Family Involvement

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

This study examines the relation between family involvement level and
social-psychological development of children of early childhood in relation with
different aspects of family life.
The sample consisted of 200 preschool children from four different school and
their parents. Teachers rated the psychosocial development level by a
development form Developmental Observation Form for Early Childhood (DOFEC) and Family
Involvement Questionnaire (FIQ) that was applied to the families. A personal information
form developed by the researcher collected demographic data
related with the child and the family. The results of the study demonstrate that
the basic involvement style of the families is seen as family-school conferencing.
Results also show that observation of the teachers can be used as an useful data
for understanding family involvement. Relation between psychosocial
development and family involvement is positively correlated.

Objective: To synthesise the evidence on implementing family involvement in the treatment of patients with psychosis with a focus on barriers, problems and facilitating factors.

Design: Systematic review of studies evaluating the involvement of families in tripartite communication between health professionals, ‘families’ (or other unpaid carers) and adult patients, in a single-family context. A theoretical thematic analysis approach and thematic synthesis were used.

Data sources: A systematic electronic search was carried out in seven databases, using database-specific search strategies and controlled vocabulary. A secondary manual search of grey literature was performed as well as using forwards and backwards snowballing techniques.

Results: A total of 43 studies were included. The majority featured qualitative data (n=42), focused solely on staff perspectives (n=32) and were carried out in the UK (n=23). Facilitating the training and ongoing supervision needs of staff are necessary but not sufficient conditions for a consistent involvement of families. Organisational cultures and paradigms can work to limit family involvement, and effective implementation appears to operate via a whole team coordinated effort at every level of the organisation, supported by strong leadership. Reservations about family involvement regarding power relations, fear of negative outcomes and the need for an exclusive patient–professional relationship may be explored and addressed through mutually trusting relationships.

Conclusions: Implementing family involvement carries additional challenges beyond those generally associated with translating research to practice. Implementation may require a cultural and organisational shift towards working with families. Family work can only be implemented if this is considered a shared goal of all members of a clinical team and/or mental health service, including the leaders of the organisation. This may imply a change in the ethos and practices of clinical teams, as well as the establishment of working routines that facilitate family involvement approaches.

This paper studies the impact of different types of parental involvement on the students’ performance on both reading and mathematics. We analyze the results of PISA surveys for the 9 countries that implemented the PISA parental questionnaire in 2009 (reading) and 2012 (mathematics). We find that daily parental involvement in academic homework is a good predictor for the students’ underperformance and meetings between parents and teachers are negatively/positively correlated to the students’ performance when the meeting is at the parents’/teachers’ initiative. Parental involvement with children at home is also found as a positive factor but parental involvement in extra-curricular activities at school seems to be insignificant.

Preservice teachers from a Hispanic-serving university and Latino families reflected on their interactions during an after-school children's tutoring pro - gram conducted at an elementary school. This paper focuses on issues that both preservice teachers and families found important to communication and relationship building. These issues were valuing what families bring to the ed - ucational process, congruency in the

Este trabajo teórico se enmarca en el paradigma ecológico y sistémico del desarrollo humano (Bronferbrenner, 1979), desde cuya perspectiva ecológica se configura el modelo Proceso-Persona-Contexto-Tiempo y el sistema familiar es comprendido en interacción con su ambiente, obligando a contemplar las dimensiones micro y macro intrínsecas a toda realidad educativa. Así, la familia se entiende como un microsistema que se caracteriza por la interrelación entre sus miembros, y la relación entre los diferentes entornos (hogar, escuela, trabajo, localidad...) es muy relevante, pues facilita la participación conjunta, la comunicación y la transferencia de información entre los distintos ámbitos. El objeto de este estudio es la descripción del estado de la cuestión de la relación existente entre las familias y el centro educativo a través de los medios digitales, y cómo se ha ido generando la necesidad de desarrollar la participación virtual de las familias en la escuela, fomentando las competencias digitales en el hogar para salvar la brecha digital de acceso y la brecha digital de uso, esta última propiciando alfabetización digital intergeneracional en el seno de la familia. De ahí que se muestre la evolución de la participación virtual desde los antecedentes de la relación familia-escuela, los procesos de transformación en la interacción cotidiana con las tecnologías de la información la comunicación (TIC), y la formación del profesorado en dos aspectos que inciden, por un lado, en el uso de las tecnologías – competencia digital docente– y, por otro lado, sobre su relación con las familias – educación familiar– para promover esta participación.

Does family membership differentiate family and nonfamily top management team (TMT) members’ ownershipbased
motivations to pursue corporate entrepreneurship? We adopt the concept of psychological ownership to
answer this question. Based on a sample of 192 TMT members from 90 Korean companies, this study found that
family and nonfamily TMT members do not differ in the levels of psychological ownership of the organization or
that of the job, nor do the two groups differ in the emphasis they place on corporate entrepreneurship. Family
involvement and nepotism mitigate this relationship, but only for nonfamily TMT members. These results help
reconcile discrepant findings for family versus nonfamily TMT members’ agency and stewardship behaviors.

This research studies the issue of family involvement in educational centres using digital media, as evidenced to a large extent in the last months of 2019/20 due to the COVID-19 lockdown. As a result of this situation, teachers, students and their families had to use digital resources to ensure continuity of learning, and the only way to involve families was through virtual participation. This paper studies digital literacy of in-service and pre-service teachers, families and pupils, in order to encourage the virtual participation of families in schools. To do so, a non-experimental ex-post facto survey design was used, using statistical analysis of variance (univariate ANOVA). The results suggest that teachers in training and in service demonstrate highest digital literacy levels in particular in informational competence on the Internet and computational competence on office software. Digital competence presents less rating than other dimensions for all profiles, especially for families and pupils, in view of significant differences in the comparative analysis which has been carried out.

The present study is aimed at observing the degree to which family support and control determine academic performance in Mathematics and Language, and at understanding how this relationship is mediated by a series of factors related to students’ motivation (self-efficacy), their study habits, the learning environment perceived at school, their school satisfaction, and a history of school retention. On this premise, a study was proposed in 44 Compulsory Secondary Education (CSE) schools, selecting 1,316 students (938 enrolled in the first, and 378 in the second year). Data confirm that both parental support and control directly influence academic performance in both subjects, but also indirectly through the mediator variables, which in the case of support are environment, satisfaction, study habits and self-efficacy, whereas in the case of control they are habits and retention.

El presente estudio tiene como objetivo observar en qué medida el apoyo y el control de la familia determinan el rendimiento académico en Matemáticas y Lengua y comprender cómo esta relación está mediada por una serie de factores relacionados con la motivación (autoeficacia) de los estudiantes, sus hábitos de estudio, el ambiente de aprendizaje percibido en la escuela, su satisfacción escolar y su historial de repeticiones. Con esta premisa, se propuso un estudio en 44 escuelas de Educación Secundaria Obligatoria (ESO), seleccionando 1,316 estudiantes (938 matriculados en el primer año y 378 en el segundo). Los datos confirman que tanto el apoyo como el control de los padres influyen directamente en el rendimiento académico en ambas materias, pero también indirectamente a través de las variables mediadoras, que en el caso del apoyo son el ambiente, la satisfacción, los hábitos de estudio y la autoeficacia, mientras que en el caso del control son los hábitos y la retención.

Çocuğun eğitim sürecinin süreklilik kazanması ve çocuğun bu süreci içselleştirebilmesi için ailenin eğitim paydaşlarıyla birlikte hareket etmesi gerekmektedir. Çocuğun eğitim sürecine ailenin de dâhil edilmesinde öğretmenlerin kritik bir rolü bulunmaktadır. Bu bilgiler doğrultusunda çalışmanın amacı, okul öncesi öğretmenlerinin aile katılımına yönelik algılarını derinlemesine incelemektir. Araştırmanın çalışma grubu 2018-2019 eğitim-öğretim yılında Şırnak ilinin, Silopi ilçesinde Milli Eğitim Bakanlığına bağlı okul öncesi eğitim kurumlarında görev yapan 36 okul öncesi öğretmeninden oluşmaktadır. Araştırmada veriler araştırmacılar tarafından oluşturulan yarı-yapılandırılmış görüşme formuyla toplanmıştır. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Sonuç olarak okul öncesi öğretmenlerinin ailelerle iletişim kuramama ve deneyim eksikliği nedeniyle aile eğitimini önemsemediği ve aile eğitimi uygulamalarında yetersiz olduğu belirlenmiştir. Aile eğitiminin istendik düzeyde olmamasının temel nedenleri arasında ortak iletişim dilinin yeterince kullanılamaması, ailenin çok çocuklu yapıya sahip olması ve öğretmenlerin mesleki deneyimlerinin az olması yer almaktadır.
In order for the child's education process to become permanent and the child can internalize this process, the family should act together with the education stakeholders. Teachers have a critical role in involving the family in the child's educational process. The purpose of this study is to examine the perceptions of preschool teachers about family participation in depth. The study group consists of 36 pre-school teachers who work in pre-school education institutions in Silopi district of Şırnak province in the 2018-2019 academic year. The data were collected by the researchers in a semi-structured interview form. The data were analyzed by content analysis technique. As a result, it was determined that pre-school teachers did not care about family education due to lack of communication with families and lack of experience and they were insufficient in family education practices. The main reasons for the lack of family education are the inadequate use of the common communication language, the fact that the family has many children and the teachers are in the first years of their profession.

The fastest growing economy in the Middle East, the United Arab Emirates (UAE)—with Dubai ranked 29th in 2011 in the Global Financial Centers Index worldwide—has a private sector capable of creating tens of thousands of new jobs every year (Al Ali, 2013). Yet, many Emiratis prefer to remain unemployed rather than work in the private sector, contributing to an unemployment rate of nearly 12% (Sharif, 2013). Many Emiratis prefer to remain unemployed rather than work in the private sector because private sector salaries are perceived to be lower than public sector salaries. Sharif (2013), supported by Toledo (2013), adds that unemployment will increase as an estimated 13,000 Emirati college graduates enter the workforce each year and raise to the number of first time Emirati job seekers to over 200,000 (nearly 25% of the entire Emirati population) within 10 years.

This paper uses the findings of a recent study on family involvement in Emirati college student education to show how families contribute to the development of the attitudes, beliefs, and opinions of young people, some of which prove counter-productive in the workplace. According to Al Ali (2013), through the mid-2000s, Emiratis entering the workforce had little difficulty securing positions in the public sector, which paid high salaries and required only a basic education. However, by the late 2000s through the time of this paper, Al Ali, along with Sharif (2013) and Toledo (2013), found that in order to enter the workforce, Emiratis needed at least a college education and that there were few opportunities to work in the public sector. This paper explores the social and cultural factors that influence many young Emiratis to avoid considering positions in the private sector. The paper gives recommendations on how educational institutions and labor policy makers can join forces to reshape young Emiratis’ attitudes, opinions, and values by raising their awareness of their need to obtain higher education credentials and to work in the private sector. These institutions and policy makers can also initiate programs in the workplace and throughout the educational environment of post-secondary institutions and schools.

To synthesise the evidence on implementing family involvement in the treatment of patients with psychosis with a focus on barriers, problems and facilitating factors. Systematic review of studies evaluating the involvement of families in tripartite communication between health professionals, 'families' (or other unpaid carers) and adult patients, in a single-family context. A theoretical thematic analysis approach and thematic synthesis were used. A systematic electronic search was carried out in seven databases, using database-specific search strategies and controlled vocabulary. A secondary manual search of grey literature was performed as well as using forwards and backwards snowballing techniques. A total of 43 studies were included. The majority featured qualitative data (n=42), focused solely on staff perspectives (n=32) and were carried out in the UK (n=23). Facilitating the training and ongoing supervision needs of staff are necessary but not sufficient conditions fo...

Since the 1980s, education policy in Portugal has sought to promote shared responsibility between the central government and local communities for the regulation of schools, an approach that follows the general trend in European countries with highly centralized education systems (Batista, 2014). This policy direction has contributed to a redistribution of responsibilities concerning both families and teachers: families can now choose in which schools they want to enroll their children, thereby assuming the role of consumers, they are represented in school management structures where they assume the role of stakeholders who regulate school decisions and practices, and they are also considered partners who must engage in school activities. Teachers are held accountable for everything that happens in school and must accept other figures as partners within schools.

The phenomenon of initial public offering (IPO) underpricing has been extensively researched in the literature, however, the underpricing of family firms has received little attention. This is even more prevalent when it comes to underpricing of family firms in an emerging market such as the Saudi Arabian market. This study explores the IPO underpricing phenomenon of firms that went public in the Saudi stock market with the aim of determining if there is any significant difference in underpricing between family and non-family firms. The study utilized prospect theory and stewardship theory as its theoretical framework and used family involvement in ownership and management as a proxy of family firms. Based on collected data set of first day trading price of 77 firms during 2007-2018 period and using ordinary least squares (OLS) hierarchical regression, the study found that family firms are negatively and significantly related to IPO underpricing. The study contributes to both family business and IPO underpricing literature by showing the effect of family involvement in stock valuation at the listing stage.

The AMPA has evolved in its features and the relevance of its actions. Parting from an outstanding start as service providers, it has faced different situations. Of course, its role in schools and institutes is not questioned, although it is delimited. The text presents the evolution of the AMPA and its current situation by means of various works, the starting point of the analysis of ethnography conducted in 11 schools (infant, primary and lower secondary) in Catalonia, which has allowed detecting the main strengths and weaknesses in the associations. Among which we could highlight: increased interest from families to be involved; improvements in how they get the information and how they communicate; progress in coordination between the association and the management team...; but in all cases the situation can still be improved.

This article includes an overview of family-professional partnerships and inclusion. Regarding family-professional partnerships, U.S. policy emphasizes that families and professionals should be equal partners in making educational decisions. Research has focused on the process of implementing partnerships as contrasted to outcomes. Regarding inclusion, U.S. policy stipulates that students with disabilities may be removed from the general education classroom only when their needs cannot be met through supplementary aids and services. Approximately one-half of students spend 79 % or more of their school day in the general education classroom. Research on the perspectives of parents of students with disabilities highlight both advantages (e.g., greater acceptance, improved skills, better preparation for the real world) and disadvantages (e.g., inadequate teacher training, inadequate individualized instruction, lack of system support demanding more parental time). Family-professional pa...

Partners in Education: A Dual Capacity-Building Framework for Family-School Partnerships provides an insightful approach to establishing school/district and teacher collaborative partnerships. The resource targeted policies that address student achievement, family engagement, and school reform. The framework presented emphasized capacity building among all stakeholders (e.g., educators, child-family, whole-school, district) to promote the academic success of every child. Changes to staff and family building capacity can be assessed in the following areas: capabilities, connections, confidence, and cognition. Anyone interested in promoting/improving parent child and school partnerships will find the brief resource helpful.

This paper attempted to study the opinions of pre-service teachers regarding the reasons to which they attribute the declining performance of primary school students and the solutions they would propose to limit this phenomenon. Content analysis was used for this research, while data were collected from spontaneous written text production. According to the research findings, the student teachers expressed great interest in this topic and attempted to focus their attention on the persons and factors that were really relevant to the topic of discussion. They indicated that the most competent and suitable person capable of contributing positively to student performance was the educator (teacher). Specifically, they stated that student performance depended on the ability of the teacher to properly manage the classroom, to build student confidence, to express zeal and enthusiasm in exercising the teaching profession, to create a pleasant atmosphere in the classroom, to be adequately prepared so as the lesson is not boring, and to a variety
of reward incentives. The university students participating in this study also indicated that the students, whose problems are the object of this study, could also contribute positively to their own performance. Pupils’ personal effort and perseverance, concentration and study patterns, as well as their ability to search for additional information and strive towards the acquisition of comprehensive knowledge, could play a decisive role in improving their performance. The subjects surveyed also stated that in the improvement of their children’s performance, the contribution of the family by trusting and rewarding the efforts of their children and by being informed of their children’s progress regularly, was also very crucial. Finally, the State could also contribute positively through the public educational system.

La investigación se enfocó en comprender la situación actual de la participación familiar en la educación escolar peruana, para los cuales, se analizaron y se sistematizaron diferentes leyes vinculadas a la participación familiar en la educación escolar. Del mismo modo, para explicar las condiciones actuales de participación familiar, se estudiaron diferentes informes e investigaciones realizadas acerca del mismo en las instituciones educativas del Perú. El estudio, se centró en cinco dimensiones: la familia como facilitadora de condiciones básicas para la escolarización de los hijos, la comunicación entre la familia y la escuela, la familia como mediadora en el aprendizaje académico de los hijos, la participación en la gestión y actividades de la escuela y, por último, la colaboración con la comunidad. Finalmente, se realizó una comparación entre lo que dicen las dimensiones de participación familiar con la legislación peruana y con la práctica de la participación familiar en las i...

Makalenin Geliş Tarihi: 29.10.2016 Yayına Kabul Tarihi: 25.01.2017 ÖZ Babanın çocuğun yaşamında aktif olarak yer almasının çocuğun bilişsel gelişimi, sosyal-duygusal gelişimi ve kişilik gelişimi üzerinde üzerinde olumlu etkileri bulunmaktadır. Bu noktadan hareketle çalışmada, çocuğu okul öncesi eğitim kurumuna devam eden babaların çocuklarıyla vakit geçirme durumlarına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Betimsel tarama modeli olan bu çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen " Baba Görüşme Formu " kullanılmıştır. Araştırmanın çalışma grubunu 2013-2014 eğitim öğretim yılında çocuğu okul öncesi eğitim kurumuna devam eden 80 baba oluşturmuştur. Toplanan veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda babaların çocuklarıyla en fazla oyun oynayarak vakit geçirdikleri ayrıca sohbet etme, hayvanat bahçesi, park, pikniğe gitme, tiyatro,sinemaya gitme, kitap okuma, deney yapma-resim yapma, spor yapma, alışveriş yapma etkinliklerini çocuklarıyla gerçekleştirdikleri belirlenmiştir. Babaların çoğunluğunun çocuklarıyla günlük 1-2 saat arasında vakit geçirdikleri ancak, bu süreyi yeterli bulmadıkları saptanmıştır. Anahtar Sözcükler: Okul öncesi dönem, baba-çocuk, baba katılımı * Bu çalışma, 4. Uluslarası Okul Öncesi Eğitimi Kongresinde sözlü bildiri olarak sunulmuştur.

This ethnographic project explored the lives of women with learning disabilities in three locked wards. I found that aspects of womens lives were regulated by the service, in particular, this applied to relationships with family outside the unit, and peer relationships inside the unit. The women in this study valued these relationships, but they were treated with ambivalence by the service. Success in future community integration and accessing community resources can be dependent on the nature and quality of relationships with others, therefore, services should acknowledge that service-users need to forge relationships of their own choosing.

ACCOMMODATING THE DIVERSE CHILDCARE needs of Australia's Indigenous communities, both within mainstream and Indigenous-operated services, is a major concern for all Indigenous families and communities. Of particular concern in relation to formal child care is the need for programs to be culturally strong. Culturally strong programs incorporate the culturally based beliefs, values and practices, including child-rearing practices, of individuals, families and communities using that service. This paper, drawing upon a broad-based consultation funded by the Australian Government and conducted throughout 2005–06, addresses the key elements of what constitutes culturally strong childcare programs for Indigenous children, families and communities. In recognition of the heterogeneous nature of Indigenous Australians, the research methods included focus groups, community consultations, and interviews with key stakeholders in the childcare sector nationally in order to identify their posi...

Does family membership differentiate family and nonfamily top management team (TMT) members’ ownership-based motivations to pursue corporate entrepreneurship? We adopt the concept of psychological ownership to answer this question. Based on a sample of 192 TMT members from 90 Korean companies, this study found that family and nonfamily TMT members do not differ in the levels of psychological ownership of the organization or that of the job, nor do the two groups differ in the emphasis they place on corporate entrepreneurship. Family involvement and nepotism mitigate this relationship, but only for nonfamily TMT members. These results help reconcile discrepant findings for family versus nonfamily TMT members’ agency and stewardship behaviors.