Safety and Home-School Relations as Indicators of Children Well Being: Whose Perspective Counts?

Autor/inn/en	Ben-Arieh, Asher; McDonell, James; Attar-Schwartz, Shalhevet
Titel	Safety and Home-School Relations as Indicators of Children Well Being: Whose Perspective Counts?
Quelle	In: Social Indicators Research, 90 (2009) 3, S.339-349 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0303-8300
DOI	10.1007/s11205-008-9267-y
Schlagwörter	Safety; Well Being; Social Indicators; Family School Relationship; Children; Comparative Analysis; Childhood Attitudes; Parent Attitudes; Teacher Attitudes; South Carolina + Suchen Sie Ihr Suchwort? Sicherheit; Well-being; Wellness; Wohlbefinden; Social indicator; Sozialer Indikator; Child; Kind; Kinder; Elternverhalten; Lehrerverhalten
Abstract	Recent attention to children's well being has generated research showing that safety and home-school relations are two of the most important indicators of children's well being. Recent studies have also demonstrated the consistent differences in perspectives between children and teachers and between parents and teachers in regard to home-school relations and between children and parents in regard to children safety. This paper reports findings from an exploratory study, conducted as part of the "Strong Communities" initiative in South Carolina, comparing between the three perspectives of children, parents, and teachers in regard to children both home-school relations and safety. The findings show significant differences regarding almost all items between the three groups. For example, teachers felt school and the way to and back from school were safer for children than how the children themselves felt. However, other patterns were found with regard to home-school relations. The article concludes with a discussion of the apparent weight given to each of these perspectives, possible explanations for the gaps found and its practical implications for social indicators usage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10