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Elderly foster parents and parental school involvement

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dc.title Elderly foster parents and parental school involvement en
dc.contributor.author Plisková, Barbora
dc.relation.ispartof 12th annual International Conference of Education, Research and Innovation (ICERI 2019)
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-09-14755-7
dc.date.issued 2019
dc.citation.spage 11682
dc.citation.epage 11686
dc.event.title 12th Annual International Conference of Education, Research and Innovation (ICERI)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-11-11
dc.event.edate 2019-11-13
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.relation.uri https://library.iated.org/view/PLISKOVA2019ELD
dc.subject foster parents en
dc.subject foster children en
dc.subject parental school involvement en
dc.description.abstract Foster children often live in complicated relationships and belong to two families, a biological and a foster family. A biological family works poorly or does not function or works poorly at all, on the other side, a foster family faces a difficult task to create a loving, safe, non-evaluative environment for children where all needs will be saturated and will contribute to the wellbeing of all members of the family. Moreover, foster parents influence and model children's personality, influence their values and attitudes in general, including attitudes to education and schooling. Furthermore, they should be involved to help their children with school tasks at home. Foster parents' school involvement requires many skills and might be very demanding and stressful due to many circumstances on the side of elderly foster parents but also on the side of foster children. The aim of the study was to describe and analyse the experience of elderly foster parents with their school involvement. The first partial objective was to find out how elderly foster parents bring up foster children and their attitudes toward schooling. The second partial goal was to find out how elderly foster parents get involved and help their children with school requirements and tasks. A qualitative research method was used; the findings presented in this paper are taken from a descriptive qualitative case study. As a result, parental school involvement of elderly foster parents requires learning and developing new strategies to help foster children with their schooling. It also requires managing the role of "active facilitator" and supporter. Elderly foster parents should have the possibility of support from teachers but also other professionals. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009755
utb.identifier.obdid 43880696
utb.identifier.wok 000530212401134
utb.source S-wok
dc.date.accessioned 2020-06-24T08:32:15Z
dc.date.available 2020-06-24T08:32:15Z
utb.contributor.internalauthor Plisková, Barbora
utb.fulltext.affiliation Barbora Plisková Faculty of Humanities, Tomas Bata University (CZECH REPUBLIC)
utb.fulltext.dates -
utb.wos.affiliation [Pliskova, Barbora] Tomas Bata Univ, Fac Humanities, Zlin, Czech Republic
utb.fulltext.faculty Faculty of Humanities
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