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Prior to Covid, family involvement was on a forward movement of becoming a more involved, collaborative relationship between teachers and families of students. Just as family involvement was beginning to gain momentum with student-led conferences, in and out of school volunteer opportunities and families being seen as a valued perspective regarding student learning, Covid happened. This one event changed how families were seen within the school system. Through reflection with clinical candidates experiencing the effects of Covid and engagement experiences with families in the classroom, two different themes emerged regarding how schools have moved forward since Covid. Some schools found families to be a valued partner in student learning where other districts chose to use Covid as a reason for shutting the doors to family involvement. This article aims to address the family engagement timeline beginning prior to Covid, the perceptions of clinical candidates based on their experiences in classrooms, and innovative strategies for supporting future engagement with families.

The work provides a summary of family involvement pre-existent to Covid, during the pandemic and post-Covid through a review of the literature and emerging from teacher candidate experiences in the school setting.

After a careful review of literature and reflection of current teacher candidate experiences in the school system, two clear movements have emerged as Covid restrictions have been lowered. Where some districts are relieved by a lowering of visitor restrictions with the increased involvement of families in the building, other schools have tightened restrictions on families, causing increased tension on parent-teacher relationships. These schools are left caught in the pandemic, unaware or unsure of how to proceed in a post-pandemic world. This article provides key aspects to include in creating a plan for engaging with families and creating strong reciprocal relationships.

Valuing families in the school setting is crucial for developing strong relationships among teachers, students, student supports and the families who are raising these children. With increased social emotional needs in students, post-Covid, allowing families to contribute to discussion and planning regarding their children is mutually beneficial. Including families in school learning, planning and opportunities leads to positive family engagement and overall increased success in students, extending to the value educators place on involving these families. In addition, modeling how to postively engage families in school learning supports clinical partnerships with area universities. Where schools and classrooms are developing intergrated plans to include families in school learning experiences, future educators are able to better see and value the role of the family in education. When clinical candidates are not able to observe positive interactions between schools and families, there is a disconnect between school learning and home life that may never be explored.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

The purpose of this investigation is to gain insight into parents' perceptions of benefits vs burdens (value) of educational and healthcare service received for their child with ASD. Parents are the main integrators of long-term educational and healthcare service for their child with ASD.

Design/methodology/approach included (1) a sentiment analysis of discussion forum posts from an autism message board using a rule-based sentiment analysis tool that is specifically attuned to sentiments expressed in social media and (2) a qualitative content analysis of one-on-one interviews with parents of children diagnosed with ASD, complemented with interviews with experienced educators and clinicians.

Findings reveal the link between customized service integration and long-term benefits. Both parents and service providers emphasize the need to integrate healthcare and educational service to create holistic long-term care for a child with ASD. Parents highlight the benefits of varied services, but availability or cost are burdens if the service is not publicly provided, or covered by insurance. Service providers' lack of experience with ASD and people's ignorance of the challenges of ASD are burdens.

Ensuring health outcomes for a child with ASD requires an integrated service system and long-term, customer-centric service process because the scope of service covers the child's entire childhood. Customized educational and healthcare service must be allocated and budgeted early in order to reach the goal of a satisfactory service output for each child.

This is the first service research to focus on parents' challenges with obtaining services for their child with ASD. This paper provides service researchers and managers insight into parents' perceptions of educational and healthcare service value (i.e. benefits vs. burdens) received for their child with ASD. These insights into customer-centric perceptions of value may be useful to research and may help service providers to innovate and provide integrated service directly to parents, or indirectly to service providers, who serve children with ASD.

In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.

A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.

We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.

The challenge of maintaining dialogic activities – teacher education to combat inequalities.

A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.

Participants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.

The majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.

The lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.

The research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.

The study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

The purpose of this paper is to establish the mediating role of students’ engagement to their classes, for the conventional relationship between teachers’ efforts and students’ development, for a better understanding of the instruction-based classroom learning.

The investigation is made using a mult-istage-stratified-systematic sample of 500 students from business and engineering schools with an almost equal representation of both the genders and the type of schools’ ownership. A structural equation modeling is used for this mediation analysis.

The mediating role of students’ engagement is identically established both for business and engineering schools and for both genders. However, in public sector universities, this mediation is insignificant.

The investigation is limited only to business and engineering schools, and this limitation may conceal some factor(s) more important for other schools. Further, the investigation is reading data from Lahore, a metropolitan, which may hide some factor(s) some appropriate for smaller cities.

The data are gathered, analyzed and discussed through the lens of the socio-cultural theory, allowing for a comprehensive understanding to emerge for students’ engagement to their classes.

In studies related to education, sociology and economics, the relationship between students’ social relationships and their academic performance is one of the most important research topics; a large number of research studies have focused on it. This study aims to analyze the previous studies about social interaction and academic performance and attempts to reveal the underlying mechanism.

This study uses CiteSpace to analyze 1,843 articles on social relationships and academic performance from 2001 to 2019. According to the co-cited literature network results in CiteSpace, this study proposes an adapted conceptual framework of the relationship between social relationships and academic performance. This paper further examines more studies about the two most-cited articles in the co-cited literature network for better understanding.

From the results of the co-cited literature network, this study determines that school engagement is an important mediator between social relationships and academic performance. This paper further examines studies on school engagement and determine that, along with the self-determination theory, school engagement is influenced by multiple components of self-determination theory: autonomy, competence and relatedness.

According to the visual result in CiteSpace, this study examines a research trend in which researchers scholars start to conduct micro and detailed empirical research on the impact of the specific social networks on academic performance because of the progress of information technology. Therefore, based on the previous literature that we have analyzed, this study predicts that the trend of using information technology, such as data mining or data analysis, in this academic field will become a mainstream practice in the future.

This study aims to determine how school-based management (SBM) capacity developed through international cooperation functioned to overcome challenges during the coronavirus disease 2019 (COVID-19) pandemic in Nepal.

The research structure was designed based on the success case method. The researchers conducted a questionnaire survey of head teachers to understand schools’ responses during the COVID-19 pandemic period, identified likely success-case schools, held workshops at the likely success-case schools and conducted in-depth interviews with head teachers and school management committee (SMC) members to understand how SBM functioned and contributed to the success cases.

Storytelling from the success-case schools provided reliable evidence that the localised approaches of SBM are effective for planning and implementing suitable responses at school. The reviews of the head teachers showed that both head teachers and teachers had strong leadership and understood the importance of collaboration with teachers, SMC members, Parent Teacher Association (PTA), guardians and students. Although the research could not show clear evidence of a causal relationship between their achievement and Japan’s project input, the success-case schools clearly benefited from the head teachers’ appropriate execution of SBM with their strong leadership as well as the collaborative efforts of the stakeholders.

The research tries to clarify the influence of the effects of SBM capacity development projects by analysing the changes of head teachers and teachers through the storytelling aspect of the success case method with in-depth consideration of actual school responses during the emergency period of the COVID-19 pandemic.

The aim of this policy brief is to summarize the key priorities and recommendations made by ARC delegates and thought leaders who came together virtually between March 2020 and November 2021 to find ways to support students, parents, teachers, and school leaders in their respective educational communities during the COVID-19 pandemic.

This study aims to gain a comprehensive understanding of adolescent’s experiences of individual school social work counselling in Swedish elementary schools.

The study encompasses interviews with 16 adolescents about their experiences of individual counselling with school social workers (SSWs). The data was analysed using conventional content analysis.

The main result was the adolescents’ desire “to navigate to shore” to speak freely about their whole lives with a professional SSW and find a “ safe haven,” […] where a trusting professional cared for and comforted them in counselling. The counselling contact contributed to increased knowledge about oneself. The results reveal the importance of the SSWs paying attention and listening to the adolescents’ narratives. The creation of a coherent life narrative enables to finally end counselling and “Cast off.”

The results highlight the importance of Swedish SSWs focusing on individual counselling sessions with adolescents to provide a setting for growth.