Starting school in Australia is ‘a bit safer,a lot easier and more relaxing’: issues for families and children from culturally and linguistically diverse backgrounds     

Sue Dockett  Bob Perry 《Early Years: An International Journal of Research and Development》2005,25(3):271-281

The project described in this paper investigated the needs and concerns identified by parents from culturally and linguistically diverse backgrounds as their children started school in Sydney, Australia. Six groups of parents from Arabic, Bengali, Chinese, Samoan, Turkish and Vietnamese language backgrounds were interviewed about what was important for them to know and/or do as their children started school. In particular, parents were asked to identify information which would have been helpful for them, and that should be available to parents with children starting school. The data obtained were compared with data derived from Australian parents whose first language is English. The results indicate that there are some issues which seem to be of concern to most parents, regardless of their cultural or language background, such as parents' desire for children to be happy and confident at school, as well as some more specific issues for some groups.  相似文献   

Starting school: the importance of parents' expectations     

Fran Russell 《Journal of Research in Special Educational Needs》2005,5(3):118-126

Following the diagnosis of a child's disability parents can find that their expectations are shattered. As they adjust to their new situation they will begin to develop new ideas of what the future will hold. Supporting families is a key theme in current government policy, hence the development of the Early Support Programme. In this paper Fran Russell, who has a son with a learning disability, sets out the rationale for supporting parents through focusing on their expectations. She presents the findings of a research study, conducted as part of her Education Doctorate at Leeds University, which investigated parents' expectations as their disabled child started school. The findings indicate what can help and/or hinder parents developing expectations that are likely to have positive outcomes and so enhance the relationships families develop with support professionals and practitioners. Finally she proposes the development of an Early Years Transition Plan to facilitate this process based on the Family Service Plan, currently being introduced.  相似文献   

Schooling children with disabilities: Parental perceptions and experiences     

《International Journal of Educational Development》2016

Schooling of children with disabilities has become an important development agenda, as also emphasized in the SDGs. This paper examines how parents of children with disabilities from low income families living in a rural community in India understand and experience the schooling of their child with disabilities. Data were collected through semi-structured interviews with mothers. Findings suggest that mothers greatly valued schooling both for its short and long term benefits; however they were acutely aware of the poor quality of schooling on offer. While parents emerged as strong enablers in supporting their child's schooling they were seemingly devoid of agency to enable their child with disabilities to access meaningful education.  相似文献   

Shifts in Thinking through a Teachers' Network     

LINDA MITCHELL 《Early Years: An International Journal of Research and Development》2003,23(1):21-34

This article describes the organisation of a teachers' professional network and the teachers' use of 'pedagogical documentation' to analyse, reflect on and critique pedagogical practice. It explores ways in which a forum and process were created for teachers to think about assumptions, values and the purpose of education, explore reciprocal influences of teachers' and children's interactions, and deepen opportunities for parents and children to contribute to the curriculum. It discusses policy and practice implications and points to ways for engaging in a broader debate.  相似文献   

Parents’ attitudes towards students with a background of migration—Does the background of migration matter?     

《Studies in Educational Evaluation》2021

As linguistic heterogeneity in classrooms is rising constantly, it was shown that attitudes play a role in the inclusion of students with migrant backgrounds. This paper focuses on attitudes of parents towards students with a migrant background and how variables such as parents’ level of education, cultural differences, and their own background of migration shape their attitudes. To this end, data from 876 parents (486 mothers and 390 fathers) was assessed, and it was found out that parents with a migrant background displayed more positive attitudes towards the inclusion of students with a background of migration in contrast to parents without a migrant background. Moreover, fathers displayed more positive attitudes towards students with lower cultural differences compared to students with higher cultural differences. Furthermore, mothers with a higher level of education had more positive attitudes towards students with a migrant background compared to mothers with a lower level of education.  相似文献   

Challenging the Stereotypes of Mexican American Fathers     

Olivia N. Saracho  Bernard Spodek 《Early Childhood Education Journal》2007,35(3):223-231

This critical review presents studies of Mexican American fathers in the United Sates to provide researchers with an understanding of contemporary fatherhood. It describes the myths that cause methodological and conceptual problems in interpreting the results of studies on Mexican American fathers. Several common challenges and limitations in those studies are identified and discussed, such as conflicting cultural perceptions, traditional and contemporary perceptions, and social stereotyping of the Mexican American fathers’ family roles. This review also provides guidelines for future research and practical applications on Mexican American fathers’ involvement in their children’s education. In doing this, it contributes to an emerging understanding of the complexity of Mexican American fathering.  相似文献   

Parental perspectives on educational programmes for students with high support needs     

Phil Foreman  Michael Arthur 《欧洲特需教育杂志》2013,28(2):175-184

This paper presents the outcomes of interviews with 29 parents of school-aged students with high support needs, centred on aspects of educational programming and service delivery. The aim of the study was to better understand the views and experiences of parents in relation to priority curriculum areas, programme development, perspectives on integration and socialization, and factors that support student alertness and engagement. This is an area that has received little attention to date in the literature.  相似文献   

The Missing Role of Parents: A Content Analysis of Newspaper Coverage of Parenting Practices and Communication Strategies for Addressing Binge Drinking     

Natoshia M. Askelson  Shelly Campo  Teresa Mastin  Mary Slonske 《Communication Research Reports》2013,30(1):50-61

Parents can employ communication strategies to prevent alcohol use among college students. This investigation utilizes content analysis to examine the coverage of parent-related strategies in 32 newspapers over the last decade. Of the 255 articles related to college drinking, only 49 mentioned one or more parenting strategies. The most frequently mentioned strategies were parental notification of their child's problem behavior by college administrators and communicating with older children about alcohol. The strategies mentioned least were monitoring and staying connected with college-aged children and talking about the consequences of binge drinking. The minimal coverage suggests a need for the use of media advocacy by public health professionals.  相似文献   

The number of autonomy-supportive relationships: Are more relationships better for motivation,perceived competence,and achievement?     

Frédéric Guay  Catherine Ratelle  Simon Larose  Robert J. Vallerand  Frank Vitaro 《Contemporary educational psychology》2013

Does the perception of many close relationships as autonomy-supportive make students more motivated and competent? The goal of this study was to use latent class analysis (LCA) to compare the educational correlates of having one vs. several autonomy-supportive relationships. Participants were 1406 high school students (47% boys, 52% girls). LCA revealed three groups: Group 1 (17%) included students who perceived low autonomy support by their mother, father, and teacher; Group 2 (7%) included students who perceived low autonomy support by their father, but moderate autonomy support by their mother and teacher; and Group 3 (76%) included students who perceived all sources as moderately autonomy-supportive. Results of multiple comparisons suggest that more is not necessarily better: Students in Group 2, who perceived low autonomy support by fathers, reported equivalent autonomous (intrinsic and identified) and controlled (external and introjected) regulations and perceived competence to those of students in Group 3, who perceived all sources as moderately autonomy-supportive. One difference was that Group 3 showed better academic achievement than Group 2. Results are discussed in light of research on close relationships and self-determination theory (SDT).  相似文献   

An approach to understanding school attendance difficulties: pupils' perceptions of parental behaviour in response to their requests to be absent from school     

Anne Sheppard 《Emotional and Behavioural Difficulties》2013,18(4):349-363

The UK government has encouraged schools and local authorities to promote school attendance because of its associations with academic attainment and antisocial behaviour. Legislation makes school attendance a parental responsibility. This small‐scale study collected data on parent–child interaction immediately prior to school absence to examine how such interaction influenced the development of attendance difficulties. Good and poor school attenders, of 12–13 years of age, were compared on quantifiable measures of their self‐reported requests to be absent from school, their perceived parents' responses, self‐reported whole‐day and lesson truancy, and expected parental reaction to truancy. School absence requests were significantly more frequent among the poor attenders, who gained more absence and whose parents were inconsistent in their responses to the requests. Education social work/welfare services and school pastoral staff need well‐formulated methods, backed by empirical research, if they are to work effectively with parents and young people and substantially raise their low attendance.  相似文献