bluuebunny/crossref_metadata_2025 huggingface dataset:
O atendimento ao estudante público alvo da educação especial em curso superior de tecnologia
Authors: Silverio Paulo Osni , Santana Leandro Pinto , De Jesus Cecilia Souza , De Lima Odival Alberto , Sobrinho Hilda Ramos , Almeida Pâmela de Souza , Pedroso Ana Paula Turesso Pinto , Dos Reis Nelio Fernando
Published: December 2023

Breve histórico sobre o atendimento ao estudante com necessidade educacional específica no ensino superior no Brasil e as políticas de acesso e permanência. Estudo sobre o papel do NAPNE, Nucleo de Apoio a pessoas com Necessidades Especiais dentro da Rede Federal de Ensino e o seu atendimento em escolas especificas: formas de atendimento e organograma com setores e pessoas envolvidas. Esta pesquisa concentrou-se nos alunos do Ensino Superior e teve como campo de Estudo da Educação Profissional e Tecnológica (EPT) o Instituto Federal de Educação Ciência de Tecnologia de São Paulo (IFSP) que atualmente conta com 38 campi e possui atualmente 55 cursos superiores entre Cursos Superiores de Tecnologia (CST), Bacharelados e Licenciaturas. Propõe-se que o ensino superior aconteça em um espaço inclusivo de forma que as adaptações, tanto curriculares como arquitetônicas beneficiem a comunidade escolar como um todo e não apenas o estudante com necessidade educacional específica. As adaptações compreendem principalmente a formação da equipe de apoio que assistiria ao programa. Pelas suas peculiaridades além da equipe pedagógica e de assistência social, é necessária a presença de uma equipe multidisciplinar que componha o NAPNE que possa trabalhar na avaliação das potencialidades do aluno diagnosticando quais áreas podem ser trabalhadas dentro das características de sua deficiência e quais adaptações são necessárias no currículo e nos laboratórios
Tentando vencer o dragão com BDR, Ações e ETF
Authors: de Oliveira Adrean Andressa Freitas , Noriller Rafael Martins , Nogueira Maria Aparecida Farias de Souza , Da Silva Josimar Pires , Correa Alexandre de Souza
Published: December 2023

O objetivo geral é apresentar o retorno real de Brazilian Depositary Receipts (BDR), ações e ETF. Para isso, foi realizada uma Pesquisa Descritiva e documental, no qual o objeto da análise foram os dados extraídos de bancos de dados de sites como o Infomoney, Tesouro Direto e B3, e foram selecionadas as 10 ações de empresas brasileiras, duas ETF e 9 BDR’s mais negociadas no final de 2020. Os resultados encontrados comprovaram que, o retorno real para BDR foi de -66,08% até 823,08%. Já as ações de empresas nacionais apresentaram retorno real de -55,38% até 275,89%, ambos no período de 56 meses (janeiro de 2021 a agosto de 2023). Conclui-se que ficou evidente que boa parte das empresas consideradas na pesquisa conseguiram vencer o “Dragão” (inflação) após o Imposto de Renda, com destaque para os BDR’s.
O uso da realidade virtual e gamificação como prática pedagógica para o ensino de operações matemáticas
Authors: Kronbaue Artur Henrique , Da Costa José Eugênio Teixeira de Freitas
Published: December 2023

Os dados do último Sistema de Avaliação da Educação Básica (SAEB, 2019) revelam que o nível dos alunos em matemática está variando do básico ao insuficiente. Além disso, existe carência de práticas pedagógicas engajadoras, que sejam atrativas para os jovens nativos digitais. Nesse sentido, a proposição deste artigo é apresentar uma prática pedagógica utilizando a realidade virtual e a gamificação, com o objetivo de motivar os alunos do Ensino Fundamental I a praticar as quatro operações matemáticas básicas. A metodologia utilizada tomou como base um Estudo de Caso, com a coleta de dados qualitativos, subjetivos e quantitativos, tendo a participação de alunos do Ensino Fundamental I. Os resultados revelam que a proposta pedagógica trouxe motivação para a execução de operações matemáticas e que a ludicidade do ambiente imersivo e gamificado pode servir de apoio à prática de distintos conceitos matemáticos.
Estudo de implementação de um sistema de refrigeração por absorção integrado a um ciclo de refrigeração por compressão
Authors: Marques Willian da Silva , Machado Júnior Dário , Higa Marcio
Published: December 2023

Os sistemas de refrigeração operam basicamente por compressão de vapor, que demandam potência elétrica, e por absorção, que demandam calor. Entretanto, existem também sistemas híbridos, que integram as duas formas de operação, por compressão e absorção, e podem ser combinados aproveitando melhor os recursos energéticos disponíveis. O presente trabalho se propôs a realizar um estudo de implantação de um sistema de absorção integrado em um sistema de compressão de vapor existente em uma indústria frigorifica, localizada no norte do Paraná que abate, processa e armazena 170.000 frangos por dia. As simulações foram realizadas a partir dos balanços de massa e energia para cada componente do ciclo e com o auxílio do software EES – Engineering Equation Solver. Os resultados, avaliados por meio de cálculos do coeficiente de desempenho (COP) e da potência elétrica economizada, apresentam o aumento do COP em 1,2%, no sistema proposto. Se tratando dos resultados do sistema apenas com a carga das câmaras de congelados, tem-se novo COP, de maior significância, com aumento de 110,4%. Desta forma, considera-se que estes índices são satisfatórios, pois afetam diretamente os custos de uma indústria, como a fatura de energia elétrica.
Protesting parents as a significant social and educational phenomenon
Authors: Szczygiel Premyslaw
Published: December 2023

The aim of this paper is to give the initial analysis of the phenomenon of protesting parents within a wider study on the learning potential of rebellion. This thread appeared due course the induction of the category “socialization to rebellion” from the empirical material. In this research project, the author uses a biographical perspective proposed by Danuta Urbaniak-Zając. The empirical material is analysed in a “transverse” way. First, individual biographies are analysed. Then all empirical material is compared with respect to differences and similarities. In the narrations of the “rebellious” people several threads about their childhood and participation in protests along with their parents were discovered. The analysed narrations show that protesting parents could potentially have played an important role in shaping the involvement of respondents in social and political affairs. It can be seen as an important citizen education issue.
Foreword
Authors: Castelli Stefano , Denessen Eddie
Published: December 2023

In the past decades, a large body of literature has been produced by researchers interested in the relationships between schools, teachers and parents (or families). This literature includes analyses and reflections on parental involvement from myriad research disciplines, theoretical and policy perspectives and research methodologies. However, closer scrutiny reveals that the label of “parental involvement” is an umbrella term, under which many different concepts and practices find a place. In this special issue we invited authors to delve more deeply into controversies and dilemmas that result from the variety of perspectives on parental involvement. Some examples of such controversies and dilemmas are: the use of parental involvement as a predictor of academic achievement in school effectiveness studies, parents’ rights and teachers’ stress, critiques on the neoliberal agenda that dictates effective parenting practices, inequality of access to diverse forms of parental resources, and the marginalizing effects of particular frameworks of parental involvement. The purpose of this special issue was aimed to provide a basis for future research and policies on family-school-partnership relations. We invited authors to formulate implications of their analyses and reflections for research, policy and practice. The title itself of the issue, a calque borrowed from "What We Talk About When We Talk About Love" by Raymond Carver, was an invitation towards a deeper understanding of the meaning of “parental involvement”. Topics discussed in this special issue are: teachers’ students’ and parents’ perspectives, teacher education, teacher students, teachers’ beliefs; homework, all day school, trust, parental engagement; comparative studies in education, also for what concerns National educational policies and diverse ethnic and linguistic families; emotional work, frontstage and backstage, stigma. Have a good read
The Challenge of Improving Homework Processes and Benefits
Authors: Deslandes Rollande , Barma Sylvie
Published: December 2023

This paper is in line with our prior works conducted mainly on parents and teachers’ points of view regarding homework. In Quebec, Canada, homework is perceived as a near-universal practice. However, school communities are strongly urged to engage in a collective reflection over homework at a local level in order to document the different avenues that could embrace the main stakeholders’ concerns. This paper investigates how teachers and parents can act as agents of change in such a process. The research-intervention was based on Cultural-Historical Activity Theory using the Change Laboratory methodology. It draws upon the concept of expansive learning and suggests that participants agree with the nature of the problem and model together new solutions. The present study focuses on the transformative agentic actions that were put into place during two Change Laboratory sessions. This analysis deepens our understanding of teachers’ role and expectations towards parents as well as parents’ comprehension of the teachers’ role and of their own role in the context of their child’s homework. The authors conclude that there is a need to have teachers, parents and the school principal engage with one another to develop a common vision of the issues at stake.
The Effect of Perceived Parenting Styles on Self-Regulated Learning Strategies and Motivational Beliefs
Authors: Erden Münire , Uredi Işil
Published: December 2023

The main purpose of this study was to investigate the effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. The participants were 350 eighth grade students in a primary school. Perceived parenting styles were determined by utilizing the Parenting Styles Scale developed by Lamborn, Mounts, Steinberg and Dornbusch (1991). The students’ self-regulated learning strategies and motivational beliefs were measured using the Motivated Strategies for Learning Questionnaire developed by Pintrich and De Groot (1990). The results revealed that those dimensions of self-regulated learning related to the intrinsic value of study, self efficacy, cognitive and metacognitive self-regulated learning strategies were influenced by parenting styles. Students with authoritative parents were found to use more self-regulated learning strategies than those with authoritarian, indulgent and neglectful parents. However, the students with indulgent parents were found to use more cognitive and metacognitive strategies than those with authoritarian and neglectful parents. This study also indicated that the self-efficacy of students with authoritative parents is higher than that found among the students with indulgent, authoritarian and neglectful parents; and they experience less test anxiety than do the students with authoritarian parents.
Family Members’ Involvement in the Initial Individual Education Program (IEP) Meeting and the IEP Process: Perceptions and Reactions
Authors: Hammond Helen , Ingalls Lawrence , Trussell Robert P.
Published: December 2023

In view of the importance of family involvement in the process of developing a child’s initial Individual Education Program (IEP) for special education services, it is imperative for educators to be aware of possible reactions family members may experience at the onset of the process.  The purpose of this study was to determine the types of reactions family members had from their initial introduction to special education services.  This study involved interviewing 212 family members over a span of four years regarding their reactions and experiences when their son or daughter was initially referred to special education services.  The data collected from family members were analyzed and summarized. The results of the study indicated family members experienced a variety of both negative and positive reactions to the initial IEP meeting.  Implications for educators and school personnel are discussed.
Teachers and Parents – Partners with Different Expectations
Authors: Cankar Franc , Deutsch Tomi , Kolar Metoda
Published: December 2023

The purpose of the present study effected in 2007 was to explore the approaches to establishing cooperation between lead teachers and parents of third- and ninth-grade primary school students, and the quality of that cooperation. The study also sought to find differences and similarities in parent and teacher expectations within different areas of their cooperation. Data were obtained from a sample of 55 randomly selected primary schools from which 141 lead teachers of third and ninth grades and 810 parents of the students from those grades were included in the study. The study focused on the following areas of cooperation: school to home communications, parent influence on school decisions, and parent involvement in different school activities. The research indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues who were more cautious and restrained. In contrast to the lead teachers that represented a relatively narrow professional group, parents' views were much more dispersed. Parent education was the best predictor of their readiness to get involved in the life and work of their children's school. This was especially the case with mothers who took part in formal school conferences more often than fathers. Whether the area in which the families lived was urban or suburban did not make any difference.
Parents’ Attitudes towards Inclusion of Sexuality Education in Malaysian Schools
Authors: Rahimah Makol-Abdul Pute , Sadat Nurullah Abu , Sohail Imam Syed , Abd. Rahman Saodah
Published: December 2023

The present study examined the attitudes of Malaysian rural parents regarding sexual health education in elementary schools. Using a comprehensive list of sex education topics, parents were asked to examine which topics they believed should be taught at schools. In addition, the study also assessed the relationship between parents’ demographic characteristics such as age, gender, education, and occupation and their approval of sexual health education. The respondents of the study included parents (n=211) of children registered in four selected schools in Kedah, Malaysia. The majority of them (73%) supported the inclusion of various sexual health topics in school curriculum provided the contents were in line with religious teachings. The study has generated important empirical findings regarding local community’s response to school-based sexuality education. This information is needed in facilitating the development of sexual health policy at various institutional levels, and in the effective implementation of sexual health curriculum in Malaysian schools.
Parents Knowledge of Appropriate Teaching Practices in Elementary School Physical Education Programs
Authors: Barney David , Pleban Francis T.
Published: December 2023

Having parental support in a child’s education is very important. Parents are, and can be, a valuable force when it comes to their child’s education. The purpose of this study was to investigate parent’s knowledge of appropriate practices in their child’s elementary physical education classes. The data were obtained by surveying 311 parents. Parents were asked to complete a 40-statement survey dealing with appropriate practices in elementary physical education. The data showed that parents tended to correctly identify appropriate practices in their child’s elementary physical education class. Yet, from the 40 survey statements, six statements were incorrectly answered by a majority of parents. It is hoped, if parents are more educated regarding their child’s physical education experience, then there is a greater chance they will be more willing to support, or continue to support, elementary physical education in their child’s education.
The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents
Authors: Azaola Marta C.
Published: December 2023

This paper analyses home-school-community links from three different standpoints: education policies, schools and families. The paper provides empirical evidence on how education policies, schools and families operate in the Mexican context. Evidence from this study suggests that the interrelationship between these three standpoints is not equal and constant. Although it could be argued that ideally these should have a balanced relation, evidence from this study reveals that a bottom-up intervention is, in practice, more difficult to achieve considering that it is difficult for families to influence education policies and change school practices. The paper claims that studies on home-school-community links should critically explore the interrelation between education policies, schools and families in order to unveil inequalities within home-school-community links.
What we tell them is not what they hear: the importance of appropriate and effective communication to sustain parental engagement at transition points
Authors: Davies John D. , Ryan John , Tarr Jane
Published: December 2023

This paper examines the way that parents perceive and react to the way schools communicate with them. Particular focus was placed on parents who could be identified as moderately marginalised and despite ready engagement with their children’s primary education, were likely to disengage at the transition stage. The research found that parents are often alienated as a result of poor communication – significantly, at the stage of transition from primary to secondary. Specifically, the research revealed tensions resulting from misinterpretation of well-intentioned strategies to communicate in various ways. Parents drew attention to a range of communication barriers that to closer collaboration and engagement with the school, highlighting factors such as: the formal and dictatorial language and tone of newsletter; difficulty in communicating with members of staff; absence of a named person to contact when concerns were experienced; communication that appears to be one-directional; lack of prompt responses; administrators acting as gatekeepers; inconvenient timing of school meeting and parents’ evenings; parents felt that the school viewed parents’ evenings (and other related activities) as more focused on the needs of the school as opposed to the needs of the parents or their children. Others found them to be intimidating and/or not ‘family-friendly’.
The role of parent-teacher involvement in child adjustment and behaviour in child-care centres
Authors: Pirchio Sabine , Volpe Elena , Taeschner Traute
Published: December 2023

Many studies have shown that parent-teacher collaboration results in better school performances and social skills (Arnold, Zeljo, Doctoroff, & Ortiz, 2008; Comer, 1984; 1988; Izzo & Weissberg, 1999; Kohn & Zellman, 1994; Marcon, 1999; McNeal, 1999; Taylor & Machida, 1994). The role of the relationship between parents and educators in the child’s development and wellbeing is relatively unexplored in infancy and early childhood. This work investigates the relationship between the child’s behaviour, the parent-teacher relationship and the parents’ satisfaction with aspects of care and provision in day-care centres. The study involved 100 families of children (48 boys; average age 27.7 months) attending 5 day-care centres, and 29 day-care educators. A questionnaire was given to the parents to assess their child’s temperament, attitudes toward the day-care activities and services and parent-teacher involvement. Day-care educators filled in a questionnaire on job satisfaction, children’s problematic behaviour and parent-teacher involvement. Results show that parents’ satisfaction with material features is associated with their satisfaction with educational features of the day-care. Parent-teacher involvement assessed by parents is negatively associated with parents’ age, education and satisfaction with the day-care services, and is positively correlated with the child’s social orientation, emotional development and motor activity.
Social Values and Authority in Education: Collaboration between School and Families
Authors: Bernal Aurora , Urpí Carmen , Rivas Sonia , Repáraz Rosario
Published: December 2023

A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.
Authoritative and Class-Sensitive Parents: Parental Identities Shaped through Personal and Political Transitions
Authors: Mendel Maria
Published: December 2023

Memories that support our identity usually appear in narratives that we produce. This article presents research findings based on the analysis of biographical narratives of parents involved in the project entitled Parents, school and educational transition in Poland: 1989–2009 (University of Gdansk, 2006–2009). The parents told stories about their childhood (and school education in the former system) and about their parenthood by which they experienced the new social order (and their children’s school education). Being interested in identity work in the light of memory processes, the author analysed parts of interviews that reflect a specific type of influential memory. It resulted in a descriptive reconstruction of the parental identity, strongly informed by the parents’ recollections of their own school experience. On the one hand, memories seem to shape parents’ approaches to the teaching staff and the school. On the other hand, they show what parents learned throughout their transition from childhood to parenthood. Some aspects of identity remain the same, regardless of changing social and political contexts and regardless of personal educational transition. Still, parental identity, based solidly in the past, may determine the future of school education, particularly in terms of family – school partnerships.
Germany’s School-Based Parent Cafés: A new Hype or a Sustainable Way to Update Home-School Policies?
Authors: Medvedev Alexei
Published: December 2023

The following contribution examines a socio-cultural phenomenon that has been emerging in Germany in the recent years – school-based ‘Elterncafés’ (parent cafés). Meanwhile, this term is accustomed by school development practitioners. Therefore, it still raises the question of definition. Parent cafés seem to be a promising format of cooperation between parents and schools, an attempt to attract more foreign-born parents through establishing an institutionalized but at the same time low-threshold setting that combines both Oriental and Occidental traditions of coffee houses and tea rooms. It is too early to claim the school-based parent cafés would manage to evolve a long-awaited breakthrough in home-school policies and replace out-of-date structures of school-parent communication in this country.Nevertheless, the fact is that nationwide the parent café model finds more and more advocates across all school types. One of them is the Europe School Gymnasium Hamm in Hamburg, Germany. The paper gives a vivid example how the school managed to establish its parent café in cooperation with parents, parent facilitators and BQM, a Hamburg-based think-tank. The author reflects this experience from a practitioner’s point of view and proposes some principles of a school-based parent café.
Reformation of Storied Assumptions of Parents and Poverty
Authors: Pushor Debbie , Ciuffetelli Parker Darlene
Published: December 2023

We begin this article by introducing research into a curriculum of parents (Pushor, 2011, 2013).  We then make visible how pre-service teachers’ engagement in such a curriculum creates possibilities for teachers to actively resist deficit-based conceptualizations and to deepen their understanding of discourses of poverty and of representations of parents.  The research is situated in Dewey’s (1938) foundational conception of experience as education and in Clandinin and Connelly’s (2000) explication of a narrative inquiry framework comprised of stories of experience. We take up Ciuffetelli Parker’s (2013) notions – narrative reveal, narrative revelation, and narrative reformation – which we use to examine stories which illuminate one pre-service teacher’s growing understanding of the complexities of teaching in a school community affected by poverty.  Using Ciuffetelli Parker’s narrative elements, we demonstrate how a teacher candidate, who experienced an explicit curriculum of parents, came to see parents affected by poverty as knowing and knowledgeable and as having an important place and voice in their children’s schooling and education
Parental perspectives on Danish full-day schools for ethnic-minority students
Authors: Holm Lars
Published: December 2023

With regard to ethnic-minority students, different education-policy strategies have been discussed and tested in Denmark over the past 30 to 40 years. The most recent are the so-called “full-day schools”, which have been established in a number of municipalities that have areas with a high concentration of ethnic-minority students. Based on an understanding of full-day schools as an education-policy strategy, I use a policy-ethnographic perspective to analyse a trial that took place in the three local schools in the area of Vollsmose in Odense, Denmark. One class from each school was selected for the three-year research project. Using qualitative data from the research project I describe and analyse parents’ reactions to and interpretations of the full-day school trial. These insights illuminate not only the different attitudes of an often overlooked group of actors in response to a trial at their local schools, but also the contradicting values and norms that apply to schooling ethnic-minority students on a more general level. The findings suggest a need for a highly differentiated and “non-ethnicised” view of ethnic minority parents.
Making Homework a Catalyst of Teacher-Parents-Children’s Collaboration: A Teacher Research Study from an Elementary School in China
Authors: Gu Huifen , Yin Lidan , Li Jiacheng
Published: December 2023

Promoting teachers, parents and students to collaborate and participate in homework has important value to improve educational quality and develop a learning community. Based in the Chinese education context, the authors conducted an experiment of Happy Homework in one elementary school. The homework catalyzed the full participation of parents and cooperative innovation between the teachers and students. To investigate the outcomes and experiences of the project, the authors utilized a variety of research methods, such as questionnaires, onsite observation, interviewing and discussion with stakeholders, and transcript analysis. The authors found that collaboration among teachers, parents and students played a big role in the development of the students. It stimulated the students to perceive the quality of learning, and the students’ performance, learning quality, self-awareness, and social and emotional development was improved. In addition, a learning community was developed. Based on the initial case study, a series of follow-up research studies are being carried out in the case study school.
The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden
Authors: Balto Asta Mitkijá , Johansson Gunilla
Published: December 2023

The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities.  The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.
“Collaboration with parents isn’t a burden. It’s just a natural part of my work.” - Parental Involvement in Switzerland – An Analysis of Attitudes and Practices of Swiss Primary School Teachers
Authors: Egger Jan , Lehmann Jürgen , Straumann Martin
Published: December 2023

The subject of home-school relationship is normatively charged and has increasingly become the focal point of pedagogical discourse in the past years. The article reports results of the project “Home-School Cooperation”, which was supported by the Swiss National Science Foundation. This qualitative study examines, how teachers shape their interaction with parents. The main research question is, which habitualised background convictions guide the interaction of teachers with parents. The data was collected in 10 Swiss primary schools. 39 interviews with teachers and headmasters were transcribed for case reconstructions. They were analysed using sequence analysis according to the method of objective hermeneutics (Oevermann, 2000, 2002a) and interpreted in the tradition of the “Deutungsmusteranalyse” (analyses of patterns of interpretation) (Dewe, 1984). We refer to Oevermann’s theory of professionalisation (Oevermann, 1996, 2002b). Main results are: Teacher–parent cooperation differs as follows: active vs. passive focus on action; dominant client focus; the way the school’s interests is enforced on parents. Teachers show three different interpretations on school–family relationship. “Schools and families as unconnected agents of socialization”; “schools and families as disparate actors of socialization” and “cooperation as a partnership in a professionalised work alliance”. Moreover, seven super-individually interaction patterns can be reconstructed.
Building trust in elementary schools: the impact of home school community collaboration
Authors: Ho Sui Chui Esther
Published: December 2023

There is a general consensus among contemporary social scientists that social trust is important(Alexander, 2003; Coleman, 1990; Delhey & Newton, 2003; Huang, 2003; Putnam, 1993). In thecontext of education, trust was seen as a goal and a tool for school improvement (Meier, 2002; Brown, 1998; Schneider & Bryk, 2002). This paper examines teachers’ trust in schools and the factors related to their level of trust. Results of factor analysis show that 19 items measuring teachers’ trust can be categorized into four factors of relational trust: “teachers trust on students”; “parents trust on teachers”; “teachers trust on parent” and “teachers trust on parental involvement”. Results from descriptive analysis indicated that teachers in general hold a positive attitude toward the students and their parents, and majority of teachers are also quite positive towards parents’ support and the mutual respect between teacher and parents in Hong Kong. Results from the hierarchical regression analysis suggested that parent social background factors (SES), but not teachers’ background factors, has the strongest association with teachers’ level of trust. The results suggested that upper-class students are more likely to have higher level of trust on student, trust on parent and trust on parental involvement. However, teachers are more likely work harder to establish trust relationship with parents from working class students. Moreover, the seven types of home-school-community collaboration appears to have different contribution to the dimensions of relational trust in Hong Kong elementary schools even after background factors have taken into account.
Crossing home – school border as rites de passage
Authors: Mendel Maria
Published: December 2023

We can analyse home – school discourse in accordance to Arnold van Gennep’s theory of the rites de passage (Van Gennep, 1986). Its essential three components (rites) might be perceived in the process of children’s and parents’ home – school transitions.  Assuming that children and their parents transit from one to another social status quo we can see the basis for ritual forms of transition that are typical in such processes.We can also indicate binary oppositions that describe these statuses, e.g.: child vs. student, parent vs. parent of student. Thus, after van Gennep, we are able to name the following rites: rite of exclusion, rite de marge (marginalisation), and rite of inclusion in the home - school transition.The paper presents selected landscapes of school life, in which ritual pattern of transition (rittes de passage) are indicated and analysed in the context of potential opportunities of changes in the ways of parental involvement and democratisation of social life in Poland.
Types of parents and school strategies aimed at the creation of effective partnerships
Authors: Smit Frederik , Driessen Geert , Sluiter Roderick , Sleegers Peter
Published: December 2023

In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Parental involvement: beyond demographics
Authors: Georgiou Stelios N.
Published: December 2023

The aim of this paper is to discuss the definition and the parameters of parental involvement. It looks at the psychological aspect of the term (i.e. from the point of view of the individual parent) while it recognizes the importance of the sociological factors that contribute to its development (the teachers’ resistance, the school climate, the societal demands and expectations). The paper tries to answer questions such as: what is involvement, who gets involved and why, how can involvement be encouraged? The main argument of this paper, based on empirical evidence, is that demographic characteristics (gender, educational level, socio-economic status) could facilitate or hinder involvement, but they are not the only ones. Beliefs and attitudes could also play either role. This is hopeful because, unlike demographics, beliefs are changeable. Intervention programs that aim at the strengthening of parental involvement could take advantage of existing knowledge on attitude change.
Cooperation between school and parents of SLI children
Authors: Lazarevic Emilija , Kopas-Vukašinović Emina
Published: December 2023

Starting school is a significant turn-point in the life of every child, especially so for children with speech-linguistic impairments (SLI) and their parents. The cooperation between the parents and the teacher heavily influences school attainments of such children. This, of course, means that constant help of professional speech therapists is also necessary in order to eliminate or reduce maximally the consequences of the detected disorders. School attainment of these students is largely determined by their speech-linguistic development and particular impairments. Hence this paper focuses on basic manifestations of the most common disorders and, in the same context, on the duties of the teacher in relation to the parents of the SLI children. It is necessary that the teacher achieve a continuous cooperation with the parents in order to enable the SLI students to integrate into school environment as fully as possible. Suggested are some measures for improving the quality of teacher-parent relations which can stimulate the progress and development of the SLI students, especially in the sphere of their socio-emotional development. This includes the development of their emotional stability, sense of security, acceptance and satisfaction.
Perspectives on parents’ contribution to their children’s early literacy development in multicultural western societies
Authors: Denessen Eddie
Published: December 2023

In this paper a review is provided of literature on early literacy programs with an emphasis on the role of parents in supporting their child’s early literacy development. Many early literacy programs emphasize the role of parents in supporting their child’s early literacy development. Suggested parent involvement activities in these programs mainly focus on reading activities (e.g. reading to children, shared reading), which are said to be very effective in promoting children’s literacy skills. Perspectives on parents’ role in supporting early literacy development, however, may vary across programs. Early literacy programs focus on parents’ supporting roles with varying levels of culture responsiveness. As current academic debates on early literacy development shift towards increased responsiveness towards minority cultures and try to link early literacy practices to strengths of existing cultural defined family practices, the current socio-political climate in western multicultural societies seems to call for less responsive practices, because culture responsiveness might endanger integration of minorities and negatively affect social cohesion. It is argued that a future challenge is to broaden intervention studies with socio-political perspective
Emotional space. Home vs institutionalised space. Kindergarten, as a meaningful place for six-year-old children
Authors: Karczmarzyk Malgorzata
Published: December 2023

Why home and kindergarten, these meaningful places, are such different worlds? Why are there different meanings attached to meaningful places? And why do two places have absolutely different meaning to a six-year old child? What does the social process in the places look like, and how is this influences by ‘meaningful others’?  These questions are the core of me paper. Such different spaces also: people such as ‘meaningful others’, child, his/her parents and peers make a child become a part of a society. And the way in which the space influences the child, depends on his/her socialisation process. Through the semiotic analysis of children’s drawings I am going to show how the emotional level connects with places and people, that I selected. I am going to characterise these places, that is: home and kindergarten, but also I am going to show that these places are not empty. They are full of people, who are more or less meaningful to the child.
Doğum Sürecinde Aile Desteğinin Doğum Memnuniyeti ve Konfor ile İlişkisi
Authors: GÖKÇEK AYŞE İREM , YAZICI SAADET
Published: December 2023

Amaç: Bu araştırma, doğum sürecinde aile desteğinin annelerin doğum memnuniyetine ve konforuna etkisini araştırmak amacıyla yapıldı.
Gereç ve Yöntem: Tanımlayıcı ve kesitsel türde planlanan çalışmaya, Temmuz-Eylül 2021 tarihleri arasında doğum için başvurmuş olan ve çalışmaya katılmayı kabul eden 350 multipar kadın örnekleme dahil edilmiştir. Araştırmada veri toplama formu olarak kadınlara ait sosyo-demografik bilgilerin yer aldığı “Anne Anket Formu”, “Doğum Konforu Ölçeği (DKÖ)” ve “Doğumda Anne Memnuniyetini Değerlendirme ölçeği (NDAMDÖ)”kullanılmıştır. Araştırma verileri hastanenin doğum ünitesinde yüz yüze tekniği ile toplanmıştır.
Bulgular: Çalışmaya katılan annelerin NDAMDÖ puan ortalaması 204,49±15,21 ve DKÖ puan ortalaması 41,55±4,03 olduğu belirlendi. Annelerin yaş, eğitim durumu, doğum öncesi izlem ile hem DKÖ hem de NDAMDÖ toplam puanları arasında, planlı gebelik ile DKÖ puan ortalaması arasında anlamlı fark bulunurken refakatçinin destek sağlama durumu ile de NDAMDÖ puan ortalaması arasında anlamlı fark bulundu (p<0.05). Ayrıca doğum konforu ölçeği ve memnuniyet ölçeği arasında pozitif yönlü orta korelasyon tespit edildi.
Sonuç: Bu sonuçlar doğrultusunda doğum ortamının ve aile desteğinin doğuma yönelik konforu ve memnuniyeti etkilediği saptandı. Ayrıca, annelerin doğum konforlarının doğum memnuniyeti üzerinde etkili bir faktör olduğu görüldü.
METABOLICALLY HEALTHY OBESITY
Authors: Koçak Betül , Emirhüseyinoğlu Ayşenur , Alphan Müveddet Emel
Published: December 2023

Obezite, gün geçtikçe insidansı artan ve 21. yüzyılın pandemisi olarak kabul edilen bir hastalıktır. Obeziteye neden olan genetik faktörlerin yanı sıra esas
nedenler yüksek enerjili besinleri içeren, doymuş yağ ve basit şekerden zengin beslenme tipi ve hareketsiz yaşam tarzıdır. Obezite, bireyi sadece fiziksel
olarak etkilemez, birçok metabolik sorunu beraberinde getirir. Ancak, her obez bireyde metabolik sağlık sorunları görülmeyebilir. “Metabolik olarak sağlıklı
obezite” olarak tanımlanan bu kavramın altında birçok faktör yatmakla birlikte hepsi tam olarak aydınlatılamamıştır. Genel geçer tanı kriterlerinin olmaması,
metabolik olarak sağlıklı obezite prevalansı hakkında kesin bilgiye ulaşılmasını engellese de bu fenotipe sahip bireylerin kardiyometabolik risk açısından
daha avantajlı olduğu bilinmektedir. Obezitesi olan tüm bireylerde erken ölüm, kardiyovasküler hastalıklar, tip 2 diyabet ve kanser riskini azaltmak için
metabolik ve kardiyovasküler anormallikler göz önünde bulundurulmalıdır. Bu makalenin ele aldığı araştırmalar, metabolik sağlıklı obezlerden metabolik
sağlıksız obezlere dönüşüm ve tezahürlerin daha iyi önlenmesi için belirleyicileri ve değiştirilebilir risk faktörlerini aydınlatmalıdır.
Keharmonisan dalam Keluarga
Authors: Triyanto Agus
Published: December 2023

Bahan seminar sehari
Proximal Tibial Recurvatum-Valgus: Analysis and Treatment
Authors: Georgiadis Andrew G. , Nahm Nickolas J. , Dahl Mark T.
Published: December 2023

Genu recurvatum-valgus arises from the proximal tibia and poses challenges in its treatment. The etiology of the combined deformities can include physeal trauma (often unrecognized), iatrogenic injury, infection, tumor, Osgood-Schlatter syndrome, skeletal dysplasia, and ligamentous laxity. Both osseous and ligamentous contributions must be recognized for successful treatment. A graphical planning method identifies the true (oblique) plane of deformity. Surgical treatment options include epiphysiodesis to prevent progressive deformity, guided growth, opening-wedge proximal tibial osteotomy, and gradual correction with concomitant limb lengthening using external fixation or motorized internal lengthening. Opening-wedge proximal tibial osteotomy conducted along the true deformity plane is a reliable surgical method for lesser-magnitude deformities. Gradual correction using circular external fixation is considered when the magnitude of correction is greater than 25º or when limb shortening and/or multiplanar deformity is present. After successful surgical management, patients can expect to achieve correction of knee hyperextension, posterior tibial slope, and mechanical axis. Restoration of these parameters re-establishes physiologic loading of the knee. This review illustrates the clinical and radiographic assessment of the deformity, relevant anatomy, and five surgical techniques for the genu recurvatum-valgus deformity of the proximal tibia.
Didon, héroïne médiévale de l’Ovide moralisé ?
Authors: Cusset Sara
Published: December 2023

Parce qu’elle possède certaines qualités du héros masculin traditionnel, Didon pose problème quand il s’agit de donner une définition de l’héroïsme féminin au Moyen Âge. L’Ovide moralisé s’interroge sur cette figure ambiguë en la confrontant à différents modèles héroïques, antiques et médiévaux, auxquels le personnage échoue à s’identifier, si bien que Didon ne peut finalement apparaître que comme un contre-modèle.