创建家长学校关注学生发展

家庭教育是现代国民教育的重要组成部分,是学校教育和社会教育的基础.但家庭教育现状却不容乐观,在教育观念、教育方法等方面存在问题.家长学校是普及家庭教育知识,帮助家长系统学习家庭教育知识,更新家庭教育观念,掌握科学的家庭教育方法,促进学生全面发展,提高家长教育素质水平和家庭教育质量的有效途径.家长学校在促进学校教育和家庭教育协作并形成合力方面发挥着重要作用.     

论家长学校

在最近一两年间,我国社会上出现了一种引人注目的新型学校——家长学校。这是我国教育发展史上前所未有过的新生事物。家长学校的出现,对于改善我国的家庭教育工作,实现家庭教育科学化,促进整个教育事业的发展,有着重要的现实意义和深远的影响。家长学校,顾名思义,就是对在家庭生活中承担抚养教育子女任务的父母或其他长者进行教育和训练的学校。家长学校是一个统称,具体的类型有“家长学校”、“父母     

开展家庭教育 促进德育工作

家庭教育是学校教育和社会教育的基础。为深入开展家庭教育,有效促进德育工作,我校探索出一条以“家长学校”为主体的家庭教育新模式,得到上级教育行政部门和教育专家的认可,学校因此被授予省级“优秀家长学校”称号。     

办好家长学校 提高家长素质

我校由于坚持从家庭和学校的实际出发,采取措施办好家长学校,强化家庭教育功能,使家庭教育与学校教育互相协调,形成合力,促进小学生素质和家长素质的提高。因此在镇的综合评比中,我校家长学校被评为东莞市长安镇1998年“优秀家长学校”。 一、健全领导机构,制定规章制度 办好家长学校,不仅关系到家庭教育质量,而且也关系到学校教育的效果,所以我校把它摆在重要的议事日程上。学校成立了家长学校领导小组,由管理区有关领导和学校校长、教导主任、各科级组长组成,聘请管理区党支部书记任家长学校名誉校长,管     

家长学校应当“四化”

家长学校应当“四化”●江苏建湖县实验小学朱兆华家长学校，可以使家庭教育潜能得到充分的发挥，增强家庭教育与学校教育的一致性，形成教育合力，充分发挥育人的整体效应。要办好家长学校，须做到“四化”。一、办学目标化家庭教育是整个国民教育的重要组成部分，是学校...     

办好家长学校,实现共同育人大目标

办好家长学校,是实现家庭教育与学校教育同步,促进少年儿童德、智、体、美诸方面全面发展,提高小学家长学校办学质量,共育四有新人的需要。为此,兰州市西固区玉门街小学学校自创办家长学校至今,在加强家庭教育科研工作,促进家长学校建设发展等方面进     

形成三方合力,造就“四有”人才——学校、家庭、社区三结合教育探析

为造就“四有”人才,学校教育要与家庭教育、社区教育有机地结合起来,形成合力。学校要通过家长学校、家庭访问等等途径,正确引导家庭教育;充分利用社区内各类资源,加强对学生的教育。     

办好家长学校 构建和谐教育平台

众所周知．加强家校合作已成为当前教育发展的必然趋势。创办家长学校,提高家庭教育水平,使家庭教育与学校教育并行、协作并形成合力,最大限度地促进学生的健康成长．是摆在我们面前严肃而又重大的课题。由此,了解创办家长学校的意义和作用、应遵循的原则和注意的问题,对提高家校合作的水平,营造和谐的教育环境大有裨益。     

县域家长学校总校建设的实践与思考

<正>家长学校总校是县域宣传教育方针、相关法律法规和政策的工作机构;是宣传科学的家庭教育理念,提升家长教育方法的主要机构;是组织指导评价县域中小学、幼儿园家长学校的职能部门;是培训各级家长学校师资的主要场所。建设县域家长学校总校,利于进一步促进学校教育、家庭教育和社会教育的有机结合,提高立德树人的综合效果,对促进青少年健康成长和全面发展有着重要意义。     

办好家长学校,实现共同育人大目标

办好家长学校,是实现家庭教育与学校教育同步,促进少年儿童德、智、体、美诸方面全面发展,提高小学家长学校办学质量,共育＂四有＂新人的需要。为此,兰州市西固区玉门街小学学校自创办家长学校至今,在加强家庭教育科研工作,促进家长学校建设发展等方面进行了一些有益的探索。     

Preferences for parent education programs among low socioeconomic status,culturally diverse parents

This study examined parent preferences, behaviors, and beliefs toward school‐based parent education programs among 395 low income, culturally diverse parents. Parents of different socioeconomic levels reported similar preferences toward parent education events and perceptions of barriers to parent education programs. More differences were noted among parents regarding parenting beliefs and behaviors. Higher educational attainment was associated with more active involvement in parenting events and beliefs more consonant with the parenting programs likely to be offered at school (e.g., those with an Adlerian orientation). Few racial differences were noted after controlling for the differential effects of educational attainment. Implications for developing effective parenting programs are discussed. © 1999 John Wiley & Sons, Inc.     

Parenting as a Protective Process for School Success in Children from Homeless Families

The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children's school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent–child relationships and high parent involvement in the child's education were associated with school success in terms of school records of achievement and behavior in school. Parent's intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed.     

Test–retest reliability of the parent behavior importance questionnaire‐revised and the parent behavior frequency questionnaire‐revised

This study evaluated the test–retest reliability of two parenting measures: the Parent Behavior Importance Questionnaire‐Revised (PBIQ‐R) and Parent Behavior Frequency Questionnaire‐Revised (PBFQ‐R). These self‐report parenting behavior assessment measures may be utilized as pre‐ and post‐parent education program measures, with parents as well as nonparent respondents. The questionnaires are based on the parent development theory, with the parenting behaviors corresponding to theory and current parenting literature. Thus, respondents' relative weighting of importance (PBIQ‐R) or frequency (PBFQ‐R) of positive, supportive parenting as well as negative behaviors may be determined through questionnaire responses. Test–retest reliability estimates suggest psychometric strength. Results are discussed relative to parenting theory and research, as well as school psychology policy and practice. © 2011 Wiley Periodicals, Inc.     

Parenting as a Protective Process for School Success in Children from Homeless Families

The role of parenting as a protective process for school success was investigated among 59 African American children 6 to 11 years old from homeless families residing in a Minneapolis shelter. Reliable scores for three dimensions of parenting—parent-child closeness, parent involvement in education, and firm discipline—were derived from ratings based on interviews with parents while they were living at the shelter. After families had left the shelter, children's school success was assessed via three types of indicators: a) performance on a standardized achievement test; b) ratings of school records for the current school semester as well as cumulative school records; and c) teacher assessments of appropriate school behavior. Results suggested that good parenting may be protective for school success in these children. Close parent-child relationships and high parent involvement in the child's education were associated with school success in terms of school records of achievement and behavior in school. Parent's intellectual functioning, education level, psychological distress and firm disciplinary practices were unrelated to child academic success. Future research directions and implications for intervention are discussed.     

Links between parenting styles,parent–child academic interaction,parent–school interaction,and early academic skills and social behaviors in young children of English-speaking Caribbean immigrants

This study examined the influence of parenting styles, parent–child academic involvement at home, and parent–school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers’ authoritarian parenting style was negatively associated with and father–school contact was positively associated with receptive skills, vocabulary, and composite scores over and above that of mothers’ contributions in these areas. Fathers’ authoritative parenting style and father–child academic interaction at home were positively related to children's social behaviors. Mothers’ authoritarian parenting style was negatively and mother–school contact was positively associated with children's social behaviors. Analyses indicated that fathers’ parenting carried the weight of influence over mothers’ parenting for facilitating both child academic skills and social behaviors. The roles of parenting styles, parent–academic activities, and parent–school contacts in early schooling are discussed.     

本科院校高职办学模式现状分析与对策思考

本科院校办高职在高等职业教育发展中起重要作用,形成了多种办学模式.同济大学在办学实践中实施"依托母体,相对独立"的办学模式,其内涵是发挥本科院校的优势,形成相对独立的管理体制和运行机制,并取得了实际成效.实施"依托母体,相对独立"的办学模式,要正确处理好师资、管理、不同教育类别及与相关机构的关系问题.     

Beyond Parental Control and Authoritarian Parenting Style: Understanding Chinese Parenting through the Cultural Notion of Training

This study addresses a paradox in the literature involving the parenting style of Asians: Chinese parenting has often been described as "controlling" or "authoritarian." These styles of parenting have been found to be predictive of poor school achievement among European-Americans, and yet the Chinese are performing quite well in school. This study suggests that the concepts of authoritative and authoritarian are somewhat ethnocentric and do not capture the important features of Chinese child rearing, especially for explaining their school success. Immigrant Chinese and European-American mothers of preschool-aged children were administered standard measures of parental control and authoritative-authoritarian parenting style as well as Chinese child-rearing items involving the concept of "training." After controlling for their education, and their scores on the standard measures, the Chinese mothers were found to score significantly higher on the "training" ideologies. This "training" concept has important features, beyond the authoritarian concept, that may explain Chinese school success.     

Maternal involvement in preschool children's education in Japan: Relation to parenting beliefs and socioeconomic status

Studies conducted in the US consistently demonstrate that parenting self-efficacy and construction of the parent role are critical elements associated with parents’ involvement in their children's elementary school education. Less is known about the dynamics of parent involvement during the preschool period, or in nations outside the US. This study examined the relation of maternal beliefs and family SES to three dimensions of parent involvement in Japan: preschool selection strategies, engagement in reading at home, and involvement in activities at the preschool. Interview and questionnaire data were obtained from 108 Japanese mothers, all of whom had a child in the last year of preschool. Consistent with theory and findings in the US, parenting self-efficacy and family role construction were associated with Japanese mothers’ strategies for selecting preschools and frequency of engaging in home reading. Findings regarding family SES demonstrated a culturally specific pattern; mothers of higher SES background were more likely to access formal sources of information and to engage in daily home reading but less likely to participate at the school site.     

Teacher-parent relationships: influence of gender and education on organizational parents’ counterproductive behaviors

The present paper examines the influence of parent’s demographics (gender and educational level) and a contextual variable (school grade) on counterproductive parents’ behavior during interaction with teachers. Data were gathered by administering the Italian version of the Challenging Parent Standard Questionnaire (Pepe 2010) to a sample of in-service teachers of both elementary and middle schools (N?=?674). As a result, a sample composed of 150 fathers and 524 mothers showing counterproductive behaviors was obtained. General linear model multivariate analysis of covariance (MANCOVA) revealed no statistically significant differences between fathers’ and mothers’ counterproductive behaviors when controlled for the effects of parents’ education and the school grade. Low parental educational levels appeared to be associated with uncooperative and uninvolved behaviors, whereas excessively worried behaviors about a child’s education seems to be associated with a parent having a college degree or more. It must be remarked that parents’ behaviors can be conditioned by expectation about, or reaction to, the behavior of the teacher and the results should be interpreted by considering nonindependence of involved actors. Results are discussed in terms of theory development and parenting programs aimed at improving parent-teacher relationships.     

Profiles of Parenting for Low-Income Families and Links to Children’s Preschool Outcomes

Parenting is a multidimensional construct that includes practices, attitudes, and emotional capacity. The aims of the study were to examine variation within parenting through a person-centered approach and the extent to which child and family characteristics were associated with profiles of parenting as well as the link between parenting profiles and children’s preacademic skills, language, and behavior outcomes in preschool. This study used data from low-income, ethnically diverse, preschool-aged children (n = 740) and their parents (n = 713) who were participants in a network of high-quality early care and education programs across the United States. Latent profile analyses uncovered four parenting profiles: (1) low enrichment, conflict-oriented, and distressed parent; (2) average enrichment, conflict-oriented, and distressed parent; (3) low to average enrichment, emotionally close, and low distressed parent; and (4) high enrichment, emotionally close, and low distressed parent. Child (age, minority status) and parent (family structure, home language, maternal age, level of education, school/training status, and depressive symptomatology) characteristics were predictive of being in a particular parenting group. Further, parenting profiles were predictive of children’s preschool outcomes. Implications for intervention and programming are discussed.