bluuebunny/crossref_metadata_2025 huggingface dataset:
El género como herramienta analítica transversal en la actualidad de las ciencias sociales: Un diálogo interdisciplinario
Authors: Cuevas Hernández Ana Josefina , Martínez-Guzmán Antar , Cruz-Manjarrez Adriana
Published: December 2023

Se analiza la manera en que se trabaja el concepto de género desde tres dis­ciplinas y objetos de estudio distintos. Asimismo, se discute la literatura desde la que entendemos el concepto de género y el sistema sexo-género y se muestran las investigaciones realizadas desde ella con la finalidad de evidenciar cómo el género, como un sistema complejo, nos convoca y pone en contacto para revelar las conexiones entre ámbitos de la vida social y categorías analíticas con estrecha relación. En las conclusiones elaboramos un diálogo interdisciplinario sobre las coincidencias que tenemos, como grupo de investigación, en el uso del enfoque de género. Reflexionamos sobre el abordaje que le hemos dado en el análisis micro y macro social para entender los mecanismos de control, sujeción y poder que atraviesan las relaciones de los grupos estudiados, pero también para analizar los procesos de agencia, resistencia y transformaciones que produce. Por último, discutimos las posibilidades de un diálogo futuro con el género como base, centrado en el análisis de la identidad, la intimidad, la moderni­dad y posmodernidad, como reflejo de la crisis de este proyecto civilizatorio.
Los mandatos de la masculinidad en hombres heterosexuales de tres generaciones de Colima, México, en el siglo XXI
Authors: Medina Mendoza Eudes Jairo
Published: December 2023

El presente artículo tiene por objetivo analizar los mandatos de la masculinidad en tres generaciones de hombres de la zona conurbada de Colima y Villa de Álvarez, en México, para identificar los elementos que son incorporados a su identidad mas­culina. La metodología empleada para este estudio fue cualitativa, pues lo que se buscó fue describir e identificar una realidad construida por los diferentes actores que en ella intervienen. A partir de lo anterior se seleccionó el método etnosociológico de Bertaux (2005), que se basa en la etnografía para la observación de los mundos y las relaciones de los sujetos, agregando que a partir de dicha revisión se puede pasar de lo particular a lo general en busca de ele­mentos que permitan explicar los procesos sociológicos de gran magnitud. Dentro de los resultados más significativos de este trabajo podemos encontrar a la familia como un elemento asociado a los mandatos de la masculinidad, y que es incorporado a la identidad masculina de cada uno de los hombres del estudio, partiendo de sus ex­periencias específicas, ya sea siendo padres o considerando que la responsabilidad de la familia y su cuidado dependen de ellos.
Razones de la prostitución o el trabajo sexual en la migración de las travestis/trans sudamericanas que habitan en el AMBA
Authors: Perez Ripossio Ramiro Nicolas
Published: December 2023

El artículo describe las razones por las cuales la población travesti/trans migrante sudamericana ejerce la prostitución/trabajo sexual en el Área Metropolitana de Buenos Aires, Argentina (AMBA). Estas personas migran para poder expresar socialmente sus identidades de género distanciadas de sus familias y de entornos que, por lo general, son hostiles hacia la diversidad sexual. Los interrogantes que se respon­den a lo largo del planteo son: ¿cómo se vinculan los procesos de construcción de identidades de género travesti/trans con el ejercicio de la prostitución/trabajo sexual? ¿Cuáles son las principales razones por las que la población migrante travesti/trans sudamericana ejerce esta actividad? El artículo halló que las razones varían entre responden al anhelo de obtener recursos económicos, a la exclusión social y a los habitus grupales. En concusión, algunas entrevistadas piensan la prostitución/ trabajo sexual como una imposición, re­sultado de la exclusión en el mercado de trabajo formal; otras entienden que es una actividad destinada al incremento patri­monial y, finalmente, otro grupo considera que se debe a los vínculos y preferencias que se constituyen al interior del grupo. Se empleó un enfoque cualitativo con base en la teoría fundamentada, y mediante la entrevista en profundidad se confeccionó un muestreo teórico que contuvo 44 ca­sos. La información fue procesada con el software atlas versión 8.3 y se codificó de manera abierta, axial y selectiva mediante el método de la comparación constante.
“¡No camines como maricón!” Reeducación de la masculinidad en Esfuerzos de Cambio de Orientación Sexual e Identidad de Género (ECOSIG)
Authors: Andrade Lobaco Manuel Teofilo
Published: December 2023

En este trabajo muestro la relación entre los esfuerzos de cambio de orientación sexual e identidad de género (ECOSIG) y la educación de la masculinidad, parto de los resultados de mi investigación antropológica sobre experiencias de per­sonas asignadas como hombres al nacer. Utilicé una metodología cualitativa con entrevistas etnográficas a profundidad y recopilación de noticias e información de diferentes grupos. La información recabada nos muestra que los informan­tes vivieron un importante proceso de socialización de la masculinidad durante la infancia. Además, en los esfuerzos por modificar su sexualidad, se ponía énfasis en reeducar la masculinidad, con la intención de que esto desarrollara la heterosexuali­dad y una identidad cisgénero. Esto es más comprensible si analizamos las bases ideo­lógicas de los ECOSIG, que se basan en la naturalización del sistema sexo-género binario y heterosexual.
¿Son las niñas tan poderosas? Consideraciones sobre animaciones infantiles dirigidas al público femenino
Authors: Winter Yasmin , Feital Yasmine , Gomes Barbosa Karina
Published: December 2023

Las subjetividades se construyen a partir de varios discursos, y uno de los aspectos que interfiere directamente en la subjetivación de las niñas es la producción audiovisual a la que tienen acceso y que actúa como dis­positivo pedagógico (Fisher, 2002). Así, el objetivo del presente artículo es presentar las preguntas y resultados de la inves­tigación “¿Son las niñas tan poderosas? representaciones y afectos de niñas heroí­nas a partir de animaciones infantiles”. La discusión se realiza desde una perspectiva de estudios feministas y audiovisuales, me­diante una articulación teórico-conceptual establecida principalmente en los estudios de Perea (2015) y su relación con los da­tos obtenidos. Para llegar a los resultados se eligen animaciones infantiles de gran circulación en Brasil como objeto de es­tudio. A través de la observación se hacen preguntas sobre heroínas, protagonismo y signos de género. Además, también se analiza la relación con otros personajes, como la sororidad y la rivalidad femenina y cómo son las representaciones de los cuerpos en la niñez. Los datos obtenidos confirman la hipótesis de que estas anima­ciones transmiten permanencias y rupturas de características de género.
Ausencia y pertinencia de la transversalización de la perspectiva de género en los programas educativos de formación de docentes en servicio que se ofertan en la Ciudad de México
Authors: Salazar Silva María de Lourdes , Sánchez Velázquez María de Lourdes , Martínez Domínguez Laura , Martínez Carmona Pablo
Published: December 2023

Este trabajo tiene como objetivo develar si existe una perspectiva de género en el contenido de algunos programas de formacióndocente en el contexto de la Ciudad de México, desde el enfoque de la perspectiva de género. La mayoría del alumnado de estos programas son mujeres con un perfil socioeconómico distintivo como personas de escasos recursos, que laboran y son jefasde familia, por lo que les resulta complicado ingresar, permanecer y culminar sus estudios. Además, algunas de ellas afrontanviolencia en distintos ámbitos, tanto en la universidad por parte de sus docentes, de sus pares, en sus centros laborales y en sushogares, situación que ha sido documentada en otros trabajos (González y Mejía, 2022; Salazar, 2021; Salazar y Sánchez,2016; Solís, Sánchez y Lira, 2015); por ello, se elaboró un diagnóstico de los diferentes programas de formación de docentes enservicio de educación básica que se ofertan en la Ciudad de México, identificando si evidencian en su estructura curricular unaperspectiva de género. Algunos elementos conceptuales, como perspectiva de género, transversalidad y transversalización, entreotros, nos permiten ofrecer una mirada crítica que recupera diversos lugares de análisis y transformación elaborados enla praxis y desde la teoría feminista. En cuanto a los hallazgos, se observó que en las Universidades en México existen avances en la transversalización de la perspectiva de género, pero sólo en el aspecto del discurso formal institucional no se logra concretar cabalmente en lo curricular, en este ámbito deben implementarse acciones urgentes, como la propuesta que se ofrece para transversalizar dicha perspectiva.
Violencias de género en las instituciones de educación superior
Authors: Contreras Ramírez Cecilia Paz
Published: December 2023

Los movimientos de mujeres surgidos en México no pueden descontextualizarse de estos procesos de movilización a nivel global,particularmente en América Latina, donde parece reconfigurarse el sujeto del feminismo. Estos procesos no han sido ajenos a las demandas en contra de las violencias de género en las Instituciones de Educación Superior (IES), tales como la Universidad Nacional Autónoma de México (UNAM), donde, a partir de 2019, las mujeres organizadas y colectivas feministas pusieron en entredicho el orden de género ahí establecido y exigieron la atención de los casos de violencia por razones de género y políticas institucionales en la materia. En este contexto surge en 2020 la Coordinación para la Igualdad de Género (CIGU), de donde emana el Programa de Personas Orientadoras Comunitarias (POC), propuesta que busca generar vínculos importantes en las comunidades universitarias activando espacios de transversalización de la perspectiva de género, erradicación de las violencias y promoción de la igualdad sustantiva. A través de un análisis de las violencias de género en la UNAM, este artículo expone la experiencia innovadora del Programa de Personas Orientadoras Comunitarias, mediante la recopilación de documentación y la revisión del rediseño del programa como una  olítica institucional de género. A dos años de su creación, la CIGU le dio un giro al enfoque del programa desde la perspectiva de género y el trabajo comunitario, que ha tenido como resultado la presencia actual de 230 POC en la UNAM.
Uma proposta para modelagem de ecossistemas educacionais a partir de experiências de aprendizagem ao longo da vida
Authors: Beltrame Walber Antonio Ramos , Tamariz Annabell Del Real
Published: December 2023

A utilização de ambientes virtuais de aprendizagem está se tornando cada vez mais comum entre educadores, gestores, famílias e alunos a partir da tendência da cultura digital. Os ecossistemas educacionais desenvolvem-se como resultado da utilização desses ambientes, evoluindo para um novo paradigma baseado na aprendizagem ao longo da vida, em espaços informais e não formais, de forma híbrida, presencial e não presencial, utilizando múltiplas tecnologias, incluindo celulares, ambientes imersivos, realidade aumentada e internet das coisas. Durante esse processo, as reações emocionais e cognitivas determinam se essas experiências são positivas ou desfavoráveis em relação às habilidades e competências. O objetivo deste estudo é propor um modelo de experiências de aprendizagem ao longo da vida que pode ser usado para orientar ecossistemas educacionais, com atividades didaticamente embasadas.
Investigating solid-waste management in the Cariri Oeste Region using the Updated Waste Management Condition Index – ICGRA
Authors: Silva Regiane de Oliveira , Xavier Larissa Santos , Alcantara Perboyre Barbosa , Da Rocha Inaura Carolina Carneiro
Published: December 2023

The northeast region of Brazil has poor waste management and lags in compliance with the National Solid-Waste Policy. The use of indicators is a promising alternative for the specific assessment of solid-waste management conditions. This study investigated the solid-waste management system of municipalities in the Cariri Oeste region (CE) through the characterization of management services and application of the Updated Waste Management Condition Index (ICGRA) method. In ICGRA, indicators are grouped into four categories, namely the characteristics of the management system, Management System Planning, Operational Conditions of the Management System, and specific indicators of the PNRS and new technologies. Data and information regarding the indicators were obtained from websites, academic literature, plans and studies relevant to the subject, field visits, contact with municipal managers, and photographic records. After applying the data diagnosed in the ICGRA method, an inadequate management scenario was determined for all the evaluated municipalities. This result, linked to field observations, complemented the diagnosis, which reflected the status of municipalities. The most fragile points observed in the ICGRA results concern the management compliance with the provisions of PNRS and new technologies. ICGRA proved to be effective in evaluating the management of municipal solid waste in the CE region.
El contexto fonológico del mantenimiento de la F etimológica en español
Authors: Mishima Yohei
Published: December 2023

En la lengua española, la F etimológica, por un lado, cambia en /h/ aspirada con la posterior pérdida de su valor fonético o también en /b/ y, por otro lado, se conserva en una parte de voces, especialmente en posición condicionada por semiconsonantes /j, w/ y líquidas /l, r/. En este artículo se aborda la persistencia de la /f/ en el español con especial atención a los grupos consonánticos de /fj, fw/ y de /fl, fr/ desde la perspectiva de la lingüística románica. En primer lugar, se exponen el estado de la F en el español y las explicaciones enunciadas sobre el mantenimiento de dicha consonante. En segundo lugar, se analiza la conservación de la /f/ en todos los dialectos romances que conocen la /h/ (o /ø/), derivada de /f/, fuera de la península ibérica: el gascón, el dialecto nuorés del sardo y algunos dialectos del italiano y del rumano. Por último, con todas las observaciones realizadas se constata las condiciones fonológicas que tienden a conservar la /f/ en los dialectos romances en los que ocurre /f/ > /h/ (o /ø/); asimismo, por una parte, se estima que no es peculiar la distribución fonológica de la /f/ que tiene el español actual en comparación con otros dialectos romances mencionados y, por otra parte, se sostiene que ya existiría en el romance castellano primitivo la base de dicha distribución en el español actual.
Hablar para pensar: el avance de los verbos de causa en español
Authors: Elvira González Javier
Published: December 2023

El objetivo de este trabajo es contribuir al conocimiento del origen y desarrollo de un tipo específico de verbos que expresan relaciones de causa-efecto y otras relaciones vinculadas de manera implícita o asociativa con aquellas. Los datos examinados muestran que el desarrollo de estos verbos está estrechamente vinculado con la presencia de nombres de carácter predicativo, especialmente nominalizaciones deverbales o adjetivales. El trabajo examina los mecanismos expresivos que han permitido el crecimiento de esta peculiar clase de verbos, muy vinculados a la lengua escrita. La comparación con algunos datos de la psicología del lenguaje muestra que el tipo de lenguaje generado por las nominalizaciones y los verbos de causa presenta significativas coincidencias con el fenómeno psicológico del habla interior. Estas similitudes sugieren que la sintaxis de los verbos de causa se basa en un desplazamiento funcional del lenguaje desde el dominio del diálogo, la comunicación y la interacción entre hablantes al terreno de un nuevo lenguaje monologado que sirve de base al pensamiento y la reflexión.
Inclusion and Communities of Practice
Authors: Eleftheriadou Dimitra , Vlachou Anastasia
Published: December 2023

This paper examines parent/teacher perception of their role-identities in the education of children with learning disabilities (LD) in Greek mainstream schools. The theory of Communities of Practice (CoP) is adopted as the most appropriate framework for the scope of the present study which aimed to explore four main issues: 1. parent/teacher perception of their role in student’s with LD education, 2. parent/teacher goal setting for the education of the student with LD, 3. parent/teacher understanding and description of student’s difficulties, and 4. parent/teacher engagement in shared practices. The above issues are examined and analyzed via semi-structured interviews of 40 parents’ (20 mothers and 20 fathers) and 40 teachers’ (20 regular and 20 special) perception of parent/teacher role-identity. The analyses revealed that the educational and affective support of the student with LD was the prevalent feature of parent/teacher identity. Additionally, most of the parents, as opposed to the teachers, distinguished between the regular/special education teacher roles. Parents/teachers set educational, personal or multiple goals for the child, while only teachers set social goals. Few parents/teachers perceived differently student’s learning difficulties: the teachers considered parent expectations, beliefs or low educational level as the source of their difference in understanding, while the parents highlighted teachers’ lack of special training. Finally, although both parents/teachers were engaged in in-school activities, there was no mutual engagement in other practices (i.e. IEP). The above findings are discussed in relation to their implications in promoting more inclusive and collaborative parent-teacher relations.
No More Homework? Negotiations of Parental Engagement in All-Day Schools
Authors: Schuler Braunschweig Patricia , Kappler Christa , Chiapparini Emanuela
Published: December 2023

In the course of the implementation of all-day schools in Zurich, traditional homework has been integrated within the new educational system. This action is altering the arrangement and opportunity of parental engagement and requires new negotiation processes between family and school. In this qualitative study including interviews with parents (n=8), three patterns of relational connection between parents and professionals were found. The integration of homework is perceived either as a relief or as a loss of control and requests an adaption of communicative forms. It can be seen that parental engagement in children’s learning at home highly depends on individual parents’ attitudes and trust toward school as well as the student’s success at school.
“In Parents’ School Experience, the Teacher was just Lecturing at the Front”
Authors: Vasarik Staub Katriina , Stebler Rita , Reusser Kurt
Published: December 2023

Our study examines communication and cooperation between schools that have implemented personalized learning concepts and the families of their students. The study forms part of a longitudinal mixed-methods research project (2012–2015, supported by the foundation Mercator Switzerland). Conducting a qualitative content analysis of interviews and strategic documents (N = 12 schools), we developed an analytic instrument, applying a semi-deductive procedure. It is based on research on school-family partnerships and consists of five communication and cooperation structures (a) channels of two-way information exchange and cooperation; b) information flow from schools to parents; c) parent events; d) parent volunteering; e) parent involvement in decision-making) and five content and object areas i) psychological, pedagogical, and school concepts; ii) understanding families; iii) learning and instruction; iv) learning progress and achievement; v) problems, conflicts). The linkage between the structures and the content of the interactions led to three paradigmatic types of schools. Type 1: Informal communication and cooperation; Type 2: Reactive communication and cooperation; Type 3: Strategic communication and cooperation. The results indicate that it can be particularly advantageous to center the communication on student progress, to focus parent events on education-related topics, and to give the parents a voice in decision-making processes.
What does education mean for us and how do we get involved? Parents’ accounts in a Mexican rural community
Authors: Azaola Marta Cristina
Published: December 2023

This research focuses on parental involvement in their childrens education in a mexican ruralcommunity. Drawing on bourdieus theory of social and cultural reproduction, the key conceptsunder investigation were field, habitus, social, cultural and symbolic capital. From an ethnographicperspective, data were collected through a variety of research methods in the autumn of 2005. I managed to interact closely with participants in order to investigate their attitudes, knowledge andpractices with respect to the formal and informal education in their own and their childrens lives. The values they transmitted to their children were also important objects of study. Investigatingparents background and their interaction with the community school was crucial in order tounderstand their constraints in getting involved in their childrens education. The paper analysesparents satisfaction with the provision of formal education in their community and, familieslimitations in getting involved. It also illustrates that parental involvement was regarded mainly as amothers task. The relevance of this study relies on the attempt to test bourdieus theory in an areathat has been generally under-explored as is the case of parental involvement in rural settings.
School-parents relationships: a bibliometric study on 40 years of scientific publications.
Authors: Castelli Stefano , Pepe Alessandro
Published: December 2023

The present paper explores the amount of research activity estimated through the growth of scientific literature in the field of parents’ participation in their childrens’ schooling: it is a so-called bibliometric analysis. Assessing the “size of science” is a complex task, but bibliometric techniques have been shown to be useful in the development of scientific research activity to address emerging concerns such as the rate of development of a certain discipline and of some specific areas of scientific interest (Katz & Hicks, 1997).Data for analysis were collected from several relevant queries restricted to articles accessible through Cambridge Scientific Abstract (C.S.A.) on-line research platform. Nearly 11,000 bibliographic records were retrieved, with publication dates ranging from 1966 to 2005.In this study researchers attempted to answer two main research questions: which is the rate of literature growth in the field of parent participation (and the expected rate for the forthcoming years)? Which are the different patterns of literature production through different research fields (Pedagogy,Psychology, Sociology, etc.)?Our results reveal a strong growth rate in the number of articles published, and rather significant differences in the various disciplines taken into consideration.
Long-term students’ management strategies and parental involvement in homework at the elementary level
Authors: Deslandes Rollande , Rousseau Michel
Published: December 2023

This study assessed the evolution of children’s homework management strategies and their parents’ involvement in homework over a 3-year span, taking into account student gender and achievement, family structure and parent educational level. It also investigated the relationships between children’s strategies and parental help in homework. The sample consisted of 157 parent-child dyads from geographically and economically diverse regions in Quebec. The study found no link between child gender and achievement and parent educational level and reported elementary students’ homework management strategies. As children grew older, from grade 4 to grade 6, they took fewer initiatives to motivate completion of homework (monitoring motivation), to eliminate unwanted emotions, and to budget time (monitoring and controlling emotions / managing time). Parental help declined over the years, more importantly for girls than for boys. Parental help in homework seemed to foster among girls strategies in monitoring motivation and among boys, strategies in structuring their workspace at home (arranging environment), in dealing with frustration and in keeping track of the remaining available time for homework (monitoring and controlling emotions / managing time). Evidently, grade 6 students still benefit from parents being involved with their homework. Moreover, overtime findings, from grade 4 to grade 6, confirm the contribution of parental involvement in fostering desirable study habits, notably, monitoring motivation and monitoring and controlling emotion and managing time strategies. Those findings are of paramount importance in counterbalancing the observed decline in these same strategies over the 3-year span period.
The social world of children’s homework
Authors: Dannesboe Karen , Kryger Niels , Paludan Charlotte , Ravn Birte
Published: December 2023

In a contemporary Danish context, most children and young people, as well as their teachers and parents, consider homework an integrated part of schooling. This article presents findings from a Danish research project: Home-school co-operation as a cultural given (a multi-sited ethnographic study financed by the Danish Research Councils and the Danish School of Education). This part of the study focuses on practices and narratives concerning experiences of, and attitudes to, homework among a number of children and their families in five different schools in four different areas of Copenhagen, encompassing three age-groups  (5-6, 12-14, 15-16 years). The aim is to understand what homework means to the actors involved and how the children and their families cope with homework in their everyday lives.Homework appears as a theme in a multitude of manners: in children’s daily experiences with homework; as an issue between children and their families; and as a disciplining strategy imposed on families by the teachers. Even though the pupils did not enjoy homework as a concrete activity, they expressed a need for homework (or the imagination of homework) as a symbol of constructing themselves as schoolchildren/young people. Homework was seen as a burden, yet something unavoidable. In a future-life perspective, homework can be seen as socialisation to a labour-market depending on obligations and submissions, and as an extension of labour time into leisure and family life.
Adolescent homework management strategies and perceptions of parental involvement
Authors: Oubrayrie-Roussel Nathalie , Safont-Mottay Claire
Published: December 2023

Throughout adolescence, the school, family and peer group can play an influential role in a young person’s psychological development and adjustment to school. This study focuses on the importance of the family during the adolescent period as it applies to developmental opportunities and the self-regulation necessary for the acquisition of psychological autonomy and new skills. How do adolescents perceive parental involvement? Does this parental support meet their need for autonomy and help adolescents acquire the necessary academic skills? This study examines the way in which French adolescents perceive the topic of homework and the interest their families show in it. Research is based on the parental involvement models of Epstein (2001) and Hoover-Dempsey and Sandler (1995), which focused on parental practices of monitoring schoolwork. These practices reflected the overall roles, involvement, and support of parents in their adolescent’s education. On a voluntary basis, 504 adolescents aged 12−15 responded to a questionnaire, with questions adapted from the ‘Child perceptions of parent’s structuring and activities related to homework’ (Cooper et al., 1998). The results of this study show that the perceived involvement and efficacy of parents have an effect on adolescents’ self-regulation strategies. This parental interest, then, is implicitly passed on to the adolescent by way of parental homework assistance.
“Is it beneficial to stress grades to my child?” – Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents
Authors: Francisco Francisco
Published: December 2023

In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (An-tunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to self-enhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally, data in this study converges with the existing literature that highlights the mediating role of individual characteristics such as self-concept and motivational orientations in the relationship between parental attitudes and academic achievement.
Drawing Partnership on Paper: How do the Forms for Individual Educational Plans Frame Parent - Teacher Relationship?
Authors: Karila Kirsti , Alasuutari Maarit
Published: December 2023

This article examines the Individual Educational Plan forms (hereafter IEP forms) used in planning for a child’s early childhood education and care (ECEC) in Finnish day care from the perspectives of social constructionism and discourse analysis. The National Curriculum Guidelines on Early Childhood Education and Care (Stakes, 2004 & 2005) require an Individual Educational Plan (IEP) to be drawn up for each child. Municipalities typically develop a local IEP form to be used in parent-teacher meetings at which the child’s IEP is discussed. The study examines how these IEP forms construct and frame parental and professional involvement in individual ECEC planning, and demonstrates that the positions of the parties in the IEP forms can be illustrated by two frames: an interview frame and a contract frame. These frames are considered in the present article in relation to the aims and principles articulated in the National Curriculum Guidelines on ECEC, which define the parent-teacher relationship as representing a partnership. The article also discusses the implications of the governing functions of the IEP forms from the perspective of the parent and the teacher.
Polish minischools. Microhistories of democracy and portraits of parental involvement
Authors: Mendel Maria
Published: December 2023

In light of cognitive and social advantages of thinking upon forms and meanings of the relationship between a subject and a place of its acting, and in light of my personal inexhaustible interest in the pedagogy of place (Mendel, 2006), I found it tempting to make an attempt of describing the existence (ontology) of a school in a specific place by using phenomenological and hermeneutical analyses. My aim was to academically describe how a school happens in a specific place, being a community event, or a social drama (Turner, 1974). I have made such an attempt and in this text I make an effort to present such a description by referring to a school situated in a Polish village; a school raison d’être of which is nowadays endangered; a school which is “too small” and the existence of which is refused in view of the poverty of Polish communes. As a researcher I decided that my research material will be various phenomena, that is various aspects of the school’s life embraced in available narrations. On the one hand, by describing, I tell the story of the school but, simultaneously, I analyze the story material (contents of narration). This is how my microhistory is created (Domańska, 2005). On the other hand, I reconstruct the unique picture of minischools created through the exchange of meanings which happens within the space of this story. It is a story about schools which firstly are doomed to be closed down as they are unprofitable and later are saved by social forces through being created a new within a new legal framework (by an association). Consequently, because of the fact that main characters of this story proved to be parents who – as all people of the post-communist Poland – look with hope at their sense of agency and a democratic aspect of the order in which they live, the text can be perceived as a microhistory of democracy.
Israeli teachers' attitudes toward parental involvement in school: A qualitative study
Authors: Dor Asnat
Published: December 2023

The aim of this qualitative study is to gain in-depth understanding of teachers' views and attitudes toward parental involvement in school. Twenty seven Israeli elementary-school and secondary-school teachers were interviewed and asked to define parental involvement, their feelings toward it, and its challenges and benefits. Our findings revealed relatively high level of inconsistency between declared positive attitudes and perceived challenges and threat. This inconsistency manifests a need for significant progress in teacher-parent relationship in Israel. The practical implications of this study are that training programs should be constructed to improve teacher-parent collaboration, focusing on ways of reducing teachers’ tension and enhancing their understanding of the possibilities and potential outcomes of parents’ involvement.
Supporting 11 to 13 year old students’ reading: perceptions of parents
Authors: Nicholas Karen , Fletcher Jo , Parkhill Faye
Published: December 2023

In New Zealand, during the last decade, there has been a focus on improving home-school partnerships to help raise literacy achievement. When parents are aware of what is happening in the classroom to support their child’s reading development and learning, parents can put strategies in place to further endorse learning in the home environment. The article explores the issues surrounding the role of parents in the literacy learning of their children, particularly those of young adolescent students. Twenty seven parents of students in years seven and eight were randomly selected by the principals at six New Zealand schools. The schools represented a wide range of school types. The parents were interviewed using a semi - structured schedule. The research found that there was a link between parents who enjoyed reading and modeled this in their home environment to their child’s perceived interest and success in reading achievement. Fathers often were a powerful model for their children, more particularly their sons, when in developing attitudes towards the value and interest in reading for leisure or information.
The Perception of Child-Rearing Goals among Surinamese Teachers and Parents
Authors: Marshall Edvin , Van der Wolf Kees
Published: December 2023

This explorative study is a first step towards more extensive research into the child-rearing goals and parenting styles used in Suriname’s multiethnic society. We tried to find out whether there are in fact differences in parenting and child-rearing ideals between Surinamese parents and teachers and among Surinamese parents and teachers of different ethnic origins. We have obtained our data by presenting 36 statements about child-rearing goals to 155 teachers and 142 parents and asking them to order them according to the q-sort method. This study has established that there are almost no significant differences between parents and teachers and among the various ethnicities within these two groups. This is contrary to the older literature on child-rearing goals and parenting styles in Suriname, which found greater differences among groups on the basis of anthropological methods like interviews and observations. The absence of differences could indicate that the ethnic groups are converging as far as values and standards are concerned. This finding should, however, be approached with due care since our sample is still small and has been limited to the urban and more highly educated part of the population.
The Role of the Relationship between Parents and Educators for Child Behaviour and Wellbeing
Authors: Pirchio Sabine , Tritrini Chiara , Passiatore Ylenia , Taeschner Traute
Published: December 2023

Literature shows that family/school partnership leads to a better school experience (Marcon, 1999; Arnold et al., 2008, El Nokali, 2010, Powell et al., 2010). Building good relations is important especially during infancy. However, few studies examine the role of family-school partnership in early years. This study aims to investigate the quality of parent-teacher relation and its link with child’s behaviour and wellbeing. The research involved 193 families of children (12-42 months), attending 11 day-care centres, and 51 educators. Parents completed a questionnaire assessing their children’s temperament and psychological wellbeing, their own attitudes toward the day-care services, and the quality of parents/educators relationships. Educators filled in a questionnaire evaluating job satisfaction, children’s behaviour and quality of parent-educator relation. The frequency of parent-educator contacts, the parents’ perceived support, the educational value attributed to the day-care experience and the quality of the day-care entry are positively associated with the quality of parents-educators relationships. The parent-teacher involvement is positively associated with the child’s wellbeing, social orientation, emotionality and learning and with her day-care adjustment. The child’s behaviour improves along the school year, while no changes were found in the parents-educators partnership. Implications for future research and intervention in home-school relationship are discussed.
Call your Mothers! Sámi Culture-Based Curriculum Development Based on Mathematics Teachers, Students and Mothers in Joint Research Actions
Authors: Nutti Ylva Jannok , Fyhn Anne Birgitte , Eira Ellen J. Sara , Sandvik Svein Ole , Børresen Tore , Hætta Ole Einar , Somby Josefine , Gaup Kristine Marie
Published: December 2023

This paper describes the collaboration between home and school during the planning of a mathematics teaching experiment involving ruvden, a Sámi braiding procedure. The experiment was conducted in a Sámi lower secondary school. In Sámi schools, Sámi language and culture shall constitute the basis for the teaching, but no cultural implementation usually takes place in the mathematics teaching. The teachers’ investigations of ruvden took place in collaboration with researchers and students during workshops, meetings and math days. The participants investigated the braiding procedure with different numbers of yarns; during one workshop, two girls’ mothers were invited to participate. The contributions of these new participants opened up for research questions with a focus on home-and-school cooperation. The first research question is: How did the mothers experience their involvement in the development of the Sámi culture-based teaching experiment? Analyses of that question prepared for another research question: How may home-and-school collaboration contribute to culture-based curriculum development? The mothers experienced their involvement positive, and the home-and-school cooperation had even implications for the content of the teaching experiment. The home-and-school collaboration took part on the basis of the perspective of shared responsibilities.
The Tension Between Chinese Peasants’ Family Capital Reproduction Strategies and Massification in Higher Education
Authors: Dong Jingyi
Published: December 2023

This paper is focused on the tension between Chinese peasants' family capital reproduction strategies and the existing higher education system. Under an institutionalised urban-rural segregation, most rural residents are not entitled to some of the basic social welfare guarantees available to urban residents, such as pensions. As a preparation for the future of their children as well as for themselves, peasants have a strong urge to invest in their children's higher education as their family capital reproduction strategy. However, higher education institutions, without sufficient funding from the government, have to increase enrolment size and charge high tuition fees. Increase in the cost of higher education has strongly impacted on the family economy of rural residents, and the rapid expansion of the system has resulted in an employment crisis for college graduates. Bourdieu's theory of capital reproduction will be applied in the analysis of several cases of rural parents and their children who have participated in higher education. The research eventually leads to the conclusion that, under urban-rural segregation, Chinese peasants are compelled to convert their limited economic capital into academic capital, while the reversibility of this capital conversion is hardly objectively guaranteed.
Theorizing the Relationship between UK Schools and Immigrant Parents of Eastern and Central European Origin: the Parents’ Perspective
Authors: Christie Sarah , Agnes Agnes
Published: December 2023

Schools may be particularly challenged in the building of relationships with immigrant families because of a potentially heightened mutual lack of knowledge or understanding about the other party’s cultural norms (e.g. Crozier & Davis, 2007).  In the context of increased immigration from Eastern and Central European states, this study seeks to initiate the development of model of multi-cultural family-school interaction drawing on existing frameworks drawn from the fields of education, psychology and sociology. With the intention of establishing the nature of migrant parents’ constructions of their relationships with their children’s schools, we carried out in-depth, semi-structured interviews with 10 parents of school age children who had migrated to the UK from Eastern and Central Europe within the past 10 years.  The key themes from the interviews indicated that the parents’ expectations of their children’s schooling appear to clash with those of the UK school system and that this is amplified by perceptions of poor communication, inadequate school-parent cooperation & marginalisation. Through the use of existing theoretical frameworks it was established that there is potential for improved practice though development of a model though this must take account of the full contextual complexity of the relationships.
Reconstructing special educators’ knowledge about families with members in the autistic spectrum through befriending experiences
Authors: Mavropoulou Sophia , Padeliadu Susana
Published: December 2023

The role of parents within special education teacher preparation programs has been widely recognized. Traditional approaches for preparing special educators to interact with parents of children with special needs have been mainly classroom based promoting a narrow view of the disability, as a construct isolated from its micro-level social context (i.e., the home). Befriending has been increasingly supported as an emerging approach for the social support of vulnerable families in the community. Drawing upon the limitations of the traditional approaches and the need for reforming special education teacher training towards experiential learning and greater community engagement, in this paper we will share the insights from the development of a three-year befriending project between a university department and two charities of parents with members in the autistic spectrum. Overall, the scheme involved 35 families with persons in the autistic spectrum and 75 befrienders, the majority of which (n=60) were trainee special education teachers. Finally, we will discuss how befriending, viewed as a process for reconstructing special education teachers’ knowledge about families with persons in the autistic spectrum, can be embedded within curricula in special education teacher training programs.
Voluntary Disclosure-Profitability Nexus: The Moderating Effect of Audit Quality
Authors:   Faculty of Business, Isra University, Jordan, .. Mohammed Hassan ,   Faculty of Business, Isra University, Jordan, Almaharmeh Ashraf
Published: December 2023

The study aims to explore the moderating effect of audit quality on the association between voluntary disclosure and profitability. The study sample consists of (34) industrial companies listed on the Amman Stock Exchange (ASE) during the period (2017-2021). To achieve the objectives of the study, the content analysis method has been used to measure the impact of voluntary disclosure by reviewing 32 items of voluntary disclosure. Several statistical methods that fit the objectives of the study are used as well. The results of the study show that there is a positive association between the voluntary disclosure level and the profitability of the company, and that the moderating variable of audit quality negatively affects the relationship between voluntary disclosure and the profitability of the company. Considering the aforesaid results, the study recommends making voluntary disclosure by the industrial companies listed on the "ASE" due to its role in enhancing the profitability of companies.
Intelligent Stock Price Fusion in Mobile Industries
Authors:   School of Management, Zhejiang Shuren University, Hangzhou, China, Sarfraz Muddassar ,   School of economics, Quaid-i-Azam University, Islamabad, Pakistan, Ullah Sana
Published: December 2023

In the tough cell phone business, guessing phone­ prices right is a key but hard job for new companies. Joining different types of info to look at stock prices may help, but we need strong ways to see how phone things and their costs tie together. This study wants to make stock price checking better in the cell phone busine­ss by using ways to join info. The work looks for strong ties between many phone things like memory, camera details, and screen size and how they affect the price. To fix this, very careful work was done to clean and fix the info. The Quadratic Discriminant Analysis rule­ was then used, along with top classifiers, for saying what will happen. Our findings demonstrate the QDA model's ability to detect subtle patterns and nonlinear correlations in the mobile phone data set. The model's resilience and predictive ability are demonstrated through visualizations such as ROC AUC and Precision-Recall curves. Comparative analyses with current approaches highlight the higher performance of the suggested data fusion approach. The use of QDA in data fusion models demonstrates its versatility in capturing complicated interactions, resulting in nuanced insights into mobile phone price factors. This study adds an improved prediction framework for mobile phone price analysis, which is critical for new enterprises looking to gain a competitive advantage in the volatile mobile industry.