Class Parents Research Articles

Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System

The interaction avenues, levels, and impacts between parents, schools and teachers have changed drastically due to the ever-increasing responsibilities, frequent and rapid changes in the curriculum, the invasive dominance of the internet and digital media in the lives of all stakeholders, and the digitization of learning materials, to name a few. This pilot study follows a design-thinking approach to investigate the current practices, needs, and challenges of parental involvement in public schools in Qatar to improve student achievements towards sustainable living and habits by identifying problems, developing solutions, and improving student achievement in conjunction with all local and relevant stakeholders. To this end, building on extensive and comparative studies on theories, models, and best practices within and outside the selected domain, a qualitative study is conducted to obtain insight from local teachers and parents in preparatory public schools. The grounded theory method is employed to analyze the data via the qualitative coding technique. The results indicate that parental involvement practices in Qatar public schools occur in different forms, including home-based and school-based learning. Furthermore, while almost all parents recognize the significance of parental involvement and show a high level of interest in being on the ‘Board of Trustees’, in reality, very few participate or volunteer in school activities, and they rarely visit classrooms or interact with teachers or schools, mainly due to their increasing job-related commitments. In addition, the majority of parents indicate the need for additional flexibility in communication with the school to increase their involvement. Meanwhile, the teachers highlight the significant lack of parental involvement in understanding, overcoming and improving student achievement in both academic subjects and sustainable living habits and actions. The study outlines a few key suggestions to overcome these challenges and improve the parent-teacher-school (PTS) partnership, including offering mandatory parenting classes, developing and implementing effective communication mechanisms to facilitate parent-school interactions, and involving parents in decision-making process relating to their children and other school-related activities. Despite the sampling limitation, this study’s findings represent a starting point for understanding the needs of PTS partnerships, current practices of parental involvement, and mechanisms to improve their contribution to Qatar’s schools.

PENGARUH KERJASAMA ORANGTUA DAN GURU TERHADAP PERKEMBANGAN SOSIAL EMOSIONAL ANAK KELAS B PAUD IT BUNAYYA

This study aims to determine the effect of parent-teacher cooperation on the socio-emotional development of early childhood in class B PAUD IT Bunayya. By using quantitative research methods, the subjects of this research are the parents of class B PAUD IT Bunayya students, totaling 64 students. This study wanted to know whether or not there is an influence between two variables, namely the cooperation of parents and teachers and the social-emotional development of early childhood. The data analysis technique is the SPSS test. Based on the results of the study of hypotheses, the simple linear value of parent and teacher cooperation on children's social-emotional development is 16,793 with a sig. (2-tailed) value of 0.000. Compared to the significance level of 0.05(5%), this sig. (2-tailed) value is greater than 0.05(5%). This means that there is an influence of the parent-teacher cooperation variable on the emotional social development of early childhood in class B PAUD IT Bunayya. The researcher saw the magnitude of the coefficient of determination (R square) which was 0,213 which showed the magnitude of the influence of parent and teacher cooperation on children's social-emotional development.

Evaluation of an On-line Parenting and Divorce Course: Effects of Parent Knowledge and Skills among Court-mandated Parents of Divorce

ABSTRACT There are very few evidence-based parent education programs focused on divorce even though more and more state court systems are requiring them. This study builds the evidence-base by using a population of parents who were court-mandated to take a parenting class as part of their divorce proceedings. With over 800 parents in the study, we found the on-line parent education program increased parent knowledge of skills in effective communication and parenting immediately after the course, and parents retained their knowledge and skills 30-days after the course. Qualitative analysis indicated parent-reported changes in their behavior after the course as well.

Children’s Nutrition Status and Motor Development in Middle Class Parents Social Economy Status (SES)

The development of early childhood needs to be considered, considering the child is a parent investment in the future. Meeting the nutritional needs of children has an important role in achieving optimal growth and development, and is one of the determinants of achieving these needs. Nutritional status in children in the school environment often uses height and weight parameters. This study aims to determine the effect of nutritional status on early childhood on motor skills. The method used is ex-post facto in the sample of early childhood aged four to five years who have attended kindergarten with middle-level socioeconomic status. Nutritional status is known through height and weight, gross and fine motor development measured using ASQ 3rd edition. Data was processed with SPSS using the Kruskal Wallis Test analysis technique. The results show 90% of children are in the Thin category, 6.7% are in the Normal category, and 3.3% are in the obesity category. There is no influence of nutritional status on gross and fine motoric abilities in kindergarten children. The results of this study can be used as a consideration for the government to pay attention to nutritional status and motoric abilities of children, in an effort to minimize the gap between the quality of education and the various backgrounds of parents' socio-economic status.

EFFECTIVENESS OF USING ZOOM MEDIA AS A MEANS OF E-COUNSELING STUDENTS OF GRADE XI MEDICAL LABORATORY ENGINEERING

This study aims to describe the effectiveness of application zoom as media e-counseling facilities for class xi students of medical laboratory engineering. This research approach uses descriptive qualitative. The subjects in this study were the Headmaster of the Vocational High School (SMK) Bina Husada Mandiri, homeroom teacher students class Medical Laboratory Engineering (TLM) SMK Bina Husada Mandiri, parents of class XI TLM SMK Bina Husada Mandiri, students class XI TLM SMK Bina Husada Mandiri and Counseling Guidance Teachers/ Counselor. The technique of collecting data is use observing the e-counseling process, distributing questionnaires for the effectiveness of application media Zoom, interviews and documentation. The data analysis technique consists of reduction, data exposure and conclusion drawing.
 Based on the findings from interviewing informants, observations, and distributing questionnaires, it is concluded that the e-counseling process with Zoom media in XI grade students of the Medical Laboratory Engineering at SMK Bina Husada Mandiri school. The application is carried out once a week, the duration of the counseling is 30 minutes, the Zoom application account uses a personal account. The e-counseling stage consists of three stages, namely pre-counseling (designing and scheduling Zoom), counseling (Activating Zoom room) and post-counseling (making reports and follow-up). Then the effectiveness of Zoom media as a means of E-counseling for class XI students of the Medical Laboratory Technique at the Bina Husada Mandiri Vocational School can be concluded that it is effective as a media of e-counseling, as long as the facilities and infrastructure support and the e-counseling service program implemented is group.

Helicopter Parenting Versus Autonomy Supportive Parenting? A Latent Class Analysis of Parenting Among Emerging Adults and Their Psychological and Relational Well-Being

We aim to identify typologies of parenting among emerging adults and describe how parenting typologies are related to their life satisfaction, self-efficacy, and parent-child relationship. Using a three-step latent class approach, we analyzed 472 mother-child and 426 father-child relations. We recruited the students from a private university in Upstate New York. We confirmed four parenting classes among emerging adult mothers and fathers: helicopter parenting, autonomy supportive parenting, uninvolved parenting, and parenting that combined characteristics of helicopter parenting and autonomy supportive parenting. We found that emerging adults whose parents were in the autonomy supportive parenting class reported higher scores on life satisfaction, self-efficacy, and their relationship with their parents than those in the helicopter parenting and uninvolved parenting classes. In addition, we found that emerging adults in the combined parenting class reported higher scores for life satisfaction and their relationship with their parents than those in the autonomy supportive parenting class.

Implementasi Pengembangan Kemampuan Mengenal Huruf Selama Masa Belajar di Rumah Pada Anak

This study describes the implementation of language learning in children aged 4-5 years in TK ABA JOGOKARYAN while studying at home. The assessed research was to describe the implementation of letter recognition in children aged 4-5 years at TK ABA Jogokaryan. This research is a qualitative approach and descriptive research type. The subjects of this study were the principal, class A teachers, parents of class A students, and grade A children. The object of this study was the implementation of letter recognition in children aged 4-5 years at TK ABA JOGOKARYAN in class A2 while studying at home. The data collection techniques used were interviews and documentation. The data analysis technique uses the theory of Miles and Huberman, namely data collection, data condensation, data presentation, and concluding. The validity of the research data was re-tested using source triangulation and method triangulation. The results of this study indicate: 1) Planning begins with making daily lesson plans, then sent to parents via Whatsapp group or give to parents directly when they come to school. 2) The implementation of letter recognition is played by parents by accompanying and documenting the learning activity process. 3) Evaluation is carried out through documentation reported by parents on the Whatsapp group. 4) Supporting factors include guidance from parents in letter recognition while children are studying at home, online media, which is used as a communication tool for teachers and parents, and special programs on television that help children's learning while at home. At the same time, the inhibiting factors are some families who do not make it a habit knowing letters, parents' busyness, mood swings, and a lack of enthusiasm for learning.

Impact of the 2020 pandemic of COVID-19 on Families with School-aged Children in the United States: Roles of Income Level and Race.

This study examined the experiences of families with school-aged children during the first three months of the 2020 pandemic of COVID-19 in the United States, while focusing on the roles of income level and race/ethnicity in their experiences. Two hundred and twenty-three parents of school-aged children participated in this study by completing an online survey. The results revealed that low-income and lower-middle class parents, as well as parents of color, experienced more instrumental and financial hardships due to the pandemic, when compared to their higher income, White counterparts. In contrast, parents with higher income and White parents were more likely to feel stressed over structuring home learning environments and planning educational and physical activities at home for their children. The overall findings suggest that family income level and race/ethnicity play a significant role in the lives of families coping with a variety of challenges due to the pandemic.

A Review of Parental Input, Investment and Social Stratification in Children's Sport Participation

Background: The difference of parental involvement in children's sport activities is a hot social issue when parental socio-economic background is investigated. Parental input, investment and social stratification could influence children's sport participation. Purpose: This study investigates the levels of parental physical activity and their investment in children's sport involvement across different socio-economic backgrounds. It expects to find out the best predictor in understanding the relationship of parental sport involvement across different socio-economic situation. Methods: Questionnaire survey method was selected and 863 valid questionnaires were collected. The questionnaire content included questions about families' basic information, social stratification, parental physical activity and parental investment in children's sport involvement. Results: When parents in low, middle and high social classes were compared, there were significant differences in parents' levels of physical activity, spiritual support, financial support, opportunities given and daily physical activity (all p < 0.01). Significant correlations between daily physical activity, physical exercise and social stratification were found (p < 0.01). Another significant correlation was found between spiritual and financial support, opportunities given and social stratification (p < 0.01). Parental investment, parents' level of physical activity and physical exercise were the predictive values for understanding children's sport involvement. Conclusion: The higher social stratification, the higher parental physical activity and parental investment will be involved in children's sport. Physical exercise had the highest predictive power as it related to parental investment in children's sports participation.

No Choice Is the “Right” Choice: Black Parents’ Educational Decision-Making in Their Search for a “Good” School

In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism salient in Black parents’ educational decision-making around schooling? Their findings reveal that race and anti-Black racism are central to Black parents’ school choice decisions. Specifically, they shape the trade-offs parents made in choosing a school for their child(ren), their ongoing risk assessments regarding the potential for racialized harm in their child(ren)’s schooling, and their continuous decision-making about whether to keep their child enrolled or move them to a different school. Regardless of geography, school type, grade level, and/or social class, race and anti-Black racism shape Black parents’ educational decision-making as they work to ensure that their child(ren) receive a high-quality education within highly racialized schooling contexts.

ОСНОВНІ ШЛЯХИ ПЕДАГОГІЧНОЇ ВЗАЄМОДІЇ ШКОЛИ ТА СІМ’Ї У ВИХОВАННІ МОЛОДШИХ ШКОЛЯРІВ

У статті проаналізовані дефініції “педагогічна взаємодія” і “взаємодія школи та сім’ї”. Виявлено, що ключову роль у сучасній реформі відведено педагогам як агентам змін, які використовуючи закорінені в національній педагогічній традиції позитивні здобутки, побудують нові взаємовідносини між учасниками освітнього процесу на засадах взаєморозуміння, спільності інтересів у прагненні до якісної освіти. Обґрунтовано, що педагогічна взаємодія – це взаємний вплив педагогів та батьків один на одного, в результаті чого відбувається виховання молодших школярів. Це завдання реалізовується у спільній діяльності учителя з батьками, а також передбачає їх взаєморозуміння, спільність інтересів та прагнень.

How Institutional Context Shapes the Accounts of School Choice and Boundary-Making Among Middle Class Parents in an Urban School District

This paper explores how urban middle-class parents with children at the elementary school level construct accounts about school choice in comparison to parents with children at the middle and high school levels. Previous studies have largely focused on the former. Data for this study come from in-depth interviews with 44 parents who enrolled their children in an urban school district. Findings suggest that parents’ choices and narratives concerning schools are affected by the school district’s institutional context. Parents with children at the elementary school level largely avoided their neighborhood-designated schools and secured spots in the city’s more desirable magnet schools. The group distinctions created at this level were “bad schools” and “bad parents” versus “good schools” and “good parents.” Parents with children in the middle and high school years similarly avoided the district’s general programs and secured the desirable slots in those schools’ academically segregated honors, AP, and IB programs. Distinctions created here were between “good students” and “bad students” and parents employed highly individualistic notions of educational success. The findings suggest that even parents with progressive social values rely on school and academic segregation to secure valued resources for their children. Districts that value integration therefore must develop robust programs to counter the self-segregation of middle-class families.

Collaboration Between Regular Class Teachers and Parents of Children With Autism Spectrum Disorder Who Have Behavior Problems

Collaboration Between Regular Class Teachers and Parents of Children With Autism Spectrum Disorder Who Have Behavior Problems

Gendered parenting and returns from children in contemporary India: A study of IIT students and their parents

This article seeks to understand the modern-day value of children to middle class Indian parents. It examines parental strategies aimed at raising successful children by providing them with the best education possible. These strategies, involving ‘concerted cultivation’ and gendered ‘educational labour’, are analysed in relation to schooling and preparation for a highly competitive national entrance exam, for admission to an elite engineering college in the country. Describing and analysing the classed and gendered nature of these strategies, the article explores the shifting nature of returns that middle class parents expect from their grown children. As the article shows, gendered burdens and class location of parents are crucial in shaping the value of children. Mothers across class contribute disproportionately to children’s educational training and highly educated mothers are withdrawn from the labour market to immerse themselves in educational labour. Ironically, educated mothers’ own educational inputs remain invisible even to themselves, resulting from an acceptance of culturally constructed norms around the gendered division of labour. Family strategies are oriented towards aspirations of upward social mobility, a return that parents seek to derive from educationally and professionally successful children.

The Synergy of Teachers and Parents through the Utilization of Online Learning Technology in Class II MI NU Miftahul Tholibin Kudus

Learning that is carried out online requires students to learn independently. Some students are not on time and even forget to take part in online learning which is done online. The beginning of online learning makes students lag behind in lessons so they don't understand the lesson. For that, it is necessary to build synergy between teachers and parents of students in order to realize the success of online learning. This study aims to determine how communication between teachers and parents in achieving learning achievement during the Covid-19 pandemic through the use of learning technology and to determine the extent of student learning outcomes in online learning using current learning technology. In this study using qualitative research methods. This type of qualitative research used by researchers is in the field. Communication between teachers and parents of class II MI NU Miftahut Tholibin Kudus during the Covid-19 pandemic was carried out via smartphones on the Whatsapp application. Through WhatsApp private chat, teachers can ask questions about students' cognitive development. Likewise, parents and teachers can ask questions about teaching materials that have not been understood so far. Meanwhile, student skills can be seen by the teacher via video call or zoom. Student learning outcomes during online learning are less satisfying than normal learning.

Occupational reproduction and mobility in STEM – parental narratives of their child’s occupational choice

ABSTRACT Drawing on the narrative inquiry of 32 in-depth interviews with parents of sons who study in Science, Technology, Engineering, and Mathematics (STEM) fields in tertiary education, we described the multi-dimensional picture of intergenerational mobility and reproduction derived from the Big Class, Microclass, and Cultural Mobility Models. We explored the process of STEM career choice for students with parents in STEM vs. non-STEM-related occupations from different SES. All parents encouraged their children to acquire higher education and conveyed their career expectations for high-status careers by emphasizing the importance of education, while almost totally avoiding recommendations for pursuingspecific occupations. We found that parental professional status is less decisive in explaining their son’s occupation than parental level of education. Parents with high SES with a STEM or non-STEM occupation encouraged Big Class reproduction for their sons, while working class parents desired Big Class mobility.

SHADOW TEACHER FOR SPECIAL NEEDS STUDENTS: CASE STUDY CLASS VI TAMAN MUDA IBU PAWIYATAN YOGYAKARTA

This research is to describe the shadow teacher for students with special needs at Taman Muda Ibu Pawiyatan Yogyakarta Elementary School. This type of research is qualitative research. This is a qualitative descriptive study which produces descriptive data in the form of words based on detailed and in-depth field research. The subject of this study was the shadow teacher in class VI. Data collection techniques using observation and interviews. As for the data analysis which is done which includes: data reduction, data presentation, and concluding. Based on the results of the study it can be concluded that the shadow teacher who accompanies students with special needs (mild intellectual impairment) in class VI is doing an authoritarian accompaniment. The mentoring makes students experience pressure when learning, it is not uncommon for students to cry, and leave the classroom when learning. Also, the shadow teacher's actions disturb other students. That is what some parents in class IV agreed not to involve shadow teachers in the learning process in class.

‘Cosmopolitan start-up’ capital: mobility and school choices of global middle class parents

ABSTRACT In this paper the authors study 19 Global Middle Class (GMC) families currently residing in four global cities: Hong Kong; London; Buenos Aires; and Tel Aviv. Through qualitative in-depth interviews, they sought to gather insights about GMC parenting strategies, specifically drawing attention to the decision-making processes of school choice. To facilitate their analysis, they draw on Bourdieu’s theory on types of capital and Ben-Porath’s notion of bounded rationality. From the inductive analysis of their interview data with mobile GMC parents, they identified a subtype of cultural capital they called ‘cosmopolitan start-up capital’. The overall argument in the paper is that the accumulation of cosmopolitan start-up capital is a specific strategy guiding the GMC families’ school choice practices, set within a frame of mobilities. Given the growing number of mobile families who continuously enter and exit local education systems, focusing on this group is pertinent for policy makers and practitioners around the world.

Menarcheal Age and Nutritional Status of Secondary School Adolescent Girls in Nnewi, South-East Nigeria

Background: Menarche is an important indicator of pubertal development in adolescent girl. Age at menarche has declined over the years attributable to many factors. Objective: To determine the age at menarche of secondary school adolescent girls and its relationship with anthropometric values, nutritional status, social class of parents, and category of school. Subjects and Methods: Cross-sectional study of 311 secondary school adolescent girls (10-19 years) from two secondary schools (boarding school-Maria Regina secondary school Nnewi and Anglican Girls Secondary School Nnewi-day school) in Nnewi North LGA of Anambra State, Southeastern Nigeria, between May and June 2018. Semi-structured questionnaires were used to extract their data on sociodemographic characteristics and age at menarche. Height and weight were measured using WHO recommended methods. Body mass index (BMI) was determined using the Quetelet index (kg/m2). The relationship between menarche and anthropometric measurement was determined. Results: Of the 313 participants, 212 (68.2%) were post menarcheal, while 99 (31.8%) were pre-menarcheal. The mean age at menarche was 12.79 ± 1.20 years. Early menarcheal age was associated with significantly higher anthropometric values and BMI. Boarding-students had significantly lower menarcheal age (12.69 ± 1.26) compared to the day students (12.86 ± 1.15); students with parents of the high social class had lower menarcheal age (12.56 ± 1.51), compared to those with parents of low social class (12.90 ± 1.05). Conclusion: There was a significant relationship between age at menarche and the nutritional status of the participants. Students with parents of high social class and those in boarding houses had a relatively lower age at menarche. Adequate attention should be given to the nutrition of premenarcheal school girls and those of parents with low social class. Boarding school authorities should ensure measures to alleviate stress amongst boarding-school students.

ADHD during COVID-19 and homoeopathic management

Attention deficit disorder is a common disorder mostly seen in childhood. Children with ADHD may find difficulty in paying attention, controlling their impulsive behavior, hyperactive. During this pandemic situation Children are at home due to the lockdown and was not allowed out even for some amount of time as the schools are closed and even play centres, parks and moving out was not allowed. This closed environment inside a closed house with tight and forcible schedule, which is restricting the children had brought a great increase in cases of ADHD. Objective is to guide that necessity of Orientation classes for parents and need of usage of homoeopathic medicines on treating ADHD.