A learning model that provides space for parents through flipped classrooms at the elementary school level was developed based on the results of field studies and literature studies. The model is implemented and the results are compared with a flipped classroom without parental involvement. Many participants were involved consisting of teachers,…

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher's relations with the pre-school children and parents during the first lockdown. The study is based on a…

The purpose of this study was to understand what teachers and families learn from participating in strength-based family visits. This study occurred in a home visit project with one White teacher and one Latinx family in the home of the family. The study employed a basic qualitative design with data sources such as field notes, interviews, and a…

The widespread move to online schooling during the COVID-19 crisis meant that parents played a significant role in educating their children. However, there is a paucity of research relating to parents' perceptions of online and remote learning designs. This study used multiple regression analyses and thematic analysis of parent survey responses…

The purpose of this study is to examine the impact technology, specifically the Student Information System's (SIS) parent portal has on parent involvement in K-12 education. Parents who participated in the study were asked questions in the fields of special education; social economic status; parent workshops; use of technology, including the…

Productive parent-teacher partnerships are critical to positive student outcomes. This is especially so for students with disability in inclusive settings. Relationships between teachers and parents of students with disability, however, are often fraught, and improved parent engagement is thought to be one solution. Semi-structured interviews with…

Relationships between families and schools are important in the educational experiences of young children. However, the COVID-19 pandemic that began in 2019 and spread rapidly around the world disrupted many families, teachers, early childhood programs, and other child-support institutions. There is much to be learned on how this pandemic…

Research has indicated that by acquiring the skills realted to self-determination postschoool outcomes and quality of life are likely to improve for young adults with disabilities. Therefore, instructional efforts focused on fostering the self-determination skills is considered an essential component of the educational program and services for…

The purpose of this study was to determine the factors that influence the self-efficacy of undergraduate kindergarten teachers and kindergarten teachers to teach science in kindergarten. The research questions were: (1) To what extent, if at all, does the research participants' self-efficacy to teach science change following their academic…

This study examines parent-school collaboration in primary schools. School administrators, teachers, and parents are the stakeholders of the school, together with the students. Coordinated and harmonious work by all stakeholders increases the success of the school. The family plays an important role in raising a child, and the importance of…

Teacher turnover is an issue of national significance and has worsened since the start of the COVID-19 pandemic. Teacher-directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to…

This Data Point uses data from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program (PFI-NHES: 1999-2019). The survey collects data about students in kindergarten through grade 12 and asks about ways parents are involved in their child's education, such as helping with homework, family…

In this conceptual paper, I focus on collective ownership for learner discipline in schools. Learner discipline influences the quality of teaching and learning and is not solely the responsibility of schools. Education is most successful when there is collective responsibility regarding school issues. Collective ownership involves parents and…

The Individuals with Disabilities Education Act of 1990 (reauthorized in 2004 as the Individuals with Disabilities Education Improvement Act) mandates that teachers include parents and guardians as partners in their child's education. Although these partnerships have been shown to help parents and teachers alike, they can also be experienced…

Parental involvement (PI) is one of the major narratives in educational reform. When exploring the literature on PI, we observed that it is unclear (i) how parents themselves are viewed within these conceptualizations and (ii) to what extent parents are being included in the conceptualization of PI. In this study, we explored both questions by…