Group Parent Education: Promoting Parent Learning and
                    Support

Campbell, Deborah; Palm, Glen F.

doi:10.4135/9781452232423

Cited by 16 publications

(3 citation statements)

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“…This feedback seems identical with field research in that building group coherency and a sense of community requires well‐prepared instructional strategies and designed virtual teaching materials that promote engagement (Berry, 2019; Vilches et al, 2021; Walker, 2020). These findings support the assertion that quality educators are associated with effective outcomes for participants (Campbell & Palm, 2018). Parent educators should ensure their virtual classroom environment has space for high‐quality peer‐to‐peer learning, expert‐to‐participant interaction, and relationship building opportunities.…”

Section: Discussion and Recommendationssupporting

confidence: 83%

Increasing access to quality parent education through a virtual synchronous setting: A qualitative study

Jiang,

Routh,

Fakuajo

2024

Child

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BackgroundAmerica's crisis of youth mental health challenges has been worsened by COVID‐19. Group‐based parent education has been proven effective in intervention and prevention; however, a lack of universal access and the busyness of parents are significant barriers to participation. Rapid growth in technology‐based education aims to increase accessibility but live, virtual parent education was understudied. E3 Parent Education (E3PE) was a free, virtual, and synchronous group programme offered in Montana by a certified parent educator to support families navigating common and uncommon challenges.MethodsThrough qualitative evaluation with eight programme participants (n = 8), this study aimed to understand impacts and access of this parent education programme.ResultsAll participants (100%) aligned on three themes describing the virtual, synchronous parent education experience: convenience, connection, and comfort. Participants suggested strategies for improvement as well.DiscussionA free, virtual, synchronous, group‐based format provided equitable access and lowered the barriers to participation. Findings advised that the developers, facilitators, and policymakers consider adding virtual options alongside in‐person settings to reduce participant barriers and meet the needs of different families.

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Section: Discussion and Recommendationssupporting

confidence: 83%

Increasing access to quality parent education through a virtual synchronous setting: A qualitative study

Jiang,

Routh,

Fakuajo

2024

Child

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“…The small group activity here is a discussion activity by several parents and PAUD educators to discuss the problems faced by parents in educating early childhood with small groups consisting of 5-10 people in one group. The form of small group activities as quoted in Campbell (2004) states that parent comes to parent education with many different goals and beliefs about parenting. They are looking for ideas and support to be good parents.…”

Section: Resultsmentioning

confidence: 99%

Transformative Learning Model for Parenting Education Program

Purnamawati¹,

Pradipta²

2022

J. ed. EXP

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The purpose of this study is to produce a transformative learning model in parenting education programs organized by early childhood education institutions in changing the terms of reference for children's education to be even better and in synergy with those carried out by educational institutions. This research includes development model research. The results of this study are a transformative learning model in a parenting education program that uses five components, namely (1) syntax; (2) Social System; (3) Reaction Principle; (4) Support System and (5) Instructional Impact and Accompaniment. The steps of Transformative Learning used in the parenting education process consist of 4 steps of field activities, namely: (1) problem development steps; (2) critical reflection development steps; (3) location of determination and implementation of action; and (4) assistance steps taken by educators of early childhood education institutions to early childhood parents in the form of consultations, group discussion activities, and face-to-face activities (class sessions). The success of transformative learning in this parenting education program is that there is a change in the frame of reference of the parents of early childhood which comes from themselves, and the function of educators in this transformative learning process is as a facilitator and counselor in helping towards the change process.

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“…Results on use may reflect the educators participating in this study whose practice leaned toward face‐to‐face instruction. More than a third of the sample comprised licensed parent educators who teach in Early Childhood Family Education that features a weekly group discussion‐focused, parent–child interactive format (Campbell & Palm, 2018). Therefore, in programs that emphasize face‐to‐face interaction and peer discussion, it is not surprising that technology tools for content delivery (e.g., presentation software) were used only occasionally.…”

Section: Discussionmentioning

confidence: 99%

Workplace Predictors of Family Educators' Technology Acceptance Attitudes

2021

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The purpose of the study was to examine workplace conditions as influences on professional parent and family educator technology acceptance attitudes and to describe their technology use. Background: The rise of new media and information and communications technologies (ICT) has significantly affected the field of parenting and family education in the first part of the 21st century.Methods: On the basis of responses from a national sample to an online survey (N = 631 participants), information search and communications technologies (e.g., email) were employed most frequently; social media, texting, and online learning platforms were used infrequently. Structural equation modeling tested a hypothesized model of influences based on a modified technology acceptance model (TAM, Davis, 1989). Results: Technology attitudes were related directly to perceived ease of use and perceived usefulness of technology. Workplace encouragement and workplace infrastructure indirectly influenced acceptance attitudes as mediated by perceived usefulness and perceived ease of use, respectively. Workplace encouragement also showed a small but direct influence on technology acceptance.

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Group Parent Education: Promoting Parent Learning and Support

Cited by 16 publications

References 0 publications

Increasing access to quality parent education through a virtual synchronous setting: A qualitative study

Increasing access to quality parent education through a virtual synchronous setting: A qualitative study

Transformative Learning Model for Parenting Education Program

Workplace Predictors of Family Educators' Technology Acceptance Attitudes

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