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Relevant bibliographies by topics / Parent involvement in schools

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Academic literature on the topic 'Parent involvement in schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Parent involvement in schools"

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Marschall, Melissa J., and Paru R. Shah. "Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap." Urban Education 55, no. 5 (August 8, 2016): 699–729. http://dx.doi.org/10.1177/0042085916661386.

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This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics’s (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as the number of policies in place to support and encourage participation increases, but that not all programs achieve the same results within or across racial contexts. Furthermore, we find leadership by minority principals, teacher attributes, responsibilities and training, as well as greater shares of Title 1 funding are positively and significantly related to school- and home-based policies across all three racial contexts.

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Van Velsor, Patricia, and Graciela L. Orozco. "Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100103.

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Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.

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Goldring, Ellen B., and Rina Shapira. "Choice, Empowerment, and Involvement: What Satisfies Parents?" Educational Evaluation and Policy Analysis 15, no. 4 (December 1993): 396–409. http://dx.doi.org/10.3102/01623737015004396.

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School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.

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Hurtig, Janise. "Parents Researching and Reclaiming "Parent Involvement": A Critical Ethnographic Story." Practicing Anthropology 30, no. 2 (April 1, 2008): 19–23. http://dx.doi.org/10.17730/praa.30.2.hk88v7h76340335t.

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For the past eight years I have worked with parents in neighborhood schools in a large urban school district, teaching writing workshops and leading community research and evaluation projects. I do this work through a small, university-based program called the Community Writing and Research Project (CWRP). The CWRP partners with schools and community organizations to offer personal narrative writing workshops, publish magazines of participants' writings, organize public readings, and teach participants to become writing workshop teachers. We also provide training and guidance to parents, teachers, staff of community organizations, and other local groups in conducting participatory research. School-based research projects are defined, designed, and carried out by the parents and other neighborhood residents, who are the project researchers or program evaluators.

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Wilkerson, David, and Hea-Won Kim. "“We Have a Lot of Sleeping Parents”: Comparing Inner-City and Suburban High School Teachers’ Experiences with Parent Involvement." Advances in Social Work 11, no. 2 (September 28, 2010): 144–57. http://dx.doi.org/10.18060/388.

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Teachers’ experiences with parent involvement were compared at an inner-city high school and a suburban high school. Parent involvement has been described as underutilized by teachers, due to either ideological barriers or cultural biases against parents of lower socio-economic status. A sample of 62 teachers found no significant group differences between teachers at the two schools for either problematic or collaborative parent involvement. There was a significant difference for beliefs about parent competency. Results may suggest that the ideological barrier of a “protective model” for home/school relations devalues parent involvement for teachers. Parent involvement may be further devalued for inner-city teachers, who hold beliefs that parent competence is reduced by socioeconomic challenges.

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Curry, Katherine A., and Alexandra Holter. "The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement." Urban Education 54, no. 4 (December 27, 2015): 535–63. http://dx.doi.org/10.1177/0042085915623334.

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Despite reform efforts to involve parents, parent–school relationships in urban districts are rare. This qualitative study used a constructivist grounded theory approach to gain an understanding of how parent social networks, specifically relationships with other parents in the school, influence parent perceptions of their role in the educational process and their efficacy to fulfill perceived roles. Findings suggest that parents have differing perceptions about their role and differences in efficacy for involvement; however, relationships with other parents are important resources for role construction and efficacy, and may serve to lessen the disconnect between parents and schools in high-poverty districts.

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Foster, Kevin. "Careful What You Ask For: Tales of Parent Involvement in Schools." Practicing Anthropology 30, no. 4 (September 1, 2008): 33–36. http://dx.doi.org/10.17730/praa.30.4.hp887782248m650w.

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As a matter of rhetoric, teachers, campus leaders and district administrators in the United States often clamor for greater parent involvement in public schools. However, among parents who heed the calls and "get involved," some quickly learn that the desire is not for their collaboration or input, but rather for them to fit into prescribed roles set out for them by school officials. Others successfully exercise power and influence based upon race and class factors that they may or may not appreciate but that schools and school systems find vexing, but compelled to respond to. The tools of anthropology are well suited to explore the issue of parent involvement in schools—to tease out and address barely acknowledged complexities surrounding not just the notion but, more poignantly, the realities of parent-school interactions.

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Kingston, Shauna. "Parent involvement in education? A Foucauldian discourse analysis of school newsletters." Power and Education 13, no. 2 (April 26, 2021): 58–72. http://dx.doi.org/10.1177/17577438211011623.

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The Ontario Ministry of Education ( 2010 ) puts forth parent involvement as a solution for underachievement and as a resource for building better schools. A Foucauldian discourse analysis of school newsletters reveals that efforts to engage parents also function as a neoliberal strategy designed to govern parents. Using Foucault’s theory of governmentality, I show how the newsletters compel parents to invest in their children’s schooling and judge their value as parents in relation to their ability to produce good neoliberal citizens. I discuss how the newsletters depict ‘good’ parents as those who: (1) do not offer input into schooling; (2) make education a parenting priority and (3) raise good neoliberal citizens. The newsletters represent a strategy for cultivating neoliberal parents who do not ask more from schools and instead demand more of themselves in terms of preparing their children for school and for life. Problems with this approach are that: it asks parents to take up their children’s schooling in ways that push out other family priorities and it shuts down potential collaborations between parents and schools that could challenge neoliberal subjecthood. I call for reformulating discourses of ‘good’ involvement in ways that allow for more equal parent–school partnerships.

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McDonald, Lynn, Hannah Miller, and Jen Sandler. "A social ecological, relationship-based strategy for parent involvement: Families And Schools Together (FAST)." Journal of Children's Services 10, no. 3 (September 21, 2015): 218–30. http://dx.doi.org/10.1108/jcs-07-2015-0025.

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Purpose – Most schools struggle to get busy and stressed parents to come repeatedly to the school building for events. At primary schools, especially those with pupils living in low-income communities or with many immigrants, involving parents to come at all is seen as a challenge. The purpose of this paper is to present a social ecological strategy of using the school building as a site for families to gather and for community networks to grow by building relationships between parents who have same-aged children attending that school. When families know other families, they feel more comfortable coming into the school building, and probably will return frequently. Design/methodology/approach – A large randomised controlled trial of 52 urban schools with an average of 73 per cent Latino students situated in disadvantaged neighbourhoods in the USA has data to examine the impact of this strategy on parent involvement. Parents of all first-grade students (age 6 or 7) at schools assigned either to Families and Schools Together (FAST) or services-as-usual were invited to participate. At schools with the social ecological strategy universal invites were made to those in the study to attend any one of eight weekly multi-family group sessions offered after-school at the building. Trained teams were culturally representative of the families (language, ethnicity) and made up of local parents and professionals; each team hosted up to ten families in a hub for two and a half hours (83 families attended at one session). Parents were socially included, treated with respect, coached by the team to lead a family meal, singing, family crafts and games at a family table. Parent time (respite) was provided with chat-time in pairs, followed by parent-led discussion groups. Parents were coached in one to one time, “child-led” responsive play for 15 minutes. Findings – Parent involvement data showed that on average, 43.6 per cent of all first-graders’ families (an average of 44 families per school) attended at least one session; of those, who attended at least one session, 69 per cent returned for another. On average, of those families who attended at least once, the average family went four times; an average of 22 families per school attended six or more sessions. Parent graduates led monthly booster sessions open to all families. In half of the families, both fathers and mothers attended; immigrant parents attended statistically significantly more than native-born ones. In surveys, more parents in schools with FAST vs control reported attending three or more events at school. Practical implications – The FAST programme encourages the involvement of reluctant parents in school events. This benefits both children’s general well-being and academic attainment and so contributes to preventative public health strategies. Originality/value – This paper brings new perspectives to the challenges faced by educators in involving parents at school by a sociologist-led research team introducing a social worker-developed social ecological, systemic strategy to schools in low-income communities using a randomised controlled design. This novel social ecological approach has consistently and effectively engaged whole families into increased involvement in schools in 20 countries, especially in low-income communities. Headteachers consistently report increased school engagement of FAST parent graduates for years, suggesting that the early intensity builds ongoing relationships of trust and reciprocity across home, school and community. Policy makers should note that building social capital in disadvantaged communities through partnerships with parents and schools can result in decreased disparities in health, social care and education.

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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (April 17, 2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.

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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.

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Dissertations / Theses on the topic "Parent involvement in schools"

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Mack, Gisele L. "The Faceless and Voiceless Parents: How They Help Their Children Succeed in School." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1100139154.

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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation." Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01

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Trame, Kearsten Lorren. "Best Practices for Parental Involvement in Suburban Schools." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1594951928239029.

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Vinton, Robert Deleon. "Migrant parent involvement: community, schools, & home." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/576.

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Boyd, John K. "Perceptions of Middle-School Parents Regarding Factors That Influence Parent Involvement: A Study of Four Middle Schools in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1075.

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The cultivation of parent involvement in America's public schools is no longer an option. Under the provisions of the Elementary and Secondary Education Act: No Child Left Behind (Elementary and Secondary Education Act, 2001), it is now a mandate. Moreover, in the current climate of emphasis upon student performance and school accountability, schools need not just the support of parents, but also their full involvement in meaningful partnerships. The purpose of this qualitative study was to develop a better understanding of the factors that significantly affect the level of parent involvement during the middle-school years. This was accomplished through the use of open-ended interviews with 24 participants in Northeast Tennessee comprised of 4 elementary and 4 middle-school principals along with 16 middle-school parents who were identified by their child's principal as having been highly involved when their child was in elementary school. The findings from this study suggested that the parent and principal perceptions regarding the factors that influence the decline in parent involvement during the middle-school years are often quite different. In general, perceptions of parents and principals that were held in common were those associated with the role of the parent, the positive effects of parent involvement upon student success, and the role of the principal in modeling the encouragement of parent involvement. The finding suggested, however, that there was significant disparity between parent and principal perceptions with regard to how well middle schools encourage parent involvement. Major recommendations included middle schools communicating with feeder elementary schools to identify highly involved parents of rising middle-school students, a system of personally contacting such parents as a means to encourage their continued involvement, and the establishment of a dialogue among parents and educators with regard to developing an action plan based upon best practices.

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Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.

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Windsor, Nancy Lynn. "Analysis of parent-teacher communication preferences in rural elementary schools and parent involvement /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946311.

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Boone, Barbara Jane White. "Family-school connections : a study of parent involvement in Ohio's partnership schools /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957196079.

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CARR, VICTORIA WILSON. "PERCEPTIONS OF PARENT INVOLVEMENT IN SCHOOLS FROM FAMILIES OF CHILDREN WITH AND WITHOUT SPECIAL NEEDS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin981666787.

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Githembe, Purity Kanini. "African Refugee Parents' Involvement in Their Children's Schools: Barriers and Recommendations for Improvement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12128/.

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The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's school. Strategies suggested to improve involvement include the use of interpreters and parent education on importance of involvement.

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Books on the topic "Parent involvement in schools"

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Nord, Christine Winquist. Father involvement in schools. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1998.

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Maynard, Stan. Parent and community involvement in rural schools. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1997.

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Parents are lifesavers: A handbook for parent involvement in schools. Thousand Oaks, Calif: Corwin Press, 1996.

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Mary, Baginsky, and MacNeil Morag MacDonald, eds. Building bridges: Parental involvement in schools. Windsor, Berkshire, England: NFER-Nelson, 1991.

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Enhancing parent involvement in schools: A manual for parents and teachers. New York: Teachers College Press, 1987.

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Improving parental involvement. London: Cassell, 2000.

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Laurie, Lewis, Farris Elizabeth, and Burns Shelley, eds. Parent involvement in children's education: Efforts by public elementary schools. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1998.

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Nord, Christine Winquist. Fathers' involvement in their children's schools. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Beckie, Anderson, Billig Shelley, and United States. Office of Educational Research and Improvement., eds. Parent and community involvement in education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Rothwell, Kathy. Parent involvement and school boards: A partnership. Ottawa, Ont: Canadian School Boards Association, 1995.

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Book chapters on the topic "Parent involvement in schools"

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Hornby, Garry. "Parent Involvement in Elementary Schools." In Parental Involvement in Childhood Education, 43–59. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_4.

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Hiatt-Michael, Diana B. "Parent Involvement in American Christian Schools." In International Handbooks of Religion and Education, 651–62. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_36.

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Ricci, Mary Cay. "Parent and Community Involvement." In Create a Growth Mindset School, 77–84. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233855-8.

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Griego Jones, Toni. "Parent Involvement in Schools Along the USA–Mexico Border." In Home-School Relations, 189–203. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_11.

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Fernández, Erica, and Gerardo R. López. "When Parents Behave Badly: A Critical Policy Analysis of Parent Involvement in Schools." In Critical Approaches to Education Policy Analysis, 111–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_6.

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Hornby, Garry. "Parental Involvement in Middle and Secondary Schools." In Parental Involvement in Childhood Education, 61–77. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_5.

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Hong, Helen, Elizabeth Koh, Jason Loh, Chun Ming Tan, and Hui Mien Tan. "Exploring Parental Involvement in Smartphone-Enabled Learning." In Future Learning in Primary Schools, 159–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-579-2_11.

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Daniel, Graham, Cen Wang, Elizabeth Murray, and Linda J. Harrison. "School Choice and Parent Involvement Among Australian Children Starting School." In International Perspectives on Early Childhood Education and Development, 131–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58329-7_9.

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Whitaker, Manya C. "The Hoover-Dempsey and Sandler Model of the Parent Involvement Process." In The Wiley Handbook of Family, School, and Community Relationships in Education, 419–43. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch20.

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Akselvoll, Maria Ørskov. "Doing Good Parenthood Through Online Parental Involvement in Danish Schools." In Doing Good Parenthood, 89–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46774-0_8.

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Conference papers on the topic "Parent involvement in schools"

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Nasser-Abu Alhija, Fadia, and Aner Rogel. "PARENTS AND SCHOOLS: PARENTAL INVOLVEMENT AND INTERFERENCE EFFECTS ON SCHOOL CLIMATE AND PUPILS' MATHEMATICS ACHIEVEMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1228.

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Kamaruddin, Azrina, Sree Vinodeelan A.L. Nagalingam, Novia Admodisastro, and Nur Shafiqah Md Rasid. "Parent personal information system to improve parental involvement in children's learning process in elementary school." In 2014 3rd International Conference on User Science and Engineering (i-USEr). IEEE, 2014. http://dx.doi.org/10.1109/iuser.2014.7002698.

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Griego-Jones, Toni. "IMPACT OF TRANSBORDER MIGRATION ON PARENTAL INVOLVEMENT IN SCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1076.

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Amirul Azuani Romle and Dalbir Singh. "Integrated parent information system (SMIB) to increase parental involvement in children's learning process in Malaysian primary school." In 2011 International Conference on Electrical Engineering and Informatics (ICEEI). IEEE, 2011. http://dx.doi.org/10.1109/iceei.2011.6021593.

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Fadhillah, Putry Julia, Nurhattati Fuad, and Rugaiyah. "The Challenges of Involvement School Parent and Community to Improve Elementary Education Quality." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009017401140121.

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Syamsudduha, St, and Dion Ginanto. "Parental Involvement in Indonesia: A study on two Public Schools in Makassar." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.72.

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health

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Mantshiyane, Nomvuyo Joyce, Wendy Setlalentoa, and Pule Phindane. "ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end081.

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The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.

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Reports on the topic "Parent involvement in schools"

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry Patrinos. Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w28040.

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Lee, Kirk. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3100.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.

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Rickert, Nicolette. The Combined Effects of Parent and Teacher Involvement on the Development of Adolescents' Academic Engagement. Portland State University Library, December 2019. http://dx.doi.org/10.15760/etd.7284.

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Drakulich, Elaine. An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1153.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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