How does your life influence your graduate school experience?" Anne Guarnera, a doctoral candidate in Spanish at the University of Virginia discussed teaching and learning as Intense she said."With the birth of my son earlier this semester, I've re-entered a season of intense parenting-well extraordinary life, to be true." Writing the last chapter of her dissertation, parenting two boys under three, and looking for a post-PhD job all the time is not a task for the faint of heart. It's not a mere logistical challenge, but an intense feeling as well.
She also stated that "One unexpected benefit of this time, however, has been the opportunity to reflect upon how the past seven years of graduate have molded me. Indeed, entering job market has required this kind of critical reflection, as writing cover letters has forced me to articulate my future research plans and how they tell my teaching (and vice versa)."
According to her, there's something else that she has been thinking about, though something that she can't conclude in any cover letter, but that is equally significant, and that's how her experience of classroom teaching has shaped her as an individual and more likely, as a parent as cited on the INSIDE HIGHER ED.
According also to an article on NCBI parent involvement is one factor that has been consistently related to a child's increased academic performance (Hara & Burke, 1998; Hill and Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987) in other words parenting and pedagogy is a great factor to a child's increase in academic performance. While this relation between parent involvement and a child's academic achievements is well established, studies have yet to determine how parent involvement improves a child's academic performance
.Parent involvement was defined as the teacher's perception of "the positive feeling parents have toward their child's education, teacher, and school" (Webster-Stratton, 1998). Based on previous research (Gonzales-DeHass et al., 2005; Hughes et al., 2005), two possible mechanisms, a child's perception of cognitive competence as measured by the child's observation, and the student-teacher relationship as measured by the teacher's observation, were examined for their ability to mediate the relation between parent involvement and academic performance.
