Ways to foster collaboration and involvement between parents and schools
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A document outlines 4 principles for improving family-school relationships: 1) Commit to building relationships with all parents, including those unable to visit school, through regular communication and online resources. 2) Plan all family-school activities to maximize student learning through examining curriculum and special programs. 3) Include children as active participants in family-school interactions, such as student-led conferences. 4) Involve parents as full participants rather than just audiences in family-school events and illustrate their important role in students' education.
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This document summarizes a webinar on family and community engagement policies in action. It lists the presenters and moderator for the webinar, which include experts from the U.S. Department of Education, National PTA, SEDL, Harvard Family Research Project, Office of Head Start, and local education agencies. The webinar will discuss examples of policies and initiatives at the federal, state, and local levels to promote systemic family engagement.
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The document proposes developing a mobile application to improve communication between a school and parents/guardians. It would allow parents to access classroom blogs, school news, and contact lists. Research suggests parental involvement is important for student achievement and motivation. The intervention plan involves gathering input from teachers, parents, and students on important app features. An 8-week timeline is outlined that includes proposal, surveying stakeholders, compiling findings, and meeting with app development companies. Ethical considerations focus on maintaining parental involvement to support students' education. Data collection will utilize surveys and checklists to determine how to increase parental involvement through the app.
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Getting parents involved in their children's schools has significant benefits for children including improved grades, test scores, attendance, homework completion, behavior, and self-esteem. Effective parent involvement requires true partnerships between schools and families, especially around academics. Research shows that greater parent involvement leads to higher student achievement. Several organizations promote parent involvement through programs like home visits, workshops, and resources to build parents' skills and confidence in supporting their children's education.
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The document summarizes a parent engagement event about developing the local offer for children with special educational needs. It includes an agenda for the day with presentations and workshops. The presentations discuss what parents want from communication and information, examples of successful local offers, and what interventions work for different needs. The workshops gather parent input on improving outcomes and how to design the local offer website.
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Bilingualism and home language use
This document discusses the importance of bilingualism, home language use, and cultivating partnerships between home and school for English language learning (ELL) students. It notes some of the sociocultural factors that impact ELL students and the identity confusion that can result from speaking one language at home and another at school. The document provides strategies for schools to partner with parents, such as using translators, hosting family events, and keeping parents informed. It also discusses the role of school leadership in establishing relationships and providing resources to support ELL families.
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1) Effective parent-teacher communication is important for understanding students and involves notifying parents of school events and student progress, as well as allowing for in-person meetings and digital communication methods.
2) Developing home-school partnerships through open communication in a two-way style allows schools and families to support student learning and achievement in three approaches: limited support, mutual support networks, and organizing for partnership.
3) Understanding each child as an individual is a goal of teacher-parent communication through well-planned techniques that build trusting, two-way relationships.
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This document outlines a workshop on engaging families and using the National PTA Standards for Family-School Partnerships. The workshop covers understanding family engagement, identifying the six National Standards, and demonstrating how to partner with families for school improvement. It provides definitions and components of effective family engagement, benefits of involvement, and examples of implementing the Standards through welcoming families, communicating, supporting student success, empowering families, sharing leadership, and community collaboration.
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Family, school and work have significant influences on educational subjects and human learning. There are three main categories of family variables that affect children's school success: 1) parents' attitudes and behaviors towards learning, 2) resources related to learning available at home, and 3) the family climate and parenting styles. Working children between 5-17 often fail to combine work and education, which can lead to dropping out of school. About 39.1% of working children do not attend school. Excessive child labor decreases academic performance due to issues like tiredness and absenteeism. Both teachers and parents recognize the negative impacts of child labor but also the economic needs of families that require children to work.
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course. Knowledge, values and skills will be obtained throughout the course. These
will be gained through readings, oral and written assignments, and videos
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This document discusses parental involvement in early childhood education. It provides tips for how parents can get involved, such as volunteering in the classroom, encouraging reading at home, and communicating regularly with teachers. Research shows that parental involvement leads to higher student achievement, better behavior and attendance, and increased likelihood of graduation and college enrollment. Schools can help by creating a welcoming environment for parents and providing resources and training to support involvement. Effective partnerships between parents and schools are founded on clear two-way communication.
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Researchers studied the impact of using the social network Edmodo to improve communication between teachers, parents, and students in an after-school program. They hypothesized that increased information to parents about their child's daily performance would lead to better behavior. Nine students were randomly assigned to the study. Researchers created an Edmodo page and sent individual messages to parents in the experimental group about their child's progress and behavior. The results comparing rule calls to parent responses were inconclusive due to low parent participation rates. More research is needed to understand barriers to parent involvement and how communication impacts student behavior.
Boosting School-to-Home Communication: Proven Strategies & Tactics
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The document summarizes a parent engagement event about developing the local offer for children with special educational needs. It includes an agenda for the day with presentations and workshops. The presentations discuss what parents want from communication and information, examples of successful local offers, and what interventions work for different needs. The workshops gather parent input on improving outcomes and how to design the local offer website.
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This document provides information from Corley Elementary School's third grade curriculum night. It introduces the administrative team and third grade teachers. It outlines opportunities for parental involvement, including various committees and events. It also discusses daily schedules, attendance policies, student and teacher expectations, grading procedures, state testing, discipline procedures, and encourages parents to stay involved in their child's education.
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The document discusses parental involvement in schools. It begins by defining parental involvement as a commitment by parents to actively participate in their child's education and in the school. It then discusses the importance of parental involvement, citing research that shows children perform better academically when parents are more involved. The document also discusses ways to involve and motivate parents, such as keeping them informed about their child's progress and the school, and inviting them to participate in school activities and committees. It concludes by noting some potential gaps in parental involvement like lack of communication between parents and schools.
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Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
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Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
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Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
Fuentes a week6_discussion
1) Effective parent-teacher communication is important for understanding students and involves notifying parents of school events and student progress, as well as allowing for in-person meetings and digital communication methods.
2) Developing home-school partnerships through open communication in a two-way style allows schools and families to support student learning and achievement in three approaches: limited support, mutual support networks, and organizing for partnership.
3) Understanding each child as an individual is a goal of teacher-parent communication through well-planned techniques that build trusting, two-way relationships.
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Family, school and work have significant influences on educational subjects and human learning. There are three main categories of family variables that affect children's school success: 1) parents' attitudes and behaviors towards learning, 2) resources related to learning available at home, and 3) the family climate and parenting styles. Working children between 5-17 often fail to combine work and education, which can lead to dropping out of school. About 39.1% of working children do not attend school. Excessive child labor decreases academic performance due to issues like tiredness and absenteeism. Both teachers and parents recognize the negative impacts of child labor but also the economic needs of families that require children to work.
Recognising the Silent Contributors: Supporting the Involvement of Fathers/Da...
This research explored the involvement of fathers in the education and lives of their children with special educational needs and disabilities (SEN/D) receiving early intervention services in Ireland. In-depth interviews were conducted with fathers, early intervention professionals, and mothers. The research found a disconnection in knowledge, views, and practice around father involvement among these groups. It identified several barriers to father involvement as well as preferences for father-friendly early intervention programs. The research suggests developing father-targeted early intervention services and models, post-diagnostic emotional support for parents, and wider policy and legislative support to better engage and support fathers in early intervention.
SWK 513 Ch4
This second practice theory course builds on SWK 501, Generalist Practice with
Individuals, Families and Small Groups, extending the concepts of strengths based
practice to work with organizations and communities. The relationships between
communities and organizations and at risk populations are infused throughout the
course. Knowledge, values and skills will be obtained throughout the course. These
will be gained through readings, oral and written assignments, and videos
Ecdc bulletin parentinvolvement
This document discusses parental involvement in early childhood education. It provides tips for how parents can get involved, such as volunteering in the classroom, encouraging reading at home, and communicating regularly with teachers. Research shows that parental involvement leads to higher student achievement, better behavior and attendance, and increased likelihood of graduation and college enrollment. Schools can help by creating a welcoming environment for parents and providing resources and training to support involvement. Effective partnerships between parents and schools are founded on clear two-way communication.
Discover Day Poster
Researchers studied the impact of using the social network Edmodo to improve communication between teachers, parents, and students in an after-school program. They hypothesized that increased information to parents about their child's daily performance would lead to better behavior. Nine students were randomly assigned to the study. Researchers created an Edmodo page and sent individual messages to parents in the experimental group about their child's progress and behavior. The results comparing rule calls to parent responses were inconclusive due to low parent participation rates. More research is needed to understand barriers to parent involvement and how communication impacts student behavior.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 2. DEVELOPED 4 PRINCIPALS FOR CHANGING FAMILY–SCHOOL RELATIONS
- 3. THE SCHOOL MUST COMMIT TO BUILDING RELATIONSHIPS WITH ALL PARENTS WHETHER OR NOT THE PARENTS CAN COME TO SCHOOL
- 4. PRINCIPLE 1 COMMITMENT • SOME PARENTS ARE NOT ABLE TO COME TO THE SCHOOL BECAUSE OF WORK OR FAMILY DEMANDS • THE SCHOOL STAFF SIGNALS THEIR BELIEF THAT THESE PARENTS STILL CARE DEEPLY ABOUT THEIR CHILD’S LEARNING BY PROVIDING THEM WITH THE MEANS TO UNDERSTAND AND KEEP UP WITH WHAT IS HAPPENING IN SCHOOL • (E.G., THROUGH USE OF SUMMARY LETTERS DESCRIBING AN EVENT THEY MISSED, REGULAR NEWSLETTERS, FREQUENT COMMUNICATION FROM TEACHERS, UPDATED WEBSITE, HOMEWORK ACCESSIBLE TO PARENTS, ONLINE RESOURCES TO SUPPORT HOMEWORK ASSIGNMENTS, ROBO CALLS WITH SCHOOL UPDATES, )
- 6. THE SCHOOL STAFF MUST USE THE FAMILY–SCHOOL RELATIONSHIP TO MEET SPECIFIC EDUCATIONAL GOALS, SOLVE PROBLEMS, AND CELEBRATE THE CHILDREN AND THEIR ACHIEVEMENTS.
- 7. PRINCIPLE 2 MAXIMIZE STUDENT LEARNING • A SECOND PRINCIPLE IS THAT ALL FAMILY–SCHOOL ACTIVITIES ARE PLANNED TO MAXIMIZE STUDENT LEARNING. • TO DO THIS, THE STAFF EXAMINES THE VARIOUS ASPECTS OF THE SCHOOL EXPERIENCE (E.G., CURRICULUM, ADMINISTRATIVE AND COMMUNICATION PROCEDURES, SPECIAL PROGRAMS, AFTER- SCHOOL ACTIVITIES, ASSESSMENT AND EVALUATION PROGRAMS, HEALTH PROGRAMS) TO DESIGN OPPORTUNITIES FOR FAMILIES AND SCHOOL STAFF TO EXPERIENCE EACH OTHER DIFFERENTLY. • (E.G WEEKLY TECHNOLOGY DAYS WHERE PARENTS CAN COME AND ACCESS SCHOOL COMPUTERS, FAMILY STEM AND MATH NIGHTS, STUDENT WAX MUSEUM, COLLEGE APPLICATION & SCHOLARSHIP MARATHONS)
- 9. THE CHILD IS INCLUDED AS AN ACTIVE PARTICIPANT IN VIRTUALLY ALL FAMILY–SCHOOL INTERACTIONS
- 10. PRINCIPLE 3 CHILD IS AN ACTIVE PARTICIPATE • THIRD PRINCIPLE IS THAT THE CHILD IS INCLUDED AS AN ACTIVE PARTICIPANT IN VIRTUALLY ALL FAMILY–SCHOOL INTERACTIONS. • TO DO THIS, CHILDREN OF ALL AGES ARE TAUGHT TO FUNCTION AS ACTIVE PARTICIPANTS IN FAMILY–TEACHER CONFERENCE (EG. STUDENT LED PARENT CONFERENCES).
- 12. PARENTS SHOULD BE ACTIVELY INVOLVED IN ALL FAMILY– SCHOOL EVENTS, NOT AS AN AUDIENCE, BUT AS FULL PARTICIPANTS
- 13. PRINCIPLE 4 ACTIVELY INVOLVED PARENTS • A FOURTH PRINCIPLE IS THAT PARENTS SHOULD BE ACTIVELY INVOLVED IN ALL FAMILY–SCHOOL EVENTS, NOT AS AN AUDIENCE, BUT AS FULL PARTICIPANTS. • FAMILY–SCHOOL EVENTS ARE DESIGNED TO UNDERSCORE THE ROLE OF PARENTS AS ACTIVE CO- DECISION-MAKERS AND ILLUSTRATE THE BELIEF THAT EVERYONE—PARENTS, TEACHERS, AND STUDENTS—HAS A JOB TO DO TO ENSURE THE STUDENTS’ EDUCATIONAL SUCCESS. • PARENTS CAN PLAY ACTIVE ROLES WITHIN THE SCHOOL AND AT SCHOOL EVENTS (E.G CLASSROOM VOLUNTEER, INSTRUCTIONAL SUPPORT PERSON, SCHOOL CHAPERONE, UNIFORM COORDINATOR, MENTOR, MATERIAL RESOURCE COORDINATOR, SCHOOL PROMOTIONAL/RECRUITMENT TEAM MEMBER, AUDIENCE MEMBER, SCIENCE FAIR JUDGE)
- 15. THESE 4 PRINCIPLES WILL ENHANCE OUR RELATIONSHIP WITH OUR FAMILIES AND SCHOOL COMMUNITY