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1
Parental involvement in decision‐making about their child’s health care at the hospital
Parental involvement in decision‐making about their child’s health care at the hospital
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Parental involvement in decision‐making about their child’s health care at the hospital

Nursing open, 2019-01, Vol.6 (1), p.50-58 [Peer Reviewed Journal]

2018 The Authors. published by John Wiley & Sons Ltd. ;2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2054-1058 ;EISSN: 2054-1058 ;DOI: 10.1002/nop2.180 ;PMID: 30534394

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2
The Relationship between Parental Tutoring and Social Science Learning Outcomes for Fourth-Grade Students of Elementary School
The Relationship between Parental Tutoring and Social Science Learning Outcomes for Fourth-Grade Students of Elementary School
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The Relationship between Parental Tutoring and Social Science Learning Outcomes for Fourth-Grade Students of Elementary School

Elementary School Forum (Mimbar Sekolah Dasar), 2023-04, Vol.10 (1), p.281

ISSN: 2355-5343 ;DOI: 10.53400/mimbar-sd.v10i1.50333

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3
Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities
Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities
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Self-Efficacy and Alexithymia as Moderators between perceived social support and Stress among Parents of Children with Learning Disabilities

European Journal of Mental Health, 2017-12, Vol.12 (2), p.218-229 [Peer Reviewed Journal]

COPYRIGHT 2017 Semmelweis University ;COPYRIGHT 2017 Semmelweis University ;Copyright Semmelweis University Faculty of Health and Public Service, Institute of Mental Health Dec 2017 ;ISSN: 1788-4934 ;ISSN: 1788-7119 ;EISSN: 1788-4934 ;DOI: 10.5708/EJMH.12.2017.2.6

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4
Parental Involvement and Public Basic School Pupils’ Academic Achievement in Cape Coast: The Moderating Role of Academic Effort
Parental Involvement and Public Basic School Pupils’ Academic Achievement in Cape Coast: The Moderating Role of Academic Effort
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Parental Involvement and Public Basic School Pupils’ Academic Achievement in Cape Coast: The Moderating Role of Academic Effort

International journal of social sciences & educational studies, 2021-09, Vol.8 (3), p.40-54 [Peer Reviewed Journal]

2021. This work is published under https://creativecommons.org/licenses/by-nc/2.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2409-1294 ;EISSN: 2520-0968 ;DOI: 10.23918/ijsses.v8i3p40

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5
Parental Involvement Status in Their Children’s Learning: Selam Primary School of Woldia Town, Ethiopia
Parental Involvement Status in Their Children’s Learning: Selam Primary School of Woldia Town, Ethiopia
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Parental Involvement Status in Their Children’s Learning: Selam Primary School of Woldia Town, Ethiopia

Education research international, 2022-09, Vol.2022, p.1-9 [Peer Reviewed Journal]

Copyright © 2022 Mollaw Abraha. ;Copyright © 2022 Mollaw Abraha. This is an open access article distributed under the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. https://creativecommons.org/licenses/by/4.0 ;ISSN: 2090-4002 ;EISSN: 2090-4010 ;DOI: 10.1155/2022/7536741

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6
Measuring Parent Involvement Program Implementation
Measuring Parent Involvement Program Implementation
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Measuring Parent Involvement Program Implementation

The School community journal, 1994, Vol.4 (1), p.61

ISSN: 1059-308X ;EISSN: 2379-397X

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7
Reflections of Teachers in the FPE Era: Evidence From Six Urban Sites in Kenya
Reflections of Teachers in the FPE Era: Evidence From Six Urban Sites in Kenya
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Reflections of Teachers in the FPE Era: Evidence From Six Urban Sites in Kenya

SAGE open, 2016-01, Vol.6 (1), p.215824401662918 [Peer Reviewed Journal]

The Author(s) 2016 ;ISSN: 2158-2440 ;EISSN: 2158-2440 ;DOI: 10.1177/2158244016629189

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8
Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program
Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program
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Support to Children’s Education in the Urban Slums of Nairobi: Community and Parents’ Perceptions with an Expanded Phase of an Education Intervention Program

Qualitative research in education, 2018-06, Vol.7 (2), p.118 [Peer Reviewed Journal]

ISSN: 2014-6418 ;EISSN: 2014-6418 ;DOI: 10.17583/qre.2018.3240

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9
Practices for Parent Participation in Early Intervention/ Early Childhood Special Education
Practices for Parent Participation in Early Intervention/ Early Childhood Special Education
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Practices for Parent Participation in Early Intervention/ Early Childhood Special Education

International journal of early childhood special education, 2014-06, Vol.6 (1), p.80 [Peer Reviewed Journal]

ISSN: 1308-5581 ;EISSN: 1308-5581 ;DOI: 10.20489/intjecse.93010

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10
Estilos parentales de enseñanza en familias con niños con necesidades educativas especiales en samacá-boyacá
Estilos parentales de enseñanza en familias con niños con necesidades educativas especiales en samacá-boyacá
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Estilos parentales de enseñanza en familias con niños con necesidades educativas especiales en samacá-boyacá

Praxis (Santa Marta, Colombia), 2015-01, Vol.11 (1), p.19-29 [Peer Reviewed Journal]

2015. This work is published under http://creativecommons.org/licenses/by-nc-sa/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI ;ISSN: 1657-4915 ;ISSN: 2389-7856 ;EISSN: 2389-7856 ;DOI: 10.21676/23897856.1550

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11
Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child
Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child
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Teacher-Parent Collaboration for an Inclusive Classroom: Success for Every Child

Malaysian online journal of educational sciences, 2016, Vol.4 (3), p.58 [Peer Reviewed Journal]

ISSN: 2289-3024 ;EISSN: 2289-3024

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12
Narratives of parents' participation in their children's education
Narratives of parents' participation in their children's education
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Narratives of parents' participation in their children's education

South African journal of education, 2023-12, Vol.43 [Peer Reviewed Journal]

Copyright Education Association of South Africa Dec 2023 ;ISSN: 0256-0100 ;EISSN: 2076-3433 ;DOI: 10.15700/saje.v43ns2a2329

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13
Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa
Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa
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Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa

Cogent education, 2019-01, Vol.6 (1), p.1703446 [Peer Reviewed Journal]

2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. 2019 ;2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2331-186X ;EISSN: 2331-186X ;DOI: 10.1080/2331186X.2019.1703446

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14
"Were the Fathers Available?": An Evaluation of Fathers' Involvement in Emergency Remote Education of Learners Who Are Deaf/Hard of Hearing
"Were the Fathers Available?": An Evaluation of Fathers' Involvement in Emergency Remote Education of Learners Who Are Deaf/Hard of Hearing
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"Were the Fathers Available?": An Evaluation of Fathers' Involvement in Emergency Remote Education of Learners Who Are Deaf/Hard of Hearing

Online learning (Newburyport, Mass.), 2023-06, Vol.27 (2), p.187 [Peer Reviewed Journal]

COPYRIGHT 2023 Online Learning Consortium ;ISSN: 2472-5730 ;ISSN: 2472-5749 ;EISSN: 2472-5730 ;DOI: 10.24059/olj.v27i2.3293

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15
Home-School Relations and the Construction of Racial and Ethnic Identity of Hmong Elementary Students
Home-School Relations and the Construction of Racial and Ethnic Identity of Hmong Elementary Students
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Home-School Relations and the Construction of Racial and Ethnic Identity of Hmong Elementary Students

The School community journal, 2004-10, Vol.14 (2), p.57

Copyright Academic Development Institute Fall 2004 ;ISSN: 1059-308X ;EISSN: 2379-397X

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16
Factors Affecting Teachers' Use of Information and Communication Technology
Factors Affecting Teachers' Use of Information and Communication Technology
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Factors Affecting Teachers' Use of Information and Communication Technology

ISSN: 1694-609X

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17
THE IMPACT OF CERTAIN SOCIO-DEMOGRAPHIC CONDITIONS ON THE STUDENTS’ SUCCESS IN LEARNING
THE IMPACT OF CERTAIN SOCIO-DEMOGRAPHIC CONDITIONS ON THE STUDENTS’ SUCCESS IN LEARNING
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THE IMPACT OF CERTAIN SOCIO-DEMOGRAPHIC CONDITIONS ON THE STUDENTS’ SUCCESS IN LEARNING

Research in Pedagogy, 2016, Vol.6 (2), p.8-20

ISSN: 2217-7337 ;EISSN: 2217-7337 ;DOI: 10.17810/2015.31

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18
Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”
Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”
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Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”

Education policy analysis archives, 2017-11, Vol.25 (112), p.112 [Peer Reviewed Journal]

ISSN: 1068-2341 ;EISSN: 1068-2341 ;DOI: 10.14507/epaa.25.2862

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19
An impact study of the Iranian National University Entrance Exam from students and parents’ perspectives
An impact study of the Iranian National University Entrance Exam from students and parents’ perspectives
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An impact study of the Iranian National University Entrance Exam from students and parents’ perspectives

Language Testing in Asia, 2023-12, Vol.13 (1), p.40-24, Article 40 [Peer Reviewed Journal]

The Author(s) 2023 ;The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2229-0443 ;EISSN: 2229-0443 ;DOI: 10.1186/s40468-023-00254-0

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20
Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan
Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan
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Rural Children’s Perceptions of Parental Involvement in Their Education in Pakistan

Education sciences, 2022-05, Vol.12 (5), p.323 [Peer Reviewed Journal]

2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci12050323

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