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Author: Lucinda Kibsey Soltys
Publisher:
Published: 2004
Total Pages: 448
ISBN-13:
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Published: 2005
Total Pages: 644
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DOWNLOAD EBOOKAuthor: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
Published: 2016-11-21
Total Pages: 525
ISBN-13: 0309388570
DOWNLOAD EBOOKDecades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Stacey Kosmerly
Publisher:
Published: 2020
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAs early as school-entry, children with symptoms of attention deficit hyperactivity disorder (ADHD) face academic disadvantage and are at risk for cumulative and long-term academic difficulties. It is important to identify factors that contribute to better school functioning in these at-risk children, particularly during the foundational academic years, in order to inform early prevention and intervention efforts. Theory and research highlight the important role of parents in children's overall early academic functioning. The current line of research examined parents' belief in their ability to help their child learn, i.e., self-efficacy, as a relevant and potentially robust and malleable correlate to children's early academic functioning. Chapter 1 outlines self-efficacy theory and previous research on parental self-efficacy and child outcomes to provide rationale for this proposed relationship. Next, the two studies in this line of research are presented. Study 1 (Chapter 2) examines the relationship of parental self-efficacy, when considered alongside child inattentive and hyperactive/impulsive symptoms, to kindergarten teacher ratings of children's academic enabler skills. Study 2 (Chapter 3) examines the relationship of parental self-efficacy and child inattentive and hyperactive/impulsive symptoms to parental involvement and the quality of the parent-teacher relationship in kindergarten. Chapter 4 discusses implications of findings in terms of the potential multi-system level benefit of having a parent that believes in their capacity to help their child learn as their child transitions into school. Finding suggest that inattentive and hyperactive/impulsive symptoms are negatively related to parental self-efficacy in this young, non-clinical sample. Findings also suggest that parental self-efficacy, when considered along with child inattentive or hyperactive/impulsive symptoms contributes to variance in some indicators of early school functioning (e.g., academic enablers, home-based parental involvement, perceived quality of the parent-teacher relationship). Limitations and future directions are also discussed.
Author:
Publisher:
Published: 2013
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKThis study evaluated the relationships between children's academic and social-emotional self-efficacy and teachers' and parents' relationships and interactions with children. It also examined (via self-report) four theoretical sources of self-efficacy among 47 students in Grades 2, 5, and 8, specifically mastery experiences, vicarious experiences, social persuasions, and physiological states. Using multilevel modeling as the primary statistical analysis procedure, the study's findings delineate the contributions of relationships with both parents and teachers, as well as physiological states (e.g., anxiety, stress), to students' academic and social-emotional self-efficacy development.
Author:
Publisher:
Published: 2019
Total Pages: 20
ISBN-13:
DOWNLOAD EBOOKTeachers’ self-efficacy is shown to be affected by many different factors, including students, parents/families, and schools. Teachers' perception of a lack of parent/family support may be related to their reports of self-efficacy, that is, their perceived ability to successfully teach their students. This study uses data from the High School Longitudinal Study of 2009 to investigate the relationship between math teachers’ perceived lack of parent/family support and their teaching self-efficacy. This study controlled for teachers' educational attainment, sex, and race to improve the estimates of this relationship. Results show that there is negative relationship between teachers' perceptions of a lack of parent/family support and teaching self-efficacy. Teachers tend to report significantly lower levels of self-efficacy when there is a higher lack in parent/family support. This relationship remained significant after introducing the control variables during regression analysis. The results can help teachers and schools be informative on this relationship and the affect it has in the classroom.
Author: Janine Lynn Weiss
Publisher:
Published: 2017
Total Pages: 138
ISBN-13:
DOWNLOAD EBOOKThis qualitative study explored elementary teachers' perceptions of what factors impact teacher self-efficacy and teacher-student interactions. Instruments used in this study include a researcher-designed survey, consisting of selected-response, Likert scale, and open-ended questions. Individual interviews with participants were also conducted. Forty-nine elementary teachers in two Pennsylvania school districts completed the selected-response and Likert scale questions, while 47 of the teachers completed the open-ended response questions. Thirteen of the 49 teachers participated in individual interviews. Findings from teachers in both Title I and non-Title I public schools were collected and analyzed to produce the data. The results of the study identified building principals, parents, professional development, accessibility to resources, and time for collegial collaboration as having influenced teacher self-efficacy. Impediments to the development of teacher self-efficacy include a lack of support and trust from the principal and parents, poor professional development, and a lack of resources or adequate time for collegial collaboration. Additional findings identified student motivation, demonstration of preferable academic attributes, mutual trust between teacher and student, and teachers' attitude as impacting teacher-student interactions. Hindrances to positive teacher-student interactions include inappropriate student behaviors, lack of home-based resources, poor student engagement, lack of mutual trust, and teachers' attitude. While students' social capital was identified as a factor for non-Title I teachers, it had very little impact on Title I teachers. Title I teachers, however, demonstrated that students' academic attributes affect their teacher-student relationship, but non-Title I teachers indicated no impact.
Author: Sara Lawrence-Lightfoot
Publisher: Ballantine Books
Published: 2004-09-28
Total Pages: 290
ISBN-13: 0345475801
DOWNLOAD EBOOKWith the insights she has gleaned from her close and subtle observation of parent-teacher conferences, renowned Harvard University professor Sara Lawrence-Lightfoot has written a wise, useful book about the ways in which parents and teachers can make the most of their essential conversation—the dialogue between the most vital people in a child’s life. “The essential conversation” is the crucial exchange that occurs between parents and teachers—a dialogue that takes place more than one hundred million times a year across our country and is both mirror of and metaphor for the larger cultural forces that define family-school relationships and shape the development of our children. Participating in this twice-yearly ritual, so friendly and benign in its apparent goals, parents and teachers are often wracked with anxiety. In a meeting marked by decorum and politeness, they frequently exhibit wariness and assume defensive postures. Even though the conversation appears to be focused on the student, adults may find themselves playing out their own childhood histories, insecurities, and fears. Through vivid portraits and parables, Sara Lawrence-Lightfoot captures the dynamics of this complex, intense relationship from the perspective of both parents and teachers. She also identifies new principles and practices for improving family-school relationships. In a voice that combines the passion of a mother, the skepticism of a social scientist, and the keen understanding of one of our nation’s most admired educators, Lawrence-Lightfoot offers penetrating analysis and an urgent call to arms for all those who want to act in the best interests of their children. For parents and teachers who seek productive dialogues and collaborative alliances in support of the learning and growth of their children, this book will offer valuable insights, incisive lessons, and deft guidance on how to communicate more effectively. In The Essential Conversation, Sara Lawrence-Lightfoot brings scholarship, warmth, and wisdom to an immensely important cultural subject—the way we raise our children.
Author: Althea C. Barnett
Publisher:
Published: 2000
Total Pages: 128
ISBN-13:
DOWNLOAD EBOOKThis study examines the relationship between parenting behaviors and the effect of these behaviors on their children's academic self-efficacy. Six hypotheses were developed to test the relationship of six parenting variables to the child's self-efficacy. The sample included 58 low-income minority students and one parent figure for each child. Results determined that of the six hypotheses tested, two showed a marginally significant correlation. The two hypotheses that received modest support were: 1. Higher levels of parent's expectations about educational attainment are positively related to the child's self-efficacy and, 2. Affection is positively related to the child's self-efficacy. The six parenting variables were then compared to each other. Our results indicated that there were three variables that were significantly related. They are (a) the relationship between parent frequency of interaction with their child and the parent involvement with their child about school-related matters, (b) the relationship between the parent involvement with their child about school-related matters and the parent's direct involvement at their child's school, and (c) the relationship between the amount of affection the parent shows to the child and the parent's direct involvement with the school. The six parent variables were correlated with the eight subscales of academic self-efficacy. Three significant relationships were found between these variables. 1. The relationship between parent interaction with their child and their child's ability to enlist parental and social resources. 2. The relationship between parent's show of affection to their child and the child's self assertiveness. 3. The relationship between the parent's educational expectations for their child and the child's ability to meet other's expectations.
Author: Charles Desforges
Publisher:
Published: 2003
Total Pages: 4
ISBN-13:
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