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Book part
Publication date: 25 March 2019

Marja-Kristiina Lerkkanen and Eija Pakarinen

The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental…

Abstract

The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success.

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Motivation in Education at a Time of Global Change
Type: Book
ISBN: 978-1-78754-613-4

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Book part
Publication date: 30 July 2018

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Marketing Management in Turkey
Type: Book
ISBN: 978-1-78714-558-0

Book part
Publication date: 1 January 2005

Anthony F. Rotatori and Tim Wahlberg

The National Information Center for Children and Youths with Disabilities (NICHCY, 1999) listed five purposes of assessment: (1) screening; (2) evaluation; (3) eligibility and…

Abstract

The National Information Center for Children and Youths with Disabilities (NICHCY, 1999) listed five purposes of assessment: (1) screening; (2) evaluation; (3) eligibility and diagnosis; (4) IEP development; and (5) instructional planning. Screening is concerned with identifying students who are suspected of having a disability. In the area of LD, assessors would be evaluating children who are exhibiting learning difficulties or delays in acquiring academic skills. Data from the screening would point out the degree to which these students with suspected LD are approximating average academic growth patterns. Students with extremely deficient skills would be recommended for a full evaluation. This evaluation would delineate the student’s strengths and weaknesses, and overall academic progress across the curriculum. Evaluation would encompass three areas, namely, pre-academic, academic, and learning style assessment. Pre-academic assessment provides information related to a student’s status on prerequisite behaviors (e.g. attention to task) that need to be acquired before instruction in an academic domain (e.g. math) occurs. Academic assessment allows educators to: pinpoint deficit academic readiness skills; describe a student’s overall skill performance level; identify academic skills necessary for learning a domain area; and delineate the steps of a learning task a student has mastered. Learning style assessment involves the identification of a student’s individual learning pattern that she has acquired based on her learning and behavior assets and weaknesses (e.g. active vs. passive learner, auditory vs. visual learner).

Details

Current Perspectives on Learning Disabilities
Type: Book
ISBN: 978-1-84950-287-0

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Book part (3)
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