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Parental Engagement for Quality Pre-Primary Education: The Case of Gambella Regional State, Ethiopia
Peer reviewed
Direct linkChalla Ayale Legede; Tadesse Regassa Mamo; Desalegn Beyene Debelo; Abunu Arega Yismaw – European Early Childhood Education Research Journal, 2025
Pre-primary education is crucial for children's cognitive, social, and emotional development, setting the foundation for academic success. Parental engagement is a critical factor that positively impacts the quality of service provision in pre-primary schools. This study examined the influence of parental engagement on the provision of quality…
Descriptors: Foreign Countries, Preschool Education, Educational Quality, Parent Participation
Weixler, Lindsay Bell; Lincove, Jane Arnold; Gerry, Alica – American Educational Research Journal, 2019
Using administrative and qualitative data, we investigate how decentralization affects the supply of optional educational services using the example of school-based prekindergarten (pre-K) in New Orleans during the transition to a majority-charter system. Although charter school leaders are motivated by student- and school-level benefits of pre-K,…
Descriptors: Public Education, Preschool Education, Administrative Organization, School Administration
Kapasi, Aamena; Pei, Jacqueline – Canadian Journal of School Psychology, 2022
Mindset theory is an achievement motivation theory that centers on the concept of the malleability of abilities. According to mindset theory, students tend to have either a growth mindset or a fixed mindset about their intelligence; students with a growth mindset tend to believe that intelligence is malleable, whereas students with fixed mindsets…
Descriptors: School Psychology, Preschool Education, Preschool Children, Childrens Attitudes
Crawford, Emily R.; Walker, Danielle; Valle, Fernando – Equity & Excellence in Education, 2018
School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student…
Descriptors: Advocacy, Undocumented Immigrants, Case Studies, Academic Persistence
Lucariello, Joan M.; Nastasi, Bonnie K.; Dwyer, Carol; Skiba, Russell; DeMarie, Darlene; Anderman, Eric M. – Theory Into Practice, 2016
This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their…
Descriptors: Teaching Methods, Educational Principles, Elementary Secondary Education, Preschool Education
Huang, Francis L.; Invernizzi, Marcia A.; Drake, E. Allison – Early Childhood Research Quarterly, 2012
This study investigated the differential and persistent effects of a state-funded pre-K program, the Virginia Preschool Initiative (VPI). We analyzed data from a cohort of over 60,000 students nested in approximately 1000 schools from the beginning of kindergarten to the end of first grade using two-level hierarchical logistic regression models.…
Descriptors: Regression (Statistics), Kindergarten, Grade 1, Probability
Rikoon, Samuel H.; McDermott, Paul A.; Fantuzzo, John W. – School Psychology Review, 2012
This study reports new evidence for the dimensionality and validity of the Learning Behaviors Scale in samples of Head Start children. A sample of 900 former Head Start children enrolled in public kindergarten and first-grade classrooms was studied using modern techniques to analyze item responses represented as ordered categories. Findings from…
Descriptors: Factor Analysis, Validity, Measures (Individuals), Factor Structure
