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Descriptors:
Indigenous Populations; Cost Effectiveness; Foreign Countries; Educational Benefits; School Involvement; Economic Impact; Community Benefits; Geographic Location; Student Participation; Attendance; Education Work Relationship; Youth Opportunities; Youth Programs; Outcomes of Education; Educational Indicators; Educational Assessment; Predictor Variables; Predictive Measurement; Predictive Validity; Educational Attitudes

Abstract:
In this paper, the 2001 Australian Census is used to estimate predicted net benefits of education at a small geographic level. These are then linked to youth in the areas to test the associations with high school participation. This is done separately for Indigenous youth, a population sub-group with historically low levels of education participation. The results confirm that, in general, localised predicted benefits of education do have a significant association with participation. For the Indigenous population, however, there is no significant association between the predicted income benefits of education and participation and only a weak association with the employment benefits. (Contains 5 tables and 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:
Outcomes of Education; Foster Care; Caregivers; Social Work; School Social Workers; Parent Participation; School Involvement; Parent School Relationship; Surveys; Motivation; Parent Attitudes; Special Education; Correlation

Abstract:
This study was an exploratory investigation of caregiver involvement in the education of youth in foster care. In this study, foster caregivers reported that they are involved in the education of children in their care and participate in at-home involvement activities more often than at-school involvement activities. Caregivers in this study reported strong motivational beliefs for educational involvement. Relationships were found between caregiver motivational beliefs and involvement activities, and between perceived school contacts and caregiver involvement at school. The findings suggest that school social workers can play a vital role in supporting caregiver involvement. We call on school social workers to apply the existing knowledge base from parent involvement theory and research to engage foster caregivers as partners in improving educational outcomes for youth in foster care. (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:
Academic Achievement; Cognitive Ability; Foreign Countries; Structural Equation Models; Parent Participation; School Involvement; Parent School Relationship; Parent Aspiration; Prediction; Asians; Elementary School Students; Scores; Intelligence Quotient; English (Second Language); Second Language Learning; Mathematics Achievement; Chinese; Parent Child Relationship

Abstract:
It is generally accepted that cognitive ability predicts academic achievement, and that parental involvement and expectations form part of the constellation of factors that predict their children's academic achievement, particularly for families within the Chinese-heritage Cultures. Although a number of interactions between these parental factors have been proposed, the mediation effects of parental expectations on their children's cognitive ability in predicting academic achievement are yet to be established. Data from 780 students from one primary school in Hong Kong and their parents were used to generate structural equation models to test the hypothesis that parental affective factors, as indicated by parental home and school involvement, parental beliefs of their children's ability and parental expectations of their children's academic scores, mediate the effects of student IQ score in predicting school achievement in English, Chinese and Mathematics. The results support the hypothesis that parents help their children to actualize their cognitive ability by directly communicating their academic expectations to their children. 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:
Reading Achievement; Employment Level; Educational Development; Family Work Relationship; Mothers; Parent Participation; School Involvement; Parent School Relationship; Employed Parents; Correlation; Primary Education; Parent Child Relationship; Working Hours; Cognitive Development

Abstract:
Using data from the Early Childhood Longitudinal Study, this study employed a latent growth curve model to examine how parental involvement explains the association between maternal employment status and children's math and reading achievement growth from kindergarten through the third grade. To address this issue, three types of parental involvement--school participation, parent-child interaction, and educational trips--were considered. Our findings indicated that maternal employment can be both beneficial and detrimental to children's educational development depending on the mother's number of working hours. Students whose mothers were employed part time exhibited an advantage in academic learning because of increased rates of school participation and parent-child interaction, whereas students of mothers employed full time appeared to experience a lower learning growth, given lower rate of school participation and fewer educational trips than students of unemployed mothers. These findings highlight the importance of family context in understanding work-family relationships. (Contains 3 tables and 2 figures.) 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:
Literacy; Internet; Web 2.0 Technologies; Adolescent Attitudes; Media Literacy; Language Arts; Technology Uses in Education; Family Involvement; School Involvement; Teacher Education; Multimedia Materials; Multiple Literacies; Mass Media Use; Influence of Technology

Abstract:
The rapid emergence of the Internet is having an historic impact on literacy practices and on the very nature of literacy itself. Each article in this issue has articulated these changes. Each brings a unique and important perspective to its analysis. They illustrate that, today, literacy means many different things to many different people. This issue presents a multifaceted description of many new literacies and issues that have emerged as the Internet, and related technologies, define this century. To place these articles in context, one must realize that even more profound changes to literacy lie ahead. The Internet, and its potential to disseminate rapidly new technologies of literacy, ensures that literacy will rapidly and continually change. 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:
Web 2.0 Technologies; Young Children; School Involvement; Mass Media Use; Mass Media Effects; Web Sites; Literacy; Media Literacy; Educational Environment; Family Environment; Best Practices; Family Involvement; Computer Use; Use Studies; Performance Factors; Social Networks; Child Development; Developmentally Appropriate Practices

Abstract:
This article focuses on young children's use of Web 2.0 and social media. A background is provided about the use of Web 2.0 and social media among young children. Strengths and concerns are discussed as well as home and school use of Web 2.0 and social media. Exemplary websites are shared. The article concludes with potential changes in the understanding of young children's literacy development. (Contains 1 table.) 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:
School Schedules; Preservice Teacher Education; Teacher Education Programs; Practicums; Student Teachers; Student Teaching; Scheduling; School Involvement; Teacher Participation; Facilitators (Individuals); Delivery Systems; Field Experience Programs; Intermode Differences; Online Surveys; Pretests Posttests; Participant Satisfaction; Student Teacher Attitudes; Self Efficacy

Abstract:
Practicum experiences are an extremely critical component to any teacher education program. Yet how pre-service teachers are included in classrooms can be organized in multiple ways and is influenced by many factors. Structurally, universities must consider school schedules and student course offering schedules. More important is ensuring pre-service teachers have the experience and the support that best prepares them for classroom teaching. This study compares two structures for a pre-service teaching practicum to determine which best prepares pre-service teachers to take on the responsibilities associated with teaching in a classroom as reported by the pre-service teachers. One schedule allows for the professor to be in the field with the student, while the other does not. The specific objective of the study was to determine if there is a difference in what pre-service teachers feel they have gained from their field experience with varying faculty involvement. Results suggest that some benefits in planning and dealing with student-to-student conflict are offered with a scheduling structure that allows faculty to be on site. (Contains 1 figure and 1 table.) 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; Foreign Countries; Social Capital; Social Organizations; School Involvement; Student Records; Accountability; Information Systems; Correlation; Educational Attainment; Case Studies; Empowerment; Social Networks; Role; Semi Structured Interviews; Social Structure; Family Characteristics

Abstract:
This article investigates the association between social capital and education in Jhabua, a tribal dominated district of central India. The case study analysis showed a disconnection between social capital and education in the majority of the villages. However, two of the fourteen villages showed that empowerment of the civil society made formal social organizations like PTAs effective, and also that informal networks play a key role in accountability. This article presents the case that although institutional structures are in place to promote the role of social capital in education, social capital effectiveness depends on a community-based catalyst. (Contains 10 notes 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:
Special Schools; Inclusion; School Involvement; Educational Change; Foreign Countries; School Personnel; Educational Policy; Partnerships in Education; Case Studies; Qualitative Research; Teacher Attitudes; Student Diversity; Educational Objectives; Mainstreaming; Special Education

Abstract:
Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education. (Contains 1 table.) 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:
School Involvement; Attendance; Vocational Education; Secondary School Students; Comparative Analysis; Identification; Multiple Regression Analysis; Educational Research; Student Characteristics; Beliefs; Justice; Educational Psychology; Foreign Countries

Abstract:
The aim of this research was to study different types of absenteeism in vocational secondary school taking into account the specificity of the school context. Participants were 523 students. First, three school absenteeism groups were established: Students with no absenteeism (nearly 64% of the sample), students with absenteeism (26%), and students with problematic absenteeism (10%). These groups were then compared according to four dimensions directly linked to the school context in order to identify the characteristics most associated with each type of absenteeism. Dimensions considered in this study were: 1) students' characteristics and their status in vocational secondary school; 2) personal variables of school involvement; 3) relational variables (with parents, teachers, and school climate); and 4) belief variable in school system (belief in school justice). Multinomial logistic regression analyses showed that beyond the impact of the personal variables, the organization of the educational system seems to be a major predictor in the explanation of various forms of absenteeism. Implications from the research for psychological providers practice were suggested in order to encourage school attendance by vocational secondary school students. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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