bluuebunny/crossref_metadata_2025 huggingface dataset:
“¿Por qué me pesa tanto ser hombre?”
Authors: Rodríguez Huerta Luis Miguel , Heredia Espinosa Ana Lis
Published: December 2023

El objetivo de este trabajo es analizar y describir los procesos de socialización y los discursos a través de los cuales los varonesuniversitarios construyen y reconstruyen su masculinidad. El análisis se centró en varones de entre 18 y 27 años, heterosexuales,que estudian en la Facultad de Psicología de la Universidad Veracruzana, en la región Veracruz, durante 2021. La metodologíadel estudio se sustenta en un enfoque cualitativo. Para la recolección de datos se realizaron dos grupos de discusión en losque participaron nueve estudiantes varones de las generaciones 2018 y 2021. Se elaboró una guía temática con preguntasclave con el fin de facilitar la producción discursiva de los participantes. Dentro de los resultados de la investigación se encuentran: el papel fundamental que tienen la institución familiar y el grupo de pares como agentes socializadores en el proceso de construcción de identidades masculinas; además, se presentan dobles discursos que muestran la vigencia del modelo hegemónico de masculinidad, pero que a su vez lo critican y cuestionan, al igual que la constatación de la capacidad de la masculinidad hegemónica para reproducirse y perpetuarse a sí misma.
concepto de cuerpo en libros escolares del siglo XIX
Authors: Loredo Cabrera Alma Delia , González Jiménez Rosa María
Published: December 2023

Este trabajo parte de preguntar cómo se fue configurando el término cuerpo en libros escolares del siglo XIX. Se eligió la hermenéutica como abordaje investigativo preguntando por el pasado —alteridad— desde el presente. Preguntarse por el cuerpo no es una pregunta anacrónica, ya que toca lo más vivo del México actual. Se elige la hermenéutica porque invita a mirar hacia atrás desde el presente. El trabajo de diálogo hermenéutico con el pasado —alteridad— ayudó a comprender que los libros escolares no contienen información, sino un horizonte de sentido que remite a un mundo. La lectura hermenéutica permitió entender cómo la noción de cuerpo fue cambiando, pues se pasó de un cuerpo basado en las creencias de la religión católica a un concepto de cuerpo que se regía por los preceptos de la historia natural, de la física y de las matemáticas. Lo observable, lo cuantificable y lo medible, se convirtieron en una forma de ver al cuerpo humano, escencializado y haciendo de él un concepto universal, determinándolo desde su genitalidad y borrando la historia, experiencia y deseo. Comparar el cuerpo con plantas y animales para referirlos en un nivel de universalidad ha dado la pauta para señalar aquellos cuerpos que desde la lógica natural son amorfos o anormales, gestando así la discriminación. Por ello es importante que los docentes se cuestionen los discursos que emiten y transmiten a través de los libros escolares como discursos con pretensión de verdad.
Komunikasi Simbolik Dalam Tradisi Megibung di Kota Mataram
Authors: Karisma Komang , Listiawati Ni Putu , Rasmini Ni Wayan , Suarjaya I Nyoman Alit
Published: December 2023

Communication is very important for human survival. Symbolic communication is communication carried out through agreed or conventional symbols. Cultural values are symbolic communication used to communicate meaning to society. The megibung tradition is a culture that has symbols and cultural values that must be understood by the community. This research aims to explore symbolic communication in the megibung tradition. This research uses a qualitative research method with a phenomenological approach. The data collection techniques used were observation, interviews and documentation. The data obtained was then analyzed through three stages, namely data reduction, data presentation and data conclusion. The results of this study show that symbolic communication in the megibung tradition is found in the management, order and activities of society, namely a symbol that communicates meaning to society, such as tools, materials, moral values, language, symbols, gestures, time and vocals.
O prelúdio da Suíte Quatro Coisas de César Guerra-Peixe: aspectos analíticos de sua linguagem musical
Authors: Pinheiro Edson Tadeu de Queiroz
Published: December 2023

Em 1987, no seu último período criativo, César Guerra-Peixe compõe a suíte Quatro Coisas para harmônica cromática e piano dedicada ao gaitista Rildo Hora; posteriormente, em 1991, ele a transcreve para instrumento solista e orquestra de cordas. No primeiro movimento: Prelúdio, é possível constatar alguns de seus principais procedimentos composicionais de sua maturidade artística. A partir de uma sintética revisão bibliográfica aliada a um enfoque textural de seus materiais musicais pautados nos fundamentos do pesquisador Wallace Berry, podemos averiguar mais claramente o delineamento de sua linguagem constituída por justaposições que condensam formalmente o discurso musical e o elemento folclórico.
O domínio do banco mundial e a resistência descolonizadora na educação brasileira
Authors: Salomé Josélia Schwanka , Mendes Maria Cristina
Published: December 2023

O presente artigo discute as relações entre estabelecidas entre educação e as políticas públicas, denotando o processo de subordinação às políticas externas pelo qual passam as políticas de um modo geral e a educacional especificamente, o que leva o Brasil a tratar a educação sob a ótica do privilégio ao setor privado em detrimento do setor público. As relações de poder e a apropriação das estruturas institucionais educacionais vão se revelar nas políticas instituídas responsáveis por definir as condições concretas para a educação. O conceito “decolonial”, adotado por pesquisadores latino-americanos, se opõe ao termo colonialidade, e busca compreender e resistir às lógicas da estrutura do poder colonial que permanecem até os dias de hoje.
A survey of machine learning based techniques for hate speech detection on Twitter
Authors: De Oliveira Felipe Ramos , Reis Victoria Dias , Ebecken Nelson Francisco Favilla
Published: December 2023

The use of the Internet and social networks for communication has significantly increased in recent years. Twitter is the third most popular worldwide Online Social Network (OSN), only after Facebook and Instagram. Compared to other OSNs, Twitter presents a simpler data model and more straightforward data access API, making it a valuable tool for studying and analyzing online behavior, including abusive patterns. This survey attempts to create a machine learning-based guide for automatic hate speech classification, including a description of Twitter's technology and terminology, social graphs, sentiment analysis concepts, and hate speech identification. This study also adopted a systematic literature review on the most advanced computing techniques involved with the subject, focusing on state-of-the-art machine learning and research directions.
IMPACT OF COVID-19 PANDEMIC ON STILLBIRTH RATES IN DEVELOPING COUNTRIES: A STUDY FROM LADY READING HOSPITAL, PAKISTAN
Authors: YASMIN S , SYED W , SALEEM A , FARID W , NASEEM S
Published: December 2023

The COVID-19 pandemic has created challenges, particularly for underdeveloped countries with fragile healthcare systems. These nations are experiencing increased pressure due to the pandemic and ongoing illnesses. This research aims to evaluate how the pandemic has indirectly impacted mother and newborn health in Pakistan, resulting in higher stillbirth rates. The study will analyze data from pre-pandemic and pandemic years to determine how healthcare interruptions, fewer prenatal visits, and infection concerns have affected stillbirth occurrences in tertiary-care hospitals. It is a cross-sectional study conducted at the Department of Obstetrics and Gynecology at Lady Reading Hospital, Peshawar, Pakistan, from January 2019 to January 2020. The Department of Obstetrics and Gynaecology at Lady Reading Hospital in Peshawar, Pakistan, conducted this cross-sectional research. Approved by ethics was acquired. Using internet calculators, the sample size of 200 was determined with a 5% margin of error, a 95% confidence interval, and a stillbirth percentage of 16%. Consecutive non-probability sampling was used. Patients who were at term and gave birth to stillborn children were included in the study; instances involving twin pregnancies, fetal abnormalities, and early neonatal deaths were not. For 2019 (before COVID-19) and 2020 (the pandemic year), retrospective data on medical problems, reasons for stillbirth, demographic traits, and prenatal visits were gathered. The causes of stillbirths were compared between the two years using chi-square testing. A p-value of 0.05 was considered statistically significant. The research discovered notable differences in stillbirth rates and associated variables between 2019 (before COVID-19) and 2020 (the pandemic year). The proportion of multiparous women increased to 62% in 2020 from 57% in 2019. A decline in prenatal bookings from 64% in 2019 to 52% in 2020 suggests that antenatal visits were fewer throughout the epidemic. There were notable variations between the two years in several stillbirth-related factors, including abruption, placenta previa, type II diabetes, gestational diabetes mellitus (GDM), malpresentation, intrauterine growth restriction (IUGR), obstructed labor, eclampsia, postdates, and unknown causes. These results demonstrate how the pandemic affected maternity care and how stillbirth rates are related to it. In an environment with inadequate resources, the research shows a significant rise in stillbirth rates during the COVID-19 epidemic. This increase is attributed to fewer prenatal visits, interruptions in healthcare services, and the pandemic's collateral consequences. These results highlight the need for tailored treatments and program changes for maternal health during medical emergencies.
El uso del diminutivo como estrategia de subjetivización en la "General estoria"
Authors: Pato Enrique
Published: December 2023

El trabajo analiza el uso de las formas diminutivas en -i(e)llo documentadas en la General estoria y los valores de disminución (asnillo) y valoración (ladronciello) con los que se emplean en esta obra historiográfica alfonsí. En primer lugar, pone en relación los diversos trabajos teóricos llevados a cabo sobre los diminutivos y ofrece una revisión general de su empleo como estrategia de subjetivización. A continuación, presenta la variación en las formas -iello/-illo, el número de casos registrados y los tipos de palabras con los que aparece este sufijo (nombres y adjetivos). Por último, centra la atención en el examen de los datos obtenidos, ejemplificando los valores de las voces diminutivas en personas, animales y cosas.
La puntuación en los códices alfonsíes
Authors: Sánchez-Prieto Borja Pedro
Published: December 2023

El presente estudio es un acercamiento cuantitativo a la puntuación de los códices de las partes Primera y Cuarta de la General estoria, Estoria de España, Lapidario, Cruzes y Ajedrez, pero interpretando los datos a la luz de una visión amplia sobre el libro en el s. XIII, su proceso elaborativo y su función en la génesis, transmisión y recepción del conocimiento. En el caso de la producción textual alfonsí, han de distinguirse códices y diplomas, con diferencias entre sí en lo paleográfico, gráfico, fonético, morfosintáctico y léxico, así como en la conformación del discurso. La puntuación no podía escapar a esta doble manifestación de la escritura alfonsí. Además, se observan diferencias significativas entre los diferentes códices, lo que puede apuntar a la singularidad de algunos de ellos, como los del Lapidario y el Ajedrez, mientras que entre los códices historiográficos las diferencias son menores. Todo ello podría hacer de la puntuación una marca de escuela, dentro de la producción libraria alfonsí y, tal vez, un reflejo de la cronología y lugar de elaboración de los códices regios.
Foreword
Authors: Mendel Maria
Published: December 2023

The volume presented here would not have been possible without the 12th Biennial Conference of the European Research Network About Parents in Education (ERNAPE) that took place in Gdansk on September 18-20, 2019: Parent Engagement as Power: Empowering Children, Schools and Societies1 . Most of the articles presented in the volume are papers delivered at the conference and later modified as a result of conference discussions and peer reviewing. As it was stated in the conference book, the message embedded in the network’s name is that parents are part of education (Mendel 2019: 9). Following the message of Theodore Brameld's book Education is Power, one can say that parents are those who share and shape its force (1965). This broad issue has a complex nature that needs to be examined. On the one hand, we should see parents as citizens whose engagement is crucial in acts of direct democracy: from their “voting with feet” while they make decisions concerning the choice of educational institutions, to their sustained work in social movements and organizations like Sanctuary Schools, Alliance to Reclaim Our Schools, Our Cities Our Schools, etc. This points to the complex relations between private lives and political activism. As schools have become subject to controversial policies, like those connected to urban marketing or gentrification and school closures, being a parent shows its political face in a direct way probably unknown to previous generations.
The Influence of Taiwanese Parenting Style on Adolescent Mental Health and Academic Performance
Authors: Yu Yin , Ho Hsiu-Zu
Published: December 2023

Using a nationally representative sample of 16,178 9th grade students from the Taiwan Educational Panel Survey (TEPS), this study examines the relationships among parenting styles, adolescent mental health, and adolescent academic performance and distinguishes between two key dimensions of parenting styles (support vs. control), paternal and maternal styles, as well as outcomes between boys and girls. Results of multi-group structural equation modeling demonstrate that paternal and maternal support were related positively and significantly to the mental health of both sons and daughters as well as their academic performance. Paternal and maternal control were negatively associated with the mental health of both sons and daughters. Paternal control was negatively associated with the academic performance of both sons and daughters. However, maternal control was found to be positively related to the academic performance of sons, but this effect was not significant for mother-daughter dyads. Finally, similar to other studies using TEPS data, mental health status was negatively associated with the academic performance of both sons and daughters. The negative relationship between adolescent mental health and academic performance indicates the need to emphasize the impact of excessive academic pressure on Taiwanese adolescent mental health.
Educational Policies on Family–School Relations
Authors: Kirmaci Mehtap
Published: December 2023

Worldwide interest in improving family-school interactions sets the stage for examining how national reform policies have influenced the promotion of family and school partnerships. I examined the history of changing policies concerning home-school relations in five countries: The United States, Australia, Canada, Finland and Sweden. Common themes emerged that reflect two co-existing educational ideologies across the nations—collaboration and consumerism. The contradictory nature of these ideas and the ensuing confusion can weaken the implementation of family-school collaborations. Researchers in the United States, Canada, Australia, and Sweden have already raised concerns about the weak effects of partnership policies on parent-school relations for families of diverse ethnic and linguistic backgrounds. In addition to promoting family-school collaborations, policy makers should consider developing resources and strategies for facilitating partnerships.
Teacher - Parent Partnerships: Preservice Teacher Competences and Attitudes during Teacher Training in the Netherlands
Authors: Denessen Eddie , Bakker Joep , Kloppenburg Lenny , Kerkhof Marleen
Published: December 2023

Teachers are expected to build strong relationships with their students’ parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the content of the curricula of three teacher training institutes in the Netherlands and the impact of teacher training on preservice teachers’ attitudes and competences. Surveys were administered to a total of 545 preservice teachers from all grades of their training. Overall, it seemed that levels of competence of Dutch student teachers were quite low, despite the fact that teacher training programmes provided many curricular components on this issue. Some positive though small effects of teacher training programmes have been observed. In general, however, students don’t feel well prepared to communicate with parents when starting their teaching career. Although some differences between teacher training institutes exist, the effectiveness of teacher training programmes did not appear to differ across institutes. Student teachers’ attitudes towards parents were nevertheless very positive. These attitudes, however, were not related to their teacher training experiences, but seemed to be founded in their personal biography.
Testing the Psychometric Properties of the Challenging Parent Standard Questionnaire (CPSQ) in the Italian Educational Context
Authors: Pepe Alessandro , Addimando Loredana
Published: December 2023

The Challenging Parent Standard Questionnaire (CPSQ) is a measurement tool aimed at surveying the field of parent-teacher relationships to assess the frequency of challenging parental behaviours as well as the occupational stress experienced by teachers in response to those behaviours.The present study examined the factor structure and the main psychometric properties of the CPSQ in a sample of Italian in-service primary and lower secondary teachers (N = 1,025). In order to investigate the most appropriate factor structure for the Italian version of the questionnaire, researchers compounded three different factor retention methods: K1 rule (Kaiser, 1960), scree test (Cattel, 1966) and parallel analysis (Horn, 1965).The results show a practical and robust five-factor measurement model describing the challenging behaviours of parents: ‘Excessively worried about education’, ‘Unsatisfied’, ‘Uncooperative’, ‘Overprotective’ and ‘Uninvolved’.In Italian primary and lower secondary schools, the CPSQ factor pattern partially differs from the pattern found in studies conducted in different educational contexts (i.e., Lambert & McCarthy, 2006; Van der Wolf & Everaert, 2005). Recommendations for a more accurate factor retention process in testing factorial invariance in measurement tools are discussed.
The Policy Implementation Challenges of Individual Plans for Preschool Children with Disabilities
Authors: Cameron David L. , Tveit Anne D.
Published: December 2023

This article presents findings from an investigation in southern Norway that sought to provide insight into diverse forms of collaboration on behalf of children with severe disabilities in preschool. The use of individual plans (IP) for preschool-age children is relatively new in Norway, and is being widely promoted as a tool for facilitating collaboration and support from multiple sectors. We employed a case study approach involving observations and semi-structured interviews with 5 members of the IP team supporting a 5 year-old girl with a severe disability. Using qualitative content analysis we determined relevant themes from transcribed interviews and field notes. Participants included the child's mother and father, preschool teacher, special educator, and the municipal public health nurse who also acted as the IP coordinator. We conclude that in its current form the IP in this case had little relevance for participants and did little to contribute to providing this child with the individually adapted support that the policy was intended to facilitate.
Parent Involvement – the practice of principals in lower primary schools in Switzerland
Authors: Straumann Martin , Egger Jan
Published: December 2023

In a project of qualitative social research we analyse the interviews with eight principals of Swiss primary schools. We analyse the attitudes and the practice of parent involvement in these schools, which depend on the socioeconomic status of the community, the professional experience and the actual management style of the school director. We found a great variety of practices that are based on different attitudes on how to interact with parents. We can see a dichotomy of strategies: one is the way how the principals deal with parents who relate to the school to enforce their individual interests in their own child or its success at school. The other one concerns parents who obviously do not cooperate with the school. Patterns of best practice are analysed and will be used as a material to train student teachers. The practice of the principal is not only determined by the parents and the social context of the school. The biographical and the professional experience of the principal, the management style, which means the formation of the school culture and networking in the community, represent an important part of the practice of a principal.
Reading research and the promotion of reading outside the school: A comprehensive review of empirical research
Authors: Van Daal Victor H.P. , Miglis Sandvik Jenny
Published: December 2023

A basic skill like reading is usually acquired in lower primary education. However, reading can and should also be promoted outside the school in order to provide the best learning opportunities for every student. In this review, it is first looked at what reading is. Then it is discussed where the large individual differences in reading skill come from. Finally, the reading research upon which initiatives for promoting reading outside the school are based and recommendations as to what to do for different age levels are presented.
Generating places of integration. A network model toward the skills assessment of foreign students
Authors: Bramanti Donatella , Moscatelli Matteo
Published: December 2023

The study shows one or more models of network intervention, qualified as good practice, capable of generating places of integration between Italian and foreign students, with a specific reference to family engagement. We assessed the quality and sustainability of different partnership styles among the school, the public, the third sector and families, working on the assumption that this alliance is particularly appropriate in everyday life to achieve cultural integration between young Italians, foreigners and their families and to spread a network perspective able to successfully address the encounter among cultures. The research has studied 30 partnerships active in Lombardy Region, that has the largest number of foreign students in Italy, adding 3 cases out of Region and 3 projects conducted in other European countries (Feel, La Maleta intercultural, Rucksack). The study has identified specific guidelines to enable and support integrated networks between public or third sector and schools, capable of promoting and managing places of integration. Among the factors considered above there is the consistency and the structure of the network, the type and degree of collaboration between these actors, the type of governance put in place, the level of articulation of the relationship between the network and the socio cultural context in which it operates. Secondly we considered the project methodologies, the operation time, the extent of the catchment area, the level of the experience growth, the expansion of the partnerships. Also important were the methods of assessing the degree of social and cultural integration, educational and academic achievement in relation to skills, business integration, involvement of family background.
Towards a Stakeholder-Based Map on Parental Participation in Genoese School Life
Authors: Freddano Michela
Published: December 2023

The aim of this article is to examine the partnership among home, school and community from a micro-sociological point of view deepening the concept of parental involvement in school life from the stakeholder standpoint. Qualitative approach has been adopted. Secondary-source data have been collected on the institutional background and the field research included interviews on a selected non probabilistic sample composed by parents, teachers, experts, school heads, decision-makers and members of parental associations from the Genoese community. In addition to interviews, participant observation of formal and non formal meetings between parents and teachers and principals has been undertaken in some primary and middle schools of Genoa. The main findings are presented in the form of descriptive analysis, illustrating the perceptions of several stakeholders interviewed. Although they are not representative of the whole population, they proved to be helpful to map the dimensions of parental involvement in school life.
Parenthood in intensified documentation and assessment practice – with the focus on the home-school relation in Sweden
Authors: Vallberg Roth Ann-Christine
Published: December 2023

The study seeks to describe and analyse parenthood in intensified documentation and assessment practice, with the focus on the home-school relation in Sweden. The research is based on fieldwork on the Internet. What currents of thought and dimensions of parenthood can be detected? What is considered in assessments and documentation of children? Who assesses whom? Whose interests can be interpreted as being involved in parenthood? The sample consists of material from two Internet sites, a total of about 120 pages. The unit of analysis in the study consists of online text-based communication initiated by parents in 2008–2009. Textual analysis was performed with an extended hermeneutic approach. The material from the Internet includes threads dealing with personal development interviews, individual development plans with written assessments, and standardized test and observation material. In the material there are examples of teachers assessing children, and examples of parents assessing teachers, other parents, and themselves. Four dimensions of parenthood emerge, which can be described as policy-related, evidence-related, market- and media-oriented, and experience-based. The dimensions that indicate which interests are involved can be interpreted as being either concordant and interwoven or contradictory. The study contributes to a greater understanding, qualifies the discourse, and offers alternative interpretations of what is at stake in an intensified documentation and assessment practice.
What´s gender got to do with it? Gender and diversity in research on home and school relationships
Authors: Widding Göran
Published: December 2023

This article explores the use of gender and diversity in research on home and school relationships. The review is based on articles that were accessed through databases like Web of Science, Academic Search Elite and SCIRIUS. The articles were analyzed using a model featuring focus of inquiry and perspectives on communication. Initially describing the research field roughly as two distinct but corresponding branches, Critical Studies research and Parental Involvement research, the focus is on how the research relates to diversity and gender. The importance of a power perspective in the definition of gender is stressed while considering whether some interpretations of gender in the research field are reproducing instead of changing existing inequitable systems and structures by favoring an essentialist perspective on sex and gender both at home and in school.
A cautionary tale on research methods in the field of parents
Authors: Pepe Alessandro , Castelli Stefano
Published: December 2023

It is with great pleasure that we introduce the new volume (n.7, issue 1) of the International Journal about Parents in Education. During the last years, the journal has increased the number of submissions from a wider international audience who is continuously working on the topic of parents in education. Looking at bibliometric measures, the IJPE’s H-index (Hirsh, 2005) and Gindex (Egghe, 2006) are steady growing: this represents a quite satisfying result for a still young (and tenaciously open access) journal, situated in a very challenging and competitive context.
Parental Involvement in High and Low Performing Schools in Gasabo District, Rwanda
Authors: Kabarere Venerande , Muchee Kabarere , Makewa Lazarus N. , Role Elizabeth
Published: December 2023

The present study examined to what extent parents in the rural area are involved in the education of their children and whether this involvement had an influence on the school performance.  The study used a causal-comparative design to compare parents’ involvement in high performing schools and in low performing schools. A total of 326 parents participated in the study where they  were requested to  rate their own involvement in school on components such as having healthy children, participation in school management, parents as resourceful, support for learning, and gender sensitivity, care and protection. The results of the study indicated that parents were interested in the education of their children but their involvement was challenged by the socioeconomic status of overpopulated families and high illiteracy rate of parents among other factors. Contributions of parents to construction of classrooms, and the principle of equitable access for all children seemed well respected. Parents of children in high performing schools were significantly more involved than their peers in low performing schools particularly on concern for having healthy children, support for learning, and gender sensitivity, care and protection.  Pupils whose parents care for the health of their children, are supportive of their children’s learning, and who possess attributes such as gender sensitivity, care, and protection tend to perform better in school.
On empowerment and disempowerment of parents
Authors: Van der Wolf Kees
Published: December 2023

More and more aspects of everyday life are placed under the control of specialists, because we have become convinced that a professional approach to problems is better than that of a layman. Many parents think so too. They think dealing with children in this complex society is a tough job: they are glad if others are prepared to think along and join in, so that the responsibility for the upbringing can be shared. They are quite pleased to have specialists support them in parenting.
Student Developmental Needs Based Parent Partnership: A Case Study of Qilun Elementary School in Minhang District, Shanghai
Authors: Lichi Jiacheng , Wang Peiying , Chen Zhongxian
Published: December 2023

This case study reconsiders the value of parent partnerships from the perspectives of educational equity and quality in China, and develops a framework to discuss the relationship between student development and parent partnerships. The paper seeks to find out whether it is possible for disadvantaged parents to help a struggling school to reform itself through parent partnership. The research applies qualitative and quantitative research methods to explore the value of promoting student development with diversified parent/school activities. Research findings suggest that parent partnership in the case school have successfully provided a safe and healthy environment, abundant and diverse courses, student-based teaching and learning, and rich school lives for students. They also involve in school decision-making and create a better parent-child relationship.
Class Directors and Parents: Contrasting Principles and Practices
Authors: Sarmento Teresa , Martins Fernanda , Gomes Carlos , Antunes Fatima
Published: December 2023

The relevance of the relationship between schools and families to foster educational success, and as a principle of the implementation of democratic practices, enhancing the promotion of equality, is, nowadays, more accepted, even though the building of this collaboration falls short of all speeches and intentions. The class director’s (CD) position provides a space in which this relationship can be solidified with the mediating role assigned to the CD being just one aspect of the triple function that characterizes that post. In this article, empirically based on a qualitative study, made up of interviews to CDs, we seek to analyze the latter’s representations on the participation of parents/guardians (PG) in the educational practices in schools. From their narratives, we propose an interpretation and a discussion that seek to discuss the relational complexity between the CDs and the Parents, which has as its origin the heterogeneity of their cultures, namely the social cleavage in the participation of families, and, also, the kind and levels of participation that are offered to or claimed by parents in the sessions organized by the CD.
Educational Legislation and Parental Motivation for becoming Involved in Education: A Comparative Analysis between Israel and Quebec-Canada
Authors: Schaedel Bruria , Deslandes Rollande , Eshet Yovav
Published: December 2023

The increasing evidence regarding school-family collaboration, as a means to improve school effectiveness, student perseverance and academic achievement, has encouraged many countries around the globe to endorse legislation and policies to facilitate and augment greater school-family levels of participation. However, in previous studies the macro educational and legislative environments were not correlated to the motivational inclinations of parents. Based on a study recently conducted in Israel, this comparative analysis underlines the evolution of legislation and government policies in Israel and Québec-Canada. This analysis will present the similarities and differences between the key findings highlighted in the two educational systems. We will explore the extent to which state legislative policies motivate parental partnership in schools and at home. We will suggest changes that should be implemented in both countries, within schools and at regional levels. This will call for increased focus on teacher-parent cooperation to foster bonds between schools and parents.  Finally, we will recommend urgently-required reforms in the Israeli legislation system to advance parental involvement in education and possibly mitigate currently existing achievement gaps
How Parents Understand Evaluation Process – Mental Models as the Main Obstacle for Engaging Parents in School Evaluation
Authors: Dorczak Roman , Mazurkiewicz Grzegorz
Published: December 2023

One of the most important elements ofthe recent reform of the school inspection system in Polandis to focus on the parents’ voice through the collection of data during evaluation process in schools. Three years of experience with this system has shown that there still is a lot of confusion with the actual understanding of the evaluation process among all the groups actively involved: external evaluators (school inspectors), head-teachers, teachers, and representatives of school partners, parents and students. The authors claim that this is the most important obstacle in the promotion of evaluation as a crucial element in the process of school development. The paper presents an attempt to describe different understandings of school evaluation among parents actively partaking in this process which was undertaken randomly in Polish schools of different types. The paper shows how these understandings can influence participation of parents in an external evaluation process, and following developmental activities that take place in schools. The authors claim that an understanding of different ways of thinking about evaluation process through the analysis of the metaphors used by parents can be a good basis for drawing up recommendations for those working on parents’ participation in transforming school reality.
Democratic Parenting: Parental interpretation of parent education messages in the USA and Israel
Authors: Oryan Shlomit
Published: December 2023

The study examines the process of globalization of cultural knowledge as it occurs in the parent education system. The research explores, through comparative analysis and qualitative methods, how the same global knowledge regarding democratic parenting, produced by USA experts and imparted through parenting classes to parents in the USA and Israel, is interpreted and implemented by the parents. Although parenting theories are similar, parents in the two countries interpret and implement the theories differently, according to their cultural beliefs and socio-political background.
Moving the Theory of Parental Cooperation and Innovation into Practice
Authors: Westergard Elsa
Published: December 2023

Although many schools and teachers are aware the important factors for effective parental cooperation, they seem to lack an understanding of how to transform this theoretical knowledge into practice. One reason for this difficulty appears to be that teachers have traditionally focused more on what is needed to practice good cooperation with parents and less on how they can implement this knowledge in practice. The aim of this paper is to reveal how research-based knowledge within parental cooperation (what) and implementation (how) can contribute to developing teachers’ individual competence into schools’ collective competence within “challenging conversations with parents”. Taking a systems approach, we see that what is happening within the two separate systems—family and school—affects cooperation between the two parties. Thus, there is a need for a holistic view on cooperation. We draw upon recent research, qualitative and quantitative, on parent collaboration, revealing the important factors behind successful cooperation between parents and teachers. Our research suggests that teachers and schools need more individual and collective competence when working with parents. More specifically, teachers need additional competence and strategies when engaging in challenging conversations with parents. Transforming research-based knowledge about parental cooperation into practice is not a mechanical operation. We need different types of knowledge and approaches to implement strategies for teachers to handle challenging conversations with parents. This paper presents some strategies to help teachers accomplish this.
Assessing parents’ satisfaction with their parental role for a more effective partnerships between families and schools
Authors: Martinez-Gonzalez Raquel-Amaya , Rodríguez-Ruiz Beatriz
Published: December 2023

This study is framed within the field of family education family-school-community partnerships considering ways by which schools might help parents to be better involved in their children’s education; one of this ways is performing parenting programmes within the school in areas of interest for parents. The objective is to identify parents’ educational needs regarding their role with small children to help them to answer those needs by means of a parenting programme. Accordingly, the study has been organized in two phases: the first one is devoted to assess and identify parental needs and the second one to describe and evaluate a parenting programme. Both qualitative and quantitative procedures to gather information have been used: parents’ questionnaires, group dynamics with parents and semi-structured interviews. The sample is composed of 54 Spanish rural and urban parents with small children. Results in the assessment phase indicate that although most parents are satisfied with their parental role, many have doubts about how to solve problems and help their children to control their behaviour better. The positive results of the parenting programme in the second phase point out the convenience to design, perform and evaluate educational strategies for empowering parents while upbringing their children.
School, family and the community in cooperation: the model of syneducation
Authors: Mylonakou Iro , Kekes Ioannis
Published: December 2023

School, family and the community constitute three distinct but at the same time interdependent systems.  The ideas, notions and research which are related to the necessity of the functional communication of those systems have recently flourished internationally, creating a substantial “heritage” in principles, acceptances, theoretical models, application proposals, research programs as well as new orientations and perspectives.  This paper proposes the model of syneducation.  As syneducation (synergy + education) we define the acquisition of a common educational experience, simultaneously and in cooperation, of persons differing in age and cognitive infrastructure and often in social and cultural level. Syneducation is a new emerging research field.  With its application, we aim at the change of attitudes and behaviours of the participants (parents, educators, students, policy makers and the representatives of the community) from an initial state of possible indifference- disinterest to an active and effective participation in common syneducational actions in order to face specific issues, and even further to being multipliers of the above mentioned actions. Furthermore, the application of this model creates, develops and accrues social capital.In this paper we will present certain research applications which took place according to the model of syneducation based on the methodology of collaborative action research (for example, a transdisciplinary research program, a research program in Literacy in Information Technology, a research program focusing on problem management within the family etc.) The research findings and the prospects of the syneducation model are still being discussed. This model is proposed as a realistic way of thought and action adapted to the contemporary conditions of our technological era and the foreseen needs of social computing.
Conditional aspects of school-home conversations
Authors: Tveit Anne Dorthe
Published: December 2023

The focus of this study is the conditions in which conversations between school and home take place, and the discussion highlights questions such as the following: Are the participants sincere? Do the participants express the truth about the pupils’ school facilities? How does pupil participating impact the conversation? The background for the study is that conversations between school and home should, according to laws and proposals, be characterized by dialogue (1995; 1998a; 1998b), and research results which show that dialogue in these conversations is quite frequently absent (Lidén, 1997; Nordahl, 2000; Nordahl & Sørlie, 1996; Vestre, 1995). Dialogue is understood here as being communicative action as described by Habermas  in The Theory of Communicative Action (1984; , 1987). This theory is criticised, however, this is not commented upon in this paper. Certain conditional aspects are tied to the conversation if it is to be considered as communicative action, and the research question is therefore: “What characterizes the conversation between school and home, and how does the conversation coincide in communicative action?” Through studying the participants’ everyday practices and comparing these with communicative action, one may acquire knowledge about how the conversation corresponds with/does not correspond with communicative action, and in this way get insight into the conditional aspects of school-home conversations.
Family-school cooperation in the context of traumatic transitions in Serbian society
Authors: Polovina Nada
Published: December 2023

The main topic of this paper is to clarify from a point of a researcher and practitioner a complex issue of parent-school cooperation under the pressures of long lasting and traumatic transitions in Serbian society. The paper consists of two parts. The first part includes «vertical» research based analysis focused on the parallel processes of change in a broader society and family’s functioning with reflections upon new meanings and potentials for parent involvement in academic socialization of their children. In the discourse of leading sociological and socio-psychological researches conducted during the last ten years, parental position and their potentials are described with the following words: confusion, stress, material deprivation, collapse and demoralization of family life, short-term adaptation strategies in rapidly changing environment, time and energy draining and lack of physical and psychological presence in the life of their children. The second part of the paper deals with «horizontal» research based analysis  focused on actual and concrete manifestations of parent-school cooperation, parent’s needs and resources connected to elementary and secondary level of their children’s schooling. Leading psycho-pedagogical quantitative, qualitative and action-based researches conducted during 2006 are presented, with the aim of analyzing the actual state of functioning and identifying systemic knots that support, hamper or block family-school cooperation. Words like disengagement, passivesation, tension and dissatisfaction, pseudo-cooperation, decreasing of parental and school authorities, are emphasized in the discourse of this group of research. Finally, the author integrates two levels of analysis and suggests ways of improving the quality of parent engagement in school/education.
Childhood in a rom/gypsy camp in southern-Italy:an anthropological perspective
Authors: Di Giovanni Elisabetta
Published: December 2023

The object of the study is the Rom/gypsy/ camp in Palermo, Sicily, in the south of Italy, where three groups of so-called “gypsies” or “travellers” live together; they originally came from the Balkans and have been settled in this zone for twenty years. Out of a population of about 300 individuals, as many as 55 children go to 7 different schools. The study is carried out using the anthropological method of participant observation. The aim of the research, which is still going on, is to monitor the progress of their schooling and to study their parents’ roles; particular attention is given to the fundamental interplay of relationships and socio-educational intervention in the capable hands of volunteers and the public administration. In fact, the latter have represented and continue to represent a solid support network during this process of encouraging the Rom/gypsy families to send their children to school. This support is needed right from the initial accompanying phase, and especially during the delicate support phase, from the moment the children pass from the Rom/gypsy world to the non-Rom/gypsy world of the “others”, the gagé.
Strengthening home-school links through family literacy programmes: a comparative European case study
Authors: Rose Anthea , Atkin Chris
Published: December 2023

Family literacy programmes have become increasingly popular, particularly in England since the implementation of the Skills for Life (SfL) agenda (DfEE, 2001). Programmes are perceived by policy makers as a means of addressing low levels of literacy and numeracy in families who are viewed as underachieving, economically and socially, (Atkin, Rose and Shier, 2005). They can also be used to develop links between the home and school fields, (Bourdieu, 1977) and to re-engage adults who have a habitus (Bourdieu, 1993) of none-involvement with formal learning. Drawing on Bourdieu’s theoretical concepts of habitus and field this paper looks at family literacy programmes in England, Ireland and Malta and the role, if any, of such programmes in strengthening links between the home and school. Based on the findings of a European comparative doctoral study, research found that the fundamental difference between the three case study areas was the absence of children participating in family literacy programmes in Ireland compared to England and Malta largely due to the fact that in Ireland programmes did not involve schools. This paper explores reasons why programmes in Ireland are not delivered in conjunction with schools and the impact collaboration has on home and school relationships.