A study on the role of the parent in educational decision making from the perspective of parents and teachers

ADeweyan (1916) democratic theoty ofeducation called for the participation ofall citizens in deliberating important educational issues to improve overall student learning. Thus, the move to include parents in educational decision making can be considered to be rooted in democratic principles. To gain greater insight into the issue ofparent involvement in educational decision making, one elementary school was studied and a triangulization method was employed in an attempt to clarify the important issues surrolUlding the move to include parents in the governance ofschools. The three methods to gain information included surveys, interviews, and documentation ofsignificant school events and related work. All ofthe parents and teachers ofthe school were surveyed, 10 parents and 6teachers were interviewed, and related school events were recorded. The survey design was modeled on the Parent Involvement Questionnaire (PIQ) created and reported on by Chavkin and Williams (1987). The results ofthe surveys were used as a guide for the interview questions. An interview outline was developed based on Seidman's (1991) open-ended approach and Patton's (1980) standardized open-ended interview style in which parents and teachers were asked about their experiences and opinions on anmnber ofparent involvement issues. Parents and teachers in this school indicated agreater interest in becoming more aware ofeducational issues such as school budget and school discipline policies. Although the parents indicated agreater interest in school matters and the teachers indicated awillingness to include parents in school matters, both the parents and teachers in this study perceived the role ofthe parent as advisory, not decision making. It was concluded that to ensure ameaningful and functional role for parellts as tlleir p811icipatioll ill educational matters evolves, SCllools must have a clear vision ofthe primary goal ofall schools, namely, to foster and nourish democratic citizens for ademocratic society (Glickman, 1993). Furthennore, intentional practices such as Purkey's (ad) 5-P Relay approach, based on a democratic theory and practice of education, will have to be employed in order to give parents an authentic voice in educational matters and provide an avenue for parents to acquire the necessary skills and lmowledge needed to do so. As schools, school boards, and the Ministry ofEducation implement parent involvement guidelines and policies, developmental needs ofeach school need to be considered to ensure the employment ofdemocratic practices not authoritarian mandates. Parent interest and involvement, at whatever level, should be an important element in the overall move to make schools part ofthe democratic society they were meant to be.

Parental beliefs as predictors of children's externalizing behaviors

The relationship between maternal beliefs about children's externalizing behaviors (EB) and the frequency of their children's EB was investigated. The sample of 71 consisted of two groups of mothers of children between 8-12 years of age. The Clinic group consisted of 35 mothers of children referred to a Children's Clinic due to externalizing behavior problems. The School group consisted of 36 mothers of children attending elementary school. Mothers completed questionnaires measuring parental beliefs and the frequency of their children's EB. Results showed that mothers' endorsement of authoritarian parenting was positively related to children's EB scores. A U-shaped relationship was found between mothers' relationship-centered goals and children's EB scores. Parent-centered goals and children's EB scores were positively correlated only in the clinic group. Mothers'-hostile attribution scores were positively related to their children's EB scores in both groups. Mothers with low perceived parenting scores were associated with higher children's EB scores in both groups. Overall, results revealed potential clinical implications. Parenting programs that change parenting goals, attributions, and ii Parental Beliefs sense of parenting control, which in turn influences parenting behavior, may influence the frequency of their children's externalizing behaviors.

The effects of computer assisted interactive fiction on the development of reading comprehension in grade five students

This study was undertaken in order to determine the effects of playing computer based text adventure games on the reading comprehension gains of students. Forty-five grade five students from one elementary school were randomly assigned to experimental and control groups, and were tested with regard to ability, achievement and reading skills. An experimental treatment, consisting of playing computer based interactive fiction games of the student's choice for fifteen minutes each day over an eight-week period, was administered. A comparison treatment engaged the control group in sustained silent reading of materials of the student's choice for an equal period of time. Following the experimental period all students were post-tested with an alternate form of the pre-test in reading skills, and gain scores were analysed. It was found that there were no significant differences in the gain scores of the experimental and control groups for overall reading comprehenSion, but the experimental group showed greater gains than the control group in the structural analysis reading sub-skill. Extreme variance in the data made generalization very difficult, but the findings indicated a potential for computer based interactive fiction as a useful tool for developing reading sl

The transformation of teachers: an adult learning approach

The study focused on the teacher as an adult learner rather than an instructor. A sample of three hundred and three elementary school teachers completed a two-part Likert survey questionnaire. The instrument was developed by the researcher in an attempt to operationalize Mezirow's Theory of Perspective Transformation. The four sub-scales collected information about teachers as they perceived themselves as adult learners and the way they conceptualize critical SelfReflection, Meaning perspectives and New Insights (Mezirow, 1978, 1981, 1989, 1990) within a framework of Mezirow's concept of Transformative Learning. Survey research methodology was used. Frequency distributions, means, and standard deviation were calculated. Reliability analysis and Pearson 'r' correlations established the internal consistency of items It Cross tabulations to describe differences in responses across demographic valuables were computed. The survey results indicated that teachers perceived themselves as self-directed learners. The findings support the need for a better understanding of the teacher as an adult learner so that teacher inservice programs and teacher supervision and evaluation can provide a viable learning alternative to the existing models used in practice.

Values and the classroom teacher

This is a descriptive study of elementary school teachers' perceptions of values transmitted in classrooms. Through circulation of a survey to teachers in Public and Separate Schools in the "Golden I-Iorseshoe" distt-ict of SOLtthern Ontario (e}{clLtding Toronto), it was found that teachers do see themselves as promoting values which tend to be conceptual or knowledge-based and receptive and pertain to self-perception and personal growth. They also show a tendency t.o Lise nlore conceptL\al teachi ng strategies SLieri as discussiona The respondents had no clear opinion regarding student disposition toward values but did feel very influential in developing that disposition. Demographic factors of gender, age, teaching division and teaching experience affected the responses to the surveYa The study was undertaken to describe a very sensitive area in education in the hope of moving closer toward a more effective school system II.

Letting go : a self-study utilizing critical literacy as method in improving my practice /

This is a Self-study about my role as a teacher, driven by the question: "How do I improve my practice?" (Whitehead, 1989)? In this study, I explored the discomfort that I had with the way that I had been teaching. Specifically, I worked to uncover the reasons behind my obsessive (mis)management of my students. I wrote of how I came to give my Self permission for this critique: how I came to know that all knowledge is a construction, and that my practice, too, is a construction. I grounded this journey within my experiences. I constructed these experiences in narrative fomi in order to reach a greater understanding of how I came to be the teacher I initially was. I explored metaphors that impacted my practice, re-constructed them, and saw more clearly the assumptions and influences that have guided my teaching. I centred my inquiry into my teaching within an Action Reflection methodology, bon-owing Jack Whitehead's (1989) term to describe my version of Action Research. I relied upon the embedded cyclical pattern of Action Reflection to understand my teaching Self: beginning from a critical moment, reflecting upon it, and then taking appropriate action, and continuing in this way, working to improve my practice. To understand these critical moments, I developed a personal definition of critical literacy. I then tumed this definition inward. In treating my practice as a textual production, I applied critical literacy as a framework in coming to know and understand the construction that is my teaching. I grounded my thesis journey within my Self, positioning my study within my experiences of being a grade 1 teacher struggling to teach critical literacy. I then repositioned my journey to that of a grade 1 teacher struggling to use critical literacy to improve my practice. This journey, then, is about the transition from critical literacyit as-subject to critical literacy-as-instmctional-method in improving my practice. I joumeyed inwards, using a critical moment to build new understandings, leading me to the next critical moment, and continued in this cyclical way. I worked in this meandering yet deliberate way to reach a new place in my teaching: one that is more inclusive of all the voices in my room. I concluded my journey with a beginning: a beginning of re-visioning my practice. In telling the stories of my journey, of my teaching, of my experiences, I changed into the teacher that I am more comfortable with. I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized. (Ginott, as cited in Buscaglia, 2002, p. 22)

Effects of a preschool parent enrichment programme on children and their parents /

This study evaluated a preschool parent enrichment programme to assess if child and parent involvement in the programme facilitated the children's subsequent school adjustment. Also examined were the programme's effects on parent-child relationships. Participants were 56 Junior-Senior Kindergarten and Grade One students from one elementary school. Parent participants were 12 parents from the preschool parent enrichment programme, 6 parents whose children had attended other preschool programmes, and 6 parents whose children had remained at home prior to school. Five elementary teachers and both nursery school teachers from the parent enrichment programme also participated. Measures used included the Florida Key to assess children's inferred self-concept as learner and four subscales (relating, asserting, coping and investing), and interviews to assess parent and teacher perceptions. Findings indicated that there was little difference between parent and teacher perceptions about children who had attended a preschool programme. Both groups showed improved social, emotional, and behavioural skill development, together with increased self-esteem, and the ability to cope with separation from their parents. This enabled children to make the transition from preschool to primary school more successful. Children from the parent enrichment programme were not readily identifiable in terms of the profile promulgated for disadvantaged children. The Florida Key showed a main effect for the coping subscale, indicating that children from the parent enrichment programme may show more confidence in their abilities, and seek assistance from teachers than children who had no preschool experience. The parent enrichment programme appeared to have the biggest impact on the parents. Parents reported improved relationships with their children, increased confidence and self-esteem, as well as improved parenting and general life skills. The implications for short-term gains for children from this type of programme are better readiness for school, more positive self-esteem, improved social behaviour, and a higher achievement motivation. The long-term gains for children are predicted to be fewer special education placements, less grade retention, and a lower dropout rate from school. The short-term gains for parents are better social support networks," greater self-confidence, better interactions with children, and improved parenting skills. The long-term benefits may be an increased motivation to continue education, gain employment, and less family breakdown and abuse.

I must walk through the gate : an ontological necessity

This research is a self-study into my life as an athlete, elementary school teacher, leamer, and as a teacher educator/academic. Throughout the inquiry, I explore how my beliefs and values infused my lived experiences and ultimately influenced my constructivist, humanist, and ultimately my holistic teaching and learning practice which at times disrupted the status quo. I have written a collection of narratives (data generation) which embodied my identity as an unintelligent student/leamer, a teacher/learner, an experiential learner, a tenacious participant, and a change agent to name a few. As I unpack my stories and hermeneutically reconstruct their intent, I question their meaning as I explore how I can improve my teaching and learning practice and potentially effect positive change when instructing beginning teacher candidates at a Faculty of Education. At the outset I situate my story and provide the necessary political, social, and cultural background information to ground my research. I follow this with an in depth look at the elements that interconnect the theoretical framework of this self-study by presenting the notion of writing at the boundaries through auto ethnography (Ellis, 2000; Ellis & Bochner, 2004) and writing as a method of inquiry (Richardson, 2000). The emergent themes of experiential learning, identity, and embodied knowing surfaced during the data generation phase. I use the Probyn' s (1990) .. metaphor of locatedness to unpack these themes and ponder the question, Where is experience located? I deepen the exploration by layering Drake's (2007) KnowlDo/Be framework alongside locatedness and offer descriptions of learning moments grounded in pedagogical theories. In the final phase, I introduce thirdspace theory (Bhabha, 1994; Soja, 1996) as a space that allowed me to puzzle educational dilemmas and begin to reconcile the binaries that existed in my life both personally, and professionally. I end where I began by revisiting the questions that drove this study. In addition, Ireflect upon the writing process and the challenges that I encountered while immersed in this approach and contemplate the relevance of conducting a self-study. I leave the reader with what is waiting for me on the other side of the gate, for as Henry James suggested, "Experience is never limited, and it is never complete."

Unveiling Shi’i Religious Identities: Case Studies of Hijab in Culturally Homogeneous Canadian Schools

This qualitative case study explored 10 young female Shi’i Muslim Arabic-Canadian students’ experiences associated with wearing the Hijab (headscarf) within their home, community, and predominantly White Canadian public elementary school environments. The study integrated several bodies of scholarly theories in order to examine the data under a set of comprehensive lenses that more fully articulates and theorizes on the diversity of female Shi’i Muslim Canadian students’ experiences. These theories are: identity theories with a focus on religious identity and negative stereotypes associated with Muslims; feminism and the Hijab discourses; research pertaining to Muslims in school settings; and critical race theory. In order to readdress the dearth of information about Shi’is’ experiences in schools, this study provides an in-depth case study analysis in which the methodology strategies included 10 semi-structured in-depth interviews, 2 focus-group meetings, and the incorporation of the researcher’s fieldnotes. Data analysis revealed the following themes corresponding to participants’ experiences and values in their social worlds of home, community, and schools: (a) martyrdom and self-sacrifice as a means for social justice; (b) transformational meaning of the Hijab; (c) intersectionality between culture, religion, and gender; and (d) effects of visits “back home” on participants’ religious identities. Additional themes related to participants’ school experiences included: (a) “us versus them” mentality; (b) religious and complex secular dialogues; (c) absence of Muslim representations in monocultural schools; (d) discrimination; (e) remaining silent versus speaking out; and (f) participants’ strategies for preserving their identities. Recommendations are made to integrate Shi’i Muslim females’ identity within the context of Islam and the West, most notably in relation to: (a) the role of Muslim community in nondiverse settings as a space that advances and nurtures Shi’i Muslim identity; and (b) holistic and culturally responsive teaching that fosters respect of others’ religiosity and spirituality. This study makes new inroads into feminist theorizing by drawing conceptual links between these previously unknown connections such as the impact of the historical female exemplary role model and the ritual stories on the experiences of Muslim females wearing the Hijab.

Lived Experiences: An Exploration of Teachers' Thoughts and Feelings While Implementing an Antibullying Initiative

This qualitative case study explored elementary school teachers' lived experiences and perceptions surrounding the implementation of an antibullying program within the public school system. The purpose of this study was to share the individual stories of teachers who have implemented an antibullying initiative and how their journey into the bullying phenomenon changed their personal beliefs, their students, and their school climate. Five elementary school teachers (3 female, 2 male) from 5 different public schools in a southwestern region of Ontario completed 8 closed-ended questions and participated in l-on-l semistructured interviews. All 5 teachers had implemented the "Imagine ... A School Without Bullying" initiative or were involved with its predecessor the "Good Kid Sid" pilot project. The interviews were audiotaped and transcribed. The data were coded, and broad themes were reduced to a smaller number of topics where a more in-depth analysis occurred. Findings showed that reports of bullying existed at each of the schools. All 5 teachers felt their initiative was making a positive difference in their school; however this did not come without some resistance from staff. A common finding heard from all of their stories was the need for more time. Implications for antibullying initiatives are discussed, and advice to anyone beginning an antibullying initiative is offered by each of the 5 teachers involved in this study.

Creating a Generation of Upstanders: Curriculum Resource to Help Ontario Educators Build Safe Schools

This project focuses on the bullying found in the 21st century elementary classrooms, more specifically in grades 4-8. These grades were found to have high levels of bullying because of major shifts in a student’s life that may place a student of this age at risk for problems with their peer relationships (Totura et al., 2009). Supporting the findings in the literature review, this handbook was created for Ontario grade 4-8 classroom teachers. The resource educates teachers on current knowledge of classroom bullying, and provides them with information and resources to share with their students so that they can create a culture of upstanders. Upstanders are students who stand up for the victims of bullying, and have the self-esteem and strategies to stand up to classroom bullies. These upstanders, with the support of their classroom teachers and their peers, will be a force strong enough to build the government-mandated Safe School environment.

Creating a Generation of Upstanders: Curriculum Resource to Help Ontario Educators Build Safe Schools

This project focuses on the bullying found in the 21st century elementary classrooms, more specifically in grades 4-8. These grades were found to have high levels of bullying because of major shifts in a student’s life that may place a student of this age at risk for problems with their peer relationships (Totura et al., 2009). Supporting the findings in the literature review, this handbook was created for an Ontario grade 4-8 classroom teachers. The resource educates teachers on current knowledge of classroom bullying, and provides them with information and resources to share with their students so that they can create a culture of upstanders. Upstanders are students who stand up for the victims of bullying, and have the self-esteem and strategies to stand up to classroom bullies. These upstanders, with the support of their classroom teachers and their peers, will be a force strong enough to build the government-mandated Safe School environment.

A Mixed-Method Study of Educator Knowledge and Practice Related to Student Socio-moral Development

The purpose of this study was to explore elementary educators’ knowledge of moral development, how this knowledge relates to their beliefs and sense of efficacy pertaining to character education practices and the socio-moral reasoning of their students. It was hypothesized that educators’ beliefs and practices related to character education would reflect their pedagogy rather than knowledge of moral development theory. It was further hypothesized that there would be differences in student socio-moral reasoning specifically the beliefs and desires that guide actions would differ based on grade and gender. This mixed-method study employing self-report questionnaires, open response vignettes, and semi-structured educator interviews yielded quantitative and qualitative data. Findings indicated socio-moral reasoning of students differed according to grade (age) and gender. Knowledge of moral development theory was found to vary among participants however some practices employed by educators did align with a social cognitive approach to moral development. Significant variables identified consistently among educator and student participants included, autonomy, social competence, sense of school community, and supportiveness. These variables, in conjunction with a sense of fairness, have been identified elsewhere as foundational to moral development (Nucci, 2009), and intrinsic motivation (Ryan & Deci, 2000) and are relevant to educators working to develop student socio-moral reasoning as an aspect of character.

Student Perspectives of the Context of Recess; Implications for Student Well-Being

With most students in Canada spending approximately 180 days a year in school, averaging more than six hours a day (Morrison & Kirby, 2011), Wei, Szumilas and Kutcher (2011) argue that this places educational institutions in an unique position in terms of influencing the health and well-being of students. This brings forth the need for school environments to be utilized in ways that are conducive to promoting student development. Much of the educational and developmental components embedded within the school system as well as experiences within greatly influence student’s health and well-being. A national statement was made a concerning American children’s education and mental health that is greatly applicable to the Canadian school system. It was stated that schools “must be active partners in the mental health care of our children” because of the “important interplay between emotional health and school success” (Lazarus & Sulkowski, 2011, pp. 15-16). This identifies the need to ensure that all students, as much as possible, are being provided with safe environments and sufficient support in order to encourage positive developmental trajectories of student health and well-being.

Facteurs cognitifs liés à l'acquisition du lexique orthographique

La présente thèse a pour objectif d’étudier le rôle des facteurs cognitifs (traitement phonologique et visuoattentionnel et mémoire lexicale orthographique) dans l’acquisition des connaissances orthographiques implicites et explicites. Afin d’examiner les liens entre les différents facteurs cognitifs et les connaissances orthographiques, une étude longitudinale a été réalisée à l’aide d’un échantillon de 338 enfants suivis de la maternelle 5 ans à la fin de la deuxième année du primaire. À la fin de la maternelle, les enfants ont été évalués à l’aide d’une épreuve d’orthographe approchée et d’épreuves évaluant les facteurs cognitifs en jeu dans l’apprentissage du langage écrit (traitement phonologique, traitement visuoattentionnel et mémoire à court et à long terme). Les connaissances lexicales orthographiques explicites de ces mêmes enfants ont été évaluées en fin de première et de deuxième années. Le premier article de cette thèse rapporte les données d’une étude réalisée auprès des enfants scolarisés en maternelle 5 ans. Cette étude vise l’établissement d’un lien entre, d’une part, la capacité de traitement phonologique, visuoattentionnel et de mémoire lexicale orthographique et, d’autre part, les connaissances orthographiques implicites des enfants qui n’ont pas encore eu d’enseignement formel de l’écriture. Les résultats indiquent que, contrairement à ce qui a été longtemps avancé, la capacité de traitement phonologique n’est pas le seul facteur cognitif à intervenir, puisque la capacité de mémoire lexicale orthographique à long terme ainsi que la capacité visuoattentionnelle contribuent de façon importante et indépendante à l’acquisition des connaissances orthographiques implicites des enfants de la maternelle 5 ans. La mémoire lexicale orthographique est même le facteur qui apporte la plus forte contribution. La deuxième étude de cette thèse vise à déterminer, parmi les facteurs cognitifs évalués en maternelle, celui ou ceux qui permettent de prédire les connaissances orthographiques explicites ultérieures, c'est-à-dire celles de première et de deuxième années du primaire. Les résultats de cette deuxième étude indiquent que les préalables nécessaires à l’acquisition des connaissances orthographiques lexicales sont les capacités de traitement phonologique ainsi que les capacités de la mémoire à court et à long terme. La troisième étude de cette thèse a pour but de mettre en lumière le rôle prédictif que joue le niveau des connaissances orthographiques des enfants de maternelle quant au niveau ultérieur de leurs connaissances orthographiques en première et deuxième années, en lien avec les capacités cognitives qui sous-tendent l’apprentissage du langage écrit, en particulier le traitement phonologique, le traitement visuoattentionnel et la mémoire lexicale orthographique. Les résultats de cette dernière étude permettent de montrer que, parmi les facteurs évalués en maternelle, le niveau des connaissances orthographiques implicites apporte une contribution unique à l’ensemble du niveau des connaissances orthographiques ultérieures. L’influence des connaissances orthographiques précoces sur l’acquisition ultérieure n’est pas surprenante. En effet, la première étude avait montré que le niveau de ces connaissances est fonction non seulement de la capacité de mémoire orthographique lexicale mais également de la capacité de traitement phonologique et visuottentionnel. Les résultats issus de ces trois études présentent un intérêt non négligeable dans la compréhension de l’acquisition du langage écrit. En effet, ces recherches ont permis de montrer qu’avant même l’apprentissage formel de l’écrit, l’enfant témoigne de connaissances implicites non négligeables sur la langue écrite et que c’est à partir de ces connaissances que s’élaboreront ses connaissances explicites ultérieures. Ces connaissances sont tributaires de multiples facteurs parmi lesquels la capacité de mémoire lexicale orthographique, facteur cognitif dont la contribution n’avait pas été démontrée jusqu’à présent. Les résultats de cette recherche montrent qu’il est possible d’envisager des outils de dépistage précoce qui permettront d’identifier les enfants à risque de présenter des difficultés spécifiques d’apprentissage du langage écrit. Ce dépistage permettrait de mettre en place des interventions mieux ciblées et précoces, ce qui réduirait ainsi l’impact des difficultés sur les apprentissages scolaires.