Parents as Role Models
Greetings. The following materials are intended to provide an introduction to Parents as Role Models. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

Ming-Fang Hsieh
Reference Specialist

Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Internet Sites
Family Influences on Employment and Education. ERIC Digest
Parents as Reading Partners
Modeling your own behavior to provide a consistent, positive example for your child
NEA Today: Teaching Kids by Educating Parents
Setting a Good Example: Parents as Role Models
The National Parenting Center
Parent News
Parents Place

Online Discussion Groups/Listservs
ERIC.EECE: Parenting
Web Awareness for Parents: Home

Citations from ERIC Database
AN: EJ637133
AU: Boers,-David
TI: Helping Parents Help Their Children Succeed in School.
PY: 2002
SO: Principal-; v81 n3 p52-53 Jan 2002
DEM: Academic-Achievement; Parent-Role; Parent-Teacher-Cooperation
DER: Elementary-Secondary-Education
AB: Random survey of 86 elementary and secondary school teachers from several types of schools (urban, rural; large, small; public, private) about what they hope for from parents. Teachers' suggestions for parents are grouped into nine related areas including, for example, initiating communication, monitoring homework, getting involved, establishing student behavior. (PKP)

AN: ED453368
AU: Seaman,-Don-F.
TI: Effects of Selected Even Start Family Literacy Programs in Texas on Participating Children and Parents.
PY: 2000
NT: Paper presented at the National Even Start Association Conference (6th, San Diego, CA, October 22-25, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453368
DEM: Family-Literacy; Literacy-Education; Outcomes-of-Education; Parent-Education; Program-Effectiveness
DER: Adult-Literacy; Compliance-Legal; Evaluation-Methods; Family-School-Relationship; Federal-Legislation; Individual-Development; Parent-Child-Relationship; Preschool-Education; Program-Evaluation; Program-Improvement; Research-Methodology; Statewide-Planning
AB: Even Start family literacy programs in Texas were evaluated by outside evaluators. Data were gathered from two groups. The first group consisted of 631 families who were enrolled in 11 Even Start programs in Texas during the 1998-99 and 1999-2000 program years. A survey, in English or Spanish, was administered to all parents in attendance on two days in late spring and academic gains were measured by standardized tests. The second group consisted of 582 families who had exited the same Even Start programs during the 1996-1999 program years. From this second group, about 25 families per program were contacted for data. Some of the findings of the study were the following: (1) parents have definite goals when enrolling in Even Start; (2) parents learn about Even Start from a variety of sources; (3) parents in Even Start increase their reading and writing activities and their academic abilities; (4) participating in Even Start increases the amount of time parents read to their children, help their children with learning activities, and spend with their children's teacher; (5) children in Even Start increase their academic abilities and improve in school; (6) parents are more likely to become employed after participating in Even Start programs; (7) parents in Even Start programs believe they have become good role models for their children; (8) parents who participate in Even Start programs become better consumers; and (9) families who participate in Even Start become more involved in their communities, become healthier, and feel more in control of their lives. (Contains 20 tables.) (KC)

AN: ED450959
TI: What You Can Do To Prevent Violence. Bright Futures for Families.
CS: National Parent Consortium, Washington, DC.
PY: 2000
AV: National Parent Consortium, 1130 17th Street, NW, Suite 400, Washington, DC 20036; Tel: 877-463-6360 (Toll Free); Tel: 202-463-2299; Fax: 877-463-9400 (Toll Free); e-mail: npcmch@cs.net; Web Site: http://www.natlparentconsortium.org.
NT: "The National Parent Network on Disabilities and Inclusion Incorporated worked in collaboration to produce this document."
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450959
DEM: Adolescents-; Children-; Conflict-Resolution; Parent-Child-Relationship; Prevention-; Violence-
DER: Bullying-; Child-Advocacy; Child-Health; Child-Rearing; Elementary-Secondary-Education; Family-Environment; Family-Sociological-Unit; Parent-Education; Parent-Materials; Role-Models
AB: Noting that parents play an essential role in preventing or breaking the cycle of violence, this pamphlet shows parents how to prevent violence in their home and community. The pamphlet, designed for use with children of all ages, is part of the "Bright Futures for Families" series, which offers information on health and child development for use by families and by health care professionals. The pamphlet focuses on strategies and action steps parents can take to help teach their children alternatives to violent behavior. Parents are given suggestions for showing love and concern, developing two-way communication with their children, handling powerful emotions effectively, finding solutions to conflict without fighting, keeping their child from being victimized by a bully, preventing their child from becoming a bully, and being an advocate to reduce school violence. The pamphlet concludes with a list of seven print and videotape resources to help prevent violence. (KB)

AN: ED450958
TI: Make Time To Listen, Take Time To Talk. 15+.
CS: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services.
PY: 2000
AV: Knowledge Exchange Network, P.O. Box 42490, Washington, DC 20015. Tel: 800-789-2647 (Toll-Free); Web Site: http://www.mentalhealth.org.
NT: Also produced by WJLA, ABC Channel 7, Washington, DC.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED450958
DEM: Child-Rearing; Parent-Child-Relationship; Parents-; Role-Models
DER: Adolescents-; Bullying-; Children-; Parent-Education; Parent-Materials
AB: Noting that parents and caregivers are vital to the healthy development and growth of children, this pamphlet discusses ways parents and caregivers can help children learn more about themselves and their environment in order to prevent violence. The pamphlet reminds parents to make time to listen to their children and take time to talk with them. Parents are encouraged to: (1) nurture their children; (2) model ways to control anger; (3) develop good communication with their children; (4) respect their children and teach them to respect others; (5) take interest in their child's education and development; (6) keep their child drug-free; and (7) help them develop peaceful solutions to conflict. The pamphlet also suggests ways that parents can prevent their child from becoming a bully or the victim of a bully and discusses reasons why youth join gangs. Finally, the pamphlet delineates rules for spending quality time together. (KB)

AN: ED446812
AU: Panzarine,-Susan
TI: A Parent's Guide to the Teen Years: Raising Your 11- to 14-Year-Old in the Age of Chat Rooms and Navel Rings.
PY: 2000
AV: Facts on File, Inc., 11 Penn Plaza, 15th Floor, New York, NY 10001; Tel: 212-967-8800; Fax: 212-967-9196 (Paper, U.S., $14.95; Canada, $21.95; Hardcover, U.S., $24.95).
PR: Document Not Available from EDRS.
DEM: Adolescent-Development; Child-Rearing; Early-Adolescents; Parent-Child-Relationship; Parent-Role
DER: Cognitive-Development; Drinking-; Drug-Use; Emotional-Development; Nutrition-; Peer-Relationship; Physical-Activities; Physical-Development; Sexuality-; Smoking-; Student-School-Relationship
AB: Noting that swift growth with the accompanying desire for independence during early adolescence creates tension in the family that is often difficult for parents to understand, accept, and handle, this book is designed to help parents adapt their roles to nurture the physical, social, emotional, and intellectual development of their early teen. Focusing on parental involvement and communication and presented in a question-answer format, the chapters of the book are as follows: (1) "All in the Family '90s Style: Living with an 11- to 14-Year-Old in the Family"; (2) "The Invasion of the Body Snatchers: Physical Changes"; (3) "I'm Raising Dr. Jekyll--Or Is It Mr. Hyde? Emotional Changes"; (4) "Since When Did We Become Dumb and Dumber? Cognitive Changes"; (5) "Stop Treating Me Like a Child! Independence"; (6) "Sex, Drugs, and Rock 'N' Roll: Experimenting and Taking Risks"; (7) "Couch Potato Meets Big Mac Addict: Nutrition and Physical Activity"; (8) "Their Circle of Friends: Peers"; and (9) "Monday--Again? School." Case examples and conversations of teens and parents are used throughout the book to illustrate points and better explain technical material. (Contains 69 references.) (KB)

AN: EJ613546
AU: Lietdke,-Werner-W.
TI: Fostering Numeracy: Parents of Preschool Children Can Play an Important Role.
PY: 2000
SO: Canadian-Children; v25 n1 p10-12 Spr 2000
DEM: Numeracy-; Parent-Role; Preschool-Children
DER: Mathematics-Skills; Parent-Child-Relationship; Parent-Influence; Parents-as-Teachers; Preschool-Education
AB: Discusses the role of parents in fostering numeracy in their preschool children. Considers the importance of numeracy and includes suggestions for promoting numeracy among children ages 3-4 and 5-6 years. (JPB)

AN: ED442564
AU: Glennon,-Will
TI: 200 Ways To Raise a Boy's Emotional Intelligence: An Indispensable Guide for Parents, Teachers & Other Concerned Caregivers.
PY: 2000
AV: Conari Press, 2550 Ninth Street, Suite 101, Berkeley, CA 94710; Tel: 800-685-9595 (Toll-Free); Tel: 510-649-7175; Fax: 510-649-7190; e-mail: conari@conari.com; Web site: http://www.conari.com ($12.95).
NT: Foreword by Jeanne and Don Elium.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: Child-Rearing; Children-; Emotional-Development; Males-; Parent-Child-Relationship
DER: Change-Strategies; Child-Behavior; Childhood-Attitudes; Emotional-Experience; Learning-Activities; Parent-Attitudes; Sex-Stereotypes; Teacher-Attitudes; Teacher-Student-Relationship
AB: Noting that parents of sons need advice on nurturing their son's unique emotional needs, this book presents practical suggestions for raising emotionally aware and healthy boys. Chapter 1, "The Importance of Emotionally Healthy Sons," maintains that the critical issue involved in raising sons is bringing them to maturity with their emotional centers intact and accessible. Chapter 2, "Exploring Your Own Assumptions," presents activities for parents and teachers involving the examination of attitudes related to gender roles, double standards, and other areas influencing child rearing. Chapter 3, "Developing New Attitudes and Behaviors," presents activities encouraging parents and teachers to nurture one's own emotional intelligence while helping sons, including ways to embrace optimism, build trust, air disagreements, and practice honesty. Chapter 4, "Helping Him Navigate the World of Emotions," contains suggestions for helping sons recognize their own emotions, including teaching the language of emotion, respecting his feelings, teaching him to take responsibility for his feelings, using sports for getting at feelings, and looking beyond anger. Chapter 5, "Supporting Him in Resisting Stereotypes," includes tips for engaging boys in discussions about gender roles, dealing with bullying, teaching conflict resolution, teaching independence and respect, giving them real mentors and role models, nurturing connections between brothers and sisters, and taking sons to work. Chapter 6, "Creating a New Model of Manhood," contains suggestions for opening a discussion with sons regarding a model of manhood involving emotional expression and deep interpersonal connections. The book concludes with a list of 17 resources related to emotional intelligence. (KB)

AN: ED436480
AU: Welk,-Gregory-J.
TI: Promoting Physical Activity in Children: Parental Influences. ERIC Digest.
CS: ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC.
PY: 1999
AV: For full text: .
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436480
DEM: Child-Health; Parent-Influence; Physical-Activities; Physical-Activity-Level
DER: Children-; Health-Behavior; Health-Promotion; Parent-Attitudes; Parent-Child-Relationship; Parent-Participation; Parent-Responsibility; Parents-; Role-Models; Socialization-
AB: Children of active parents tend to be more active. This Digest describes the various socialization factors that influence a child's interest and involvement in physical activity. While role modeling exerts some effect, recent research suggests that the nature of parental influence may be much more complex. A useful theoretical model to explain parental influence on physical activity is the expectancy-value model of Eccles and Harold (1991). The model explains parent socialization behaviors related to sport and physical activity. There are various ways that parents can socialize their children to be physically active, including using parental encouragement, parental involvement, parental facilitation, and parental role modeling. Declining levels of physical activity exert a major influence on the increasing levels of childhood obesity. It is important for children to begin developing healthy activity patterns early in life. Because activity patterns have been found to track over the lifespan, efforts to promote physical activity at a young age can have major long-term public health benefits. (Contains 16 references.) (SM)

AN: EJ593808
AU: Luvmour,-Josette; Luvmour,-Ba; Dupler-King,-Kathy; Pearce,-Joseph-Chilton
TI: An Interview with Joseph Chilton Pearce.
PY: 1999
SO: Paths-of-Learning:-Options-for-Families-and-Communities; v1 n1 p8-13 Spr 1999
AV: Web site: http//www.great-ideas.org/paths.htm
NT: Theme issue title: "Schooling, Unschooling, and Democracy." Successor to SKOLE: The Journal of Alternative Education.
DEM: Child-Development; Family-Environment; Holistic-Approach; Parent-Child-Relationship; Parent-Role
DER: Child-Rearing; Developmental-Stages; Early-Experience; Interviews-; Parent-Influence; Parenting-Skills; Parents-as-Teachers; Role-Models; Young-Children
AB: Author Joseph Chilton discusses parents' roles in child rearing, the importance of nurturing, and how negative and positive childhood experiences affect one's emotional and physical health throughout life. Describes neurocardiology, which is documenting the biological connections between the brain and heart and lifting the wisdom and intelligence of the heart out of poetic metaphor into hard science. (TD)

AN: EJ588087
AU: Schrecker,-Ellen
TI: Going into the Family Business: Academic Parents, Academic Children.
PY: 1999
SO: Academe-; v85 n3 p20-27 May-Jun 1999
DEM: Career-Choice; College-Faculty; Family-Attitudes; Parent-Child-Relationship; Parent-Influence; Role-Models
DER: Adult-Children; Higher-Education; Parent-Attitudes; Personal-Narratives; Teacher-Role
AB: The personal statements of several established scholars and their adult children who have also entered academe suggest several reasons for the children choosing a profession similar to that of their parents, and also examine the nature of the relationship between parent and child and the perspectives of each on the profession. (MSE)

AN: ED426799
AU: Echevarria,-Pegine
TI: For All Our Daughters: How Mentoring Helps Young Women and Girls Master the Art of Growing Up.
PY: 1998
AV: Chandler House Press, 335 Chandler Street, Worcester, MA 01602; Tel: 800-642-6657 (Toll Free); Tel: 508-756-7644; Fax: 508-756-9425; Web site: http://www.tatnuck.com ($14.95).
PR: Document Not Available from EDRS.
DEM: Adolescents-; Children-; Females-; Mentors-
DER: Adolescent-Development; Change-Strategies; Child-Development; Emotional-Development; Identification-Psychology; Individual-Development; Intellectual-Development; Interpersonal-Relationship; Modeling-Psychology; Money-Management; Physical-Development; Role-Models; Significant-Others
AB: As girls face the serious emotional, physical, and developmental challenges during youth and adolescence, external support from a nonparental female role model is an essential, and too frequently ignored, requirement for healthy development. This book presents a process for mentoring young women and girls by providing guidance in five areas: physical, intellectual, emotional, and spiritual development; and financial accountability. It contains specific steps or actions women can take to become positive role models, presents a personal narrative on the decision to become a mentor, and discusses the role of mentors and how parents can facilitate mentoring. There is a chapter devoted to each area of development, with each chapter describing experiences in mentoring or counseling girls in that area and specific suggestions for mentoring strategies. The book includes a list of 57 books, magazines, organizations, and websites for parents and mentors interested in supporting the growth and development of girls. (Author/KB)

AN: ED423061
AU: Popenoe,-David
TI: We Are What We See: The Family Conditions for Modeling Values for Children.
PY: 1998
NT: Paper presented at the Parenthood in America Conference (Madison, WI, April 19-21, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED423061
DEM: Family-Influence; Family-Problems; Modeling-Psychology; Moral-Development
DER: Change-Strategies; Children-; Divorce-; Family-Work-Relationship; Marriage-; Moral-Values; Parent-Influence; Parent-Role; Prosocial-Behavior; Role-Models; Social-Problems
AB: Available empirical evidence indicates that the deterioration of stable marriages and families has been a principal generator of moral decline. Children learn moral values mainly within their families, and mainly by relying on their parents as role models. Family conditions for modeling values, together with recent family trends that have impacted the process, have led to declining family time. Two fundamental social changes are necessary to remedy the situation: revitalizing the institution of marriage, and reorganizing work lives. (Author/EV)

AN: EJ565126
AU: Sagarese,-Margaret-M.; Giannetti,-Charlene-C.
TI: Turning Parents from Critics to Allies.
PY: 1998
SO: Educational-Leadership; v55 n8 p40-41 May 1998
DEM: Parent-School-Relationship; Parent-Teacher-Conferences; Parent-Teacher-Cooperation; Teacher-Effectiveness
DER: Intermediate-Grades; Middle-Schools
AB: Authors of "The Roller Coaster Years" (1997) advise how middle-level educators can turn wary, disinterested parents into allies. Teachers should welcome parents, advertise their own expertise, implement an early-warning system, portray children positively, convey shared values, reassure parents about children's safety, demonstrate insider information, empathize with parents, and be fair disciplinarians and consistent role models. (MLH)

AN: EJ555570
AU: Saint-Laurent,-Lise; Giasson,-Jocelyne; Couture,-Carole
TI: Parents + Children + Reading Activities = Emergent Literacy.
PY: 1997
SO: TEACHING-Exceptional-Children; v30 n2 p52-56 Nov-Dec 1997
DEM: Beginning-Reading; Developmental-Disabilities; Emergent-Literacy; Family-Environment; Parents-as-Teachers; Reading-Readiness
DER: Early-Childhood-Education; Family-Involvement; Learning-Activities; Literacy-; Preschool-Children; Preschool-Teachers; Program-Development
AB: Describes a program for parents and preschool teachers that has produced positive results in emergent reading behaviors in young children with developmental disabilities. Essential program elements include parents as literacy role models, frequent and regular exploration of print, interactions with adults in reading situations, and family learning. Specific activities are suggested. (DB)

AN: ED406778
AU: LaSasso,-Carol-J.; Metzger,-Melanie-A.
TI: Parents as Partners for Preparing Deaf Students for Bi-Bi Educational Programs.
PY: 1997
NT: In: Windows - 97 on the New Standards. Monograph of Collected Papers from the Annual Conference of the Association of College Educators - Deaf and Hard of Hearing (23rd, Santa Fe, NM, March 7-10, 1997); see EC 305 461.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED406778
DEM: Cued-Speech; Deafness-; Language-Acquisition; Parents-as-Teachers; Partial-Hearing
DER: American-Sign-Language; Biculturalism-; Bilingual-Education-Programs; Educational-Strategies; Elementary-Secondary-Education; Hearing-Impairments; Manual-Communication; Parent-Role; Program-Effectiveness; Teaching-Models
AB: This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop their child's competence in a native home language is emphasized. Contains 17 references. (CR)

AN: ED407445
AU: Schwartz,-Wendy
TI: Como Promover el Exito de las Ninas y las Minorias en las Ciencias y en las Matematicas. Para Padres/sobre Padres (How To Promote the Science and Mathematics Achievement of Females and Minorities. For Parents/about Parents).
CS: ERIC Clearinghouse on Urban Education, New York, NY.
PY: 1996
NT: For English version, see ED 396 013. Translated by Michele Montas.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED407445
DEM: Academic-Achievement; Course-Selection-Students; Females-; Mathematics-Achievement; Minority-Groups
DER: Bilingual-Education; Elementary-Secondary-Education; Helping-Relationship; Parent-Role; Role-Models; Science-Education; Student-Educational-Objectives; Student-Interests; Student-Participation
AB: Some minority and female students traditionally have not been given the help they need to enroll and succeed in mathematics and science classes. Now, however, various approaches are available to give these students the extra attention they need. Parents can help children develop an interest in science and mathematics by: (1) identifying role models; (2) stressing the importance of high academic goals and insisting that students not put limits on themselves; (3) encouraging students to interact with teachers and participate actively in class; (4) demonstrating the usefulness of science and mathematics in daily living; (5) urging children to enroll in extracurricular science and mathematics programs; (6) helping children locate question-answering services for homework help; (7) finding tutors and programs to meet the child's needs; and (8) participating in science and mathematics learning activities. Parents should work with the school to make sure children learn advanced science, technology, and mathematics. Schools should be urged to provide this instruction in the children's native language to keep them from losing time as they learn English. (SLD)

AN: ED416841
AU: Downes,-Toni; Reddacliff,-Cathy; Moont,-Sue
TI: Children's Use of Electronic Technologies in the Home (Based on Discussions with 190 K-6 Children in Three Sydney Metropolitan Schools). October 1995.
PY: 1995
NT: For related papers, see IR 018 740-741.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED416841
DEM: Childhood-Attitudes; Family-Environment; Microcomputers-
DER: Children-; Computer-Games; Computer-Uses-in-Education; Discussion-Groups; Elementary-Education; Foreign-Countries; Interviews-; Role-Models; Use-Studies
AB: This study examined how children, drawn from K-6 grades in 3 primary schools in southwest Sydney, use computers in their homes and the physical and social environments within which they use them. Key issues explored were diversity of access, range of uses, and factors which influence use, including gender, age, and parental and sibling role models. The impact of home access and the use on children's perceptions about use of computers in schools was also explored. The project involved discussion groups with a total of 199 children. As part of the process of seeking permission, parents completed a brief survey of their perceptions of their child's use of a range of technologies in the home. Children who were regular users of computers (i.e., used a computer at least two or three times a week) were selected for interview. Results indicated the integration of computers into the children's lives. Ownership, location, and rules were identified as factors influencing access to computing. Playing games was the most common use, although computers were also used for other purposes including school-related activities. Parents and siblings were found to be important role models for computer use. Results of a 1994 teacher survey and a literature review are appended. (Contains 11 references.) (MES)

AN: ED411971
AU: Kraehmer,-Steffen-T.
TI: Heroes: Embracing Your Role as Your Child's Hero.
PY: 1995
AV: Fairview Press, 2450 Riverside Avenue South, Minneapolis, MN 55454; phone: 800-544-8207; fax: 612-672-4980 ($12.95, plus shipping).
PR: Document Not Available from EDRS.
DEM: Identification-Psychology; Parent-Child-Relationship; Parent-Influence; Parent-Role
DER: Mentors-; Modeling-Psychology; Mythology-; Parenting-Skills; Role-Models; Self-Esteem; Significant-Others; Socialization-; Teacher-Student-Relationship; Values-; Values-Clarification; Values-Education
AB: Despite competition from celebrities, athletes, and musicians, children still regard parents as their primary heroes. This book suggests how parents can realize their potential as role models and deal with the influence of other role models. Chapter 1, "Understand Who Your Child's #1 Hero and Role Model Is," considers the concept of hero and identifies criteria for parents as heroes. Chapter 2, "Know and Share Your Values," discusses identification and demonstration of values. Chapter 3, "Strengthen Your Child's Self-Esteem," highlights ways to strengthen self- and family-esteem. Chapter 4, "Talk with Your Child," focuses on building effective parent-child communication. Chapter 5, "Examine Your Child's Environment," suggests ways to become aware of environmental factors affecting children and how parents can teach them about choices that influence their well-being. Chapter 6, "Heroes or Idols? Hollywood Celebrities and Sports Stars," examines what youth learn from celebrities from entertainment and sports and how parents can mirror celebrities' positive aspects. Chapter 7, "Heroes or Famous Personalities? Mythological Characters and Historical Figures," discusses helping children become interested in history and mythology and how these characters can facilitate development. Chapter 8, "Heroes or Angels? Humanitarians, Good Samaritans, and Courageous Individuals," gives several examples of individuals and organizations who help others. Chapter 9, "Heroes or Teachers? Mentors and Life Coaches," focuses on mentoring and coaching. Chapter 10, "Heroism--Deeds, Decency, and Endurance," presents evidence that celebrities are not, in fact, major influences on young people, highlights community members as role models, and summarizes parents' roles as children's heroes. Ten appendices provide worksheets. Each chapter contains references. (Author/KB) Record 19 of 20 in The ERIC Database (1992-2002/06)

AN: ED364812
AU: Berryman,-Judy-C.; Breighner,-Kathryn-W.
TI: Modeling Healthy Behavior: Actions and Attitudes in Schools.
CS: ETR Associates, Santa Cruz, CA.
PY: 1994
AV: ETR Associates, P.O. Box 1830, Santa Cruz, CA 95061-1830.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: Health-Promotion; Modeling-Psychology; Role-Models; Student-Attitudes; Student-Behavior
DER: Elementary-School-Students; Elementary-Secondary-Education; Nutrition-; Parent-Role; Physical-Fitness; Prevention-; Safety-; Secondary-School-Students; Self-Esteem; Stress-Management; Substance-Abuse; Teacher-Role
AB: This book notes that much of what children and adolescents know about life they learn from watching adult role models: teachers, parents, coaches, and clergy members. It was written to help adults examine their health-related beliefs and actions and evaluate how they model these beliefs and actions, consciously and unconsciously, to children. The chapters include overviews, self-assessments, and lists of actions necessary to provide positive messages in the critical health areas of self-esteem, nutrition, fitness, substance use prevention, stress management, and health and safety. The book begins with a discussion in chapter 1 of why models matter and why educators and parents need to become partners in assessing the messages they give children. Chapter 2 looks at the development of self-esteem. Chapter 3 discusses children's eating habits and the messages about food that are conveyed to children in their school and home environments. It includes suggestions for creating positive, healthy attitudes toward food and developing healthful eating patterns. Ways of assessing how well the school and family environments support regular exercise and the modeling of physical fitness are presented in chapter 4. Chapter 5 focuses on substance use. Chapter 6 examines stress and identifies positive ways of coping with everyday stressors. Chapter 7 guides the reader through the contemplation of his/her own attitudes and actions relating to health habits, injury prevention, and safety. (Author/NB)

AN: ED405737
AU: Castanho,-Maria-da-Graca-Borges
TI: Reading: Students' Attitudes and Interests in Fourth, Fifth, and Sixth Grades in Official Portuguese Schools in the USA (A Leitura: Atitudes e Preferencias dos Educandos do 4th, 5th, e 6th Anos de Escolaridade nas Escolas Oficiais Portuguesas nos Estados Unidos da America).
PY: 1993
NT: Master's Thesis, Lesley College, Massachusetts.
PR: EDRS Price MF01/PC12 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED405737
DEM: Parent-Influence; Portuguese-; Reading-Attitudes; Reading-Material-Selection; Student-Interests; Teacher-Influence
DER: Age-Differences; Grade-4; Grade-5; Grade-6; Intermediate-Grades; Language-Attitudes; Language-of-Instruction; Reading-Habits; Role-Models; Student-Attitudes; Student-Characteristics
AB: A study investigated attitudes and preferences concerning reading among fourth-, fifth-, and sixth-grade students in Portuguese-language schools in the United States. Extrinsic factors influencing students (parents, teachers) were also analyzed. The research took place in 10 schools in 5 states. Data were obtained using questionnaires (students) and interviews (parents, teachers, school administrators, members of the Portuguese consulate, coordinators of Portuguese language teaching in the United States and Canada). Results show that the students have a relatively positive attitude toward written texts in Portuguese; 80 percent read the material when it meets their needs and interests. The range of preferences varied according to the student's age, teacher's exceptional work, and student access to reading material. It also found that parents play an important role in developing children's positive attitudes toward the Portuguese community and in keeping the Portuguese language alive at home through oral communication. Parents and teachers were found to be poor reading models because they did not appreciate this activity on a personal or professional level. Reading materials sent by the Portuguese education department did not fulfill either teachers' or students' needs. Suggestions for supporting reading activities in home and school are offered. Survey instruments are included. Contains 143 references. (Author/MSE)

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Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.

Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site

Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form

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The Clearinghouse on Reading, English, and Communication is an information repository of the Indiana University School of Education.

Dr. Carl B. Smith, Professor