Citations (77)
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Angela F.Y. Siu & Carly K.Y. Ng. (2024) Child-Centered home learning for preschool children during the pandemic: views from school practitioners and parents. Asia Pacific Journal of Education 44:2, pages 374-389.
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Ken-Zen Chen & Yi-Hsuan Lin. (2023) Feasibility of preschool’s parent–teacher communication using a mobile app: an action research in a remote fishing village. Interactive Learning Environments 31:7, pages 4619-4635.
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Theresia G. Hummel, Franziska Cohen & Yvonne Anders. (2023) Parents’ Trust in Their Child’s Preschool: Associations with Child and Family Characteristics and Aspects of Parent-Preschool Communication. Early Education and Development 34:5, pages 1057-1074.
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Hila Hagage Baikovich & Miri Yemini. (2023) Parent–teacher relationships in international schools in Cyprus: challenges and opportunities. Globalisation, Societies and Education 0:0, pages 1-17.
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Jöran Petersson, Judy Sayers & Paul Andrews. (2023) Two methods for quantifying similarity between textbooks with respect to content distribution. International Journal of Research & Method in Education 46:2, pages 161-174.
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Natasha Rappa & Susan Ledger. (2023) Pre-service teachers’ reflections on their challenging experiences interacting with a parent avatar: Insights on deepening reflection on the simulation experience. Journal of Education for Teaching 49:2, pages 311-325.
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Theresia Gabriele Hummel, Franziska Cohen & Yvonne Anders. (2023) The role of partnership practices in strengthening parental trust. Early Child Development and Care 193:3, pages 401-416.
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Julie Poissant, Stephanie Langheit, France Capuano, Christa Japel & François Poulin. (2023) Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada. Early Years 0:0, pages 1-16.
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Natallia Bahdanovich Hanssen & Irina Erina. (2022) Parents’ views on inclusive education for children with special educational needs in Russia. European Journal of Special Needs Education 37:5, pages 761-775.
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Christina A. Cutshaw, Ann M. Mastergeorge, Melissa A. Barnett & Katherine W. Paschall. (2022) Parent engagement in early care and education settings: relationship with engagement practices and child, parent, and centre characteristics. Early Child Development and Care 192:3, pages 442-457.
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Jeong-Kyun Choi, Holly Hatton-Bowers & Jiwon Shin. (2022) Predicting Toddlers’ Problematic Behaviors: the role of poverty, parenting, and childcare. Early Child Development and Care 192:2, pages 313-330.
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Kartika Yulianti, Eddie Denessen, Mienke Droop & Gert-Jan Veerman. (2022) School efforts to promote parental involvement: the contributions of school leaders and teachers. Educational Studies 48:1, pages 98-113.
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Tina Yngvesson & Susanne Garvis. (2021) Preschool and home partnerships in Sweden, what do the children say?. Early Child Development and Care 191:11, pages 1729-1743.
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Kartika Yulianti, Eddie Denessen, Mienke Droop & Gert-Jan Veerman. (2021) Transformational Leadership for Parental Involvement: How Teachers Perceive the School Leadership Practices to Promote Parental Involvement in Children’s Education. Leadership and Policy in Schools 20:2, pages 277-292.
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Halliki Harro-Loit, Meedi Neeme & Karmen Palts. (2021) Students Development Conference Genre Knowledge among Estonian Teachers. European Education 53:1, pages 31-44.
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Javier Bernabé-Martín & Javier Fernandez-Rio. (2020) Parents’ response to a Facebook group in secondary education. Preliminary data. Technology, Pedagogy and Education 29:2, pages 203-217.
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Emily K. Snell, Annemarie H. Hindman & Barbara A. Wasik. (2020) Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care 190:4, pages 447-460.
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Cecília Aguiar, Carla S. Silva, Rita Guerra, Ricardo B. Rodrigues, Luísa A. Ribeiro, Giulia Pastori & Paul Leseman. (2020) Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview. European Early Childhood Education Research Journal 28:1, pages 58-76.
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Vera Coelho, Sílvia Barros, Margaret R. Burchinal, Joana Cadima, Manuela Pessanha, Ana Isabel Pinto, Carla Peixoto & Donna M. Bryant. (2019) Predictors of parent-teacher communication during infant transition to childcare in Portugal. Early Child Development and Care 189:13, pages 2126-2140.
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Si Si Tao, Eva Yi Hung Lau & Hau Ming Yiu. (2019) Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience?. Journal of Research in Childhood Education 33:4, pages 637-653.
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Erja Rautamies, Katja Vähäsantanen, Pirjo-Liisa Poikonen & Marja-Leena Laakso. (2019) Parental agency and related emotions in the educational partnership. Early Child Development and Care 189:6, pages 896-908.
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Mun Wong. (2018) Perceptions of school life among a sample of Chinese children in Hong Kong. Early Child Development and Care 188:6, pages 800-818.
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Abbey Eisenhower, Heather Taylor & Bruce L. Baker. (2016) Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten. School Psychology Review 45:2, pages 141-170.
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Hillary R. Lewis, Shannon T. Lipscomb, Bridget E. Hatfield, Christina M. Jäderholm & Shauna L. Tominey. Early Childhood Teachers’ Relationships with Families When Children Experience Adversity. Journal of Research in Childhood Education 0:0, pages 1-26.
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Articles from other publishers (53)
Jelena Međaković, Antonia Čivljak, Tatjana Zorčec, Vesna Vučić, Danijela Ristić-Medić, Aleksandra Veselinović, Marta Čivljak & Livia Puljak. (2024) Perceptions on support, challenges and needs among parents and caregivers of children with developmental disabilities in Croatia, North Macedonia and Serbia: a cross-sectional study. BMC Pediatrics 24:1.
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Crystal S. Williams & Richard A. Price. (2024) The Case for Early Transition-Planning for Students With Significant Support Needs: Implications for Policy and Practice. Inclusive Practices 3:1-2, pages 34-38.
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Tianyi Ma, Cassandra L. Tellegen & Matthew R. Sanders. (2024) The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study. Journal of School Psychology 103, pages 101296.
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Tone S. R. Ovati, Veslemøy Rydland, Vibeke Grøver & Ratib Lekhal. (2024) Teacher perceptions of parent collaboration in multi-ethnic ECEC settings. Frontiers in Education 9.
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Dorota Lembrér. 2024. Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives
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Mareli Janse van Rensburg & Mary G. Clasquin-Johnson. (2023) Parental involvement in the case of primary school children with autism during COVID-19. South African Journal of Childhood Education 13:1.
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Tanya M. Paes, Joyce Lin, Robert Duncan, David J. Purpura & Sara A. Schmitt. (2023) The Relations Between Parent–Educator Communication, the Home Environment, and Children’s Outcomes in Preschool. Child & Youth Care Forum.
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Chrysa Keung & Alan Cheung. (2023) A family-school-community partnership supporting play-based learning: A social capital perspective. Teaching and Teacher Education 135, pages 104314.
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Femke van der Wilt. (2023) The relation between social acceptance and school well‐being in early childhood. Infant and Child Development.
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Xichen Wang, Qianqian Wang, Minjie Ma, Zhengwei Gu, Yang Shi & Tingzhao Wang. (2023) Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability. Intellectual and Developmental Disabilities 61:4, pages 280-291.
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Shanon S. Taylor & Sara A. Vega. 2023. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement. Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement
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Özgür BOLAT. (2023) How Teacher Leaders Think About Parents: A Mixed Methods Approach. Language Teaching and Educational Research 6:1, pages 92-109.
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Xunyi Lin, Weipeng Yang, Wanlin Xie & Hui Li. (2023) The integrative role of parenting styles and parental involvement in young children’s science problem-solving skills. Frontiers in Psychology 14.
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Lotta Allemand, Mika Niemelä, Marko Merikukka & Katariina Salmela-Aro. (2023) The “Let’s Talk about Children” intervention in a Finnish school context: fidelity, parents’ experiences, and perceived benefits. Frontiers in Psychology 14.
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Catrinel A. Ștefan, Ingrid Dănilă & Delia Cristescu. (2023) Assessing the effectiveness and the mechanisms of the Social-Emotional Prevention Program for Preschoolers: Findings from a universal school-based intervention. Journal of School Psychology 98, pages 206-223.
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Maša Đurišić, Mila Bunijevac & Nataša Duhanaj. (2023) The Relationship of School Climate and Parental Involvement in Children’s Education: A Research Review. Društvene i humanističke studije (Online) 8:1(22), pages 269-280.
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Marina Videnovic, Milana Rajic & Ivana Stepanovic-Ilic. (2023) Preschool teacher-parent communication during COVID-19 pandemic lockdown: Relation to the parental engagement at home. Zbornik Instituta za pedagoska istrazivanja 55:1, pages 143-159.
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Shazia Malik. (2021) Parental Involvement in Orientation and Mobility Within the Expanded Core Curriculum for Visually Impaired Learners in Pakistan: A Review of the Literature. Journal of Education 203:1, pages 92-102.
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Natallia Bahdanovich Hanssen, Stefanija Ališauskienė & Daiva Kairienė. 2023. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care
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Theresa J. Canada. 2022. Research Anthology on Balancing Family-Teacher Partnerships for Student Success. Research Anthology on Balancing Family-Teacher Partnerships for Student Success
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Keshni Bipath & Corne Oosthuizen. 2022. Research Anthology on Balancing Family-Teacher Partnerships for Student Success. Research Anthology on Balancing Family-Teacher Partnerships for Student Success
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Zekeriya ARSLAN, Oğuz EMRE, Ayşegül ULUTAŞ KESKİNKILIÇ & Kadriye ÖZYAZICI. (2022) Okul Öncesi Eğitim Kurumlarının Ebeveynlerin Beklentilerini Karşılamadaki Hizmet ve Kalite Düzeyinin DeğerlendirilmesiEvaluation of Preschool Education Institutions 'Service and Quality Level In Meeting Parents' Expectations. Cukurova University Faculty of Education Journal 51:1, pages 42-75.
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Keshni Bipath & Corne Oosthuizen. 2022. Provision of Psychosocial Support and Education of Vulnerable Children. Provision of Psychosocial Support and Education of Vulnerable Children
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Theresia Gabriele Hummel, Franziska Cohen, Juliane Gessulat & Yvonne Anders. (2022) Measuring interaction quality between parents and professionals and its relation to preschool characteristics. International Journal of Educational Research Open 3, pages 100195.
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Jenny Povey, Stefanie Plage, Yanshu Huang, Alexandra Gramotnev, Stephanie Cook, Sophie Austerberry & Mark Western. 2022. Family Dynamics over the Life Course. Family Dynamics over the Life Course
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Jasmin Bastian & Doreen Prasse. (2021) Kommunikation und Zusammenarbeit zwischen Elternhaus und Schule mit digitalen Medien. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 42, pages 349-379.
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Inês A. Ferreira, Carla S. Silva, Leonor Neves, Sofia Guichard & Cecília Aguiar. (2021) Predictors of shared book reading at home with preschoolers: Are there differences between Roma and non-Roma low-income families?. Social Psychology of Education 24:5, pages 1163-1191.
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Nikki Logan, Uzeyir Ogurlu, Amber Garbe & Perry Cook. (2021) Parent Voices: Suggestions for Remote Learning during COVID Pandemic and Beyond. Journal of Ethnic and Cultural Studies 8:4, pages 1-17.
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Rd. Ranie Damayanti, M Syarif Sumantri, Nurbiana Dhieni & Karnadi Karnadi. (2021) Guru sebagai Agen of Change dalam Pendidikan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6:2, pages 960-976.
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Zeliha ÖZGEN & Mesude ATAY. (2021) Comparison of Teachers' Attitudes to Family Participation in Different Early Childhood Approaches. Journal of Education and Future:20, pages 25-36.
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Franziska Cohen, Elisa Oppermann & Yvonne Anders. (2021) (Digitale) Elternzusammenarbeit in Kindertageseinrichtungen während der Corona-Pandemie. Digitalisierungsschub oder verpasste Chance?(Digital) parent-educator cooperation in preschool during Corona pandemic. Digitization boost or missed opportunity?. Zeitschrift für Erziehungswissenschaft 24:2, pages 313-338.
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Julie Poissant, Houria Bénard & François Poulin. (2021) Que savons-nous des facteurs liés à l’implication des parents dans l’éducation préscolaire et des stratégies pour la favoriser ?1. Revue des sciences de l’éducation 47:2, pages 1-26.
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Theresa J. Canada. 2021. Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century
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Rachel Boit. (2020) Navigating the process of building parent-teacher partnerships: Experiences of early childhood pre-service teachers. Journal of Childhood, Education & Society 1:2, pages 167-181.
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Susan M. Sheridan, Natalie Koziol, Amanda L. Witte, Iheoma Iruka & Lisa L. Knoche. (2019) Longitudinal and Geographic Trends in Family Engagement During the Pre-kindergarten to Kindergarten Transition. Early Childhood Education Journal 48:3, pages 365-377.
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Jaime Puccioni, John Mark Froiland & Mariola Moeyaert. (2020) Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review 109, pages 104742.
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Nataliia I. Cherepanya & Nadiia M. Rusin. (2020) Interactive Forms of Working with Parents of Educatees in the Conditions of Modern PSI. Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6:1.
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Irem Korucu & Sara A. Schmitt. (2020) Continuity and change in the home environment: Associations with school readiness. Early Childhood Research Quarterly 53, pages 97-107.
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Joyce Lin, Ellen Litkowski, Katrina Schmerold, Jim Elicker, Sara A. Schmitt & David J. Purpura. (2019) Parent–Educator Communication Linked to More Frequent Home Learning Activities for Preschoolers. Child & Youth Care Forum 48:5, pages 757-772.
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Julie Ruel, Annie Bérubé, André C. Moreau & Johanne April. (2019) Pratiques déployées lors de la transition vers la maternelle des enfants vivant en milieu défavorisé. Revue internationale de l'éducation familiale n° 44:2, pages 109-129.
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Monica Macia Bordalba & Jordi Garreta Bochaca. (2019) Digital media for family-school communication? Parents' and teachers' beliefs. Computers & Education 132, pages 44-62.
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Monica Macia Bordalba. (2018) Principales canales para la comunicación familia-escuela: análisis de necesidades y propuestas de mejora. Revista Complutense de Educación 30:1, pages 147-165.
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Kyle DeMeo Cook, Eric Dearing & Henrik Daae Zachrisson. (2018) Is Parent–Teacher Cooperation in the First Year of School Associated with Children’s Academic Skills and Behavioral Functioning?. International Journal of Early Childhood 50:2, pages 211-226.
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Mónica Macia. (2018) A theoretical approach to family-school communication: Strategies for improvement. Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social:10, pages 89-112.
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Emine AHMETOĞLU, İbrahim H. ACAR, Türker SEZER & Ezgi AKŞİN YAVUZ. (2018) AİLE KATILIMI ÖLÇEĞİNİN TÜRK KÜLTÜRÜNE UYARLANMASI. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
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Carolyn B. Mires & David L. Lee. (2017) Calvin Won’t Sit Down! The Daily Behavior Report Card: A Practical Technique to Change Student Behavior and Increase School-Home Communication. Beyond Behavior 26:2, pages 89-95.
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Ramazan Sak, İkbal Tuba Şahin Sak, Osman Ayyürek & Necdet Taşkın. (2017) Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma. Turkish Online Journal of Qualitative Inquiry, pages 272-272.
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KaiSook Chung. (2016) The impacts of mothers’ attitudes toward communication with early childhood teachers and community life skills on mother-teacher collaboration. Korean Journal of Early Childhood Education 36:6, pages 127-151.
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Misnaton Rabahi, Hamidah Yusof & Marinah Awang. (2015) Leading Learning: A Grounded Theory Perspective of Orang Asli Parental Involvement and Engagement. Procedia - Social and Behavioral Sciences 211, pages 94-103.
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