Case study of single parent families

Licencing Abstract The present research study was design to investigate the factors affecting academic performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan Campus. The data were collected from students through separate structured questionnaire from different departments of Islamia University of Bahawalpur, Rahim Yar Khan Campus using the simple random sampling technique. For analysis, linear regression model, correlation analysis, and descriptive analysis were used.

Case study of single parent families

The early years family storytelling project Porter Croft School, Sheffield Involving the families in Talk for Writing works wonders Katie Houghton, Foundation 2 teacher at Porter Croft School, Sheffield, reflects on how involving families in the Talk-for-Writing approach has transformed the school.

If you provide the right building blocks and structure, then they can. There has been a complete change in what they can achieve, and in what I expect them to achieve. In the autumn term ofmy school was lucky enough to be selected by Sheffield Council to take part in a project with Pie Corbett and Julia Strong that was investigating what difference it would make if the families of reception children were involved in the Talk-for-Writing storytelling approach.

This approach to establishing what they know and what progress they have made has been a real insight. Now I know how to build the foundations so they can become story tellers.

The progress the children are now making needs to be set in context. The national expected level for a four-year-old entering foundation 2 previously known as reception would be months. But now our children are leaving Year 2 making progress in line with the national average and leave year 6 making progress above the national average.

Before the project, trying to teach children to write stories was like building a house without foundations. The children were very passive.

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They would listen to stories being read to them but now they are actively involved in telling the story themselves so that the language and all the key storytelling sentence patterns are in their heads.

Previously it was all too much. They were trying to remember a story and how to form the letters and leave space between the words.

There were just too many things to do. We were setting them up to fail; not just in literacy but in all aspects of school. Involving the families turned out to be easy. Once the children had fully internalised a story the imitation stage of Talk for Writing we invited the families to come in a little early to collect the children who then performed for their families and invited them to join in.

This communal storytelling was the first time some of the children and their parents had heard their own voices speaking English. This approach has gone from strength to strength. Now the families come in and join the storytelling once a half term and the children regularly take story maps home to work with their families on innovating or inventing their own stories.

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It has been a revelation to many of the parents that you can make your dragon drive a car and enjoy a cup of tea in front of the fire.

Now children learn one story per half term and take home a story map and then innovate or invent their own story and take home the story map. So they share at least four stories a term with their families. They are also encouraged to take home story sacks at any time.

Family storytelling has not only brought parents into the school but has changed their attitude towards the school. Now they can talk and write properly structured stories independently.

The big difference is the level of oral rehearsal at home as well as at school. It provides them with an explicit language model which is reinforced in the home.

Foundation children are now writing several pages and, when they leave Foundation 2, they can write stories. Because they have rehearsed a story orally, when they come to write it down or innovate on it they know what they are going to write so they have the space to think about the spelling and how to form the letter and the finger spacing.

They can cope with the mechanics because they have the story in their head. The whole school is taught in Talk-for-Writing style but family involvement is working its way up the school with the initial cohort, so we now have family storytelling involvement from foundation to Year 3.

Case study of single parent families

At the moment, we are getting the Year 3 teachers acclimatised to having such close parental involvement. The school provides lots of opportunities for teachers to observe each other teaching in Talk-for-Writing style so we can learn from each other.

So recently the Year 3 teacher has been to see how I involve the parents. We support each other: As long as the children attend school, we can help all the children achieve. The approach has made a huge difference — the children can now express themselves and articulate their ideas.

Case study of single parent families

And there has been a whole series of spinoffs. It has resulted in a talk-led curriculum.“Parent” here is used to mean an adult parental figure. Except as noted, throughout this chapter a parent may be the biological or adoptive parent, or the spouse or partner of a biological or adoptive parent .

I am delighted that this month’s Reader Case Study features a subject who is older than me! I cannot tell you how thrilled I am to bring you the story of Lucy, an active year-old nurse with questions on her retirement and next career.

2. Research Methodology. In this study a linear model of graduate student performance was designed. graduate student academic performance was taken as a dependent variable and gender, age, faculty of study, schooling, father/guardian social economic status, residential area, medium of schooling, tuition, study hour and accommodation as an independent variables.

Employment Characteristics of Families Technical Note ; Table 1. Employment and unemployment in families by race and Hispanic or Latino ethnicity, annual averages. LGBT parenting refers to lesbian, gay, bisexual, and transgender people raising one or more children as parents or foster care parents.

This includes: children raised by same-sex couples (same-sex parenting), children raised by single LGBT parents, and children raised by an opposite-sex couple where at least one partner is LGBT.. LGBT people can become parents through various means including.

The case studies provided below are designed to help you identify whether your study would be considered by NIH to be a clinical trial. Expect the case studies .

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