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1.
The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural performance at school of pupils with special needs. Survey research was utilised to measure parents' and teachers' perceptions of using email in Riyadh City in Saudi Arabia. The survey was distributed to 261 participants: 104 parents of preschool or primary school pupils with special needs and 157 special education teachers. The results indicated that in terms of attitudes and beliefs about using email, the majority of parents (78%, n = 81) and teachers (77%, n = 121) had a positive attitude toward using email to increase involvement and engagement between parents and teachers. Although email communication in the USA and Western Europe is quite widespread, the prospect of using technology for parental involvement is a new concept to many Saudi parents. Results indicate that both Saudi and non‐Saudi parents and teachers would be willing to use email as the primary tool for communication between home and school.  相似文献   

2.
This study probes teachers' attitudes toward parental involvement in schools as a function of four types of school governance as suggested by Bauch and Goldring. Participants of the study included headteachers, chairpersons of parents' committees, and teachers of 11 primary schools in a medium-sized town in Israel. A discriminant analysis found different profiles of teachers' attitudes toward parental involvement: resistant and negative attitudes characterized schools where parents were empowered. Ambivalent attitudes characterized schools with professional and bureaucratic modes of governance, and positive attitudes were found in schools with partnership governance. This implies that the latter mode of governance is a promising step toward a community-oriented approach.  相似文献   

3.
This research aimed to examine the intergenerational transmission of corporal punishment and the role of parents’ attitudes toward corporal punishment in the transmission processes in Chinese societies. Based on social-cognitive theory, it was hypothesized that parents' attitudes toward corporal punishment would mediate the transmission of corporal punishment. Seven hundred and eighty-five fathers and eight hundred and eleven mothers with elementary school-age children (data collected in winter 2009) were recruited through convenience sampling techniques. The Chinese version of Parent-Child Conflict Tactics Scale (CTSPC) and Attitude toward Physical Punishment Scale (ATPP) were used as the main assessment tools to measure parents' corporal punishment experiences in childhood, current use of corporal punishment and attitudes toward corporal punishment. Findings revealed that the strength of intergenerational transmission of corporal punishment was strong and parents' attitudes toward corporal punishment played a mediating role in the continuity of corporal punishment for both fathers and mothers in China. The findings highlighted the role of attitudes in the intergenerational transmission of corporal punishment within the Chinese cultural context and also suggested the need for intervention programs to focus on modification of maladaptive attitudes toward what is appropriate and effective discipline.  相似文献   

4.
Abstract

Parent and teacher perceptions of the behavior patterns of exceptional children were compared before and after a series of parent- teacher meetings. The results indicated that there were no significant differences in the mean level of ratings on the pre and post measures. However, changes in the correlation between parents' and teachers' ratings indicated that the parents restructured the pattern of their perceptions to become more similar to those of the teachers.  相似文献   

5.
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self-efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self-regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated teachers recognize students who are confident and not confident about their abilities to be academically successful; however, they are less able to recognize when students value the work they are encountering in school. Parents' perceptions of students' attitudes more closely correlated with students' perceptions than teachers' perceptions correlated with students' perceptions. Teachers and parents appeared to base their perception of the importance students hold for school on their perception of students' self-regulation. Furthermore, gender differences existed in students' perceptions. Females' self-efficacy scores were statistically lower than males' self-efficacy scores, and males' self-regulation scores were lower than females' self-regulation scores. We provide suggestions for how school psychologists may use these findings to (a) collect important information from students, teachers, and parents, (b) interpret these data to identify underlying influential factors, and (c) guide the development of appropriate interventions to address student underachievement.  相似文献   

6.
Teachers' and parents' conceptions of children's curiosity and exploration   总被引：1，自引：0，他引：1  
Although curiosity is a characteristic often observed in young children, it has not received much academic interest in recent years. Among its many dimensions, the epistemic nature of curiosity, or the quest for knowledge, deserves attention. To explore the potential application of ‘epistemic curiosity’, it is important to understand how lay conceptions complement theoretical conceptualizations. As people who are significant in organizing children's environment, how teachers and parents view curiosity is essential to how they will respond to the manifestation of this characteristic in children. A questionnaire was developed to examine teachers' and parents' conception of children's curiosity and exploratory behavior and whether they value this characteristic. The participants of this study were preschool teachers and parents with a preschool‐age child. The findings indicated that the participants have a positive view toward curiosity and exploration and that teachers are more willing than parents to encourage this characteristic in young children. A factor analysis indicated that teachers' and parents' conceptualization of curiosity is multi‐dimensional, showing some similarities with theoretical conceptualization.  相似文献   

7.
In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age‐related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large‐scale interview and survey study of 270 5–14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up.  相似文献   

8.
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9.
One hundred forty-one parents of preschool children with and without disabilities, enrolled in integrated or self-contained classrooms, participated in this study. Parents responses on the Parent Perspectives on Integration Questionnaire, administered at the beginning of the school year, were factor analyzed. The revised instrument was then used to assess parents' attitudes at the end of the school year. Results suggested that all parents held generally positive attitudes toward integration. By the end of the school year, parents whose children had participated in an integrated program held more positive attitudes toward integration than did parents whose children had not participated in this type of class. Implications of these results for the development of integrated early childhood programs are discussed.  相似文献   

10.
Generics (“Dogs bark”) convey important information about categories and facilitate children's learning. Two studies with parents and their 2‐ or 4‐year‐old children (N = 104 dyads) examined whether individual differences in generic language use are as follows: (a) stable over time, contexts, and domains, and (b) linked to conceptual factors. For both children and parents, individual differences in rate of generic production were stable across time, contexts, and domains, and parents' generic usage significantly correlated with that of their own children. Furthermore, parents' essentialist beliefs correlated with their own and their children's rates of generic frequency. These results indicate that generic language use exhibits substantial stability and may reflect individual differences in speakers' conceptual attitudes toward categories.  相似文献   

11.
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother–child/father–child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs.  相似文献   

12.
Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre‐service stage might influence their perceptions towards children with disabilities and their inclusion. The purpose of this study was to examine the impact of two special education courses on (1) preschool teacher candidates' general attitudes towards inclusion, (2) their willingness to work with children with significant intellectual, physical and behavioural disabilities within inclusive classroom settings and (3) their level of comfort in interacting with children with disabilities. A four‐part survey was administered to participants four times throughout the study, once before and after each course. The survey package included (1) a demographic information form, (2) the Opinions Relative to the Inclusion of Students with Disabilities Scale, (3) an adapted version of the Teachers' Willingness to Work with Children with Severe Disabilities Scale and (4) the Interaction with Children with a Disability Scale. The results showed that both special education courses positively influenced teacher candidates' attitudes, willingness and comfort levels. However, impact of the second course focused on helping teacher candidates learn and apply instructional strategies to work with children with disabilities in inclusive classrooms was much larger. Implications of the study findings in relation to future research and practice are discussed.  相似文献   

13.
Objective. We examined correspondence in parents' and children's perceptions of parenting and associations between these perceptions and children's social adjustment in the classroom. Design. The sample included 214 children (M age = 9) from third to fifth grades and their parents. Children and parents reported on parenting behavior. Results. Parents' self-reports and children's reports about parents showed systematic differences, with parents perceiving themselves as more supportive than children perceived them to be. Direction of discrepancy between child and parent reports appeared to be more important than size of discrepancy in predicting child outcomes. Hierarchical regression analyses showed that parents' self-perceptions of parenting and children's perceptions of parenting were predictive of different measures of child psychosocial adjustment. Conclusions. The results of this study support the assumption that parents' self-perceptions and children's perceptions of parenting provide unique views of the family and unique relations to children's psychosocial adjustment.  相似文献   

14.
Parents' attitudes toward communication with schools were explored using a family systems model (Seligman & Darling, 1989). Factors that influence these attitudes were regressed against a measure of parental attitudes. The results of a survey of 369 parents of 5- to 21-year-old children with mild handicaps indicated that having knowledge about special education and being provided with information about special education were negatively related to parents' attitudes toward communication with the schools. In contrast, the frequency of interactive activity between the school and family was shown to be positively related to these attitudes. Implications for both practice and research are explored, particularly those concerning parent-school collaboration.  相似文献   

15.
《教育心理学家》2013,48(3):195-209
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitudes about homework, perceptions of personal competence, self-regulatory skills). Recommendations for research focused on the processes and outcomes of parents' homework involvement are offered, as are suggestions for school practices to enhance the effectiveness of parental involvement in homework.  相似文献   

16.
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias.  相似文献   

17.
Research shows that teachers' attitudes toward physical education are associated with positive pupil outcomes. However, there is limited robust synthesis of evidence regarding teachers' attitudes toward working with vulnerable learners in physical education, particularly those with special educational needs and disabilities (SEND). This mixed methods systematic review and meta-analysis synthesizes the research evidence on teachers' attitudes towards the inclusion of children SEND children in physical education. Results indicated that teachers have largely favorable attitudes toward the inclusion of children with SEND in physical education, and that experience working with children with SEND was positively associated with such favorable attitudes. Further quantitative and qualitative synthesis also revealed that several different factors affect teachers’ attitudes – namely, knowledge and preparation, years of teaching experience, direct experience working with SEND children, type and degree of SEND, and collaboration and teaching support.  相似文献   

18.
In order to investigate the teachers and parents’ perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of “physical well-being and motor development”, “social and emotional development”, “approaches to learning”, “language use”, “cognition and general knowledge” and “family”, the study attempts to examine and compare kindergarten teachers’, elementary school teachers’ and parents’ beliefs about school readiness. Results are as follows: (1) on the whole, parents and teachers attach great importance to health, attention, parental rearing patterns, confidence, learning interest, etc.; (2) kindergarten and elementary school teachers share a similar outlook on school readiness while elementary school teachers emphasize more on areas such as compliance with teacher authority, parents’ educational level, manners, self-centralization, the ability to express and so on, and (3) the difference exists among parents, kindergarten teachers and elementary teachers’ perceptions of school readiness.  相似文献   

19.
The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003  相似文献   

20.
In order to investigate the teachers and parents’ perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of “physical well-being and motor development”, “social and emotional development”, “approaches to learning”, “language use”, “cognition and general knowledge” and “family”, the study attempts to examine and compare kindergarten teachers’, elementary school teachers’ and parents’ beliefs about school readiness. Results are as follows: (1) on the whole, parents and teachers attach great importance to health, attention, parental rearing patterns, confidence, learning interest, etc.; (2) kindergarten and elementary school teachers share a similar outlook on school readiness while elementary school teachers emphasize more on areas such as compliance with teacher authority, parents’ educational level, manners, self-centralization, the ability to express and so on, and (3) the difference exists among parents, kindergarten teachers and elementary teachers’ perceptions of school readiness.  相似文献   

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