‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States

García‐Carmona, Marina; Evangelou, Maria; Fuentes‐Mayorga, Norma

doi:10.1080/02671522.2019.1568532

Cited by 6 publications

(3 citation statements)

References 32 publications

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“…Trabajar la interculturalidad y compresión del envejecimiento, por tanto, permitirá aumentar conocimientos, habilidades, y actitudes sobre otras culturas que favorecerán un enriquecimiento mutuo entre las mismas y ayudarán a crear una sociedad basa-da en el respeto y diálogo cultural (Aguado, Borrero, & Pérez, 2014;García-Carmona, 2014;García-Carmona, Evangelou, & Fuentes, 2019).…”

Section: El Contexto Multicultural De La Ciudad Autónoma De Melillaunclassified

Experiencia de ApS en la formación inicial del profesorado del doble grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte. El contexto multicultural como marco de actuación

et al. 2019

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La metodología Aprendizaje-Servicio (ApS) es un enfoque educativo que fomenta la construcción de un aprendizaje reflexivo y significativo del alumnado, ofreciendo a la vez un servicio a un colectivo vulnerable o causa. El objetivo del presente estudio es analizar los efectos socioeducativos que la metodología Aprendizaje-Servicio (ApS) produce en el alumnado universitario, a nivel de competencias académico-profesionales, de desarrollo del compromiso ético-cívico con la sociedad y de desarrollo del aprendizaje emocional y personal. La muestra estudiada se compone de 17 alumnos y 5 alumnas del Doble Grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte de la Facultad de Ciencias de la Educación y del Deporte de Melilla (Universidad de Granada). Las técnicas y herramientas utilizadas, tanto para la recogida de datos como para el análisis de la información, han sido de carácter cualitativo mediante diarios reflexivos semanales. Los principales resultados muestran que el alumnado considera estas prácticas educativas como una triple oportunidad para el desarrollo de competencias académico-profesionales, ético-cívicas y personales. Como conclusión, el alumnado responsable de desarrollar el ApS considera una experiencia enriquecedora y única el poder implementar contenido curricular con colectivos necesitados, así como aprender a planificar con diversos grupos de índole multicultural.

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Section: El Contexto Multicultural De La Ciudad Autónoma De Melillaunclassified

Experiencia de ApS en la formación inicial del profesorado del doble grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte. El contexto multicultural como marco de actuación

et al. 2019

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“…Parents and teachers perceive enhancing SEL in young people with such problems as particularly demanding (Gresham, 2015). However, in collaborating with parents, schools and teachers commonly encounter challenges related to differences in their role perceptions, goals and expectations of students (Hornby and Blackwell, 2018; Garcia-Carmona et al , 2020). They particularly perceive parents from poor and migrant backgrounds as hard to reach.…”

Section: Introductionmentioning

confidence: 99%

Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education

van de Sande,

Pars-Van Weeterloo,

Diekstra

et al. 2024

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PurposeWorldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.Design/methodology/approachAn explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.FindingsA conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.Research limitations/implicationsParticipants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.Practical implicationsThe social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.Originality/valueThe study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

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“…There are several types of EL including distributed leadership (Spillane, 2005), learning leadership, sustainable leadership, and teacher leadership (Harris, 2003). As a result, EL has been reviewed by numerous authors from multiple perspectives (Arias & Cantón, 2006;Beycioglu & Pashiardis, 2014) such as gender (Antonakis et al, 2003;Cáceres et al, 2012;Cuevas et al, 2014;García-Carmona, Fernández-de-Álava, & Quesada-Pallarés, 2017), student academic achievement (Heck & Hallinguer 2010;Marks & Printy 2003;Robinson, Lloyd, & Rowe, 2008;Witziers, Bosker, & Kruger, 2003), parent participation at school (García-Carmona, Evangelou, & Fuentes-Mayorga, 2020), social justice (Theoarhis, 2007;Miller, Roofe, & García-Carmona, 2019), and school climate (Hallinger & Heck, 2010;Martín et al, 2014;Morris et al, 2020). However, there are few studies aimed at helping us to understand the evolution of EL publications at a multiple country level from when it first appeared in the field of education.…”

Section: Introductionmentioning

confidence: 99%

Retrospective and Prospective Analysis on Educational Leadership: Indicators of Productivity, Dispersion, and Content

García‐Carmona

Moreno-Guerrero

Rodríguez-García

2022

Research in Educational Administration and Leadership

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Purpose This article seeks to analyze the production, performance, impact, and content of scientific documents contained in an internationally recognized database, Web of Science, that consider Educational Leadership (EL) thesaurus (title, abstract and/or keywords). Research Methods To this end, a scientometric study was performed on a sample of 2,181 research documents that met the established inclusion criteria. A co-word analysis was also performed using Hirsch’s index (2005), as well as several bibliometric indicators, impact factors, and citation indices (h, g, hg, q2). Findings The main findings indicate that production on the topic of EL dates back to 1924, although it did not reach a significant level until 2004. There are several important points in relation to the production profile on EL that are highlighted: language, area of knowledge and institutions, and authors specializing in the subject. There are several lines of study open in the established periods, and the subjects that should be taken into account for the future are: “critical-race-theory”, “identity”, and “distributed-leadership”. Implications for Research and Practice We discuss the implications and limitations of the study and offer ways for education leaders to address new education policies, and their practical implications.

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‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States

Cited by 6 publications

References 32 publications

Experiencia de ApS en la formación inicial del profesorado del doble grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte. El contexto multicultural como marco de actuación

Experiencia de ApS en la formación inicial del profesorado del doble grado de Educación Primaria y Ciencias de la Actividad Física y del Deporte. El contexto multicultural como marco de actuación

Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education

Retrospective and Prospective Analysis on Educational Leadership: Indicators of Productivity, Dispersion, and Content

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