Parental involvement in Kosovar education: Relationships with gender, education and employment variables

Turtulla, Sermin; Lopar, Elsev Brina

doi:10.18844/cjes.v17i2.6830

Cited by 2 publications

(7 citation statements)

References 10 publications

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“…Examples of parental involvement include parent participation in the education of their children such as volunteering and attending school events, communicating with teachers, assisting with homework, participating in parent-teacher organizations, and attending parent-teacher conferences (Liu et al, 2020;Sharabi et al, 2021;Yulianti et al, 2021Yulianti et al, , 2022. Meaningful parental involvement also means maintaining close relationships and frequent communication with schools (Henderson et al, 2020;Turtulla & Lopar, 2022). Parents can greatly contribute to their children's school-related outcomes and the enhancement of more caring and responsive school environments (Hamlin, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…The inclusive education concept allows the students with special needs to learn together with students without special needs in regular schools (Wibowo & Muin, 2018). An inclusive classroom provides space for learners to learn together without any discrimination, difficulties, and differences they have (Turtulla & Lopar, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Parental involvement brings benefits to both students with special needs and students without special needs. In general, it can be a way to improve communication between school-parent relating to their children learning and development (Grepon & Cepada, 2021;Kalayci & Ergül, 2020;Sharabi et al, 2021;Turtulla & Lopar, 2022). However, for students with special needs, parental involvement can optimize the students' potential, lead the parents to understand the value of their children with disabilities and involve parents in making decisions about school programs for their children with special needs (Turtulla & Lopar, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…In general, it can be a way to improve communication between school-parent relating to their children learning and development (Grepon & Cepada, 2021;Kalayci & Ergül, 2020;Sharabi et al, 2021;Turtulla & Lopar, 2022). However, for students with special needs, parental involvement can optimize the students' potential, lead the parents to understand the value of their children with disabilities and involve parents in making decisions about school programs for their children with special needs (Turtulla & Lopar, 2022). Parental involvement can be done both in school and at home, as long as it leads the parents in assisting their children in supporting their learning (Camacho-Thompson & Simpkins, 2022;Konca & Hakyemez-Paul, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Despite the more urgent need for parental involvement among students with special needs (Turtulla & Lopar, 2022), studies have revealed that parental involvement in inclusive schools in Indonesia is very limited (Khasanah, 2017). Khasanah (2017) focused on describing the creative school activities that involve parents in early education.…”

Section: Introductionmentioning

confidence: 99%

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Parental Involvement in the English as Foreign Language Class at an Inclusive Primary School in Denpasar

Lestari

Padmadewi²,

Swastini³

2022

SOSHUM

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Parental involvement in inclusive school is crucial for the development of children with special needs. Thus, the present study observed an inclusive primary school in Denpasar to identify the types of parental involvement in the school, the school's programs to involve parents, and the challenges faced by the teachers in involving parents in their children's education. Following Miles' and Huberman's (1994) model of Interactive Qualitative Data Analysis combined with Epstein's et al. (2002) types of parental involvement at school, the present study revealed that 1) all the six types of parental involvement’s in Epstein’s model were identified with an average of moderate frequency; 2) Seven programs were designed to involve the parents, namely, parenting seminar, class conference, WhatsApp Group discussion, Guest teacher, interactive project, field trip, and collaboration with English-speaking community; 3) there were moderate challenges in involving parents in communicating with the schools, in decision making, and in enrolling the parents in the school activities. This implies that there should be more deliberate effort from the parents in inclusive schools to be more involved in their children’s education, while schools should relentlessly initiate and inspire more intensive parental involvements in the schools’ program.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Parental Involvement in the English as Foreign Language Class at an Inclusive Primary School in Denpasar

Lestari

Padmadewi²,

Swastini³

2022

SOSHUM

View full text Add to dashboard Cite

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Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy

Lehner‐Mear,

Colla

2024

British Educational Res J

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Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation to general and fixed typologies, with parent behaviours categorised into pre‐defined ‘types’. This paper challenges that framing by theorising homework as an interactional event. It illustrates that parental involvement is not simply determined by parents’ involvement ‘type’; rather, as an interactional exercise, homework is negotiated in‐the‐moment by parent and child, in linguistic, embodied and material ways. Based on a corpus of 74 video‐recorded homework sessions collected in England and Italy, and adopting discourse analysis, the article reveals that parents display their understanding of what counts as ‘appropriate involvement’ and, at the same time, locally negotiate this with their children, often adapting their involvement practices to meet children's explicit or implicit requests. We present this phenomenon as a ‘flexible line of involvement’ which can shift during each interaction, according to local negotiations embedded within the homework encounter. This shapes the unfolding event, as the parent's moment‐by‐moment responses to their child may result in them ‘crossing the line’. By demonstrating the locally negotiated fluidity of parental involvement, this article highlights the complexity of parent–child primary homework, moving beyond common assumptions that homework is either a lone child's activity, a task solely shaped by schools, or the result of fixed types of parental involvement.

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Parental involvement in Kosovar education: Relationships with gender, education and employment variables

Cited by 2 publications

References 10 publications

Parental Involvement in the English as Foreign Language Class at an Inclusive Primary School in Denpasar

Parental Involvement in the English as Foreign Language Class at an Inclusive Primary School in Denpasar

Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy

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