This paper examines the results of a methodology used with teachers for an inservice continuing education program aimed at strengthening school-family connections. The question guiding this research was, "Did the adoption of a constructive-collaborative model involving a university-school partnership and based on strengthening school-family…

In this study, perceived parenting styles and parental involvement were examined to determine if they predicted student motivation. The two views of motivation examined included achievement goal theory and self-determination theory. Algebra I students (N = 140) in a Southeast Texas public high school completed self-report surveys. Multivariate…

The idea of media literacy prompts an increasingly divisive debate between educators who wish to protect children from the commercialization of global markets and those who challenge critical media studies as misguided, outdated, and ineffective. We have provided a historical overview of changing conceptions of media literacy as preparation and…

This collection of papers provides a small overview of educational research in Estonia. The papers in the collection treat school reforms since the renewal of independence in 1991, new approaches to teacher training, the implementation of a child-centred approach in school, the achieving of educational aims and other actual topics in education.…

Much continues to be written about the failure of U.S. schools to provide a quality education for at-risk urban students. Private Nativity model schools have been instituted in response to the need to provide quality education at the middle school level for such students. As the number of these and other alternative middle schools increases, a…

We identify current stressors in the professional lives of South African secondary school educators. The study was exploratory, using a questionnaire, which listed 19 possible causes of stress and was completed by 987 educators from all racial groups and provinces in the country. South African educators in general currently experience the…

Children benefit academically when parents and educators work together. For this reason, parents' involvement in their children's education is a priority of the "No Child Left Behind Act of 2001." But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills…

A rich amount of research suggests that native-English speaking and linguistically diverse students are equally capable of learning scientific concepts and terminology through collaborative inquiry-based experiences. Yet, a full understanding of how to address English Language Learner (ELL) issues during science instruction and assessment will…

This paper describes a collaborative effort aimed at province-wide dissemination and implementation of pivotal response treatment (PRT) for young children with autism spectrum disorder (ASD) in Nova Scotia, Canada. Three critical components of the associated training model are described: (1) direct training of treatment teams (parents, one-to-one…

The effects of home-based programming for infants and young children with hearing impairments and their families were studied, with a focus on the SKI*HI program, which includes identification/screening, home visits, support services, parent advisors, and a program management system. The study analyzed data on 5,178 children (ages birth to 5) with…

The Child Development Inventory (CDI), a restandardized version of the Minnesota Child Development Inventory, is completed by parents to measure the developmental progress of their children ages 15 months to 6 years or children judged to be functioning in that age range. It measures present development in eight areas: social, self-help, gross…

Integrated Diverse Enrichment for Academic Learning (Project IDEAL) was an Elementary and Secondary Education Act Title VII-funded project in its second year of operation in 1993-94 at Walton High School in the Bronx (New York). Project IDEAL served 174 students of limited English proficiency. Participants received instruction in English as a…

Title VII Special Alternatives was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation in 1994-94. The project served 151 middle school students of limited English proficiency in four schools in Brooklyn (New York). More than 10 native languages were represented. Participating students received…

The Career Assimilation Program for Entering Russian Students (Project CAPERS) was an Elementary and Secondary Education Act Title VII project in its second year in 1993-94. The project operated at three schools in a community school district in Brooklyn (New York), and served 128 Russian-speaking students, 104 of whom were of limited English…

Noting the increasing attention in child care professions to the importance of understanding children in the context of their families, this guide attempts to help child care staff get a clearer idea of the feelings which parents have about placing their children in daycare. Forming partnerships between parents and child caregivers is emphasized…