Pathways to Parental Engagement: Contributions of Parents,Teachers, and Schools in Cultural Context     

Karen Rattenborg  Aimée Kleisner Walker  Jan Miller-Heyl 《Early education and development》2019,30(3):315-336

Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

Concerned Technology     

David D. Walker Deputy Director 《Educational Media International》2013,50(2):87-95

Abstract

In May 1988 UNESCO set up a Regional Seminar ‐‐ ‘New Technologies for Handicapped in Special Education’ ‐‐at the Wenner‐Gren Centre at Sveavagen in Stockholm, Sweden. This short paper reflects initial draft statements on the conference and is included here to identify the extent of common apprehensions and expectations. It covers the areas of information services, studies and research activities, international co‐operation through staff exchanges and conference activities, and looks briefly at future trends.  相似文献   

Teaching Philosophy and Methods of Restorative Care to Assisted Living Owners and Staff     

Bonnie L. Walker  Claire S. Cole 《Educational gerontology》2013,39(1):28-36

To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training.  相似文献   

Problems encountered by clinical end users of MEDLINE and GRATEFUL MED     

C J Walker  K A McKibbon  R B Haynes  M F Ramsden 《Bulletin of the Medical Library Association》1991,79(1):67-69

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Irresistible Empire: America's Advance through Twentieth‐Century Europe by Victoria de Grazia     

Susannah Walker 《Journal of American culture (Malden, Mass. : 2003)》2007,30(2):245-247

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Predicting first-time-in-college students’ degree completion outcomes     

Demeter  Elise  Dorodchi  Mohsen  Al-Hossami  Erfan  Benedict  Aileen  Slattery Walker  Lisa  Smail  John 《Higher Education》2022,84(3):589-609

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...  相似文献   

STAFF AND ELDERLY KNOWLEDGE AND ATTITUDES TOWARD ELDERLY SEXUALITY     

Bonnie L. Walker  Nancy J. Osgood  James P. Richardson  Paul H. Ephross 《Educational gerontology》2013,39(5):471-489

This study compared staff and elderly knowledge, attitudes, and practices related to sexual expression by elderly persons in a long‐term care setting. Volunteers (N = 194) responded agree or disagree to 159 items. Significant differences were observed between the staff and elderly responses on 36 items. Areas of greatest differences involved knowledge and attitudes about consensual sex and sexual abuse, issues related to family attitudes toward remarriage and sexual expression, and age‐related changes and health problems related to sexuality. Items related to masturbation received the greatest percentage of no response. The staff had significantly higher total scores as compared to the elderly reflecting more knowledge, positive attitudes, and support for more proactive responses toward elderly sexuality. Findings have major implications for staff training in long‐term care settings.  相似文献   

MEDLINE-The Hawaiian experience     

W W Walker 《Bulletin of the Medical Library Association》1974,62(4):415-417

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The Philosopher's Touchstone: towards pragmatic unity in educational studies     

J. C. Walker 《Journal of Philosophy of Education》1985,19(2):181-198

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How home gets to school: Parental control strategies predict children's school readiness     

Aimée Kleisner Walker David MacPhee 《Early childhood research quarterly》2011,26(3):355

At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.  相似文献