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Demand for Private Supplementary Tutoring in China : Parents' Decision-Making / / by Junyan Liu
| Demand for Private Supplementary Tutoring in China : Parents' Decision-Making / / by Junyan Liu |
| Autore | Liu Junyan |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (126 pages) |
| Disciplina | 375 |
| Collana | Curriculum Reform and School Innovation in China |
| Soggetto topico |
Education—Curricula
Schools Curriculum Studies School and Schooling Tutoria (Ensenyament) Presa de decisions Relacions família-escola Pares i fills |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato | Education |
| ISBN |
9789819922024
9789819922017 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction -- Society and Education in China -- Demand for Private Tutoring in China -- Parents as consumers of Private Tutoring -- Evolving Micro-level processes of Demand for Private Tutoring -- Demand for Private Tutoring Among Parents of Different SES -- Learn from Parents’ Demand for Private Tutoring. |
| Record Nr. | UNINA-9910728398003321 |
Liu Junyan
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Family engagement with schools : strategies for school social workers and educators / / Nancy Feyl Chavkin
| Family engagement with schools : strategies for school social workers and educators / / Nancy Feyl Chavkin |
| Autore | Chavkin Nancy Feyl |
| Pubbl/distr/stampa | New York, NY : , : Oxford University Press, , 2017 |
| Descrizione fisica | 1 online resource (185 pages) |
| Disciplina | 371.19/2 |
| Collana | School Social Work Association of America |
| Soggetto topico |
Education - Parent participation - United States
School social work - United States Participació educativa Relacions família-escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
0-19-064214-9
0-19-064215-7 0-19-064213-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: Making the case for the importance of family engagement -- Reflecting on models of family engagement -- Taking stock of your school, your families, and your community -- Building the vision with families and educators -- Connecting with families: First steps -- Communicating intentionally to build relationships with families -- Collaborating with families -- Next steps: Developing family and school leadership for capacity and sustainability. |
| Record Nr. | UNINA-9910164928003321 |
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Chavkin Nancy Feyl
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| New York, NY : , : Oxford University Press, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Family-school partnerships during the early school years : advancing science to influence practice / / Karen L. Bierman, Susan M. Sheridan, editors
| Family-school partnerships during the early school years : advancing science to influence practice / / Karen L. Bierman, Susan M. Sheridan, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (155 pages) |
| Disciplina | 372.21 |
| Collana | Research on family-school partnerships |
| Soggetto topico |
Early childhood education - Parent participation
Home and school School psychology Educació infantil Participació educativa Relacions família-escola |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-74617-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- About the Editors -- Contributors -- Chapter 1: Family-School Partnerships at School Entry: Developmental and Conceptual Frameworks for Action -- 1.1 Introduction -- 1.2 Parent Engagement and Family-School Partnerships -- 1.3 Family-School Partnerships at the Transition into Formal Schooling -- 1.4 Implications for Effective Intervention -- 1.5 Crosscutting Issues and Questions -- References -- Chapter 2: Getting Ready: A Relationship-Based Approach to Parent Engagement in Early Childhood Education Settings -- 2.1 Introduction to the Getting Ready Approach -- 2.2 Getting Ready's Research Evidence -- 2.3 Implications of Getting Ready Findings for Future Intervention Design and Research -- 2.4 Conclusions -- References -- Chapter 3: The REDI-Parent Program: Enhancing the School Success of Children from Low-Income Families -- 3.1 Developmental Research Informing the REDI-P Intervention Design -- 3.2 REDI-P Evaluation: Immediate and Longer-Term Outcomes -- 3.3 Exploring Potential Mechanisms of Action in the REDI-P Intervention -- 3.4 Implications of REDI-P Findings for Future Intervention Design and Research -- 3.5 Summary -- References -- Chapter 4: Understanding ParentCorps' Essential Elements for Building Adult Capacity to Support Young Children's Health and Development -- 4.1 ParentCorps Theory of Action -- 4.2 Program Components -- 4.3 Evidence of Impact -- 4.4 Priorities for Research to Understand Core Pathways to Impact -- 4.5 Priorities for Research to Support Impact at Scale -- 4.6 Conclusion -- References -- Chapter 5: Research on the Family Check-Up to Support Social and Behavioral Adjustment in Early Elementary School -- 5.1 The Family Check-Up Model -- 5.2 Empirical Support -- 5.3 Adaptations for School Entry: The Family Check-Up for Kindergarteners -- 5.4 Mechanisms of Change.
5.5 Implementation of the FCU at School Entry in Real-World Settings -- 5.6 Future Research Directions -- 5.7 Conclusion -- References -- Chapter 6: Parental Involvement and Engagement in Early Education Contribute to Children's Success and Well-Being -- 6.1 Introduction -- 6.2 Parental Involvement in Early Education: The Child-Parent Center Model -- 6.2.1 The Child-Parent Center (CPC) Program -- 6.2.2 CPC Parent Engagement Component -- 6.2.3 Evidence Documenting the Positive Impact of the CPC Model on Child Outcomes -- 6.3 Parental Engagement as a Mechanism Promoting Long-Term Benefits -- 6.3.1 Contributions of the CPC Family Support Component to Children's Well-Being -- 6.3.2 Summary of CPC Processes of Influence on Youth and Adult Outcomes -- 6.3.3 Economic Impact of the CPC Program -- 6.4 Future Directions in Research on Parent Engagement and Long-Term Child Outcomes -- 6.4.1 Understanding Developmental Cycles and Cascades -- 6.4.2 Measurement Issues in the Study of Parent Engagement -- 6.4.3 Parent Engagement as a School-Level Versus Family-Level Variable -- 6.4.4 Understanding Links between Parent Engagement and Parent Academic Expectations -- 6.5 Conclusion and Future Research Directions -- References -- Chapter 7: Parent-School Partnerships: Accounting for Parents Facing Economic Hardship and Social Marginalization -- 7.1 Introduction -- 7.2 What Has Been Learned About the Impact of Parent Involvement in the Early School Years on Children's Learning Outcomes? -- 7.3 What Explains the Success of Family-School Partnership Programs? Design That Accounts for Families' Lives -- 7.4 How Do Family-School Partnership Programs Attend to the Contexts of Low-Income Families? -- 7.5 How Do Family-School Partnership Programs Change Teacher and School Practices? -- 7.6 Conclusion -- References. Chapter 8: Unleashing the Power of Family Engagement to Achieve Impact and Equity for All -- 8.1 Commentary -- 8.2 Bridging Research, Practice, and Policy: An Old Challenge -- 8.3 Frameworks for Scaling and Sustaining Programs and Practices -- 8.3.1 Diffusion of Innovation Framework -- 8.3.2 Population-Level Framework -- 8.3.3 Partnership Frameworks -- 8.4 Next Steps for the Family Engagement Field: A Call for Population Impact -- References -- Index. |
| Record Nr. | UNINA-9910522920703321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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