Informant discrepancies in the rating of Chinese preschoolers' approaches to learning: Looking for the role of parent–teacher relationships

Ren, Lixin; Fan, Junping

doi:10.1002/icd.2206

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…Second, distance formulas have an interpretability advantage relative to other dissimilarity measures (Garbacz et al, 2015; Kenny et al, 2006). This distance formula has been used in other parent–teacher congruence research exploring parent–teacher relationship quality (Ren & Fan, 2021) and perceptions of communication (Garbacz et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

Dimensions of family–school partnerships for autistic children: Context and congruence.

Santiago¹,

McIntyre²,

Garbacz³

2022

School Psychology

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Family-school partnerships are crucial for promoting positive outcomes and serving as a protective factor for children at-risk for poor school outcomes (Christenson & Sheridan, 2001). This may be particularly important for autistic children, who are at increased developmental risk . However, little research has examined variables related to dimensions of these partnerships for parents and teachers of autistic children. The present study examined family socioeconomic resources in relation to two dimensions of family-school partnerships (relationship quality and family involvement) among parents of autistic children, as well as dyadic perceptions of relationship quality among parents and teachers of autistic children. Data were collected across two time points (Time 1 N = 68 parents, child ages = 5-11; Time 2 parent-teacher dyad N = 22, child ages = 7-13). Results suggest that (a) higher appraisal of financial resources was associated with higher parent-reported family involvement after controlling for child autism spectrum disorder (ASD) characteristics and (b) higher parent-reported relationship quality and family involvement at one time were significantly associated with positive independent (parent and teacher) and congruent ratings of parent-teacher relationship quality 2 years later. Study limitations, future directions, and practical implications are discussed. Impact and ImplicationsThis study explored family-school partnerships among parents and teachers of autistic children. Findings suggest that (a) parents' perceptions of parent-teacher relationship quality at one time point were related to independent and congruent parent-teacher perceptions of their relationship about 2 years later and (b) parents' appraisals of lower family financial resources were associated with lower educational involvement. Findings highlight the importance of understanding families' perceptions of parent-teacher relationship quality and emphasizing these relationships in early years.

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Section: Methodsmentioning

confidence: 99%

Dimensions of family–school partnerships for autistic children: Context and congruence.

Santiago¹,

McIntyre²,

Garbacz³

2022

School Psychology

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show abstract

“…During the online learning, teachers in elementary schools will give assignments to students with parental guidance at home. Based on the research results, it is known that almost 95% of teachers communicate with their parents at home (Ren & Fan, 2021). Parents play a very important role because teachers can only provide and explain learning materials through YouTube videos, voice notes, and videos from YouTube (Rizki & Hanik, 2021).…”

Section: Ss S Ts Stsmentioning

confidence: 99%

Digital Literacy Analysis of Elementary School Teachers on Distance Learning Instructional Process in Yogyakarta

Suwarjo

Haryanto

Wuryandani

et al. 2022

AIJP

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A teacher must have digital literacy to be able to understand of information or learning resources access such as online videos, eBook’s, recordings, audio, and digital libraries from the internet and use their features in designing learning media for learning resources used during online learning. This study aimed to analyze the digital literacy of elementary school teachers. Data were collected from 153 teachers from 44 schools in the special province of Yogyakarta. The research method uses a survey method that includes seven aspects of digital literacy: information literacy, Digital scholarship, Learning skills, ICT literacy, Career and identity management, Communication and collaboration, and media literacy. The results show that all teachers use technology in the online learning process including teachers aged 40 years. It also can be used as motivation and reference for teachers to improve digital literacy/and educational institutions carrying out of training to improve digital literacy for elementary school teachers.

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Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers

Acar

Veziroglu-Celik

Barata

et al. 2022

Educational Psychology

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Informant discrepancies in the rating of Chinese preschoolers' approaches to learning: Looking for the role of parent–teacher relationships

Cited by 4 publications

References 17 publications

Dimensions of family–school partnerships for autistic children: Context and congruence.

Dimensions of family–school partnerships for autistic children: Context and congruence.

Digital Literacy Analysis of Elementary School Teachers on Distance Learning Instructional Process in Yogyakarta

Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers

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