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Objective: This article tracks changes in stories of parental authority in Norway from a youth perspective, comparing how three generations talked about their own relationships with their parents while growing up. Background: Previous research has described contemporary youth–parent relationships as being characterized by both diminution of parental authority, due to a democratization of family life, and by more covert forms of parental control. In addition to shedding light on generational differences in youths' perspectives on parental authority, the analysis reveals important nuances with regard to the ambiguous dynamics of power in contemporary youth–parent relationships. Method: Through a narrative analysis of the stories of 67 participants, the article maps out how the three generations talked about different ways of "doing authority," connoting how parental authority was relationally constructed and normatively anchored in their stories. Results: Although the successive democratization of the youth–parent relationship is visible across the three generations, this democratization does not entail a corresponding loss in parental authority. Conclusion: The normative sources by which youth legitimize parental authority have changed to include ideals of the equal and close parent who is deserving of respect and hence retains an emotional authority. [ABSTRACT FROM AUTHOR]

Introduction: Parent training (PT) programs are recognized as effective interventions that enhance parenting techniques and improve the parent-child relationship. In Japan, these programs are increasingly implemented to help parents manage behavioral issues in children. This study evaluated the effectiveness of PT pamphlets designed and distributed in Shioya Town, Japan, by comparing outcomes between the intervention and control groups and within subgroups of parents, categorized based on their children's need for follow-up health checkups. Methods: The study included an intervention group that received PT pamphlets during their 1.5-year health checkups and a control group that did not. Data were collected through self-administered questionnaires at the 3.5-year health checkups, assessing adherence to 3 recommended parenting techniques. The analysis focused on comparing intervention and control groups, evaluating adherence to 2 recommended parenting techniques versus one or none. The study also analyzed adherence to each recommended parenting technique within subgroups of parents whose children needed follow-up health checkups and those whose children did not. Results: The study included 114 participants, with 55 in the intervention group and 59 in the control group. Analysis revealed that 29.1% of the intervention group adhered to 2 recommended parenting techniques, compared with 24.6% in the control group. However, no significant differences were observed between the intervention and control groups in adherence to 2 recommended techniques versus one or none, or to any single technique among the 3. Subgroup analyses revealed significant differences in adherence among parents whose children were identified to have developmental concerns at the 1.5-year health checkup and were required to have follow-up checkups, specifically in the "avoid immediate reactions" approach between intervention and control groups. Conclusions: The PT pamphlets effectively increased adherence to recommended parenting techniques in the intervention group among children requiring follow-ups. This underscores the importance of culturally adapted PT programs and demonstrates the potential of simple educational interventions in improving parenting styles. [ABSTRACT FROM AUTHOR]

We used the emerging postcolonial frame of plantation pedagogy to understand parent involvement within urban Bahamian schools. We report on survey (parents, n = 377; teachers, n = 96), interviews (n = 33), and forum (n = 17) data to identify barriers and solutions to involvement. Findings demonstrate pervasive plantation ideologies and practices that shape interactions between parents and schools. We discuss our findings in relation to social and economic issues within Bahamian society, school and ministerial bureaucracy, and the metaphor of the inner planation. We make recommendations to teacher education programs. [ABSTRACT FROM AUTHOR]

Collaboration between parents and teachers in the education phase is crucial because primary school-age children still spend a lot of time at home with their parents. This study aims to examine the dimensions of the role of parents and teachers in the quality of education in both public and private primary schools. Subsequently, this research will explore the factors that significantly impact the quality of education and draw comparisons between public and private schools. Ten school principals, 60 teachers, and 1,168 parents from 10 Indonesian schools (5 public schools and five private schools) were among the total participants. The study results show that the difference between public and private schools lies in the role of the teacher. The role of parents is where the two schools share similarities. This study emphasizes the crucial role of collaboration between teachers and parents in enhancing educational quality in primary schools.

Parental involvement can be seen in parental practices to help children’s academic and intellectual activities. There is a correlation between parental engagement and motivation enhancement, favorable views toward language acquisition, and improved self-confidence in children. Therefore, the present study investigates the impact of parental involvement on young learners' speaking performance and classroom instruction in English as a Foreign Language. Using a qualitative, grounded theory approach, the study involves English teachers of young learners and parents of children aged seven to ten years old who learn English as a foreign language. Findings reveal that students with parental supervision demonstrated increased engagement and superior English pronunciation skills. Parents primarily employ a parenting style supported by Mobile Assisted Language Learning (MALL), using verbal communication, drilling exercises, and digital materials. Interestingly, parents often rely on teachers' autonomy in selecting appropriate instruction due to psychological considerations, fearing inconvenience if they intervene in teaching strategies. In response, teachers incorporate novel strategies to meet parents' expectations and address their concerns. The study suggests that engaging parental involvement in young learners' language learning brings beneficial effects for optimum child language acquisition. These findings highlight the complex interplay between parental involvement, teaching strategies, and young learners' language development, emphasizing the importance of collaborative efforts between parents and teachers in fostering effective English language learning environments.

Background: Many studies show a positive link between student achievement and family participation in school. Family participation in school can also benefit the whole educational community, contributing to a shared community responsibility for education. Despite this, in many schools, family participation can be incidental or superficial. There are also different understandings of the role of families in schools, with the term 'family participation' being ambiguous and complex. Purpose: This study aims to analyse how family participation in school is understood in one region of Spain. It explores different forms of family participation by giving voice to a range of different groups involved in students' education – not just families and teachers. The questions guiding the study are as follows: 1) What role does communication play in family participation in schools?; 2) What are the actions taken by different stakeholders when participating?; 3) How do families approach their rights and duties when participating in school?; 4) What are the barriers to family participation?; and 5) what are the actions for improvement that favour a participatory culture? Method: A qualitative, participatory methodology was used, drawing on data collected through semi-structured interviews, both group and individual, with 44 multi-stakeholder participants. A thematic content analysis was carried out using Maxqda22, a qualitative data-analysis programme. A deductive system that generated categories was combined with an inductive system that generated codes. Findings: The key factor to achieving participation was effective communication. Sometimes, this was initiated by the school towards the family, and at other times, at the request of the family. In either case, the key to success lay in the design of communicative strategies that went beyond the transmission of information about urgent events occurring at school. Suggested solutions for improving family–school interaction included trusting in families, and training them, or providing them with the necessary tools to approach their participation. Conclusions: Participation varies in its nature and occurs when there is a shared school-family project in which attitude and communication play an important role. Barriers to participation include ideological differences, and a lack of genuine awareness of the importance of the role that families can play in school. The main proposal to promote family participation is to find ways to overcome individualism through shared projects. [ABSTRACT FROM AUTHOR]

Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined 'types'. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents' involvement 'type'; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as 'appropriate involvement' and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a 'flexible line of involvement' which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them 'crossing the line'. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement. [ABSTRACT FROM AUTHOR]

The purpose of this phenomenological study is to discover the lived experiences of the special education teachers and parents in terms of providing psychosocial support to children with learning disabilities. Five (5) parents of children with learning disabilities (LD) and Five (5) special education teachers were chosen to be interviewed individually. Moreover, this study utilized a qualitative methodology to be able to gather in-depth data into and understanding the phenomenon. The result of this study has shown that majority of the parents of children with learning disabilities and special education teachers collaborate effectively through interaction and exchanging of feedbacks to maintain their engagement with one another and to consistently guide the child towards growth and development. [ABSTRACT FROM AUTHOR]

Purpose: There has been concern that a shift in disability funding to the National Disability Insurance Scheme (NDIS) in Australia may have influenced paediatric speech and language intervention to involve parents less in service delivery. This study aimed to describe paediatric speech-language pathologists' (SLPs) practices and perceptions of parent involvement in NDIS-funded speech and/or language intervention. Method: Seventy-two paediatric SLPs currently practicing in Australia with NDIS-funded speech and/or language clients completed an online survey. The survey assessed SLPs' self-reported practices supporting parent involvement through Likert scale responses and included open-text questions about perceived barriers and facilitators in NDIS-funded intervention services. Results from the survey were analysed using descriptive statistics, significance testing, and thematic analysis. Result: The majority of SLPs indicated commitment to involving parents in intervention. Experienced SLPs used more family-centred practices and Department of Education (DE)-based SLPs used fewer. Barriers arose from SLP, parent, and workplace characteristics. Facilitators included communication and rapport building, utilising a family-centred model of service delivery, and parent characteristics. Conclusion: This self-selected sample of Australian SLPs utilised many techniques to facilitate parent involvement within NDIS-funded paediatric speech and language intervention. Results indicate NDIS-funded SLP services for families are family focused. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if conceptually and psychometrically rigorous measures of socioeconomic status could be developed for the National Household Educational Surveys (NHES). Exploratory factor analyses were performed for the following NHES: (1) Parent and Family Involvement in Education; (2) School Readiness; (3) Early Childhood Program Participation; (4) After School Programs and Activities; and (5) Adult Education/Adult Education and Lifelong Learning over several years of this administration, including two of the NHES surveys conducted in 2019. The results, while preliminary, suggest that rigorous measures of socioeconomic status (SES) can be constructed for most of the surveys based on Hauser and Warren’s model which used income, education, and occupation. This should enhance inferences based on these data and simultaneously increase the appeal of this database to the educational research community. If the measurement of SES is enhanced, it will fundamentally raise the level of quality of research findings and make them more attractive to educational researchers who use the NHES survey database. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion This research note investigates changes in American parents' financial investments in children during the COVID‐19 pandemic, as well as whether and how changes in parents' spending varied based on parental education.Parents purchase goods, experiences, and services that shape children's human capital and life chances. Socioeconomic differences in parental expenditures on children represent an important pathway for perpetuating inequality across generations. The COVID‐19 pandemic disrupted children's lives in ways that may have changed these levels of investment.The 2015–2022 Consumer Expenditure Survey (CEX) is used to describe spending on five key categories of investments in children's human capital (educational spending, extracurricular activities and lessons, computers and tablets, formal childcare, informal childcare) overall and by parental education. Mediation analysis assesses the extent school closures explain these changes.Childcare and extracurricular expenditures initially decreased significantly and then gradually recovered to pre‐pandemic levels by the end of 2021. Cutbacks were primarily among more educated families. However, spending on schooling increased in 2021 and computer and tablet purchases spiked in 2020, particularly among more educated families. Mediation analysis suggests that when expenditures were most affected by the pandemic (in 2020), school closures explained 50%–70% of those changes.This note provides evidence that during the pandemic socioeconomic inequalities in child‐related spending decreased in some categories of spending (e.g., childcare and extracurriculars) and increased in others (e.g., computers and tablets). Many changes appeared short‐term, but changes in education point to possible longer‐term shifts in parents' preferences about children's educational environments. [ABSTRACT FROM AUTHOR]

Children's religious education is vital for the formation of pupils in Dutch Orthodox Protestant schools. Therefore, it seems self-evident that parents and teachers cooperate. This article presents research on parents' and teachers' opinions about the helpfulness of cooperative practices in religious education. A total of 1346 parents and teachers completed questionnaires developed from a previous study. This article finds that parents and teachers cherish the ideal of 'coherence between school and family' although differences between the respondent groups and school types occurred. Moreover, the research shows that this ideal influences the valuing of cooperative practices of religious education. [ABSTRACT FROM AUTHOR]

This study examined parents' experience of involvement in their children's engineering activities. A convenient sample of 24 parents, whose children were enrolled in pre-kindergarten to second grade, participated in the interviews individually. Results indicated that parents enjoyed their time with their children when engaging in engineering activities, they enjoyed the family time and they were happy to see how capable their children were. At the same time, results also revealed some challenges that parents experienced, such as selecting a topic, giving up control, and breaking up the projects into sessions. Parents reported engineering toys at home but some of them need help recognising what constitutes an engineering toy. Suggestions for supporting parents and improving their experience of involvement in their children's engineering activities are provided. Implementations in terms of carrying out engineering activities at home and at school are also included. [ABSTRACT FROM AUTHOR]

Family involvement activities are of a significant place in increasing the success in preschool education and maintaining the education. However, while mother involvement is obtained in the family involvement activities, father involvement is neglected. For that reason, the current study aims at determining the views of teachers with regard to father involvement in the preschool education programs. The working group of the study consisted of 23 preschool teachers. The study is a descriptive survey. The data were obtained through individual interviews. As a data collection instrument, "Teacher Interview Form" was used. The data were analysed through content analysis method. At the end of the research, a great majority of the teachers stated that they were proficient in applying family involvement studies. They also pointed out that they held more family meetings in order to obtain family involvement and then they implemented involvement activities both in the class and out of the class for parents. They expressed that they observed more mother involvement in these activities that fathers. Parents expressed that the reasons why fathers involved in these activities less compared to mothers were the working conditions of fathers and that it was regarded as a task of mothers. [ABSTRACT FROM AUTHOR]

Family engagement in childcare is important to ensure the optimal growth, development, and safety of children. Previous research has explored family engagement practices, but limited research is available on the application of theory to explain the uptake of family engagement principles. The purpose of this study was to explore the use and perceptions of the National Association of the Education for Young Children's six principles of effective family engagement among childcare providers from various childcare settings following the Innovation-Decision Process of the Diffusion of Innovation Theory. A semi-structured interview with a card-sorting task was used to explore providers' knowledge, adoption, and perceived difficulty of implementation as well as their perceived outcomes, reasoning for use or non-use, and advice on use of the family engagement principles. Notable findings suggest variance in childcare providers' knowledge, adoption, and perceived difficulty of all six family engagement principles. Childcare providers mentioned various perceived outcomes and reasoning for use of principles, such as improved relationship with parents and enhanced child learning. Lack of time and perceived disinterest of parents were commonly reported difficulties for the use of family engagement principles. Future studies should expand upon the exploration of family engagement practices and comparison between different childcare settings and philosophies. Further efforts are needed to investigate effective integration and use of technology for communication. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study results revealed that role activity and self-efficacy beliefs either fully or partially mediated the relationships between contextual variables and parent involvement in education, meaning the existence of relationships, either in total or in part, depends on parents' role activity and self-efficacy beliefs. Overall, the study concluded that parents' role activity and self-efficacy beliefs are two essential factors associated with parent involvement level because they enhance the relationship of the contextual factors with parent involvement, even they activate the relationship between some contextual factors and parent involvement level. [ABSTRACT FROM AUTHOR]

Parents are their children's first teachers and there are long-standing calls for their involvement in child sexual abuse prevention. In this rapid systematic review, we asked the following questions: what rationales are used to justify parental involvement in child-focused child sexual abuse (CSA) prevention programs? what approaches are used for parental engagement in child-focused CSA prevention programs? and what are the facilitators and barriers to parental involvement in child-focused CSA prevention programs? We searched CINAHL, Cochrane, ERIC, Medline, PsycInfo, Scopus, and SocINDEX in May 2021. A total of 57 papers met our inclusion criteria, comprised of 50 empirical studies, and 7 program descriptions. Rationales for parental involvement included monitoring and shaping parental attitudes toward CSA program delivery in schools; reinforcing children's learning at home; promoting parent–child communication about CSA prevention; building parent capacity to respond to child disclosures; and supporting program delivery for preschoolers. Types of parental involvement included the following: communication, learning at home, volunteering, decision-making, and collaboration with the community. Barriers to parent involvement included ineffective program engagement modalities, and parental fears and misconceptions. [ABSTRACT FROM AUTHOR]

This article uses figured worlds to explore the limit-situations imposed by dominant narratives of home-school relationships. Through a semiotic analysis of a wall hanging in a preschool classroom, we explore what figured worlds are imagined as possible for home-school relationships. The dominant narratives implicit in these figured worlds ossify configurations of home and school that privilege ways of being and knowing that exclude, reject, or demonize the experiences of culturally, linguistically, and socioeconomically diverse families. [ABSTRACT FROM AUTHOR]

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children. [ABSTRACT FROM AUTHOR]

Parents boost STEM skills by scaffolding children's attention and discovery during play, but many need support doing so. Using human-centered design (HCD) methods, we created activity kits fostering parents' (a) involvement in and (b) valuing of parent-child play to promote preschoolers' STEM skills. Study 1 documents how HCD methods informed the design of guided activity kits. In initial home visits, we videorecorded six parent-child dyads playing with basic building materials. Play revealed minimal parental STEM scaffolding and talk. Collaborating with 18 families and drawing on prior research, parent interviews, videotaped play sessions, and advisory-board members' expertise, the interdisciplinary research team designed and refined activity kit prototypes. Study 2 was a randomized field test comparing use and evaluation of final guided kits (n = 50) versus basic kits (n = 25) that contained identical building materials and challenges but omitted scaffolding guides. Both groups received kits by mail every other week for 10 weeks. Relative to parents given basic kits, parents given guided kits (a) reported significantly more sustained use of the kits across the 10 weeks, (b) felt more self-efficacy in fostering their child's STEM learning, and (c) judged that their child had achieved greater STEM-skill learning from program use. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion This study uses in‐depth interview data to investigate the impact of non‐parental, “other adults” (OAs) on youth development and highlights the importance of better measuring OAs' contributions through the nation's survey infrastructure.Extant survey measures of youths' social relationships were developed in an anomalous historical period of nuclear family dominance. We argue that these measures do not capture the demographic and economic shifts of the late 20th century, which likely made OAs more salient in youths' lives.Analyses draw on life history interviews with 40 youth‐primary caregiver dyads sampled from the Future of Families and Child Wellbeing Study (FFCWS). We triangulate interview data with questionnaires from the four major nationally representative surveys used in research on youth outcomes to compare how meaningful social ties were described by interviewees versus operationalized in surveys.We identified four limitations of extant survey measures in capturing youth–OA relationships. Existing measures typically reproduce the nuclear family model by centering biological and stepparent relationships to the exclusion of OAs; capture OAs' financial contributions but not their socioemotional contributions; neglect harmful OA influences; and treat OAs as aggregates, missing within‐group heterogeneity. We illustrated these limitations using the rich interview data.The FFCWS, drawing on these interviews, has added new measures capturing youth–OA relationships to its year 22 survey wave. Future studies can use these measures to better estimate the population‐level effects of OAs and alternative family structures on the outcomes of youths raised in nonnuclear and disadvantaged families. [ABSTRACT FROM AUTHOR]

In this interview study, we utilize a theoretical framework that combines Bell's theory of choice sets with DisCrit to explore how parents of students with IEPs (SIEPs) experienced a forced school choice embedded with the 2013 mass school closures in Chicago. We find that a child's disability was a primary factor in parent's choices. Further, all parents in our sample had conceptions of ideal schools, but a child's IEP and other barriers—including safety and transportation—could prevent parents from enrolling their child in an otherwise desired school. In this way a child's IEP could provide access to needed services while also denying families from desired learning environments. These findings point to the ableist nature of school choice and contribute to the growing body of research that questions the theoretical underpinnings of school choice as an education reform strategy. [ABSTRACT FROM AUTHOR]

This study explores the experiences of middle-class transnational Latina mothers whose children are enrolled in gentrified dual-language -programs. Drawing upon the theory of differential consciousness, I explored how these mothers' own complex identities informed their navigation of conflicting discourses that position dual-language education on one hand as part of an anti-racist, social justice movement, and conversely as a neoliberal enrichment tool that confers a competitive social advantage for privileged children. Ultimately, this paper highlights how mothers engaged differential consciousness to shift between these ideologies strategically, centering community and working to expand access to these programs to other Spanish-speaking and transnational families. In doing so, they increased racial and linguistic diversity—but not socioeconomic diversity—in these programs. This study argues for the importance of considering multiple dimensions of parent identity in dual-language programs, and for continually acknowledging the key role social class plays in families' experiences of and access to these programs. [ABSTRACT FROM AUTHOR]

Efforts to bolster the school readiness of Latinx children from low-income homes in the United States have focused on fostering parent engagement in children's education. Measurement of parent engagement in early childhood however, has been critiqued for having too narrow a focus on school-based involvement and missing other aspects of Latinx parent engagement. Using a recently developed culturally sensitive assessment of Latinx parent engagement, we test for associations between dimensions of Latinx parent engagement in learning and indicators of school readiness in a diverse sample of Latinx families (n = 114). We find significant associations between multiple dimensions of Latinx parent engagement and indicators of child school readiness. In addition to promoting parent-teacher connections, efforts to support Latinx school readiness equitably are encouraged to attend to various culturally relevant aspects of Latinx parent engagement in early childhood. In particular, investing in programing that supports parents' well-being and capacity for home-based engagement in learning may be a promising way to support the school readiness of Latinx children living in historically disinvested neighborhoods. [ABSTRACT FROM AUTHOR]

Family–school collaborative practice is protected by legislation: the Individual with Disabilities Education Improvement Act (IDEIA) identifies parents as equal members of a multidisciplinary team. However, the discourse of parent involvement, defined by IDEIA (2004) policy, positions Latinx families of dis/abled children and upholds injustices by ignoring systematic racism, linguicism, and socioeconomic inequities. The current expectations for parent involvement do not consider the cultural patterns of families of dis/abled children as they support the developmental and academic goals of their children. This article problematizes an educational system that seeks to categorize, not only dis/abled children, but view their families as having deficits, which disproportionately impacts multilingual families of dis/abled children. By highlighting the origins, cultures, and experiences of Latinx mothers of dis/abled children, disability critical race (DisCrit) theory is expanded to deeply examine cultural identity to challenge the discourse of parent involvement entangled with linguicism, racism and ableist ideology. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the relationship between perceived mother- and father-initiated motivational climates and players' fear of failure in youth male team sports. A sample of 336 youth male players from five team sports (basketball, football, handball, volleyball, and water polo) completed the Parent-Initiated Motivational Climate Questionnaire-2 and the Performance Failure Appraisal Inventory. The results showed that perceived mother- and father-initiated motivational climates were related to fear of failure predispositions. While a mastery orientation (perceived learning-enjoyment climate) had a low association with fear of failure, an ego orientation (perceived worry-conducive and success-without-effort climates) was highly related to fear of failure. Father-initiated climates had stronger associations with fear of failure than mother-initiated ones, revealing that mothers and fathers may have different influences when considering the developmental origins of fear of failure. The relationships between mother- and father-initiated motivational climates and fear of failure varied according to the type of sport, with basketball, football, and volleyball presenting stronger associations. The dimensions "Fear of important others losing interest" and "Fear of upsetting important others" presented the highest explained variance in all sports when predicted by the father-initiated motivational climate. The findings can inform important evidence-based guidelines and recommendations for parents, coaches, and organizations, enabling them to create supportive environments that aid athletes in developing the necessary psychological skills for long-term success and well-being. [ABSTRACT FROM AUTHOR]

Objective: The article examines how maternal gatekeeping practices evolve in the post‐separation trajectory and identifies the main relational and contextual factors shaping these processes over time. Background: Studies of maternal gatekeeping have only recently begun to include post‐separation families based on cross‐sectional research designs. This article is theoretically grounded in a life‐course and human agency framework, and it both offers a novel understanding of maternal gatekeeping as a dynamic process and examines its relational embeddedness. Methods: The data stem from the prospective qualitative study "The multiple paths of lone parenthood," which has been ongoing in Switzerland for over a decade and includes four waves of semistructured interviews with mothers who have experienced lone parenthood (N = 88 interviews). Results: Most mothers reported active facilitation practices at the beginning of their trajectory, encouraging the father–child relationship. Subsequently, shifts toward hands‐off or active gate‐closing practices took place over time along with the evolution of relational circumstances, such as the father's involvement or children's autonomy, or by an accumulation of negative experiences. Conclusion: The relationship with the nonresident father creates ongoing moral dilemmas for mothers over the post‐separation trajectory. Indeed, these mothers must navigate social norms that emphasize the importance of ensuring father–child contact while safeguarding the child's well‐being and ensuring that the father complies with visitation arrangements and alimony. Implications: Professional support and legal regulations should consider the moral dilemmas experienced by mothers by establishing measures to relieve separated mothers of the need to take the initiative to obtain the father's compliance with their obligations. [ABSTRACT FROM AUTHOR]

This study aims to identify teachers' perceptions of the concepts of 'refugee or refugee people' through a metaphorical study. The study uses descriptive research employing metaphors to determine teachers' perceptions of these concepts. Study participants were 320 teachers who worked in different parts of Turkey during the 2023–2024 academic year. The results showed that most teachers feel sorry for refugees, while many hold angry feelings towards refugee people. Positive perceptions were rare. Based on teachers' developed metaphors towards people who are refugees, these four categories emerged: anger, pity, diversity, and definition. [ABSTRACT FROM AUTHOR]

Background: Despite average‐sized U.S. families having more than one child, coparenting in families with two children is understudied. Objective: The main aim of this exploratory study was to provide the first steps toward investigating the construct of divide‐and‐conquer coparenting, a coparenting strategy that emerges in families consisting of two parents and two children in which each parent focuses their attention on one child at a time. Specifically, the aim of the study was to provide preliminary evidence for the validity of a new observational rating scale to assess divide‐and‐conquer coparenting and to examine its relation to coparenting quality. Method: Observations of whole‐family interactions (N = 52 families) were coded for overall use of divide‐and‐conquer coparenting, each parents' involvement with each child, and quality of coparenting (i.e., cooperative and competitive). Parents were also asked to write responses to an open‐ended question concerning how their coparenting had changed since having a second child. Results: Divide‐and‐conquer coparenting was positively associated with parent involvement patterns in which each parent mainly focuses on one child at a time, with parents' endorsement of use of divide‐and‐conquer coparenting in the open‐ended question, and with cooperative coparenting. It was negatively associated with competitive coparenting. Conclusions: Results provide support for the existence of a divide‐and‐conquer coparenting strategy in families with two young children and preliminary validation of our divide‐and‐conquer coparenting rating scale, as well as suggesting that this strategy is related to high‐quality coparenting. Implications: Implications for family intervention and future empirical work in this area are discussed. [ABSTRACT FROM AUTHOR]

The pandemic created a uniquely challenging situation in which educators pursued ways to engage family members. Drawing on interviews and focus groups with educators from six demographically diverse schools in New York State, this qualitative study contributes to emerging scholarship that has begun to document the efforts of educators to engage families during the pandemic. Findings have implications for educators and policymakers seeking to better understand family engagement challenges during the pandemic and offers practical guidance on promising practices educators might use to engage the diverse array of families and children they serve during times of disruption. [ABSTRACT FROM AUTHOR]

Successful middle schools exhibit effective practices that engage families as valued partners. However, as at-home learning increasingly shifts to digital spaces, parents may have concerns with technology and how their role shifts in digital learning environments. This includes concerns about the balancing act for parents wishing to encourage students' independent learning, while also providing sufficient structure to make sure students are on-task in digital learning environments. Therefore, this article focuses on effective ways parent and family engagement can support students' autonomous learning through meaningful digital homework, cultivating students' self-regulated learning, and encouraging bi-directional communication that will assist parents as their role evolves in supporting students' at-home learning in online environments. [ABSTRACT FROM AUTHOR]

Parental involvement is considered essential for children’s educational outcomes. Previous research has connected parental involvement to children’s mathematical achievement. However, it remains unclear how parental values and communication regarding education and academic achievement relate to children’s mathematical achievement and attitudes. The current study aims to fill this gap by building on an earlier project with quantitative data conducted twice, consisting of mathematical tests for children and surveys for children, parents, and teachers. Based on exploratory factor analyses and a theoretically constructed model, we conducted confirmatory factor analyses to establish a structural equation model. The results showed that children’s mathematical achievement and attitudes correlated with the parent’s educational values. In addition, the analyses revealed that the children’s mathematical outcomes were more strongly related to the parents’ values than to the parents’ communication with the children. Limitations of the study and implications for the importance of parents’ values and communication were discussed. [ABSTRACT FROM AUTHOR]

In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students' participation in postsecondary education. [ABSTRACT FROM AUTHOR]

This study investigates parents' perceptions of the impact of cultural diversity on their children and their role in facilitating their children's navigation through diverse cultural landscapes. A questionnaire, part of the Erasmus+ REACT project (the reciprocal maieutic approach), was distributed among 243 parents of secondary school children in Bulgaria, Italy, Greece, and Spain. It aimed to shed light on the effects of cultural diversity on young individuals and the influence of parents in fostering intercultural competences and critical thinking. The findings reveal a strong positive perception among parents regarding cultural diversity, with a significant majority acknowledging its beneficial impact on their children's development. Parents identify themselves as crucial educators and role models, emphasizing the importance of open dialogue, positive exemplification, and the teaching of tolerance and respect. Despite recognizing the general adeptness of their children in interacting with cultural diversity, parents perceive challenges, particularly related to differences in beliefs, religions, and social classes. Parents favor experiential and participatory activities over traditional academic methods for fostering intercultural competence, suggesting a shift toward more inclusive educational practices that involve family and community. This study calls for educational initiatives that promote active participation, connection with the community, critical thinking, and empathy toward cultural differences. [ABSTRACT FROM AUTHOR]

Playgroups are a unique form of early childhood provision involving parents and their children attending together. Parents' attendance at playgroups provides opportunities for involvement in play. However, little is known about parents' practices of co-play in playgroups and the potential for these practices to enhance children's play experiences in early childhood. Drawing on practice architectures theory, this paper identifies parents' practices of co-play in a community playgroup, and the enablers and constraints on those practices. Data were collected through ethnographic methods, which included participant observation and informal individual interviews. The findings show that parents' practices of co-play consider the child's needs and interests in ways that support development and enhance children's play in the community playgroup. This research contributes new knowledge about the range of co-play practices engaged in by parents with children in community playgroups. [ABSTRACT FROM AUTHOR]

Educational interpreters are not neutral mediators of messages. In education, they are policy brokers whose translations can reflect their own social identities and often align with larger social power dynamics, including deficit perspectives of racialized multilingual people. In U.S. schools, language minoritized parents have the right to make decisions about their children's education; yet current theory does not account for their power to shape educational policies—or the political roles of interpreters who represent their negotiations. I propose a theory of interpreters as invisible policy brokers and identity mediators. I employ an approach that centers the questions and agency of newly arrived, predominantly Spanish-speaking mothers in a Midwest school district with growing demographics of language minoritized students. [ABSTRACT FROM AUTHOR]

This study explores longitudinal influences of various factors on Black parents' involvement in their children's education. Guided by Hoover-Dempsey & Sandler's Model of Parent Involvement, this research examines whether parents' school climate perceptions, attitudes about involvement, self-efficacy, and children's academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement. [ABSTRACT FROM AUTHOR]

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In recent years, there has been an increase in the delivery and evaluation of parent education programs within youth sport. Subsequently, some recent reviews of these programs have been conducted. However, one consistent issue across many of the programs and associated review papers is the lack of an appropriate evaluation framework to guide the planning or associated reporting of the outcomes of the interventions. This has limited understanding of the overall impact of sport parenting interventions. Thus, the purposes of the current study were as follows: (a) to identify commonalities in the reporting and evaluation of parent education programs; (b) to identify gaps in the reporting and evaluation of parent education programs; (c) to draw these insights together to provide suggestions regarding how the RE‐AIM could be used to enhance planning and evaluation of evidence‐based programs for parent education in sport. Specifically, utilizing the RE‐AIM framework to provide insights into pertinent evaluation metrics, this integrative review aimed to identify commonalities and gaps in the reporting of parent education programs. The RE‐AIM framework considers the essential elements to assess the external and internal validity of interventions through five dimensions: Reach, Effectiveness, Adoption, Implementation, and Maintenance (Am J Public Health. 1999;89(9):1322‐1327). Subsequently, the review aimed to provide suggestions regarding strategies to enhance the planning and evaluation of evidence‐based programs for parent education in sport. Overall, the analysis demonstrated that most studies presented some pertinent evaluation information related to the RE‐AIM framework, such as the number of participants and contacts made, the measures used, and the program level. However, the studies also lacked information on participant exclusion criteria, the method used to select the delivery agent (e.g., parents engaged in the program), and cost measures. Overall, the current study identified various areas where programs could be enhanced, specifically related to reporting procedural elements (e.g., program design, target population, and costs) pertaining to the implementation of parent education programs. [ABSTRACT FROM AUTHOR]

No abstract available.

This article reports on the findings of the Christian youth ministry involvement in community development in the Mayibuye community of Tembisa, in the Gauteng province of South Africa. The article employed Richard Osmer’s model of the four tasks of practical theological interpretation. These tasks have been used to understand better what is happening in youth ministry and community development contexts in the Mayibuye community by utilising documentary analysis and in-depth semi-structured interviews. The findings divulged that the Mayibuye community faces several socio-economic challenges. Most importantly, young people are the most affected. Furthermore, the findings exposed that youth involvement is limited in community development processes within local communities. As a result, the article proposes implementing a pragmatic strategy to enhance the youth ministry’s involvement in community development. Various principles of the youth ministry have been presented in the study as the essential principles that need youth leaders’ attention for functional youth ministry, and to achieve developmental outcomes. The study also recommended further empirical studies on youth culture, the importance of young people’s inclusion in leadership roles and the use of young people as catalysts for community transformation. Intradisciplinary and/or interdisciplinary implications: The anticipated outcomes of this research endeavour are poised to make a valuable contribution to the current corpus of knowledge in various academic domains, including Practical Theology, Youth Ministry, Theology and Development, Community Development, Congregational Studies, Missiology, Anthropology, and Sociology. This contribution suggests that adopting a pragmatic strategy is likely to yield positive outcomes for local churches, youth ministry, and community development as a whole.

Background: School-family engagement significantly influences educational outcomes, yet South African teachers notice limited involvement from parents, particularly in impoverished communities. Teacher education can play a significant role in preparing teachers to work with parents and communities. Aim: This article promotes Community Cultural Wealth theory as a community-based approach to educational support that contrasts with the conventional view of parent involvement, which often overlooks collectivist African cultures. Setting: Teacher education in South African tertiary institutions. Methods: Drawing from a decade of literature, this conceptual study utilised EBSCOhost, and Google Scholar databases, as well as reference mining to select peer-reviewed English articles relevant to teacher preparation for school -family partnerships. Results: The analysis highlights how the concept of parent involvement should be decolonised and reimagined through the lens of Community Cultural Wealth and offers examples from the Global South and pedagogical tools for teacher education. Conclusion: This article makes the assertion that as long as poverty remains unaddressed, the perception of the uninvolved parent will endure as a consequence of systemic economic challenges. However, by embracing the framework suggested in this article, teacher educators can equip preservice teachers with the skills and perspectives necessary to foster meaningful collaboration with families and communities. The article concludes by highlighting the transformative potential of Community Cultural Wealth theory in promoting equitable and inclusive educational practices. Contribution: This study underscores the importance of cultivating a holistic understanding of family engagement among preservice teachers and challenges the classification of impoverished families as ‘uninvolved,’ advocating for a broader examination of their assets beyond traditional metrics.

This quasi-experimental design study was conducted to examine the effect of the Science Activities Education Program for Parents (SAEPP) on parents’ ability to create opportunities for their children to develop basic scientific process skills at home. The study group consisted of 108 parents (54 experimental, 54 control) whose children attended two different municipal preschools in Izmir. The ‘Scale for Level of Using Basic Scientific Process Skills: Parent Form’ (SLUBSPSPF) was used to collect data for the study. Findings: There was a statistically significant difference between the pretest-posttest mean scores of SLUBSPSPF regarding the experimental group. The posttest scores show that SAEPP provides a significant increase in the situation of parents creating opportunities for their children to use basic scientific process skills (BSPS). In addition, when the Parent Form posttest and follow-up test mean scores were compared, it showed that there was no significant difference and that the education provided (SAEPP) had a permanent effect (p > 0.05) [ABSTRACT FROM AUTHOR]

Previous research makes clear that racism can be a barrier to parental involvement in education. However, it is less clear how racism can facilitate parental involvement. This study uses national early childhood education data to gauge if racial/ethnic and gender disparities exist in teacher contact with parents/guardians. The study's aims are to understand if and how race/ethnicity and gender shape teacher communication with parents/guardians, as well as if teacher-student racial matching matters. We find several racial/ethnic and gender disparities in teacher contact with parents/guardians about behavior problems, academic problems, and accomplishments. Our findings suggest that both Black boys and Black girls benefit from having a non-White teacher, although in different ways. Additionally, our findings indicate that Asian American students both benefit and are penalized by more favorable teacher perceptions. We discuss the utility of an intersectional approach for understanding teacher racial bias and student-teacher racial matching. [ABSTRACT FROM AUTHOR]

Positive Behaviour Intervention and Supports (PBIS) is a framework for defining, teaching, and supporting appropriate social and academic behaviour in the school setting. This framework is widely implemented across the world, including Australia. Studies evaluating the effectiveness of PBIS confirm a relationship between implementation fidelity and student outcomes. Abundant literature highlights the significance of parent involvement (PI) on children's social and academic outcomes. However, a consistently and surprisingly under researched component of PBIS is the involvement and influence of parents/caregivers. This article presents the findings of an original qualitative study using stakeholder interviews and artefact analysis to assess parent/caregiver involvement during PBIS implementation in two primary schools in South-West Sydney, Australia. These findings indicate that parent/caregiver involvement in PBIS implementation was interpreted differently by teachers and parents/caregivers and that there is potential for the development of improved methods to engage parents/caregivers more effectively in schools. Reframing parent/caregiver involvement in PBIS to address cultural sensitivities can progressively influence and stabilise this involvement to positively affect the sustainability, effectiveness and fidelity of PBIS. Limitations of the study together with recommendations for future practice are discussed. [ABSTRACT FROM AUTHOR]

Background: Children with sickle cell disease (SCD), a genetic blood disorder, are at increased risk of developmental delays but are not routinely referred to Early Intervention (EI). The study aimed to understand the need for and acceptability and feasibility of screening and providing EI services to children with SCD. Methods : Eleven EI partners and eight caregivers of children aged 3 to 5 years with SCD completed semi-structured interviews and short surveys. Results : Three main themes emerged from interviews and surveys: (a) awareness of disparities and moderate caregiver knowledge of child development, (b) high acceptability of screening for EI, and (c) the need for partner education to increase buy-in and feasibility of potential programming. Conclusion : Partners identified a clear need for EI screening and referral for children with SCD and indicated that a future program would be acceptable and feasible. However, education and incentives are needed to encourage providers to change current practice patterns. [ABSTRACT FROM AUTHOR]

This case study focused on middle school and high school teachers in an independent school to explore their perceptions of how overparenting influenced them in the classroom. A qualitative case study was conducted within an independent school in the southeast United States. Eleven middle school and high school teachers, which represented 52% of the full-time faculty at the school, participated in an online questionnaire and follow-up interviews regarding their experiences with overparenting. Findings revealed three themes: (a) teachers overwhelmingly associated parent-teacher interactions with conflict and confrontation, (b) teachers perceived overparenting influences teacher autonomy by forcing teachers to set boundaries, and (c) teachers experienced increased workloads. This study provides insight into how overparenting influences teachers, which may help teachers, administrators, and future educators prepare for this type of parent-teacher interaction. [ABSTRACT FROM AUTHOR]

In this study, a comprehensive narrative literature review is presented, examining the cross-section between family engagement and student mental health. Guided by two research questions and grounded in resiliency theory, the overlapping spheres of influence framework, and the literature on protective factors and positive childhood experiences, this study unveiled five primary themes: emphasizing the importance of educators promoting supportive relationships at home, engaging families in building teacher–student connections, collaborating to establish routines and rituals, nurturing a sense of belonging at home and at school, and fostering collaborative problem solving and self-regulation. These themes are illuminated through practical vignettes. This study guides school-based mental health practitioners and educators and provides a roadmap for future research in family–school partnership for enhancing student well-being. [ABSTRACT FROM AUTHOR]

Introduction: Neonatal care is complex, involving multiple people and technologies within a community of care. When preterm babies are cared for far from home and/or transferred between units, the whole community of care (and particularly parent participation) is disrupted. Although previous studies have captured subjective experiences of parents, there has been little research exploring the material practices undertaken by parents as a consequence of place‐of‐care decisions, or the social organisation of those practices. Methods: As part of a wider study exploring optimal place‐of‐care, semistructured interviews were conducted between July 2018 and October 2019 with 48 parents (36 families) with one or more preterm babies (born at 27–31 weeks gestation) cared for in a neonatal unit in the last 12 months. Findings: We highlight parents' labour‐intensive and stressful work to: (1) parent in the neonatal care community (an oversight role that goes beyond contemporary notions of 'involvement'); (2) create continuity amid place‐of‐care disruptions; and (3) adapt to the managerial logics of neonatal care settings. Our analysis focuses on the work generated by managerial systems that organise place‐of‐care decision‐making and other efficiency‐focused practices. Parents are absorbed into negotiating institutional systems and diverted from routine parenting activities. Conclusion: Those involved in the organisation and management of neonatal care should take account of how managerial systems impact parents' workload, ability to participate in their baby's community of care and, ultimately, on the wellbeing and development of babies and their families. Patient or Public Contribution: The OPTI‐PREM study embedded parents' experiences of neonatal care into the research, through a discrete workstream that employed qualitative methodology to capture parents' experiences—as reported in this paper. The OPTI‐PREM project was also supported by a Bliss volunteer parent panel, which was involved in designing and overseeing the research. Bliss 'champion[s] the right for every baby born premature or sick to receive the best care by supporting families, campaigning for change and supporting professionals and enabling life‐changing research' (https://www.bliss.org.uk/about-us/about-bliss). A representative of Bliss is a co‐author of this manuscript, and a parent representative (named in the Acknowledgements) provided feedback during its preparation. [ABSTRACT FROM AUTHOR]