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首页> 外文期刊>European Journal of Special Needs Education >A natural variation study of engagement and confidence among parents of learners with special educational needs and disabilities (SEND)
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A natural variation study of engagement and confidence among parents of learners with special educational needs and disabilities (SEND)

机译:具有特殊教育需求和残疾的学习者父母之间的参与度和信心的自然变异研究(SEND)

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摘要

Parents’ involvement in their children’s education is known to be an important predictor of a range of adaptive outcomes. For learners with special educational needs and disabilities (SEND), lack of parental engagement and confidence has been highlighted as a problematic issue. Given this, the objectives of the current study were to: (i) determine the amount of variation in parental engagement and confidence in parents of pupils with SEND that exists between (school effects) and within (pupil effects) schools and (ii) to identify the characteristics at school and pupil levels that explain significant variation in parental engagement and confidence. A cross sectional, natural variation design was implemented, utilising survey data from 2123 parents of children with SEND attending 373 schools across 10 Local Authorities in England. Hierarchical linear modelling of the study data demonstrated that most of the variation in parental engagement and confidence was located at the pupil level (89.7%), with the rest attributable to differences between schools (10.3%). In relation to the former, pupils’ ethnic origin, socio-economic status, SEND provision and primary need, bullying and their wider participation in school were all statistically significant predictors of the response variable, in sum accounting for more than 20% of pupil level variation. In relation to the latter, school achievement and the proportion of pupils at the School Action phase of SEND provision (albeit marginally, at the p  0.10 level) each predicted variation at the school level, in combination accounting for more than 80% of school-level variation. These implications of these findings are discussed, and methodological limitations are noted.View full textDownload full textKeywordsspecial educational needs and disabilities (SEND), parental engagement and confidence, hierarchical linear modellingRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/08856257.2012.711959
机译:众所周知,父母参与子女的教育是一系列适应性结果的重要预测指标。对于有特殊教育需求和残障(SEND)的学习者,缺乏父母的参与和信心已成为一个有问题的问题。鉴于此,当前研究的目标是:(i)确定在(学校效果)和(学生效果)学校之间存在的SEND学生的父母参与和对父母的信心的变化量,以及(ii)确定学校和学生水平的特征,这些特征可以解释父母参与度和自信心的显着变化。实施了横断面自然变化设计,利用来自SEND的2123名儿童父母的调查数据,他们在英格兰10个地方当局的373所学校就读。研究数据的分层线性建模表明,父母参与度和自信心的大多数变化都位于小学生水平(89.7%),其余归因于学校之间的差异(10.3%)。与前者相比,学生的种族出身,社会经济地位,SEND的提供和主要需求,欺凌及其在学校的广泛参与都是反应变量的统计学上显着的预测因素,总计占学生总数的20%以上水平变化。关于后者,学校成绩和学生在SEND规定的“学校行动”阶段的学生比例(尽管微不足道,在p≤0.10的水平),每个预测在学校水平上的差异,结合起来说明了更多超过学校水平变化的80%。讨论了这些发现的这些含义,并指出了方法上的局限性。查看全文下载全文关键字特殊教育需求和残疾(SEND),父母的参与和信心,分层线性建模相关var addthis_config = {ui_cobrand:“泰勒和弗朗西斯在线”,services_compact: “ citeulike,netvibes,twitter,technorati,美味,linkedin,facebook,stumbleupon,digg,google,更多”,发布:“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/08856257.2012.711959

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