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1 – 10 of over 63000Parent involvement is a major component of several school reform initiatives, including the Elementary and Secondary Education Act of 1965 commonly referred to as Title I. Parent…
Abstract
Parent involvement is a major component of several school reform initiatives, including the Elementary and Secondary Education Act of 1965 commonly referred to as Title I. Parent involvement is also an important provision in the latest reauthorization of the Leave No Child Behind Act (NCLB) of 2001, PL 107-110. Important research on parent involvement is presented in this chapter. Also, a brief discussion of the role parent involvement has played in several important school reform initiatives, such as decentralization, community control, and compensatory education are discussed. Finally, specific recommendations are given for school leaders, superintendents, and principals, on how to use parent involvement to help schools and students make Adequate Yearly Progress (AYP), a requirement of NCLB.
Kelly Basile, T. Alexandra Beauregard, Esther Canonico-Martin and Kylee Gause
This study aims to explore how working parents use personal technology to manage parenting responsibilities and to identify how technology use might help to support work–family…
Abstract
Purpose
This study aims to explore how working parents use personal technology to manage parenting responsibilities and to identify how technology use might help to support work–family balance.
Design/methodology/approach
In-depth telephone interviews with US and UK working parents with children under the age of 18 were conducted.
Findings
Findings suggest that personal technology can facilitate work and family activities and reduce work–family conflict by enabling parents to perform certain parenting duties remotely. However, parental attitudes toward technology and children’s rights to privacy influence both technology use and work and family outcomes.
Practical implications
By better understanding employee personal technology use, and how this use facilitates reduced conflict between work and family roles, organizations might look to creatively expand their benefits offerings to include access/discounts to personal technology platforms that support parenting activities (e.g. Uber One, Amazon Prime and DoorDash).
Originality/value
While substantial research has been conducted on employee use of work-enabled technology to facilitate work–life balance, less attention has been paid to how working parents are using personal forms of technology to achieve this same outcome. This exploratory study establishes certain parenting functions that are facilitated by personal technology use and identifies some parental attitudes that influence technology adoption.
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Marion Cornelia van de Sande, Esther Pars-Van Weeterloo, Rene F.W. Diekstra, Carolien Gravesteijn, Paul L. Kocken, Ria Reis and Minne Fekkes
Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills…
Abstract
Purpose
Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.
Design/methodology/approach
An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.
Findings
A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.
Research limitations/implications
Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.
Practical implications
The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.
Originality/value
The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.
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Abd Alhadi Hasan and Amal ALsulami
The purpose of this study is to assess psychological distress among parents of children with autism spectrum disorder (ASD), self-esteem as a predictor of such distress and the…
Abstract
Purpose
The purpose of this study is to assess psychological distress among parents of children with autism spectrum disorder (ASD), self-esteem as a predictor of such distress and the effect of coping strategies.
Design/methodology/approach
A descriptive correlational study design was conducted using a convenient sample of parents of ASD children (N = 93).
Findings
This study revealed that the parents of an ASD child experienced a high level of anxiety (M = 15.89), a moderate level of depression (M = 15.85) and a mild level of stress (M = 16.86). Parents of ASD children also reported a low self-esteem score (M= 13.27). Mothers of ASD children reported higher levels of psychological distress, lower levels of self-esteem and more frequent utilisation of maladaptive coping strategies than fathers of ASD children.
Practical implications
Parents of children with ASD experience a significant level of psychological distress; however, this may be improved by developing programmes and psychological interventions focused on improving parents’ self-esteem and using more active coping strategies.
Originality/value
To the best of the authors’ knowledge, this is the first study conducted in Saudi Arabia that predict the psychological status among family caregivers of an autistic child.
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Yanxi Li, Delin Meng and YunGe Hu
This study aims to investigate the influence of parent company personnel embedding on the stock price crash risk (SPCR) of listed companies, along with the moderating effect of…
Abstract
Purpose
This study aims to investigate the influence of parent company personnel embedding on the stock price crash risk (SPCR) of listed companies, along with the moderating effect of disparate locations between parent and subsidiary companies and other major shareholders.
Design/methodology/approach
This research empirically tests hypotheses based on a sample of listed subsidiaries in China during the period between 2006 and 2021.
Findings
Our results demonstrate that personnel embeddedness in the parent company significantly alleviates SPCR in subsidiaries. This effect is even more substantial when the parent and subsidiary companies are in different places. However, other major shareholders in the subsidiary company weaken it. Our additional analysis indicates that, relative to executive embeddedness, director embeddedness exerts a stronger effect on the SPCR of the subsidiary. Mechanism examination reveals that the information asymmetry and the level of internal control (IC) within the subsidiary are significant channels through which the personnel embeddedness from the parent company influences the SPCR of the subsidiary.
Originality/value
This study expands the literature on how personnel arrangements in corporate groups within emerging countries influence SPCR. We have extended the traditional concept of interlocking directorates to corporate groups, thereby broadening the understanding of the governance effects of interlocking directors and executives from a group perspective.
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Gráinne Hickey, Yvonne Leckey and Sinead McGilloway
Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused…
Abstract
Purpose
Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored.
Design/methodology/approach
A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators’ experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance.
Findings
First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described.
Originality/value
The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed.
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Zhengbiao Han, Huan Zhong and Preben Hansen
To reveal the emotions and information needs expressed by Chinese parents of children with autism spectrum disorder (ASD) in an online forum, and their relationship.
Abstract
Purpose
To reveal the emotions and information needs expressed by Chinese parents of children with autism spectrum disorder (ASD) in an online forum, and their relationship.
Design/methodology/approach
The 10,062 data were from “Yi Lin”, China’s largest online forum for ASD. Open coding identified parents’ emotions and information needs, and a chi-squared test explored the correlation.
Findings
First, parents’ emotions were categorized into four themes: emotions about coping with their child’s care, emotions about the parents’ own behavior, emotions about social support with other parents and emotions about anticipating the future. Parents’ overall emotions were negative (72.47%), while the tendency of emotions varied among the four themes. Second, five information needs topics were expressed: intervention and training of ASD, parenting experiences, schooling issues, social interaction and support and future development. Different information needs topics contained different themes of emotions. Third, the tendency of emotions and expression of information needs were significantly correlated. Negative emotions had a statistically significant correlation in expression of information needs.
Originality/value
This study reveals the relationship between the emotions and information needs expressed by parents of children with ASD. The ASD forum could develop emotional support modules and functions for parents and facilitate emotional communication between parents.
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Irene Lopatovska and Celia Coan
The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major…
Abstract
Purpose
The study explored how information institutions can support the resilience of parents of adolescents affected by the Russia–Ukraine war. Ukrainian parents are facing major challenges of supporting their teenagers through a difficult developmental phase while also “buffering” their war-related hardships. By supporting parents, information institutions can also support children.
Design/methodology/approach
Fifteen parents were interviewed about mental health challenges and resources that are helpful and/or missing from their support systems. Recordings of participant narratives were analyzed using the qualitative thematic analysis technique.
Findings
The findings indicate that both teens and parents rely on internal resilience skills, family, friends and community resources to support themselves. However, a number of additional resources could be offered by information institutions, including content for (1) teens on developing skills in communication, interpersonal relationships, problem solving and academic pursuits; (2) parents on child development and opportunities in their host countries; both groups on (3) both groups on mental health first aid and safe spaces to meet peers. The study recommendations will be of interest to information professionals working with families, especially families affected by disasters.
Research limitations/implications
The study relied on a small convenience sample of participants.
Practical implications
Study recommendations would be of interest to information professionals who develop and provide services to families affected by natural and manmade disasters.
Social implications
Study recommendations improve understanding of the (potential) role of information institutions and libraries in strengthening family and community resilience.
Originality/value
The study offers a rare insight into experiences of war-affect families and provides evidence-driven recommendations for information institutions to support family and community resilience.
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Virginia Blakey and Jane Frankland
Finds research shows that while parents are potentially an important source of information and support to their children on sexual issues, in practice many parents feel that they…
Abstract
Finds research shows that while parents are potentially an important source of information and support to their children on sexual issues, in practice many parents feel that they lack the skills and confidence to play a direct role in these matters. Presents findings from a pilot project undertaken by Health Promotion Wales and FPA Cymru to enhance parents’ sex education skills. Details a series of workshops which were run for groups of parents with differing needs in relation to their children’s sex education. Describes how participants took part in pre‐workshop interviews to identify their concerns and in post‐workshop interviews to assess the impact of the workshops. Presents findings from the workshop evaluations, together with some lessons learned from the project. Advises that the long‐term outcome of the project, a resource pack on sex education for parents, is now available.
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The gap between management theory and practice has been much criticized. To help bridge the divide, a synthesis of empirical, theoretical and practice literature is offered, along…
Abstract
Purpose
The gap between management theory and practice has been much criticized. To help bridge the divide, a synthesis of empirical, theoretical and practice literature is offered, along with an application of the widely used VRIO framework, to contend that developing a focused corporate parenting approach as a core competence serves as a source of competitive advantage for diversified companies.
Design/methodology/approach
A synthesis of empirical, theoretical and practice literature is presented, beginning with a discussion of why and how firms diversify; the relative performance of firms that pursue related and unrelated diversification; an application of the resource-based view, core competencies and the VRIO framework; a description of focused corporate parenting as a core competency; a prescription for how diversified firms can implement a focused corporate parenting approach; and implications for research.
Findings
Developing a focused corporate parenting approach as a core competence serves as a source of competitive advantage for diversified companies.
Research limitations/implications
The synthesis of empirical, theoretical and practice literature presented provides a foundation for future research into the impact of focused corporate parenting on diversified firm performance.
Practical implications
The paper includes a prescription for how diversified firms can implement a focused corporate parenting approach.
Originality/value
The application of the resource-based view and core competency theories to corporate parenting provides managers with the rationale for and methodology to focus their corporate parenting activities.
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