Not exact matches
Specifically,
for fathers, higher
expectations about their
children's
educational level, and greater level / frequency of interest and direct involvement in
children's learning, education and schools, are associated strongly with better
educational outcomes
for their
children, including: • better exam / test / class results • higher level of
educational qualification • greater progress at school • better attitudes towards school (e.g. enjoyment) • higher
educational expectations • better behaviour at school (e.g. reduced risk of suspension or expulsion)(
for discussion / review of all this research, see Goldman, 2005).
Every group that applies to use the community's facilities should be required to go through a brief
educational program that addresses the importance of youth sports in a
child's development, and what the behavior
expectations are
for the adults, regardless if they're a coach, official, or simply a spectator.
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.
However, high hopes and high
expectations for immigrant
children often run headlong into hard realities in the
educational system.
Distinct from his school department (which, like more than 90 percent of Rhode Island's school districts, is governed by an elected school committee), OCYL's mission was to extend learning time
for as many Cumberland
children and youth as possible while raising the community's
expectations regarding
educational outcomes.
By overstating the economic return, advocates may be creating unrealistic
expectations and ultimately dooming the long - term community support
for providing high - quality
educational programs to all young
children.
We will offer a breadth of
educational opportunity with high
expectations for all
children and excellent professional learning and development
for all staff.
Advocates
for Children of New York (AFC) leads a statewide coalition of
educational and advocacy organizations and families who have come together to urge the creation of multiple pathways to a diploma in New York State, each of which holds all students to high
expectations, provides them with quality instruction, and opens doors to career and post-secondary education opportunities.
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.
In the process, Obama and Duncan are retreating from the very commitment of federal education policy, articulated through No
Child, to set clear goals
for improving student achievement in reading and mathematics, to declare to urban, suburban, and rural districts that they could no longer continue to commit
educational malpractice against poor and minority
children, and to end policies that damn
children to low
expectations.
Does the school's curricular focus match parents»
expectations and
educational goals
for their
child?
«As an authorizer, I am motivated by the potential of charter schools to provide our
children with excellent
educational options based on high
expectations for all, an unwavering focus on academics, the pursuit of social justice and the hard work, dedication, and talent of teachers and staff.»
When schools focus on just the
educational aspect of giftedness and the general
expectation for the gifted student is to be high - achieving and receive high scores, then gifted
children are seen only in light of what they can achieve academically and not who they truly are.
on a regular basis, there is nothing inherently wrong with seeking to improve academic standards and phasing in greater
expectations for our
children's
educational achievement.
In either case, everyone concerned, including
children (
for educational reasons), should sit down to a realistic discussion of
expectations and consequences before committing to a new pet.
Not surprisingly, it is often the education professionals who bemoan the system in which they find themselves; the daily tension between their professional knowledge and commitment to
children, in stark contrast to standards - driven
educational expectations, is a troubling reality
for them.
Some researchers have focused on attitudinal components of parent involvement by defining it as parental aspirations or
expectations for the
child's
educational success.
«Parenting style and beliefs» included measures of parent teaching style, rule setting, and
expectations for the
child's
educational attainment.
At age 4, respondents were asked whether they had rules about bedtime, food, and chores and about
educational attainment
expectations for their
child.
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» behav
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» behav
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» behav
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» 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...»