The author of the study reported here set out to understand and then explain the degree to which predominantly low-income, illiterate parents of children at a Ghanaian community school value education. Information gained from this exploratory study will contribute to the knowledge base on the nature of parental support — specifically, perceptions and the valuing of education in an economically developing nation in sub-Saharan Africa. The exploratory nature of this study, however, identified other factors associated with parental values and parental involvement in education that influence the nature and degree of educational support that they provide to their children, including culture, economic circumstances, priorities, self interest, parental level of education, family structure, and family size. This study raises fundamental questions about parental perceptions toward education in the Weija Community of Ghana that have relevance for other countries in Africa.
{"title":"Parental Involvement in Education in Ghana: The Case of a Private Elementary School","authors":"A. Donkor","doi":"10.54195/ijpe.18166","DOIUrl":"https://doi.org/10.54195/ijpe.18166","url":null,"abstract":"The author of the study reported here set out to understand and then explain the degree to which predominantly low-income, illiterate parents of children at a Ghanaian community school value education. Information gained from this exploratory study will contribute to the knowledge base on the nature of parental support — specifically, perceptions and the valuing of education in an economically developing nation in sub-Saharan Africa. The exploratory nature of this study, however, identified other factors associated with parental values and parental involvement in education that influence the nature and degree of educational support that they provide to their children, including culture, economic circumstances, priorities, self interest, parental level of education, family structure, and family size. This study raises fundamental questions about parental perceptions toward education in the Weija Community of Ghana that have relevance for other countries in Africa.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Denessen, Joep T. A. Bakker, Lenny Kloppenburg, M. Kerkhof
Teachers are expected to build strong relationships with their students’ parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the content of the curricula of three teacher training institutes in the Netherlands and the impact of teacher training on preservice teachers’ attitudes and competences. Surveys were administered to a total of 545 preservice teachers from all grades of their training. Overall, it seemed that levels of competence of Dutch student teachers were quite low, despite the fact that teacher training programmes provided many curricular components on this issue. Some positive though small effects of teacher training programmes have been observed. In general, however, students don’t feel well prepared to communicate with parents when starting their teaching career. Although some differences between teacher training institutes exist, the effectiveness of teacher training programmes did not appear to differ across institutes. Student teachers’ attitudes towards parents were nevertheless very positive. These attitudes, however, were not related to their teacher training experiences, but seemed to be founded in their personal biography.
{"title":"Teacher - Parent Partnerships: Preservice Teacher Competences and Attitudes during Teacher Training in the Netherlands","authors":"E. Denessen, Joep T. A. Bakker, Lenny Kloppenburg, M. Kerkhof","doi":"10.54195/ijpe.18160","DOIUrl":"https://doi.org/10.54195/ijpe.18160","url":null,"abstract":"Teachers are expected to build strong relationships with their students’ parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the content of the curricula of three teacher training institutes in the Netherlands and the impact of teacher training on preservice teachers’ attitudes and competences. Surveys were administered to a total of 545 preservice teachers from all grades of their training. Overall, it seemed that levels of competence of Dutch student teachers were quite low, despite the fact that teacher training programmes provided many curricular components on this issue. Some positive though small effects of teacher training programmes have been observed. In general, however, students don’t feel well prepared to communicate with parents when starting their teaching career. Although some differences between teacher training institutes exist, the effectiveness of teacher training programmes did not appear to differ across institutes. Student teachers’ attitudes towards parents were nevertheless very positive. These attitudes, however, were not related to their teacher training experiences, but seemed to be founded in their personal biography.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"46 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Family literacy programmes have become increasingly popular, particularly in England since the implementation of the Skills for Life (SfL) agenda (DfEE, 2001). Programmes are perceived by policy makers as a means of addressing low levels of literacy and numeracy in families who are viewed as underachieving, economically and socially, (Atkin, Rose and Shier, 2005). They can also be used to develop links between the home and school fields, (Bourdieu, 1977) and to re-engage adults who have a habitus (Bourdieu, 1993) of none-involvement with formal learning. Drawing on Bourdieu’s theoretical concepts of habitus and field this paper looks at family literacy programmes in England, Ireland and Malta and the role, if any, of such programmes in strengthening links between the home and school. Based on the findings of a European comparative doctoral study, research found that the fundamental difference between the three case study areas was the absence of children participating in family literacy programmes in Ireland compared to England and Malta largely due to the fact that in Ireland programmes did not involve schools. This paper explores reasons why programmes in Ireland are not delivered in conjunction with schools and the impact collaboration has on home and school relationships.
{"title":"Strengthening home-school links through family literacy programmes: a comparative European case study","authors":"Anthea Rose, Chris Atkin","doi":"10.54195/ijpe.18276","DOIUrl":"https://doi.org/10.54195/ijpe.18276","url":null,"abstract":"Family literacy programmes have become increasingly popular, particularly in England since the implementation of the Skills for Life (SfL) agenda (DfEE, 2001). Programmes are perceived by policy makers as a means of addressing low levels of literacy and numeracy in families who are viewed as underachieving, economically and socially, (Atkin, Rose and Shier, 2005). They can also be used to develop links between the home and school fields, (Bourdieu, 1977) and to re-engage adults who have a habitus (Bourdieu, 1993) of none-involvement with formal learning. Drawing on Bourdieu’s theoretical concepts of habitus and field this paper looks at family literacy programmes in England, Ireland and Malta and the role, if any, of such programmes in strengthening links between the home and school. Based on the findings of a European comparative doctoral study, research found that the fundamental difference between the three case study areas was the absence of children participating in family literacy programmes in Ireland compared to England and Malta largely due to the fact that in Ireland programmes did not involve schools. This paper explores reasons why programmes in Ireland are not delivered in conjunction with schools and the impact collaboration has on home and school relationships.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"17 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Promoting teachers, parents and students to collaborate and participate in homework has important value to improve educational quality and develop a learning community. Based in the Chinese education context, the authors conducted an experiment of Happy Homework in one elementary school. The homework catalyzed the full participation of parents and cooperative innovation between the teachers and students. To investigate the outcomes and experiences of the project, the authors utilized a variety of research methods, such as questionnaires, onsite observation, interviewing and discussion with stakeholders, and transcript analysis. The authors found that collaboration among teachers, parents and students played a big role in the development of the students. It stimulated the students to perceive the quality of learning, and the students’ performance, learning quality, self-awareness, and social and emotional development was improved. In addition, a learning community was developed. Based on the initial case study, a series of follow-up research studies are being carried out in the case study school.
{"title":"Making Homework a Catalyst of Teacher-Parents-Children’s Collaboration: A Teacher Research Study from an Elementary School in China","authors":"Hui Gu, Li Yin, Jiacheng Li","doi":"10.54195/ijpe.18235","DOIUrl":"https://doi.org/10.54195/ijpe.18235","url":null,"abstract":"Promoting teachers, parents and students to collaborate and participate in homework has important value to improve educational quality and develop a learning community. Based in the Chinese education context, the authors conducted an experiment of Happy Homework in one elementary school. The homework catalyzed the full participation of parents and cooperative innovation between the teachers and students. To investigate the outcomes and experiences of the project, the authors utilized a variety of research methods, such as questionnaires, onsite observation, interviewing and discussion with stakeholders, and transcript analysis. The authors found that collaboration among teachers, parents and students played a big role in the development of the students. It stimulated the students to perceive the quality of learning, and the students’ performance, learning quality, self-awareness, and social and emotional development was improved. In addition, a learning community was developed. Based on the initial case study, a series of follow-up research studies are being carried out in the case study school.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is focused on the tension between Chinese peasants' family capital reproduction strategies and the existing higher education system. Under an institutionalised urban-rural segregation, most rural residents are not entitled to some of the basic social welfare guarantees available to urban residents, such as pensions. As a preparation for the future of their children as well as for themselves, peasants have a strong urge to invest in their children's higher education as their family capital reproduction strategy. However, higher education institutions, without sufficient funding from the government, have to increase enrolment size and charge high tuition fees. Increase in the cost of higher education has strongly impacted on the family economy of rural residents, and the rapid expansion of the system has resulted in an employment crisis for college graduates. Bourdieu's theory of capital reproduction will be applied in the analysis of several cases of rural parents and their children who have participated in higher education. The research eventually leads to the conclusion that, under urban-rural segregation, Chinese peasants are compelled to convert their limited economic capital into academic capital, while the reversibility of this capital conversion is hardly objectively guaranteed.
{"title":"The Tension Between Chinese Peasants’ Family Capital Reproduction Strategies and Massification in Higher Education","authors":"Jingyi Dong","doi":"10.54195/ijpe.18236","DOIUrl":"https://doi.org/10.54195/ijpe.18236","url":null,"abstract":"This paper is focused on the tension between Chinese peasants' family capital reproduction strategies and the existing higher education system. Under an institutionalised urban-rural segregation, most rural residents are not entitled to some of the basic social welfare guarantees available to urban residents, such as pensions. As a preparation for the future of their children as well as for themselves, peasants have a strong urge to invest in their children's higher education as their family capital reproduction strategy. However, higher education institutions, without sufficient funding from the government, have to increase enrolment size and charge high tuition fees. Increase in the cost of higher education has strongly impacted on the family economy of rural residents, and the rapid expansion of the system has resulted in an employment crisis for college graduates. Bourdieu's theory of capital reproduction will be applied in the analysis of several cases of rural parents and their children who have participated in higher education. The research eventually leads to the conclusion that, under urban-rural segregation, Chinese peasants are compelled to convert their limited economic capital into academic capital, while the reversibility of this capital conversion is hardly objectively guaranteed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"43 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The subject of home-school relationship is normatively charged and has increasingly become the focal point of pedagogical discourse in the past years. The article reports results of the project “Home-School Cooperation”, which was supported by the Swiss National Science Foundation. This qualitative study examines, how teachers shape their interaction with parents. The main research question is, which habitualised background convictions guide the interaction of teachers with parents. The data was collected in 10 Swiss primary schools. 39 interviews with teachers and headmasters were transcribed for case reconstructions. They were analysed using sequence analysis according to the method of objective hermeneutics (Oevermann, 2000, 2002a) and interpreted in the tradition of the “Deutungsmusteranalyse” (analyses of patterns of interpretation) (Dewe, 1984). We refer to Oevermann’s theory of professionalisation (Oevermann, 1996, 2002b). Main results are: Teacher–parent cooperation differs as follows: active vs. passive focus on action; dominant client focus; the way the school’s interests is enforced on parents. Teachers show three different interpretations on school–family relationship. “Schools and families as unconnected agents of socialization”; “schools and families as disparate actors of socialization” and “cooperation as a partnership in a professionalised work alliance”. Moreover, seven super-individually interaction patterns can be reconstructed.
{"title":"“Collaboration with parents isn’t a burden. It’s just a natural part of my work.” - Parental Involvement in Switzerland – An Analysis of Attitudes and Practices of Swiss Primary School Teachers","authors":"J. Egger, J. Lehmann, Martin Straumann","doi":"10.54195/ijpe.18240","DOIUrl":"https://doi.org/10.54195/ijpe.18240","url":null,"abstract":"The subject of home-school relationship is normatively charged and has increasingly become the focal point of pedagogical discourse in the past years. The article reports results of the project “Home-School Cooperation”, which was supported by the Swiss National Science Foundation. This qualitative study examines, how teachers shape their interaction with parents. The main research question is, which habitualised background convictions guide the interaction of teachers with parents. The data was collected in 10 Swiss primary schools. 39 interviews with teachers and headmasters were transcribed for case reconstructions. They were analysed using sequence analysis according to the method of objective hermeneutics (Oevermann, 2000, 2002a) and interpreted in the tradition of the “Deutungsmusteranalyse” (analyses of patterns of interpretation) (Dewe, 1984). We refer to Oevermann’s theory of professionalisation (Oevermann, 1996, 2002b). Main results are: Teacher–parent cooperation differs as follows: active vs. passive focus on action; dominant client focus; the way the school’s interests is enforced on parents. Teachers show three different interpretations on school–family relationship. “Schools and families as unconnected agents of socialization”; “schools and families as disparate actors of socialization” and “cooperation as a partnership in a professionalised work alliance”. Moreover, seven super-individually interaction patterns can be reconstructed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the Portuguese school system the class tutor is a teacher who plays a pivotal role in bridging schools and families. The purpose of this study is to describe the innovative project of school-family partnership at class level implemented by a class tutor through an entire academic year. A qualitative case study research focused on the understanding of the relationship processes and of the solutions to the problems identified was adopted in order to grasp the meanings each actor (class tutor, parents, students and class teachers) ascribed to the events and processes related to school-family partnership, while connecting those meanings to the social context in which they lived. The analytical framework was mainly constituted a priori by categories derived from the ecological model of human development (Bronfenbrenner, 1979), the framework of six types of involvement (Epstein, 1997), and the theory of overlapping spheres of influence (Sanders and Epstein, 1998), complemented by data-driven categories and particular auxiliary theories.The findings of this study emphasized the importance of the frequency and diversity of school-family partnership activities in order to accommodate the specific needs of every family. The quality of communication and interpersonal relationships between the class tutor and parents plays a critical role in the development of trust and subsequently in partnership efficacy. Face-to-face contexts of communication are particularly effective.
{"title":"The critical role of class tutor in family-school partnership","authors":"Armanda Zenhas","doi":"10.54195/ijpe.18155","DOIUrl":"https://doi.org/10.54195/ijpe.18155","url":null,"abstract":"In the Portuguese school system the class tutor is a teacher who plays a pivotal role in bridging schools and families. The purpose of this study is to describe the innovative project of school-family partnership at class level implemented by a class tutor through an entire academic year. A qualitative case study research focused on the understanding of the relationship processes and of the solutions to the problems identified was adopted in order to grasp the meanings each actor (class tutor, parents, students and class teachers) ascribed to the events and processes related to school-family partnership, while connecting those meanings to the social context in which they lived. The analytical framework was mainly constituted a priori by categories derived from the ecological model of human development (Bronfenbrenner, 1979), the framework of six types of involvement (Epstein, 1997), and the theory of overlapping spheres of influence (Sanders and Epstein, 1998), complemented by data-driven categories and particular auxiliary theories.The findings of this study emphasized the importance of the frequency and diversity of school-family partnership activities in order to accommodate the specific needs of every family. The quality of communication and interpersonal relationships between the class tutor and parents plays a critical role in the development of trust and subsequently in partnership efficacy. Face-to-face contexts of communication are particularly effective.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"91 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In view of the importance of family involvement in the process of developing a child’s initial Individual Education Program (IEP) for special education services, it is imperative for educators to be aware of possible reactions family members may experience at the onset of the process. The purpose of this study was to determine the types of reactions family members had from their initial introduction to special education services. This study involved interviewing 212 family members over a span of four years regarding their reactions and experiences when their son or daughter was initially referred to special education services. The data collected from family members were analyzed and summarized. The results of the study indicated family members experienced a variety of both negative and positive reactions to the initial IEP meeting. Implications for educators and school personnel are discussed.
{"title":"Family Members’ Involvement in the Initial Individual Education Program (IEP) Meeting and the IEP Process: Perceptions and Reactions","authors":"H. Hammond, L. Ingalls, R. P. Trussell","doi":"10.54195/ijpe.18154","DOIUrl":"https://doi.org/10.54195/ijpe.18154","url":null,"abstract":"In view of the importance of family involvement in the process of developing a child’s initial Individual Education Program (IEP) for special education services, it is imperative for educators to be aware of possible reactions family members may experience at the onset of the process. The purpose of this study was to determine the types of reactions family members had from their initial introduction to special education services. This study involved interviewing 212 family members over a span of four years regarding their reactions and experiences when their son or daughter was initially referred to special education services. The data collected from family members were analyzed and summarized. The results of the study indicated family members experienced a variety of both negative and positive reactions to the initial IEP meeting. Implications for educators and school personnel are discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"38 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ylva Jannok Nutti, Anne Birgitte Fyhn, Ellen J. Sara Eira, Svein Ole Sandvik, T. Børresen, Ole Einar Hætta, Josefine Somby, Kristine Marie Gaup
This paper describes the collaboration between home and school during the planning of a mathematics teaching experiment involving ruvden, a Sámi braiding procedure. The experiment was conducted in a Sámi lower secondary school. In Sámi schools, Sámi language and culture shall constitute the basis for the teaching, but no cultural implementation usually takes place in the mathematics teaching. The teachers’ investigations of ruvden took place in collaboration with researchers and students during workshops, meetings and math days. The participants investigated the braiding procedure with different numbers of yarns; during one workshop, two girls’ mothers were invited to participate. The contributions of these new participants opened up for research questions with a focus on home-and-school cooperation. The first research question is: How did the mothers experience their involvement in the development of the Sámi culture-based teaching experiment? Analyses of that question prepared for another research question: How may home-and-school collaboration contribute to culture-based curriculum development? The mothers experienced their involvement positive, and the home-and-school cooperation had even implications for the content of the teaching experiment. The home-and-school collaboration took part on the basis of the perspective of shared responsibilities.
{"title":"Call your Mothers! Sámi Culture-Based Curriculum Development Based on Mathematics Teachers, Students and Mothers in Joint Research Actions","authors":"Ylva Jannok Nutti, Anne Birgitte Fyhn, Ellen J. Sara Eira, Svein Ole Sandvik, T. Børresen, Ole Einar Hætta, Josefine Somby, Kristine Marie Gaup","doi":"10.54195/ijpe.18232","DOIUrl":"https://doi.org/10.54195/ijpe.18232","url":null,"abstract":"This paper describes the collaboration between home and school during the planning of a mathematics teaching experiment involving ruvden, a Sámi braiding procedure. The experiment was conducted in a Sámi lower secondary school. In Sámi schools, Sámi language and culture shall constitute the basis for the teaching, but no cultural implementation usually takes place in the mathematics teaching. The teachers’ investigations of ruvden took place in collaboration with researchers and students during workshops, meetings and math days. The participants investigated the braiding procedure with different numbers of yarns; during one workshop, two girls’ mothers were invited to participate. The contributions of these new participants opened up for research questions with a focus on home-and-school cooperation. The first research question is: How did the mothers experience their involvement in the development of the Sámi culture-based teaching experiment? Analyses of that question prepared for another research question: How may home-and-school collaboration contribute to culture-based curriculum development? The mothers experienced their involvement positive, and the home-and-school cooperation had even implications for the content of the teaching experiment. The home-and-school collaboration took part on the basis of the perspective of shared responsibilities.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Challenging Parent Standard Questionnaire (CPSQ) is a measurement tool aimed at surveying the field of parent-teacher relationships to assess the frequency of challenging parental behaviours as well as the occupational stress experienced by teachers in response to those behaviours.The present study examined the factor structure and the main psychometric properties of the CPSQ in a sample of Italian in-service primary and lower secondary teachers (N = 1,025). In order to investigate the most appropriate factor structure for the Italian version of the questionnaire, researchers compounded three different factor retention methods: K1 rule (Kaiser, 1960), scree test (Cattel, 1966) and parallel analysis (Horn, 1965).The results show a practical and robust five-factor measurement model describing the challenging behaviours of parents: ‘Excessively worried about education’, ‘Unsatisfied’, ‘Uncooperative’, ‘Overprotective’ and ‘Uninvolved’.In Italian primary and lower secondary schools, the CPSQ factor pattern partially differs from the pattern found in studies conducted in different educational contexts (i.e., Lambert & McCarthy, 2006; Van der Wolf & Everaert, 2005). Recommendations for a more accurate factor retention process in testing factorial invariance in measurement tools are discussed.
挑战性家长标准问卷（CPSQ）是一种测量工具，旨在调查家长与教师之间的关系，以评估家长挑战性行为的频率以及教师因这些行为而承受的职业压力。为了研究意大利语版问卷最合适的因子结构，研究人员采用了三种不同的因子保留方法：结果显示，一个实用、稳健的五因素测量模型可以描述家长的挑战行为：在意大利的小学和初中，CPSQ 的因子模式与在不同教育背景下进行的研究（即 Lambert 和 McCarthy，2006 年；Van der Wolf 和 Everaert，2005 年）发现的模式存在部分差异。本文讨论了在测试测量工具的因子不变性时采用更准确的因子保留程序的建议。
{"title":"Testing the Psychometric Properties of the Challenging Parent Standard Questionnaire (CPSQ) in the Italian Educational Context","authors":"A. Pepe, L. Addimando","doi":"10.54195/ijpe.18168","DOIUrl":"https://doi.org/10.54195/ijpe.18168","url":null,"abstract":"The Challenging Parent Standard Questionnaire (CPSQ) is a measurement tool aimed at surveying the field of parent-teacher relationships to assess the frequency of challenging parental behaviours as well as the occupational stress experienced by teachers in response to those behaviours.The present study examined the factor structure and the main psychometric properties of the CPSQ in a sample of Italian in-service primary and lower secondary teachers (N = 1,025). In order to investigate the most appropriate factor structure for the Italian version of the questionnaire, researchers compounded three different factor retention methods: K1 rule (Kaiser, 1960), scree test (Cattel, 1966) and parallel analysis (Horn, 1965).The results show a practical and robust five-factor measurement model describing the challenging behaviours of parents: ‘Excessively worried about education’, ‘Unsatisfied’, ‘Uncooperative’, ‘Overprotective’ and ‘Uninvolved’.In Italian primary and lower secondary schools, the CPSQ factor pattern partially differs from the pattern found in studies conducted in different educational contexts (i.e., Lambert & McCarthy, 2006; Van der Wolf & Everaert, 2005). Recommendations for a more accurate factor retention process in testing factorial invariance in measurement tools are discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"54 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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