Role of Parents and Teachers in the Social Development of Students
DOI:
https://doi.org/10.54183/jssr.v3i1.178Keywords:
Teachers, Parents, Social Development, Students, SocietyAbstract
This research paper has been carried out to explore the role of teachers and parents in the social development of children and transforming them into potential beings of society with technological support. A technique called "judgmental sampling" or "intentional sampling" was used to choose the sample size of 130 people. The people who took part were the kids' birth parents. A questionnaire was made beforehand to collect information, and the chi-square test was used to determine what it all meant. This study shows how important it is for special educators, trainers, teachers, and psychologists to help children develop academically and socially to become valuable members of society. The training and development of children in a city should use cutting-edge technology and new ways of looking at education to help them grow and succeed in society. Schools are encouraged to give special education teachers seminars, workshops, and courses yearly to help them improve their professional skills. Seminars on awareness and Counseling for parents are also on the list of things that should be required. Parents, teachers, and the general public all need to know more about the problems children face today.
References
Babies, Earl R. The Practice of Social Research, 2nd edition, Wads Worth Publishing Company, 1979.
Brown, D., Wyne, M.D. Black burn, J. E. and Powell, W. C. (1979). Consultation: a strategy for improving education. Boston: Allyn and Bacon pg: 111-112.
Carter, E. A., & McGoldrick, M. (1980). The Family Life Cycle: A Framework for Family Therapy. Psychology Press.
Conoley, J.C., and Conoley C.W.,( 1982). School consultation: A guide to practice and training. Pergamon Press, Elmsford, New York.
Dr Prem Victor, Professor Armin Loewe, (1985). 2nd All India Workshop for teachers and parents for children, India: Max Mueller Bhavan, New Delhi: pg126.
Ehly, S. W, and Larson, S.C.,(1980). Peer tutoring for individualized instruction, Boston: Allyn and Bacon pg:209.
Ehly, S. W, Conoley. J.C, Rosenthal. D, (1985). working with Parents of Exceptional Children, st. Low" s: Times Mirror/ Mosby College Publishing: pg 129–133.
Featherstone. H (1980). A difference in the family. New York, Basic Books; pg 3–5.
Foster, M., Berger, M., and McLean, M., (1981). Rethinking a good idea: A reassessment of parent involvement. Topics in Early Childhood. Special Education, pg 89.
Han, Raj. (1987). Theory and Practice in Social Research, Delhi: Surjeet Publication.
Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional- media and technologies for learning (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, Inc
Horton and Hunt. (1984). Sociology, 6th edition, McGraw Hill, pg: 97.
Jonassen, D. H. (1996). Computers as mind tools for schools: Engaging critical thinking (2nd Ed.). Upper Saddle River, NJ: Merrill/Prentice Hall, Inc.
Kober, N. (1991). What we know about mathematics teaching and learning. Washington, D.C.: Council for Educational Development and Research.
Lillic, D.L. (1981). Educational and psychological strategies for working with parents of children with special needs, New York; pg6.
Meadow, K.P. (1980). Deafness and Child Development. California: University of California: pg 112.
Sarantakos, Sotiriom, Social Research Australia: MacMillan, 1993.
Simpson, R. L & Poplin, M. (1981). Parents as agents of change: A behavioural approach. School psychology review, pg 199-200
The Lancet. (2009). Volume 373, Issue9666, pg 781.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Copyright in the Journal of Social Sciences Review is retained by the author(s). Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
SSR's Editorial Board shares the vision of providing free access to information, education, and science for everyone, thus promoting its content through an OPEN ACCESS POLICY, fulfilling the DOAJ definition of open access. The JSSR adheres to an Open Access and Copyright Licensing Policy based on the belief that making research freely accessible to the public promotes greater global knowledge sharing.
The JSSR uses the Creative Commons Attribution-NonCommercial 4.0 International License. The authors who apply and publish in JSSR consent to abide by the copyright policy set out in the Creative Commons 4.0 license (Attribution-NonCommercial 4.0 International license).
- Copyright in the Journal of Social Sciences Review is retained by the author(s).
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
While "By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself."
