findings showed that the components of organizational commitment and teachers' empowerment significantly foresee the relationship on transformational teaching of teachers in the four (4) City Schools Division in Laguna. As a result, when teachers demonstrate a high level of organizational commitment and teacher empowerment to the level of transformational teaching, it encourages teachers to stay committed to their field of work and expected to attain their objectives.