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1.
Karla Correia Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership. 相似文献
2.
This study used longitudinal data from the 1970 British Cohort Study (BCS70) to examine the role of neighbourhood quality, assessed when cohort members were aged five, in boys’ and girls’ school leaving age. It was expected that, since context is in general more strongly predictive of boys’ rather than girls’ behaviour, neighbourhood quality would be more strongly related to men’s than women’s school leaving age. Results showed that, as expected, even after controlling for cognitive ability, parental socio‐economic disadvantage and social class, family structure, and maternal education, age and depressed mood, neighbourhood quality was more strongly related to men’s than women’s school leaving age. To rule out the possibility that neighbourhood quality is simply picking up individual level social class the study also explored the interaction of neighbourhood quality with parental social class. It was found that, compared to cohort members of high social class groups, cohort members of lower social class groups were less likely to stay in education after the minimum school leaving age in both neighbourhood groups, but being in the lower social class groups was more of a disadvantage for children living in well‐to‐do rather than average or poor neighbourhoods at age five. 相似文献
3.
Lise Roll‐Pettersson 《欧洲特需教育杂志》2013,28(3):331-349
The aim of this study was to explore perceptions of parents in Sweden of children with special education needs, including whether perceptions varied with regard to the child’s age, diagnosis or placement. The parents’ general perception of their degree of effort to influence their child’s education, as well as their perceived degree of influence, were analysed. The findings demonstrated relationships between child’s age and parental perceptions, suggesting that parents of older children with special education needs, regardless of diagnosis or placement, do not want to disengage themselves from their child’s education. The results also revealed that placement affected parental perceptions of their child’s school situation, with parents of children enrolled in the special education programme being more satisfied with their relationship to school and the teachers’ knowledge than parents whose children were not enrolled. Findings also revealed positive correlations between parents’ perceived degree of effort and their perception of having influenced their child’s school situation. The results are discussed in terms of improving family–school linkages within a systems framework. 相似文献
4.
再论融合教育:普小教师眼中的"随班就读" 总被引：6，自引：5，他引：6
在中国 ,融合教育的主要安置形式是随班就读。本文使用开放式问卷 ,录音采访了大连市 1 1所普通小学的 2 3位班主任教师。研究的结果表明 :(一 )大连市的普小教师对特殊儿童随班就读基本上持接受态度 ,集中有近一半多的教师认为要视学生的残疾种类合程度来确定特殊儿童是否随班就读。(二 )在多数普小教师看来 ,特殊儿童与正常儿童之间的交往势必交顺利的 ,特殊儿童的社会融合经常出现在课外活动、集体活动、游戏的场合 ,而在课堂学习的情况下较难产生。 (三 )从社会融合的可利用资源中 ,社区、学校、家庭之间的相互支持、协作的桥梁并未建立起来。 (四 )普小教师对随班就读工作的建议是希望得到特殊教育知识的培训。 相似文献
5.
Hannu Räty 《Educational studies》2006,32(1):1-16
This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects. 相似文献
6.
Claire Parker Amelia Paget Tamsin Ford Ruth Gwernan-Jones 《Emotional and Behavioural Difficulties》2016,21(1):133-151
Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents’ perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5–12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child’s place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child’s needs. It also presents many complexities surrounding exclusion from school and limited support parents felt their child was offered. 相似文献
7.
Janeth Kigobe Pol Ghesquière Michael Ng’Umbi Karla Van Leeuwen 《Educational studies》2019,45(5):613-632
ABSTRACTIn Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed. 相似文献
8.
Anneli Niikko 《Scandinavian Journal of Educational Research》2013,57(5):431-445
This study was conducted during the academic year 2002–2003 in a municipality in Eastern Finland. It focuses on pre‐school education assessing its quality factors from the parents’, teachers’ and children’s points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are related to understanding quality in pre‐school education. According to this study, parents, pre‐school teachers, and children are satisfied with pre‐school education in general. They all emphasize its importance for children’s development in the areas of cognitive and social skills and development. Results clearly show that pre‐school education should be revised to meet the needs of improvement in the area of co‐operation, the expectations of modern society, and the aims of the national curriculum. In addition, pre‐school education is still searching for its own cultural position in the area of Finnish school and daycare systems. 相似文献
9.
Shruti Taneja Johansson 《International Journal of Disability, Development & Education》2014,61(4):416-433
This article explores stakeholders’ awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead described the child as “different” from peers. Further, there was variation in stakeholders’ view on the challenges faced by the child. In contrast to parents and private specialists, school staff gave no importance to social development and perceived behaviour and personality differences as inherent in the child. Nevertheless, there was a consensus among stakeholders on school responsibility as limited to academic input. Challenging school staff's beliefs about child development and purpose of education, along with re-assessing special educator courses and developing collaboration between parents and school, needs to be addressed to meet the educational needs and ensure successful participation of these children. 相似文献
10.
Karen Broomhead 《British Journal of Special Education》2013,40(1):14-21
Previous research on home–school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen Broomhead of Lancaster University, details part of a larger study examining socio‐emotional aspects of home–school relationships between parents of children with special educational needs and educational practitioners. The study reported in this article explored perceptions of blame via semi‐structured interviews with 15 educational professionals and 22 parents of children with various special educational needs. The findings reveal that parental experiences of blame and guilt were influenced by the nature of their children's special educational needs, which consequently influenced parental focus on obtaining ‘labels’ of special educational needs for their children. The implications of these findings for educational practitioners are discussed. 相似文献
11.
ABSTRACTThis study presents co-narrated school experiences of a young Finnish girl diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and those of her parents. The discourse analysis of the family interview focused on the discrepant ways family members gave meanings to and mobilised the ADHD categorisation while narrating their broken school trajectory. The results showed that the ADHD diagnosis was laden with the promise of the whole family being recognised differently by the school. However, this cultural promise proved disillusioning as daughter’s support needs and parents’ expertise were not recognised nor did the diagnostic category emancipate from stigmatising identities and blame. Interestingly, the parents leaned more on the diagnostic categorisation while accounting for the disillusion of these promises, whereas the daughter aimed at distancing herself from the ADHD category and behaviour characteristics related to it. The discussion concludes by comparing the viewpoints of cure and care when catering to children’s needs. 相似文献
12.
In Transition: Experiences of Parents of Children with Special Needs at School Entry 总被引：1，自引：0，他引：1
Magdalena Janus Lauren Kopechanski Ruth Cameron Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485
Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and
educational support. In this study, parents of 40 children with special needs reported on the transition to school experience
of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment
of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children
(pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability
impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based
support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion,
this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory
transition to school still exist, and are largely due to low effectiveness of existing policies. 相似文献
13.
Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献
14.
15.
Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship. 相似文献
16.
Sonja Kosunen 《教育政策杂志》2014,29(4):443-466
Differences in reputation between schools and in classes within schools shape parental choice in the Finnish urban context, even if the differences in school performance and the risks of making a ‘bad’ choice are relatively small. This study analyses the instrumental and expressive orders of schools in a specific educational context. Two overlapping local school choice spaces emerge: the local space of school catchment areas, and the selective space of the city in interaction with neighbouring cities. Entry into the selective space requires different forms of parental capital, and may reproduce educational and social distinctions. Institutions that provide less future exchange value according to the parental conceptions, with socially and ethnically mixed student populations and low expectations of pupils’ contentment are seen to be worth avoiding. The discussion on the choice between ‘good’ and ‘bad’ schools seems to be superficial and to conceal certain educational reproduction processes, which do not officially exist in the Finnish education system. Choosing between classes (general and classes with special emphasis) within a school also works as a distinction strategy. 相似文献
17.
18.
International authors have argued that social class inequalities can influence parental engagement in education. Lareau argued that middle-class families possess the resources to actively cultivate their children to succeed academically, whereas working-class and poor families feel they lack such resources and allow their children to develop limited and passive relations with school. This article applies a core element of Lareau’s typology of child rearing to examine disadvantaged British mothers’ experience of engaging with schools. A study involving 77 parents and caregivers of secondary school children, considered disadvantaged, sought to understand the experiences of parental engagement in primary and secondary education. Selective case studies have been chosen from this larger study, using a thematic analysis, to understand how these mothers interpreted their experiences of engaging with secondary education, their feelings of frustration, powerlessness and distance from secondary school. The stories presented illustrate that the ‘accomplishment of natural growth’ provides a contemporary class analysis framework to interpret the experiences of some disadvantaged British parents. Recommendations are made advising how Lareau’s typology of child rearing can inform policy and practice in the British education system and recommendations for future research are made with the purpose of promoting equal access to educational engagement and opportunities. 相似文献
19.
This study explores the nature of parental attitudinal beliefs towards educational inclusion and the factors that determine these beliefs. Participants were drawn from the Growing Up in Scotland Survey (N = 2200). Results indicate that majority of parents held positive generalised belief towards including children with additional support needs (ASN) in mainstream classrooms (90%), compared with belief about the benefits of inclusion for children with ASN (72%), or benefits for typically developing children (70%). Lower parental income and higher levels of satisfaction with child’s current school were associated with positive generalised beliefs. Belief about the benefits of inclusion for children with ASN was also positively associated with lower parental income, while belief about benefits for typically developing children was determined by higher parental education and age. Our findings suggest that efforts to increase parental attitudes should target salient beliefs and take into account the determinants of each of these beliefs. 相似文献
20.
Giving parents a choice with regard to their children's education has been central to the political discourse of school reform at least since the 1988 Education Reform Act (ERA). With regard to children with a Statement of special educational needs (SSEN), a plethora of policies and laws have given parents the right not only to choose a school, but also to appeal to decisions in the best interest of their children. Yet, despite the discourse of school choice, the implementation and practice of such reforms is neither assured nor simple. Participants in this study indicated that they have little choice of suitable provision and are having to compromise either the academic or the social aspects of their child's schooling. This article argues that for many parents whose children have a Statement of SEN, the choice of a school is often a dilemma, as ‘nowhere seems to fit’. 相似文献