African American Fathers' Involvement in their Children's School-based Lives
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 81, Heft 2, S. 162
ISSN: 2167-6437
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In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 81, Heft 2, S. 162
ISSN: 2167-6437
In: Child abuse & neglect: the international journal ; official journal of the International Society for the Prevention of Child Abuse and Neglect, Band 24, Heft 11, S. 1443-1449
ISSN: 1873-7757
In: Journal of development economics, Band 51, Heft 2, S. 291-314
ISSN: 0304-3878
In: Journal of development economics, Band 51, Heft 2, S. 291-314
ISSN: 0304-3878
World Affairs Online
In: British journal of sociology of education, Band 1, Heft 3, S. 257-278
ISSN: 1465-3346
In: Children & society, Band 38, Heft 2, S. 381-403
ISSN: 1099-0860
AbstractChildren have the right to voice views on matters that impact their lives, including writing disability. In this study, five children diagnosed with dysgraphia used art‐based research to depict their experiences of dysgraphia. The children described the impossibility of transferring ideas from head to paper and the difficult emotions associated with writing. The results highlighted a symbiosis between writing and identity, with dysgraphia adversely impacting the children's identity development. The study highlights the value of using art to communicate children's perceptions, aligned with inclusive practices. The insights shared offers caregivers, educators, and others scope to develop affirmative writing practices.
In: Social health and behavior, Band 2, Heft 1, S. 1
ISSN: 2589-9767
In: Marriage & family review, Band 52, Heft 1-2, S. 64-88
ISSN: 1540-9635
In: Theory and research in social education, Band 10, Heft 3, S. 17-27
ISSN: 2163-1654
In: Oxford development studies, Band 49, Heft 3, S. 291-309
ISSN: 1469-9966
In: Economics of education review, Band 31, Heft 5, S. 727-743
ISSN: 0272-7757
In: IZA Discussion Paper No. 5197
SSRN
In: Sage open, Band 14, Heft 2
ISSN: 2158-2440
Despite Thailand's popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand's public schools. However, knowledge in this area is important for improving Thailand's education policy and curriculum for migrant children and addressing issues related to Thailand's migrant education. As a response, framed by a phenomenological approach, this study conducted classroom teaching observations and interviews with Thai public-school teachers in the provinces, which are well-known for their large migrant populations. Presented in classroom narratives and teachers' perspectives individually, the findings revealed teachers' intentional misperceptions of ethnicity, pedagogical strategies to integrate migrant children into classrooms with Thai students, barriers that teachers must overcome to aid the educational advancement of migrant children, and non-governmental organizations' support for teacher training (NGOs). Since Thailand has implemented a policy allowing migrant and stateless children to freely enroll in public schools, this study calls for the implementation of non-discriminatory, integrative efforts at the school level, beginning with the provision of training for teachers on multilingual education and ending with the enhancement of school participation in the integration of migrant children into the educational environment.
In: IAB Discussion Paper: Beiträge zum wissenschaftlichen Dialog aus dem Institut für Arbeitsmarkt- und Berufsforschung, Band 19/2010
"In zahlreichen Studien zeigt sich der Einfluss von Risikobereitschaft auf individuelles Verhalten in unterschiedlichen Bereichen wie etwa Rauchen, Portfolioinvestitionen und auch Bildungsentscheidungen. Es gibt jedoch kaum Evidenz darüber, ob und welchen Einfluss Risikoeinstellungen von Eltern auf das Bildungsverhalten von Kindern ausüben. In der vorliegenden Studie untersuchen wir nun die Auswirkungen der elterlichen Risikoeinstellung auf die Sekundärschulwahl von Kindern. Die Ergebnisse deuten auf keinen großen Einfluss der väterlichen Risikoeinstellung hin, jedoch auf substantiell negative Auswirkungen mütterlicher Risikoaversion auf die Wahl des Gymnasiums." (Autorenreferat)