The Relationship among Chinese Adolescents’ Parental Involvement, Core Self-Evaluation and School Adaptation

The present study discusses the relationship among Chinese adolescents’parental involvement,core self-evaluation,and school adaptation.The Parental Involvement Behavior Questionnaire,Core Self-Evaluations Scale(CSES),and the School Adaptation Inventory were used to survey 1258 Chinese middle school students.The results showed that adolescents’school adaptation was significantly positively correlated with parental involvement and core self-evaluation.Furthermore,parental involvement and core self-evaluation were positively correlated.Mediation analysis found that core self-evaluation had partially mediated the relationship between adolescents’parental involvement and school adaption.Parental involvement could directly affect adolescents’school adaptation and indirectly affect school adaptation through the mediating effect of core self-evaluation.The present study results suggested that parents and educators could improve adolescents’school adaptation by increasing parental involvement and enhancing the adolescents’core self-evaluation.

A Study of the Effects of the Parental Involvement on Adolescent Truancy: A Structural Modeling Investigation Examining Parental Involvement

The purpose of this study was to examine how parental involvement influences their adolescents’school truancy.Structural Equation Modeling(SEM)was utilized to explore the relationships among four dimensions of parental involvement,individual and family characteristics,and school truancy.The findings confirm the initial hypotheses that parental involvement has positive effects on adolescent truancy.The effects of parental involvement on school truancy,however,differed according to the dimensions of that involvement and adolescents’background characteristics.

Navigating Silence: A Comprehensive Review of Parental Roles in the Rehabilitation of Children with Hearing Loss

This narrative literature review delves into the multifaceted realm of parental involvement in the rehabilitation of children with permanent hearing loss. While existing research has made strides in elucidating parental roles in this context, critical gaps persist, necessitating a comprehensive exploration to inform future endeavors. Our review synthesizes a wide array of studies, identifying these gaps and emphasizing the significance of addressing them. Themes emerging from the literature include the varying degrees of parental engagement, the impact of cultural and socio-economic factors, and the challenges faced by families navigating rehabilitation processes. The synthesis of this literature not only highlights the current state of knowledge but also provides a roadmap for future research efforts. By addressing these gaps, we aim to contribute to a more nuanced understanding of parental involvement in the rehabilitation of children with permanent hearing loss, ultimately fostering improved support systems and holistic care for affected families.

Teachers’ Perceptions of the Challenges and Strategies in Supporting Students with Reading Difficulties

The purpose of this study is to determine the teacher’s perceptions of the challenges and strategies in supporting students with reading difficulties.This study used qualitative method of research and descriptive approach as its research design,in addition to a set of structured interview questions administered through Google Forms to gather data from elementary teachers of Taal Central School,located at Taal Batangas.These structured interview questions were carefully designed to cover various dimensions of the study,including the types of challenges perceived by teachers,strategies employed,and possible solutions for addressing the problems encountered in the process of supporting students with reading difficulties.The results revealed that teachers faced several challenges when teaching students with reading difficulties such as emotional and motivational issues/factors,lack of resources or teaching aids,deficits in knowledge and skills,and problems with student engagement and participation.This study also showed common approaches utilized by the teachers in supporting students with reading difficulties,which were fostering a positive and supportive environment,adopting individualized and multifaceted approaches,and utilizing effective teaching tools and strategies.Lastly,teachers also concluded varied solutions in addressing the challenges perceived in teaching students with reading difficulties towards fostering reading proficiency.These include developing peer support,use of positive reinforcement,and parental involvement.Moreover,specialized resources,professional development for teachers,and specific teaching strategies are also highlighted as crucial components.By integrating these approaches,teachers concluded that it can create a supportive and effective learning environment tailored to the needs of students with reading difficulties.

Practice and Reflection on the Involvement of Parents in Daily Management of Senior High Schools

As education is receiving more and more attention as well as extensive participation in today's society,parents have increas-ingly become an indispensable part of education.It is legally necessary for parents to be involved in daily management of senior highschools,which is of positive significance.Specifically,they can help to improve the decision-making of schools,coordinate the relation-ship between the school and parents,and increase their own recognition and understanding of the school,thus contributing to the con-struction of a harmonious educational environment.There are many challenges and problems for parents to be involved in the daily man-agement of senior high schools,including,the excessive participation in school management by parents,the irrational structure of schoolmanagement staff with the participation of parents,contradictions caused by different subjects concerned by the parent committee,andthe superficial and passive characteristics of parents' involvement in school management.On this basis,the following improvement mea-sures are specially put forward:establishing a sound system to guarantee the implementation of measures,ensuring the participation ofall levels of parents,and giving parents the right to speak,setting up and improving the training system targeted at parents,and enhanc-ing the media platform that allows public opinions to be expressed freely.

The Restriction on Educational Quality in Rural Schools

In order to understand the educational quality in rural schools,I went deep into Huangjia Middle School(situatedin Northern China)to make the research.In this article,I focus on the restrictions on educational qualitys,which is one of themain themes about rural education.The factors influencing quality in rural schools are analyzed in this article.It is concludedthat educational quality depends on the relationship of teaching and learning and its supporting context.

Protecting and Scaffolding:How Parents Facilitate Children's Activities in Public Space in Urban China

Purpose:During the past decades,China has seen a rapid urbanization that has(re)shaped not only its city landscape but also(re)created public space where children live,play,and learn.However,litle research has focused on how urban public space influences young children's learning and development and how parents navigate children's development in the public space.Therefore,this research aims to study how public space influences parents'engagement with their young children.Design/Approach/Methods:This study is informed of Bronfenbrenner's Processes,Person,Context,and Time(PPCT)model that sees children's learning as complex and multilateral interactions among various stakeholders including schools,families,and environment.It employed ethnographic approach to study the interactions between children and their parents in a public playground in a Western Chinese city.Findings:It found that parents realized public space had been reshaped by urbanization.While they accompanied their children to play,they actively monitored children's safety and cultivated children's physical and social development.In this process,male parents tended to contribute more than they would do in other settings.Originality/Value:This study fills the gap by providing a nuanced study exploring how parents fulfill their responsibilities in an integral space of children's development,which has rarely been explored.

A GOOD EXAMPLE OF PARENT ADVOCACY FOR RIGHTS IN INCLUSIVE EDUCATION IN CHINA

While children with disabilities experience exclusion and segregation in education, parents＇ involvement has been very limited due to the lack of parent support in China. Negative attitudes toward disability in an environment deeply influenced by the individual model of disability thinking makes it crucial for parents to advocate for their children＇s rights in inclusive education through collaborative and organized efforts. This article examines barriers obstructing disabled children＇s rights in pursuing inclusive education, barriers parents face to advocate for their children, and the development of parent support. The author argues that equal and inclusive education for all has a broader social impact beyond disability rights to eliminate barriers and pursue dignity for all. In doing so, the author reveals existing structural inequalities facing inclusive education, encourages the momentum for future changes, and utilizes a good example of parent advocacy for a deeper and meaningful policy advancement to overcome discrimination on the basis of disability that causes segregation and exclusion in education. Recommendations include strategies for the construction of a support network for parents to play their important roles in advancing the rights of their disabled children in inclusive education.

Family Literacy Programs: Where Have They Come from and Where Are They Going?

Family literacy programs in North America and the United Kingdom have enjoyed widespread public and political support.Thousands of initiatives following a variety of models currently operate under the spectrum of family literacy programs.In this paper,the influence of learning theories,the research on children’s early literacy development,and the sociopolitical context with gave rise to the intervention movement,will be reviewed with respect to their impact on current models of family literacy programs.The research on program evaluation is also considered,and is related to current practice and future directions in family literacy programming.