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Descriptors:
Foreign Countries; Student Surveys; Qualitative Research; Statistical Analysis; Expectation; Elementary School Students; School Choice; Parent Attitudes; Intergroup Relations; Student Diversity; Learning Problems; Learning Processes; Friendship; Peer Relationship; Language of Instruction; Developing Nations; Outcomes of Education; Chinese; Code Switching (Language); Ethnic Diversity; Religious Cultural Groups; Religious Factors

Abstract:
This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Developmental Stages; Foster Care; Cultural Influences; Social Work; Young Adults; Child Development; Parent Child Relationship; Literature Reviews; Attitude Measures; Parent Attitudes; Childhood Attitudes; Foreign Countries

Abstract:
Irrespective of type of placement, contact with the birth family is one of the more contentious issues in decision-making for children in care. Despite widespread belief that contact with the birth family is beneficial for children and young people in care, this aspect of children's care experience has not received a great deal of attention. In this article I review the literature and draw on research I have undertaken to explore the views of children and young people in care, foster parents, and social work practitioners. The complexity of belonging to more than one family is discussed and tensions in relation to contact with the birth family are identified. It becomes clear that each situation is unique and that there is no "rule of thumb" that can be applied. Five key variables are identified: child or young person's developmental stage and history; child or young person's views and wishes; type of placement and future goals; cultural factors; and work with birth families. Practice guidelines in relation to these are developed in the final section. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Caring; Sexual Identity; Physical Sciences; Career Choice; Elementary School Students; Femininity; Science Careers; Parent Aspiration; Longitudinal Studies; Surveys; Interviews; Feminism; Occupational Aspiration; Social Differences; STEM Education; Student Attitudes; Parent Attitudes; Classification; Foreign Countries

Abstract:
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10-14-year-old children's science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as "not for me". We discuss data from phase one--a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely "unthinkable" for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as "clever"/"brainy", "not nurturing" and "geeky" sits in opposition to the girls' self-identifications as "normal", "girly", "caring" and "active". Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women's greater participation in STEM (Science, Technology, Engineering and Mathematics). (Contains 2 tables and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Needs; Public Health; Guidelines; Foreign Countries; Nutrition; Infants; Mothers; Decision Making; Information Sources; Parent Attitudes; Health Behavior

Abstract:
The majority of mothers in Ireland provide formula milk to their infants during the initial weeks postpartum; however, data are lacking on their formula feeding practices and support needs. This prospective Dublin-based observational study, which included 450 eligible mother-term infant pairs recruited and followed up to six months postpartum, aimed to advance our understanding of maternal formula feeding practices, their reasons for deciding to formula feed, sources of feeding information and perceived support needs; insights into infant formula milk consumption patterns in relation to current feeding guidelines are also provided. In summary, the vast majority of infants at six weeks were provided with formula milk (n =368; 81.8%). Positive maternal perceptions of formula feeding were among the most frequently reported reasons underlying mothers' decisions to formula feed (e.g. convenience, 17.3%). Potential public health concerns over the large formula milk volumes consumed by infants (mean 205 ml/kg/day) relative to infant feeding guidelines (150 ml/kg/day) were raised from this study. Some mothers continue to add solid foods to infant bottle feeds at six weeks (3.8%) and six months (6%), a non-recommended feeding practice posing a choking risk for infants. Crucially, this study highlights the need to provide greater support and information to mothers who decide to formula feed postpartum, including practical information on sterilisation and formula reconstitution. While breastfeeding promotion and research continues to be a public health priority in Ireland, addressing the support and information needs of mothers who formula feed, an under-represented and understudied population in the literature, also needs to be considered to ensure optimal health and safety for their infants. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Content Analysis; Early Intervention; Mothers; Infants; Parent Child Relationship; Interaction; Interviews; Parent Attitudes; Program Effectiveness; Mental Disorders; Knowledge Level; Emotional Development; Child Rearing; Foreign Countries; At Risk Persons

Abstract:
Studies focusing on mothers' own reports of their experience with intervention programmes are rare, so very little has been known about their evaluations of the programmes and what they have learned. The aim of the present study was to use interviews to evaluate these aspects of an intervention programme. The interviews were designed to capture the mothers' memories and thoughts about their experiences and to learn about the knowledge they acquired in a short-term intervention programme. Forty-six mothers identified as being at psychosocial risk were interviewed. The interview materials were analysed using qualitative content analysis. Two categories were identified: emotional context, and knowledge. The material assigned to the second category was further divided into three sub-categories. The study results point to the equal importance of actual knowledge and to the emotional dimension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Talent; Gifted; Public Schools; Home Schooling; Parent Attitudes; Educational Research; Interviews; Identification; Family Role; Parent School Relationship; Mothers; Parent Role

Abstract:
Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents identified as being gifted. Four major themes emerged from the data: (a) "parents know best," (b) "isolation," (c) "challenges," and (d) "family roles." Findings reveal that these parents decided to homeschool only after numerous attempts to work in collaboration with the public school and that the mothers bore the primary burden of responsibility for homeschooling in these families. Though the move to homeschooling alleviated many of the issues experienced in public school, it brought a different set of challenges to these families. This exploratory study establishes a better understanding of why parents of gifted children ultimately decide to homeschool. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Children; Foreign Countries; Grounded Theory; Access to Education; Parent Attitudes; Parents; Semi Structured Interviews; Barriers; Preschool Children; Child Care Centers; Nursery Schools

Abstract:
This was a collaborative action research study by lead staff, researchers and parents at the Pen Green Centre for Children and their Families in England. The study focuses on the factors enabling access to children's services by nine parents from challenging family contexts. The critical questions were: What enabled some parents to overcome potential barriers (e.g. gender, ethnicity, language, additional needs) and to access services for their children? What was it about them personally? What was it about the Centre? And what was it about the relationship between them and the Centre that enabled access to be sustained? Using the parents' own words, a grounded theory on the nature of access to early childhood services within a children's centre was developed. It is described as the "architecture of access." (Contains 1 table, 1 figure, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ethnicity; Language Acquisition; Immersion Programs; Parent Participation; Parent School Relationship; Uncommonly Taught Languages; Second Language Learning; Qualitative Research; Korean; English (Second Language); Interviews; Self Concept; Outcomes of Education; Bilingual Education; Parent Attitudes; Teacher Attitudes; Student Attitudes

Abstract:
This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean-English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents and teachers, the data provided insights into the perceived benefits and challenges of participation in a dual language immersion programme. Although parents and children recognised the potential of the programme to develop bilingualism and biculturalism and foster stronger ethnic identity, they also perceived inequities in the ways in which the programme was organised and instruction was executed. The characteristics of the programme brought forth tensions for the parents and teachers in terms of expectations for language development in English vs. Korean, academic outcomes of bilingual vs. English-only education, parental involvement among Korean vs. non-Korean parents and instructional needs of Korean vs. non-Korean students. Furthermore, the analysis highlighted both shared perspectives as well as perspectives that were unique to children, parents and teachers arising from their different roles in the school. Implications for improved practices and policies for dual language immersion programmes for the less commonly taught languages are provided. (Contains 2 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Elementary Education; Foreign Countries; Principals; Case Studies; Early Childhood Education; Young Children; Economically Disadvantaged; Grade 1; Educational Policy; Interviews; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; School Readiness; Educational Quality; Access to Education; Equal Education; Family Environment

Abstract:
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Partnerships in Education; Elementary Schools; Learning Processes; Foreign Countries; Parent Attitudes; Disadvantaged Youth; Nursery Schools; Qualitative Research; Teacher Attitudes; Transitional Programs; Parent Participation; Interviews; Longitudinal Studies

Abstract:
When children move from preschool to primary school in Germany, this involves a transition between two distinct systems with regard to political responsibility. Following Rimm-Kaufman and Pianta's (2000) ecological and dynamic model of transition, the research project focuses on the perspectives of parents and professionals on the learning processes of children from socioeconomically disadvantaged families in the transition from preschool to school. Against the backdrop of a socio-constructive conception of learning we examine the microsystemic constructions of parents and professionals with qualitative methods in a longitudinal design. The results presented here draw attention to the 18 months before the child's school entry. It captures the perceptions of parents and educators on the support of the child's learning processes in the family and in the institutional context. Results question the ideal of an educational partnership by emphasising the conflicting demands related to preschool. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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