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Journal articles on the topic 'Family–school engagement'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Fernández-Zabala, Arantza, Eider Goñi, Igor Camino, and Luis María Zulaika. "Family and school context in school engagement." European Journal of Education and Psychology 9, no. 2 (2016): 47–55. http://dx.doi.org/10.1016/j.ejeps.2015.09.001.

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2

Epstein, Joyce L., and Barbara J. Boone. "State leadership to strengthen family engagement programs." Phi Delta Kappan 103, no. 7 (2022): 8–13. http://dx.doi.org/10.1177/00317217221092227.

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The Ohio Statewide Family Engagement Center (OhSFEC) is implementing a comprehensive, scalable approach to enact state policy for family and school engagement at local levels. Joyce Epstein and Barbara Boone report how OhSFEC’s research-based design, implementation, and evaluation of a leadership ladder has enabled state leaders to support regional, district, and school leaders as they organize and implement family engagement programs linked to schoolwide goals for student learning and development. Initial evaluation of the program shows that the policies and practices are being applied in sch

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Michael, Shannon L., Seraphine Pitt Barnes, and Natalie J. Wilkins. "Scoping Review of Family and Community Engagement Strategies Used in School‐Based Interventions to Promote Healthy Behaviors." Journal of School Health 93, no. 9 (2023): 828–41. http://dx.doi.org/10.1111/josh.13367.

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ABSTRACTBACKGROUNDSchool efforts to promote health among students are more successful when families and community members are involved.METHODSWe conducted a scoping review to summarize and categorize family and community engagement strategies used in US school and out‐of‐school time (OST) interventions to address physical activity (PA) and nutrition in kindergarten through 12th grade students.RESULTSThe National Network of Partnership Schools' Six Keys to Success framework was useful in organizing the types of family and community engagement strategies used in included interventions. Many inte

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Pusztai, Gabriella, Anna Błasiak, and Ewa Dybowska. "Editorial: School and Family – Collaboration, Partnership, Engagement." Horyzonty Wychowania 23, no. 66 (2024): 5–6. http://dx.doi.org/10.35765/hw.2024.2366.01.

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School and family cooperation is not a new topic, it is constantly present in the discourse on education, which in the 21st century is seen as one of the conditions for the success of societies. It is observed and experienced that there is a large gap between theory and practice in the field of cooperation, so there is a need for these issues to be constantly addressed by theoreticians and practitioners, in order to develop new solutions adequate to the specifics of the times in which we have come to function. Family and school are two important environments for development and upbringing. The

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Ball, Annahita, and Candra Skrzypek. "Closing the Broadband Gap: A Technology-Based Student and Family Engagement Program." Children & Schools 41, no. 4 (2019): 229–37. http://dx.doi.org/10.1093/cs/cdz015.

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Abstract This pilot study explored a technology-based intervention aimed at increasing student and family engagement in school, using a quasi-experimental pretest–posttest design. All fourth- and fifth-grade students participated in a classroom-based one-to-one program; some students also received take-home tablets and broadband access. Student surveys assessed behavioral, cognitive, and affective engagement and academic motivation. Parent surveys assessed perceptions of school support, empowerment in schools, and overall experiences in schools. Teachers participated in a focus group to share

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DeMatthews, David E., D. Brent Edwards, and Rodolfo Rincones. "Social Justice Leadership and Family Engagement." Educational Administration Quarterly 52, no. 5 (2016): 754–92. http://dx.doi.org/10.1177/0013161x16664006.

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Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and w

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Parr, Michelann M., and Marianne Vander Dussen. "Family-School (Dis)Engagement: Understanding What It Is, What It’s Not, and What to Do About It." Language and Literacy 19, no. 1 (2017): 48. http://dx.doi.org/10.20360/g26g6f.

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This paper traces the journey of a community of schools, bound together by a geographical radius that sees some students travelling one hour each direction, as they attempt to interrupt institutional discourses and question the assumptions that underlie family-school engagement practices through collaborative inquiry and community-based research. We offer reconsideration of family (dis)engagement, and a set of principles to guide family-school engagement that recognizes the diversity of the relationship, and the need for both families and schools to meet each other where they are, repositionin

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V. Gianan, Rodney Allan, and Merry Ruth M. Gutierrez. "The Relationship of School Family Engagement Program and Parental Involvement in a Public Junior High School." International Multidisciplinary Research Journal 3, no. 3 (2021): 135–40. http://dx.doi.org/10.54476/iimrj243.

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Motivating parents and families to be involved in their children’s academic lives is a necessary component of literacy instruction. The study focused on family engagement and parental involvement. The researcher selected 300 parents among Grade VII students from Mambugan National High School, District 1 in Antipolo City to assess their awareness about the school’s family engagement program related to school climate, student learning, communication, volunteering, and decision making. It also aimed to determine the extent of their involvement in terms of the aspects enumerated, to test the relat

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Gross, Judith M. S., Jeong Hoon Choi, and Grace L. Francis. "Perceptions of Family Engagement and Support in SWIFT Schools." Inclusion 6, no. 1 (2018): 60–74. http://dx.doi.org/10.1352/2326-6988-6.1.60.

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Abstract Recent research and federal legislation highlight the importance of family engagement and support. However, meaningful and effective family engagement does not always come to fruition in public schools. Developing and maintaining relationships with families can be especially challenging in an inclusive school setting, given the difficulty of blending general and special education requirements, policies, and practices. The purpose of this research was to investigate (a) the relationship between families' perceived support in 32 schools implementing the Schoolwide Integrated Framework f

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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.

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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key sta

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Oludele Olagoke Ogunlade and Olufemi Akinloye Bolaji. "Demographic Variables and Adolescents’ Science Academic Engagement in Ibadan, Nigeria." Jurnal Ilmiah Bimbingan Konseling Undiksha 15, no. 2 (2024): 199–206. https://doi.org/10.23887/jibk.v15i2.93108.

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Adolescents’ engagement in science is critical for their academic development and future career pathways. This study examined the influence of key demographic variables on adolescents’ science academic engagement in senior secondary schools in Ibadan, Nigeria. Utilizing a cross-sectional survey design, 227 students were selected via simple random sampling. Data were collected through a researcher‑designed questionnaire assessing science academic engagement, motivation, self‑efficacy, and demographic factors (gender, age, religion, home type, parental education, and school type). Descriptive st

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Caspe, Margaret, and Reyna Hernandez. "Advancing Professional Development for Family, School and Community Engagement:." Journal of Family Diversity in Education 5, no. 2 (2023): 127–38. http://dx.doi.org/10.53956/jfde.2023.190.

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What follows is a transcript of a conversation that was focused on the new family engagement core competency recommendations from the National Association for Family, School, and Community Engagement (NAFSCE). While it is not new to see specific recommendations for family engagement emerge – generally, these recommendations tend to be prescriptive in nature, grounded in Euro-centric ideologies, and school-centered. NAFSCE, however, has created competencies that, instead of centering what parents and families ought to be doing, emphasize power sharing and the transformation of traditional famil

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Godoy, Julia. "Family Engagement with Schools: Strategies for School Social Workers and Educators." Multidisciplinary Journal of Educational Research 8, no. 3 (2018): 338. http://dx.doi.org/10.17583/remie.2018.3716.

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Suárez-Orozco, Carola, Marie Onaga, and Cécile de Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400103.

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Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’

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Capretta, Thomas J., Jingyang (Max) Zhang, Eric M. Anderman, and Barbara J. Boone. "Student leadership in family-school partnerships." Phi Delta Kappan 105, no. 8 (2024): 20–25. http://dx.doi.org/10.1177/00317217241251877.

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Thomas J. Capretta, Jingyang (Max) Zhang, Eric M. Anderman, and Barbara J. Boone revisit Joyce Epstein’s 1995 Kappan article on overlapping spheres of influence and family-school partnerships. They highlight one idea from the article that has been largely overlooked — the role of student voice and leadership. To refocus researchers’ and practitioners’ attention to the role of students in family and community partnership, they synthesize existing research to elaborate on Epstein’s original models and ideas. They provide three levels of research-based, practical recommendations for districts and

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Roundfield, Katrina D., Bernadette Sánchez, and Susan D. McMahon. "An Ecological Analysis of School Engagement Among Urban, Low-Income Latino Adolescents." Youth & Society 50, no. 7 (2016): 905–25. http://dx.doi.org/10.1177/0044118x16639986.

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This study examined a multidimensional model of school engagement (Fredricks, Blumenfeld, & Paris, 2004) among low-income, urban Latino adolescents. Ecological theory suggests that students’ school, family, and peer contexts influence their behavioral, emotional, and cognitive engagement. Using qualitative methods of inquiry, this study examined how these various microsystemic factors influenced the school engagement of 32 Latino adolescents. Participants between 18 and 20 years of age participated in interviews focused on their retrospective experiences in high school. Participants identi

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Caspe, Margaret, and M. Elena Lopez. "Reimagining Library-School Partnerships to Promote Family Engagement." Childhood Education 94, no. 4 (2018): 30–38. http://dx.doi.org/10.1080/00094056.2018.1494434.

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Cook, Amy L., Alveena Shah, Lauren Brodsky, and Laura J. Morizio. "Strengthening School-Family-Community Engagement Through Community Dialogues." Journal for Social Action in Counseling & Psychology 9, no. 1 (2017): 9–37. http://dx.doi.org/10.33043/jsacp.9.1.9-37.

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Open communication among school community stakeholders strengthens collaboration and facilitates school transformation. Meaningful parent engagement through two-way conversations supports shared decision-making and developing a shared vision for change. We document the implementation and outcomes of community dialogues on race and ethnicity conducted with a group of 11 school and community members, including parents, caretakers, community professionals, and a teacher. Two rounds of semi-structured interviews with participants were conducted and analyzed using qualitative content analysis to ex

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Reinke, Wendy M., Tyler E. Smith, and Keith C. Herman. "Family-school engagement across child and adolescent development." School Psychology 34, no. 4 (2019): 346–49. http://dx.doi.org/10.1037/spq0000322.

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Mabaquiao, Maria Rizza Mae. "Development of Edu-Engagement Framework: Outcome-Based Family-School Partnership Program." Psychology and Education: A Multidisciplinary Journal 34, no. 7 (2025): 894–901. https://doi.org/10.70838/pemj.340710.

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Family-school partnerships play a critical role in fostering student success by enhancing academic performance and socio-emotional development. This study focuses on developing the Edu-Engagement Framework, an outcome-based family-school partnership program, to strengthen collaboration among parents, teachers, and the broader community. Utilizing a developmental research design, the study gathered data from 70 public elementary school teachers and 70 parents/guardians in the DepEd Division of Cadiz City through surveys and evaluations. The framework underwent validation by Learning Resource Ma

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Ljubičić, Natalija. "Approaches to family-school relationships: Examples from Serbia and Australia." Nastava i vaspitanje 71, no. 1 (2022): 47–65. http://dx.doi.org/10.5937/nasvas2201047l.

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Strong communication and cooperation between the family and the school is one of the most important factors contributing to students' learning, identity and well-being. This research aimed to support Serbian policy makers and school authorities to engage more effectively with families as children transition to the first years of school. By drawing on the experiences of Serbian parents who live in Australia and Australian teachers, and considering contemporary educational literature on family-school engagement, it was hoped to identify strategies that might be employed to encourage Serbian scho

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Kroeger, Janice, and Jamie Sisson. "Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises the Bar in Family–School Partnerships." Education Sciences 15, no. 8 (2025): 969. https://doi.org/10.3390/educsci15080969.

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In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider “quality” engagement techniques via the staff’s interpretation of their roles within one demographically rich early l

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Hanae, Lei Canoy Pioquinto, and M. Oco Richard. "Reading Inspiration and Pupils' Learning Engagement." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 03 (2025): 1050–57. https://doi.org/10.5281/zenodo.15031133.

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This study aimed to determine the relationship between reading inspiration and pupils’ learning engagement for School Year 2024-2025. Specifically, it sought to answer the pupils’ level of the reading inspiration and their learning engagement. Moreover, it also wanted to check the significant relationship between the pupils’ level of reading inspiration and their learning engagement as well as on determining the independent variable/s that influenced the pupils’ level of learning engagement. The respondents of the study selected pupils (n=223) through simple random samp

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Bartle-Haring, Suzanne, Felisha Lotspeich Younkin, and Randal Day. "Family Distance Regulation and School Engagement in Middle-School-Aged Children." Family Relations 61, no. 2 (2012): 192–206. http://dx.doi.org/10.1111/j.1741-3729.2011.00698.x.

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VEIGA, Feliciano Henriques, Viorel ROBU, Joseph CONBOY, Adriana ORTIZ, Carolina CARVALHO, and Diana GALVÃO. "Students' engagement in school and family variables: A literature review." Estudos de Psicologia (Campinas) 33, no. 2 (2016): 187–97. http://dx.doi.org/10.1590/1982-02752016000200002.

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"Students' engagement in school" is regarded in the literature as a current and valued construct despite the lack of empirical studies on its relationship with specific family variables. The present research aimed to survey studies on the correlation between students' engagement in school and family contexts, specifically in terms of the following variables: perceived parental support, socioeconomic and sociocultural levels, perceived rights, and parental educational styles. In order to describe the state of the art of student's "engagement in school" and "family variables", a narrative review

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Ashiabi, Godwin S. "PERCEPTIONS OF NEIGHBORHOOD CHARACTERISTICS AND THE PERCEIVED PSYCHOSOCIAL AND ACADEMIC OUTCOMES OF U.S. CHILDREN AND ADOLESCENTS." International Journal of Child, Youth and Family Studies 8, no. 3/4 (2018): 168. http://dx.doi.org/10.18357/ijcyfs83/4201718076.

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Data from the 2007 National Survey of Children’s Health were used to examine a model of the ways in which neighborhood structural characteristics and social processes (NSCSP) impact children’s (age = 6–11; <em>N</em> = 27,752) and adolescents’ (age = 12–17; <em>N</em> = 36,233) social adjustment and school engagement via parenting and family processes (i.e., parent–child interactions).The questions investigated were: how are distinct aspects of NSCSP associated with parental stress and well-being, and with youth social adjustment and school engagement? Are parental stre

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Flores, Rosemary Q., Phyllis Morgan, Linda Rivera, and Christine Clark. "Latinx Family Engagement in Schools and Surrounding Communities: Assessing the Impact of Parent (and Other Family Member) Development on Improving Student Educational Outcomes at Gene Ward Elementary School." Education Sciences 9, no. 2 (2019): 149. http://dx.doi.org/10.3390/educsci9020149.

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This article examined the success of broadly defined family engagement activities of Latinx parents of students at Gene Ward Elementary School. Gene Ward Elementary School is a part of the Clark County School District in Las Vegas, Nevada. This article is based on a larger study of parent and family member participants in these activities at 25 district schools between 2003 and 2012.

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Oberfield, Zachary W. "Parent Engagement and Satisfaction in Public Charter and District Schools." American Educational Research Journal 57, no. 3 (2019): 1083–124. http://dx.doi.org/10.3102/0002831219868983.

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Using nationally representative parent surveys over a 10-year period, this article asks if there were differences in parent engagement and satisfaction at public charter and district schools. It then examines whether any such differences persisted when accounting for observable school and family characteristics, including whether parents conducted a school search prior to selecting their child’s school. It finds that charter parents volunteered more but, in aggregate, were not more engaged in school-related activities, relative to district parents. In contrast, charter parents reported higher

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Nygreen, Kysa. "Neoliberal reform and family engagement in schools: An intersectional gender analysis." Policy Futures in Education 17, no. 2 (2018): 205–21. http://dx.doi.org/10.1177/1478210318788416.

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This article presents an exploration of the work of family engagement in a racially- and linguistically-diverse, high-poverty, urban school district in a state of continuous neoliberal reform. Drawing from qualitative research methods, it is argued that family engagement is being reshaped by the imperatives of educational neoliberalization while, at the same time, remaining out of touch with the needs and concerns of families who are racially stigmatized, linguistically diverse, and experiencing extreme economic insecurity. It is further argued that school personnel charged with family engagem

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Armstrong-Carter, Emma, Steve Osborn, Olivia Smith, Connie Siskowski, and Elizabeth A. Olson. "Middle and High School Students Who Take Care of Siblings, Parents, and Grandparents: Associations With School Engagement, Belonging, and Well-Being." AERA Open 9 (January 2023): 233285842211403. http://dx.doi.org/10.1177/23328584221140337.

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This partnership-based study identified how many middle and high school students take care of parents, siblings, and grandparents at home, via student surveys across Rhode Island public schools (N = 48,508; 46% White non-Latinx; 21% Latinx; 47% girls). Further, we investigated how students’ caregiving for family related to their school engagement, belonging, and emotional well-being. A sizable proportion of students reported caring for family for part (29%) or most of the day (7%). Girls and Black, Asian, Latinx, Native, and multiracial youth were more likely to care for family, compared to bo

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Gerzel-Short, Lydia, Elisheba W. Kiru, Yun-Ju Hsiao, Katrina A. Hovey, Yan Wei, and Rhonda D. Miller. "Engaging Culturally and Linguistically Diverse Families of Children with Disabilities." Intervention in School and Clinic 55, no. 2 (2019): 120–26. http://dx.doi.org/10.1177/1053451219837637.

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Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides sp

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Smith, Tyler E., Wendy M. Reinke, Keith C. Herman, and Francis Huang. "Understanding family–school engagement across and within elementary- and middle-school contexts." School Psychology 34, no. 4 (2019): 363–75. http://dx.doi.org/10.1037/spq0000290.

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Elish-Piper, Laurie. "Family Engagement in Literacy: Family Engagement in Reaching and Engaging Reluctant Readers at School and at Home." Illinois Reading Council Journal 53, no. 2 (2025): 52–56. https://doi.org/10.33600/ircj.53.2.2025.52.

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Evans, Michael P. "Educating preservice teachers for family, school, and community engagement." Teaching Education 24, no. 2 (2013): 123–33. http://dx.doi.org/10.1080/10476210.2013.786897.

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Davis, Keith M., and Glenn W. Lambie. "Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors." Professional School Counseling 9, no. 2 (2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900202.

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Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students’ and families’ developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support parental/caregiver involvement. In this article, the authors discuss family disengagement in the middle school years and the middle school counselor as a collaborator of systemic change.

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Oliver, Rhonda, Helen CD McCarthy, and Lissy Jackson. "Investigating Remote School Attendance, Retention and Engagement." Australian and International Journal of Rural Education 34, no. 1 (2024): 152–56. http://dx.doi.org/10.47381/aijre.v34i1.738.

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Predating the introduction of the Closing the Gap strategy in 2007, First Nation students’ attendance, retention and engagement in remote schools has been a concern for educators and successive governments. The following paper describes a case study—one part of a large Australian federally funded ‘Emerging Priorities Program’ project that sought to examine these issues. Specifically, it explores those factors that contribute to either exacerbating the decline in attendance, engagement or retention or lead to improved outcomes. The case study was undertaken at a Vocational Education and Trainin

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Kim, Eun Young, Sae Rom Park, and Son Young Yim. "Recent Trends and Implications of UK Parent Involvement Policies: Promoting Parental Engagement and Strengthening Accountability." Association for Studies in Parents and Guardians 11, no. 4 (2024): 1–23. http://dx.doi.org/10.56034/kjpg.2024.11.4.1.

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This study analyzed recent trends in UK parent involvement policies to draw implications for parent policies in South Korea. A comprehensive literature review revealed four key areas. First, while the UK has long encouraged parental involvement, recent discussions have increasingly centered on strengthening parental accountability. Second, the UK emphasizes the shared responsibilities of schools, students, and parents, as outlined in family-school agreements. Third, the UK's School Governing Bodies act as major decision-making bodies, while parent councils facilitate effective communication be

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Moreno, Eugenia Hernandez, Velma Menchaca, and Alejandro Garcia. "Voices from the Margins: Family Engagement Perspectives from Texas Colonias." International Journal of Management Studies and Social Science Research 07, no. 02 (2025): 01–14. https://doi.org/10.56293/ijmsssr.2025.5501.

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This qualitative study examined family engagement in children's education among parents residing in colonias (low-income border communities) in South Texas. Through interviews with 15 parents from two school districts, the study explored factors that promote or hinder parental engagement. Key factors promoting engagement included the theme of parents' access to resources, school and home communication, parents' perspective of education, and family background. Major hindering factors included economic constraints, lack of transportation, language barriers, and cultural differences. The findings

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Khodor, Rasha Mahmoud, Oliver Valero Coppin, and Isabel Alvarez Canovas. "Exploring Entrepreneurial Intention and Student Engagement of Youth Living in Poverty." Behavioral Sciences 14, no. 11 (2024): 995. http://dx.doi.org/10.3390/bs14110995.

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Graduating from secondary education for adolescents living in poverty is challenging. Strong entrepreneurial intention and student engagement among youth living in poverty often play a protective role in reducing school dropout and fostering school completion, which results in improved educational attainment. However, research on this topic is scarce. A total of 1135 adolescents took part in this cross-sectional study, 50.9% of which were females. On average, they were 16.4 years old. They were all upper secondary school students from ten public and private schools in Lebanon. They completed i

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Smith, Stephanie C., Tina M. Smith-Bonahue, and Olivia R. Soutullo. ""My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families." Journal of Family Diversity in Education 1, no. 2 (2014): 24–46. http://dx.doi.org/10.53956/jfde.2014.30.

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Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.

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Rodríguez-Herrera, Mauricio. "The Role of Teachers' Beliefs in Family Engagement." Revista Innova Educación 3, no. 1 (2021): 160–74. http://dx.doi.org/10.35622/j.rie.2021.01.008.en.

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The school as an institution continues to be an organization made up of individuals, who can effectively alter reality within the school structure. This work consists of an exploration of the role of teachers' beliefs in family participation. For this, teaching beliefs, academic performance, expectations, and family participation were defined as fundamental concepts when it came to understanding the explored role. The objective of this work, to evaluate how teachers' beliefs affect parental participation, was approached from a review of the main investigations that have been generated in regar

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Kelty, Noel E., and Tomoko Wakabayashi. "Family Engagement in Schools: Parent, Educator, and Community Perspectives." SAGE Open 10, no. 4 (2020): 215824402097302. http://dx.doi.org/10.1177/2158244020973024.

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How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title

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Gabriel, María L., Kevin C. Roxas, and Kent Becker. "Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement." Journal of Family Diversity in Education 2, no. 3 (2017): 1–18. http://dx.doi.org/10.53956/jfde.2017.93.

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School districts and community agencies continue to support families with family involvement and engagement opportunities, but we question the methods utilized and the gap between the ideological beliefs utilized and the beliefs of the families being served. In this article, we analyze data from one strand of a year-long study to explain and demonstrate the successful use of culturally responsive pedagogy when applied to the development of school-family partnerships with families from immigrant backgrounds. Six Spanish-speaking parent participants in the study shared their perspectives through

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Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe

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Darling-Aduana, Jennifer, Henry T. Woodyard, Tim R. Sass, and Sarah S. Barry. "Learning-Mode Choice, Student Engagement, and Achievement Growth During the COVID-19 Pandemic." AERA Open 8 (January 2022): 233285842211280. http://dx.doi.org/10.1177/23328584221128035.

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The COVID-19 pandemic resulted in an unanticipated, near-universal shift from in-person to virtual instruction in the spring of 2020. During the 2020–21 school year, schools began to reopen, and families were faced with decisions regarding the instructional mode for their children. We leverage administrative, survey, and virtual-learning data to examine the determinants of family learning-mode choice and associations between virtual education, student engagement, and academic achievement. Family preference for virtual (versus face-to-face) instruction was highly associated with subsequent scho

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Crosnoe, Robert. "Family-School Connections, Early Learning, and Socioeconomic Inequality in the US." Multidisciplinary Journal of Educational Research 2, no. 1 (2023): 1–36. http://dx.doi.org/10.4471/remie.2012.01.

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Policy interest in parental involvement in the U.S. has rapidly grown, necessitating a deeper understanding of how families and schools can partner to promote learning and reduce performance disparities in this country. Matching multidisciplinary theory with growth curve analyses of American children in the Early Childhood Longitudinal StudyKindergarten Cohort, this study found that familyschool engagement (in which school personnel and parents reached out to each other) and familyschool symmetry (in which parents and teachers constructed parallel learning environments) were associated with gr

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Domina, Thurston, Linda Renzulli, Brittany Murray, Alma Nidia Garza, and Lysandra Perez. "Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098820. http://dx.doi.org/10.1177/2378023120988200.

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Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access

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Jones, Cat, and Olympia Palikara. "Have Teachers’ Perceptions of Parental Engagement Changed Following COVID-19? Evidence from a Mixed-Methods Longitudinal Case Study." Education Sciences 13, no. 7 (2023): 750. http://dx.doi.org/10.3390/educsci13070750.

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Parental engagement is of interest to teachers, school leaders, researchers, and policy makers as a key driver of pupil outcomes. Existing evidence suggests that parental engagement with learning in the home is most effective, but English schools often prioritise school-based events. However, the move to home-learning due to COVID-19 required parents and teachers to play different roles in relation to learning and in relation to each other. Little is known about how this has affected teachers’ perceptions of parental engagement. This mixed-methods, longitudinal case study examined whether teac

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Davis, Keith, and Glenn Lambie. "Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors." Professional School Counseling 9, no. 2 (2005): 144–51. http://dx.doi.org/10.5330/prsc.9.2.2m64351l60qq766q.

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Adams, Veronica. "Steps to Increase Family and Community Engagement in Elementary School." Strategies 32, no. 4 (2019): 29–32. http://dx.doi.org/10.1080/08924562.2019.1608733.

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