Sentences with phrase «parents educational expectations»

Not exact matches

Children, schools and families bill The bill will raise educational standards by providing guarantees - a series of specific entitlements for parents and pupils on what they can expect from a 21st century schools system and a means of redress if expectations are not met.

The question should be discussed with teachers, parents, and students to reach a balance between educational values and community expectations.»

By that we mean:»... «really high» expectations of schools, students and parents and carers, and «highly real» expectations about the social and economic policies and environments that stymie educational success.»

Parent - child differences in educational expectations and the academic achievement of immigrant and native students

Better school climates and better relations with administration and the community were also reported, as well as greater parent involvement and more parents with high expectations for their children's future educational attainment.

Does the school's curricular focus match parents» expectations and educational goals for their child?

Christopher House values high expectations and an educational program that leverages arts integration, project - based learning, parent involvement, celebration of diversity, and a commitment to measurable results.

if you are going to look at japan and other high achieving foreign countries, look at their homogeneous nature and their expectations and accountability toward their students by their culture, parents and the educational system.

An unnamed head teacher told researchers that the label of special educational needs might be «often used as an excuse for low expectations and under - preparation on the part of parents».

Designed to prepare students to succeed in high school and continue on a path toward college and beyond, our educational model focuses on five core values: high expectations for all students; small, personalized schools and classrooms; increased instructional time; highly qualified principals and teachers; and parents as partners.

The educational focus on self - esteem in recent decades, along with «hover - parenting» practices, has left Millennials with an expectation of frequent feedback, less willingness to participate in work that is not meaningful to them and a practical approach to work that is focused more on the results they achieve rather than where they are achieved.

Some researchers have focused on attitudinal components of parent involvement by defining it as parental aspirations or expectations for the child's educational success.

The duty will help to ensure that councils, health professionals and volunteers come together to organise services, and set out a clear expectation of what parents, children and young adults with special educational needs will get.

«Parenting style and beliefs» included measures of parent teaching style, rule setting, and expectations for the child's educational attainment.

Analyses of findings from an earlier intensive child development program for low birth weight children and their parents (the Infant Health and Development Program) suggest that the cognitive effects for the children were mediated through the effects on parents, and the effects on parents accounted for between 20 and 50 % of the child effects.10 A recent analysis of the Chicago Child Parent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaParent Centers, an early education program with a parent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaparent support component, examined the factors responsible for the program's significant long - term effects on increasing rates of school completion and decreasing rates of juvenile arrest.11 The authors conducted analyses to test alternative hypotheses about the pathways from the short - term significant effects on children's educational achievement at the end of preschool to these long - term effects, including (a) that the cognitive and language stimulation children experienced in the centres led to a sustained cognitive advantage that produced the long - term effects on the students» behaviour; or (b) that the enhanced parenting practices, attitudes, expectations and involvement in children's education that occurred early in the program led to sustained changes in the home environments that made them more supportive of school achievement and behavioural norms, which in turn produced the long - term effects on the students» behaviour.

Downey, Ainsworth - Darnell, and Dufur (1998) found mixed evidence of gender differences among single - parent families on a comprehensive list of child outcomes; all of the significant differences, however, occurred in educational measures and consistently showed a disadvantage for children living with single fathers... I find support for the hypothesis that, at least in early childhood, mother changes have more lasting influences on college expectations and school disciplin ethan father changes...»