10,610 research outputs found
Eric Denny
No full textInterview with Eric Denny of Nelson about mining in the Lardeau, conducted by Milton Parent at the Denny home in Nelson, British Columbia, 1 November 2000. Also present is Peggy Denny
Parent preference in parent-teacher conferences
No full textPlan BThe purpose of this study is to determine seventh grade parent preference in parent-teacher conference formats at a small, Midwestern middle school. The study included all parents of seventh grade students who attended parent-teacher conferences in the fall of 2001. Data was collected using a survey, which included nine items. The information will be used to identify parent preference on specific components of the parent-teacher conference. Results of this study will help to improve conferences at this middle school
Hmong parent education and involvement and its impact on children: a correlational study
No full textPlan BThe presence of the Hmong population in the United States has brought up many issues and concerns since they began immigrating here shortly after their tragic loss of the Vietnam War. Among these concerns is the area of education. The language barrier has presented many challenges for the Hmong with their education. The researcher believes a thorough understanding of the Hmong background and their life in the United States can be beneficial in assessing their needs in improving their education. Parents were assessed in this study from a survey developed by the researcher supplying insight on Hmong parents and their involvement and influence on their children in education. Children were assessed by using the Standardized Test for Assessment of Reading (STAR). The parent and children data were then correlated to provide the findings for the study. Results from this study show that a positive correlation exists between parent education level, parents providing homework assistance for their kids, the amount of English spoken in the home, and the number of years living in the United States with the students’ grade equivalency scores (GES) on the STAR
The effects of parent involvement on student success
No full textPlan BThe purpose of this study was to find whether a correlation exists between parent involvement and student success at the high school level at Pepin High School, Pepin, Wisconsin. The review of literature focused on parent involvement in school activities and programs, parent expectations of their children and parenting attitudes. Reasons for lack of parental involvement were identified. Lastly, why it’s important for parents to be involved and how to achieve increased parent involvement. The survey was sent to parents of all students in the 2002 graduating class of Pepin High School. Data was collected through the use of a survey designed specifically for this study. There were three sections to the survey. Section I surveyed parent’s attitudes about education and their involvement with their child and their child’s school. Section II surveyed parental behaviors as they relate to themselves, their child, and their child’s school. Section III dealt with demographic data. Research Hypothesis I There will be a positive correlation between Pepin parents’ level of involvement and the levels of success of their children.
Research Hypothesis II There will be a positive correlation between parents’ levels of education and expectations for their children. Results of this study indicate that Pepin parents’ are, as a group, involved in the lives of their children who usually average A’s and B’s. Parents are somewhat more involved at home than at school. This is a result common to other studies of parents of high school students. Parents’ level of education had little or no effect on their desires and expectations for their children. All groups scored high which speaks well of Pepin parents. It is obvious from the survey that parents are concerned about their children’s success in and out of school. This information could assist in identifying behaviors and attitudes of parents that affect children’s success in school. Knowledge gained from this study may encourage changes that could improve the level of parent involvement in all aspects of children’s lives
A comprehensive review of the stress associated with parent-teacher conferences
No full textPlan BThe purpose of this study was to explore the stress associated with parent-teacher conferences, and whether the stress can be reduced through educational brochures and posters displayed during conferences. This study includes a comprehensive review and critical analysis of research and literature associated with stress reduction and effective parent-teacher conferences and communications. A summary was be present and recommendations made that should provide insight to the superintendent and local school board. The goal is that the recommendations may serve to reduce the overall stress felt by parents and teachers during conferences and improve communication about the development of the child
Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education: an intervention using parental education and school-home communication
No full textThe intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing 58 test items was used to measure children's knowledge of basic math concepts. A self-administered parent survey to measure parent confidence, parent encouragement and home involvement adapted from Hoover-Dempsey's scales for measuring parent mechanisms of involvement was modified and used for this study. Both the math assessment and the parent survey were administered as a pre-test and post-test. Three parent training sessions modelled on the Berkeley Family Math programme were conducted over a period of 4 weeks for parents in the workshop and workshop*communication groups on how to help children with math at home. Parents who attended the workshops were provided with take home math kits designed to enable parents to use developmentally appropriate materials and activities to encourage their children's interest in math. The communication and workshop*communication groups received three issues of newsletters that contained information and ideas for parental involvement to help children learn math at home. The results of the study showed significant gains in children's math where both the workshop*communication conditions were present, in particular for children with lower pre-test math scores. No significant effects of the treatment on the three parental variables were found. Qualitative data collected from parents and teachers indicated that the parent education workshops had positive results and impact on parents' self efficacy
Transforming teen behavior : parent-teen protocols for psychosocial skills training /
No full textTransforming Teen Behavior: Parent-Teen Protocols for Psychosocial Skills Training is a clinician's guide for treating teens exhibiting emotional and behavioral disturbances. Unlike other protocols, the program involves both parents and teens together, is intended for use by varied provider types of differing training and experience, and is modular in nature to allow flexibility of service. This protocol is well-established, standardized, evidence-based, and interdisciplinary. There are 6 modules outlining parent training techniques and 6 parallel and complementary modules outlining psychosocial skills training techniques for teens. The program is unique in its level of parent involvement and the degree to which it is explicit, structured, and standardized. Developed at Children's Hospital Colorado (CHCO), and in use for 8+years, the book summarizes outcome data indicating significant, positive treatment effects.Includes bibliographical references and index.Vendor-supplied metadata.Transforming Teen Behavior: Parent-Teen Protocols for Psychosocial Skills Training is a clinician's guide for treating teens exhibiting emotional and behavioral disturbances. Unlike other protocols, the program involves both parents and teens together, is intended for use by varied provider types of differing training and experience, and is modular in nature to allow flexibility of service. This protocol is well-established, standardized, evidence-based, and interdisciplinary. There are 6 modules outlining parent training techniques and 6 parallel and complementary modules outlining psychosocial skills training techniques for teens. The program is unique in its level of parent involvement and the degree to which it is explicit, structured, and standardized. Developed at Children's Hospital Colorado (CHCO), and in use for 8+years, the book summarizes outcome data indicating significant, positive treatment effects.Front Cover; Transforming Teen Behavior; Copyright Page; Dedication; Contents; List of Contributors; Foreword; References; Author Biography; Acknowledgment; To the Reader; 1 Introduction and Background; Child Mental Health Provider Shortage; Child Mental Health Provider Misdistribution; Managed Care and Fiscal Challenges; Challenges Translating Research to "Real World"; Role of Parents in Child Mental Health Treatment; Family-Based Approaches; Family-Focused Therapy; Multifamily Psychoeducational Groups; Cognitive Behavioral Therapy; Parent Management Training Programs.Collaborative Problem SolvingPsychodynamic Approaches; Limitations of Available Treatments; IOP as a Solution; "22 42 Methodology of IOP Program; 2 Parenting Approaches for Challenging Kids-Teen and Mastery of Psychosocial Skills-Teen: Overview of Format and Operations; Target Population; Guiding Principles and Goals; Settings and Service Delivery Options; Organization of Materials; Rolling Admission; Group Format and Size; Scheduling; Caregiver Participation; Provider Teams; Provider Preparation; Charting; Provider Training; Strategies for Limit Setting.PACK and MaPS Teen Intensive Outpatient Psychiatry ProgramInsurance Contracting and Fiscal Sustainability of PACK and MaPS Teen; PACK and MaPS Teen IOP Program Components; Meeting Insurance Criteria for IOP; Group Sessions for PACK and MaPS Teen IOP; Children's Colorado Hospital Format for PACK and MaPS Teen IOP; Creative Arts Therapy Component of PACK and MaPS Teen IOP; Individual or Family and Care Coordination Session for PACK and MaPS Teen IOP; Intake Process for PACK and MaPS Teen IOP; Outcome Assessments for Pack and MaPS Teen IOP.3 Outcome Data for PACK and MaPS Teen Intensive Outpatient ProgramObjective; Method; Results; Cost-Effectiveness, Retention, and Attendance Data; 4 PACK-Teen Treatment Protocol; Established Parent Introductions and Check-ins; Workshop Guidelines; New Parent Introductions and Check-ins; New Parent Orientation; Managing Parental Resistance; Workshop Format, Past Topic Review, Family Homework; "What About My Teen?" Examples; Handouts and "Business Cards"; Introductions, Check-ins, and Orientation Summary Outline; Handouts/Business Cards; Module 1-PACK-Teen Handout #1; PACK-Teen Module 1.Introductions and GuidelinesReview; Treatment Goals: Individual and Family; Feelings: Good, Bad, and Ugly Ones; Feelings Overview; Ambivalence or Mixed Feelings; Feelings Vocabulary; Feeling Intensities; Feelings Identification and Somatic Monitoring; "Fight-or-Flight" Response; Threat in Eye of Beholder; Lowering Arousal; Contagiousness of Feelings; Enmeshment; Interrupting Cycles of Arousal Escalation; Nonverbal Calming Techniques; "Taming Bambi" Metaphor; "What About My Teen?" Examples; Feelings Triggers; Interpersonal Boundaries; "What About My Teen?"; Family Homework.Elsevie
The long-term impact of parent death on adult children in midlife
No full textPlan BThis qualitative study examines the long-term impact of parent death on adult children in midlife. As such, all of the subjects have experienced the death(s) of one or both parents in adulthood. The study is a partial replication of one conducted by Victoria Secunda (2000) and published in her book Losing Your Parents, Finding Your Self in which the author sought to advance the understanding of: (a) the long-term impact of parent death on adult children, (b) what it means to be an "adult orphan", (c) how the sibling bond fares, (d) what it is like for only children, (e) how marriages are impacted, (f) what happens if/when adult children step into the vacated parental roles, (g) the developmental thrust that often occurs among adult children who experience parent death in midlife (Secunda, 2000).
While several books and studies have examined the subject of parent death, most have focused
on the processes of grief and/or mourning, or on the impact of parent death in childhood or
adolescence. Little information exists about the long-term effects of parent death on adult
children in midlife.
Ten subjects completed The Parental Loss Questionnaire (Secunda, 2000); four of these
underwent clarifying interviews on the basis of their written responses. The data collected
confirmed the experience of losing a parent in midlife as a pivotal event, and gave rise to several
overarching themes. Some of these themes reiterate those identified by Secunda (2000): a sense
of relief and liberation coupled with an urgency and desire to live life to the fullest; a changed
relationship to the surviving parent; improved sibling relationships; changed intimate
partnerships; reassessed/changed relationships with one’s own children; a greater reliance
upon/valuing of friendships; a greater sense of confidence/self; the pursuit of new career goals; a
keener sense of one’s own mortality coupled with a realignment of one’s priorities
Parent involvement in the Menomonie Middle School Educational Talent Search Program
No full textPlan BThe purpose of this study was to determine the attitudes and behaviors of parents whose children were involved in the Educational Talent Search Program at the Menomonie Middle School, in Menomonie, Wisconsin. This study surveyed the needs, attitudes and behaviors of parents in regard to their involvement with their adolescent’s education and the Educational Talent Search Program. parents whose adolescents were students at the Menomonie Middle School, in Menomonie, Wisconsin. Surveys were then analyzed using T-tests, ANOVA, and the Student-Newman-Keuls Multiple Range and the Duncan Test. Mothers were more supportive of the Educational Talent Search Program, exposure to career education, and desired more parent/child events at school than fathers Non-Caucasian parents scored more positively than Caucasian parents about the program being helpful, more parent/child events, and the school valuing their suggestions. The English language was also more difficult for them. Single parents indicated that having a busy lifestyle prevented them from attending school events more that two parent families. Parents with a high school education indicated that the English language was more difficult to understand. This study concluded with recommendations on how to improve and enhance parental involvement in the Educational Talent Search Program
Parent perceptions, interests and involvement in a campus childcare center
No full textPlan BThe purpose of this study was to assess the involvement of parents within a campus childcare center for the 2000-2001 school year. The subjects of this study were parents of children (ages 6 weeks-6 years) who attended childcare at the UW-Stout campus childcare center at UW-Stout in Menomonie, WI. There were 85 surveys distributed and 43 were returned for analysis. The return rate was 50%. The instrument used for this study was designed and developed by the investigator based upon the literature review. It consisted of four sections: general information, parent perceptions, parent interests in participation, and family activities. Section I of the survey contained nine items that pertained to demographic characteristics of the population. These items included age, gender, race, marital status, highest educational level completed, employment status, student status, number of children, and ages of children. The independent variables for the analysis were age, gender and educational level. Section II included 17 perception statements that were rated on a Likert scale from 1-5, ranging from strongly disagree to strongly agree. The findings revealed that respondents perceived doing activities with their children and being aware of the activities in their child’s classroom as important. They also felt comfortable participating in center activities. Section III, interest statements, included twelve statements. These statements were divided between seven center activities and five home activities. It was found that respondents were most interested in parent teacher conferences and reading the parent letters that were sent home. Section IV included 12 family activity statements that were rated just as the items in Section III. The respondents indicated that the two activities that they most frequently participate in as a family were talking to their child about their day and eating one meal a day together. The responses of the surveys were analyzed by the University of Wisconsin Stout Computer user support services using descriptive statistics. Frequency counts and percentages were used in Section I. Means, standard deviation and rank order were computed for Section II, III and IV. A T-test, ANOV and the Newman-Kuels Multiple Range Test was used to analyze the objectives. It can be concluded that these parents felt strongly about being involved with their child at home and knowing what their child is doing at school. They felt that parents and teachers should work as a team and that the center staff should do more to encourage parent involvement
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