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Descriptors:
Adolescents; Addictive Behavior; Predictor Variables; Males; Females; Individual Characteristics; Influences; Research; Intervention; Prevention; Parent Participation; Foreign Countries

Abstract:
This narrative review summarizes current knowledge on adolescent gambling for the period 1990-2010, assesses adolescent gambling behavior and person and environment predictors, and suggests directions for future research. The review includes 99 studies that identified their subjects as adolescents, children, youth, and students, and discusses adolescent gambling behavior, male and female adolescent gambling, and person and environment variables relating to adolescent gambling. Results reveal that most past research was conducted in Australia, North America, and Europe under the hypothesis of behavior as a function of person and environment variables. Future research should examine the mediated effects of person and environment variables, gambling cessation, gambling in other countries, and internet gambling. Intervention and prevention of adolescent gambling need parental involvement with parents not gambling themselves. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Literature; Science Activities; Books; Science Education; Science Instruction; Literacy; Mathematics Education; Mathematics Instruction; Learning Modules; Teaching Methods; Parent Participation

Abstract:
In the following article, Dr. Seuss's children's books are creatively integrated with science activities through the creation of take-home activity kits. The kits provide families an opportunity to read at home while connecting the enjoyable experience to science content and skill development through associated activities. The kits should be constructed using easy-reading books and aligned to developmentally appropriate academic science standards. Most importantly, they should be designed in a manner so that all family members are participants rather than expecting the adults to teach the expected outcomes. The activity kits can be completed as stand-alone experiences for interested students, used by students who are ready for an additional challenge, or adapted for an entire classroom of students as part of a teacher's normal curriculum. (Contains 1 table, 6 figures, and 3 resources.) 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:
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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Descriptors:
Social Networks; Welfare Services; Parent Participation; Parent School Relationship; Welfare Recipients; Interviews; Parent Attitudes; Elementary School Teachers; Urban Areas; Parent Responsibility; Family Work Relationship; Partnerships in Education

Abstract:
This article examines how parents supported their children's education while transitioning from welfare to work. Interviews with parents, elementary school educators, and staff at a community-based organization were conducted in an urban Tennessee community. Navigating work and parenting responsibilities was particularly challenging when children had complex needs and when parent schedules offered limited flexibility. Work and training-based knowledge, experiences, and social networks informed parent involvement beliefs and practices when a parent saw parallels between a child's education and their job or training. This study offers implications for federal welfare and education reauthorization debates and partnerships between schools and welfare assistance programs. (Contains 1 table 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:
Behavior Modification; Social Problems; Change Strategies; Educational Strategies; Behavior Change; Student Behavior; Behavior Problems; Functional Behavioral Assessment; Parent School Relationship; Parent Participation; Intervention; Guidelines; At Risk Students; Integrated Services; Child Behavior; Partnerships in Education; Early Childhood Education

Abstract:
Challenging behavior is often a source of frustration for parents. Challenging behavior is defined as any behavior that interferes with children's learning and development, is harmful to children and to others, and puts a child at risk for later social problems or school failure (Bailey & Wolery, 1992; Kaiser & Rasminsky, 2003). Children's challenging behaviors can affect a family's ability to participate in home routines and community activities. When children engage in persistent challenging behavior, the importance of designing effective behavior interventions in collaboration with parents cannot be overstated. The purpose of this article is to help early childhood practitioners collaborate with parents to identify the purpose of challenging behaviors, determine effective strategies to address these behaviors, and create a behavior support plan that "fits" the needs of the child as well as the family. Guidelines for observing challenging behaviors and creating behavior support plans also are described. Throughout the article, examples are presented to illustrate ideas that are presented; however, these examples are not meant to be comprehensive or exhaustive. (Contains 3 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:
Assistant Principals; Response to Intervention; Middle Schools; Educational Improvement; Student Improvement; Academic Achievement; Grounded Theory; Principals; Capacity Building; Resource Allocation; Teaching Methods; Professional Development; Parent Participation; Middle School Students; Parents; Program Implementation; Facilitators (Individuals); Case Studies; Qualitative Research; Learning Disabilities

Abstract:
This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a review of the accomplishments and barriers to implementation they encountered are provided. (Contains 2 tables 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:
Educational Quality; Foreign Countries; Instructional Leadership; Urban Schools; Data Analysis; Rural Schools; Educational Resources; Parent Participation; Parent School Relationship; Elementary Schools; Questionnaires; Teacher Attitudes; Hierarchical Linear Modeling; Educational Environment; Rural Urban Differences

Abstract:
Shortcomings of educational quality in rural schools remain a key focus in the literature related to developing countries. This paper studies whether rural primary schools in Malaysia, an upper middle-income developing country, are still experiencing lower levels of educational resources, school climate, school leadership, and parental involvement than their urban counterparts. A survey questionnaire, containing items related to these 4 factors, was distributed to teachers in the 2 school locations. In the study, 1183 teachers from 63 rural schools and 1367 teachers from 60 urban schools were involved. Due to the hierarchical nature of the data, multilevel modelling analysis was used for data analysis. Open-ended questions were analyzed using text analysis. Findings showed that generally no differences between urban and rural schools in educational quality as perceived by teachers were found, which contradicts previous studies. Nevertheless, results did show that rural teachers perceived lower levels of school climate. (Contains 6 tables 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:
Homosexuality; School Counselors; Educational Environment; Sexual Identity; Gender Issues; Identification (Psychology); Mothers; Elementary Schools; Elementary School Students; Personal Narratives; Principals; Role; Professional Development; Family School Relationship; School Safety; Teamwork; Cooperative Planning; Parent Participation

Abstract:
This article describes what followed after a mother wondered if the school in her neighborhood was the right elementary school for her gender nonconforming young child. It includes collective and individual narratives from four key players: the mom and teacher educator (Slesaransky-Poe), the school's guidance counselor (Ruzzi), the principal (DiMedio), and the consultant who led the initial professional development (Stanley). It documents and reflects on the work done over five years to transform a great school into a welcoming and inclusive one for gender nonconforming and transgender students. (Contains 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:
Charter Schools; Parent Child Relationship; Interaction; Electronic Learning; Online Courses; High Schools; Parent Participation; Parent School Relationship; Virtual Classrooms; Interpersonal Relationship; Parent Teacher Cooperation; Motivation; Student Attitudes; Parent Attitudes; Traditional Schools

Abstract:
A belief commonly held in the K-12 education community is that parents can have a positive impact on their child's learning. However, little research has examined parental involvement in an online learning environment. In this study, researchers using survey data found that generally students and parents viewed parent-instructor and learner-parent interactions as motivational. Students viewed learner-parent interaction as significantly more motivational than did their parents. The quantity of reported parental interactions was generally negatively correlated with course outcomes. These negative correlations may be the result of parents' tendency to increase interaction levels following poor student performance and may not reflect the actual impact of parental interactions on individual student learning. (Contains 11 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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