Establishing Reciprocal Relationships with Families: A Closer Look The guiding principles in the previous lesson have provided a basic framework to understand one dimension of developmentally appropriate practice —establishing reciprocal relationships with families.
Yet, the Romanian education was essentially conceived to prepare the manpower which was necessary for the socialist industry, and by means of distinct forms to ensure staff for the communist party. Besides this, as it was considered unproductive, education was underfinanced, the infrastructure was thus outdated and deteriorated and the teaching staff was undervalued and underpaid.
This problem is consistently analyzed in many empirical research works as well as in diagnoses which manage to outline the current situation of the Romanian education system. The authors of the study found the following features characterizing this process: The structure of the education system has gone through many changes, creating chaos for the students in the final grades of school cycles, because of the changes brought to graduation exams and to the content of the education grid.
Among them, the author quotes: The research considered the fact that decentralization and the autonomy of educational institutions represent one of the main objectives of the reformation of Romanian education. Starting from this assumption, the partnership between school, family and community must become an important instrument in the efficient functioning of the educational institutions.
This situation is far from what ideally characterizes a functional relationship between school and family. Yet, I deal with a paradox, as one realizes that while the politicians in power strongly state that the reformation represents a priority for them, the political sphere remained indifferent towards the content of this reformation and left it to the education institutions and to the teachers.
Among the problems which the national education system is confronted with, as it is shown in this report, the following are of utmost importance: The quality of education: The latter are largely the result of personal qualities and not of the system performances. In such circumstances, it becomes a necessity to implement mechanisms which ensure the quality at the system and at the institution level.
Decentralization of the pre-university system of education: The decentralization process which was started must be continued resolutely, by means of a coherent strategy.
All important decisions regarding the personnel, as well as regarding obtaining and spending the budget must reach the level of the school and the level of the local council.
The author of the report considers that the successful implementation of the measures and of the action plans deriving from the report involves two conditions: The Theoretical and Empirical Support of the Research Theoretical development and recent research demonstrate that the organizations based on communities, such as schools, serve the social strategy of the organization and mobilization of the groups of people in order to achieve actions with specific objectives.
Black male students are a statistical novelty on elite campuses. My black son (both black parents) got accepted into an elite east coast univ with perfect gpa, 5/6s on AP’s, 1, SAT (on 1,), all-star athlete, piano, etc. parents’ perceptions of parental involvement on inner city children’s academic success were examined. The competent to work with families could. be. an effective strategy as well. coded by using 1 and 2 for data analysis (1-Parents, and 2-Teachers). The subgroups within. Increasing Parental Involvement in Early Childhood Education Kendall Jeffries University of South Florida, Parents’ active involvement in their children’s learning is a recommended strategy in engaging families in children’s education experiences (Henderson & Mapp, ).
These kinds of organizations represent democracy in action to solve the local problems. Their health is a barometer of the democratic way of life and, that is why, one of the important problems during the transition period is represented by the school transformation into centers of the community life.
The schools which successfully and more efficiently carry out this responsibility consider themselves and their students as part of the social system which includes families and communities. The research developed in the USA and in some European countries shows that when schools, families and communities work together as partners, the beneficiaries are the students.
The partnerships between schools, families and communities can: When parents, students and other members of a community consider each other as partners in education, a support network for students starts to function.
The capacity of sharing values and common interests enables a community to develop strong feelings of loyalty and a high level of trust among individuals. Social networks create a strong community affiliation which creates a system of safety, of belonging which restates our existence as social beings.
They generate the feeling of responsibility for the entire group, which goes beyond the individual interest. Strong social networks also lead to the understanding of the community ego and they successfully contribute to community adjustment and support.
Thus the community forms a network of trust like a social support which is an imperative necessity in a transition society with sudden changes. She sustains that the bigger the social support during adolescence is, the bigger the probability for a student to be successful in school.
CLARK suggests that schools can strengthen the support systems for young people, especially for the poor or for minorities, through guiding, tutoring and instructional programs led by responsible adults. The social capital represents individual resources, values and advantages which the individuals earn as active participants in the community.Parent and Home Involvement in Schools (Revised ) Students who come from low-income families, are the children of single, young, unemployed mothers, or who have experienced high degrees of family stress are more military families, families where parents are in prison, foster homes, and homeless families and youngsters.
In addition. engagement in a cross-sectional analysis using a sample of African American middle school boys.
It is evident the relationship of parents’ involvement to their children’s academic engagement and achievement at middle level grades. (families, friends, peers, schools, neighborhoods, and communities) influence adolescents’ behaviors.
Why it is important to involve parents in their children’s literacy development – a brief research A meta-analysis of intergenerational transmission of literacy. Review of Educational Research, The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review.
London. children of immigrant families are the fastest growing group of children under age 15 in the United States (Board on Children and Families, ). Compared to children born to native-born parents, children from immigrant families have a disadvantage in home resources but an advantage in the optimism of parents (Kao and Tienda, ).
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Increasing Parental Involvement in Early Childhood Education Kendall Jeffries University of South Florida, Parents’ active involvement in their children’s learning is a recommended strategy in engaging families in children’s education experiences (Henderson & Mapp, ).