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Family-School Partnership in Supporting Level 4 Students at a Community Education and Training College
52-59Views:217Family-school partnership is essential for achieving quality school and academic performance to level 4 students at a Community Education and Training (CET) College. The partnership comprises the ability of families and schools to provide holistic support and guidance to students as they progress toward independence and becoming responsible community members themselves. However, this is not prevalent in the majority of CET centres, particularly those in low-income communities (Madzinga, 2021). This study explored the role of different stakeholders within the CET Colleges in enhancing family-school partnership and supporting level 4 students. The current study intends to assist schools/centres with strategies that could be used by the centres to involve families and communities to enhance the academic performance of students in the CET College. This study was underpinned by the interpretivism paradigm. Data was gathered using semi-structured individual interviews. Epstein's model of school, family, and community interaction served as the foundation for the study. The idea was deemed appropriate for this study because it promotes parental and family involvement through mutual collaboration among many stakeholders. The findings of this study show that families want to be involved in their children's education, but they don't have the time owing to various commitments.
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Opportunities and Barriers in the Partnership Between Foster Families and Schools
Views:43The primary socialisation area is the family, and the secondary socialisation area is educational institutions. From the point of view of educational sociology, the meeting between the family and the school institution represents the intersection of these socialisation areas (Kozma, 2001; cited in Bacskai, 2020). This issue and its methodological development is something that Joyce Epstein has been working since the 1980s (Epstein, 1986; Epstein, 1987). According to Pusztai (2020a), parenting can be understood as a multifaceted concept, typically referring to the mutual relationship between parent and child. Researchers have focused on this parenting resource mainly from the perspective of the child's progress at school and learning at home, with the parent acting as an external supporter of the work in school. In this research we focus on the specific characteristics of the cooperation between foster parents and schools, and examine the characteristics of foster parent involvement, along with the supporting and detrimental factors of the partnership between foster parents and teachers at the intersection of child protection and public education. Recently, the number of research studies on foster care has increased (Erdei, 2019; Rácz, 2021), but the relationship between foster parents and teachers is still a little-researched area in Hungary. The novelty of our qualitative research lies in the fact that we are dealing with a special, rarely studied group of parents in Hajdú-Bihar County in terms of family-school relations. The second phase of the analysis has us exploring the narratives of teachers. Our basic research questions are: (1) How can the relationship between foster families and school be characterized? (2) What are the forms of contact and cooperation between foster families and teachers? (3) What factors support or hinder the development of partnerships between foster families and teachers? The focus group data collection was based on semi-structured interview schedules. The research participants were foster parents (N=15) and teachers (N=10). The interviews were coded and analysed using Atlas.ti software. The results show that, overall, there is regular, daily, mainly personal contact between foster parents and teachers. The teacher's tolerant attitude, taking into account the specific educational situation, appeared as a supportive factor. However, there were also a number of cases reported by foster parents where they had been received negatively by teachers. In order to facilitate collaboration between the two parties, teachers would like to receive training (foster families, foster-parent-school collaboration) and would find it useful to have ongoing supervision.
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The Dimensions of Parent-School Partnership
98-101.Views:205Bibliography of the reviewed special issue: Pusztai, G., & Engler, Á. (Eds.) (2020). Value-Creating Pedagogy in School and Family. Kapocs, Special Issue. Maria Kopp Institute for Demography and Families (KINCS).
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Parental Assistance with Assignments – Types of Parental Involvement in Homework
25-36.Views:578The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.
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College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School
1-12.Views:326As income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.
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For the Sake of the Cause – Persistence of Romanian Higher Education Students in Finishing their Studies
22-30Views:351As a consequence of the expansion in higher education, the number of students has increased and the academic population has diversified but at the same time the university dropout has become a general problem since the last century (Trow, 2005; Kozma, 2010; Barro & Jong, 2013; Stanciu, 2014; Berei, 2018). In this paper, I proposed to analyze the persistence of students from 5 universities from Romania. We examine at institutional and individual level the perspective of their willingness to finish their studies. In partnership with the Center for Higher Education Research and Development - Hungary, named CHERD – H, from the University of Debrecen, was collected dates among students in 2012 (N=1323) and in 2014 - 2015 (N=323). Through a quantitative analysis, on a longitudinal perspective, I used SPSS statistical program to analyze data. The question of the research was: is there any difference between students` intentions to graduate on private and state institutions? Who is intending to finish and who is preparing to abandon his study? I concluded that students with unfavorable family background have nearly two times lower chance to enroll at state university and in private institutions students intention to enter into possesion of diploma was significant lower. With logistic regression I found also, that low financial status or low schooling of parents is not a significant obstacle on student academic path if they make every effort to participate in educational programs, submit assignments on time and are able to prepare for exams.
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Family-School Partnerships in Improving Academic Performance of Grade 10 Learners in a Rural Public School
42-51Views:208Family-school partnerships address academic difficulties and ensure the performance of learners, thus, they are crucial for the improvement of learners. However, these collaborative partnerships can occasionally be hampered by problems including inadequate communication, and limited parental involvement. Research acknowledges the significance of these partnerships, but their successful implementation is hampered by a variety of institutional and socioeconomic barriers, which lessens their impact on learner academic performance. This study examined how essential forming family-school partnerships are for enhancing the academic performance of Grade 10 learners in a rural public school in Limpopo, South Africa. The study aimed to better learner performance and provide support strategies to foster improvement. An interpretivism paradigm was adopted, employing semi-structured individual interviews and document analysis. Purposefully selected participants included four academically underperforming learners, their parents, and two teachers. The study was grounded in Epstein’s model of school, family, and community partnership, advocating for parental collaboration with school personnel through six key guidelines, promoting mutual responsibility among stakeholders. Findings revealed that parents understood the value of family-school partnerships and their roles within these. However, challenges such as other obligations, transportation issues, and time constraints were identified as hindrances preventing them from fully supporting their children’s academic integrity.