Journal articles: '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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Davidovitch, Nitza, and Roman Yavich. "Technology-Related Involvement: The Effect Of The MASHOV System On Parent Involvement In Israeli Junior Highs." Journal of International Education Research (JIER) 11, no. 4 (October 6, 2015): 243–52. http://dx.doi.org/10.19030/jier.v11i4.9458.

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The purpose of the study was to examine differences in parental involvement between two high schools that use the MASHOV program (an online learning management system) and one high school where parents receive updates regarding their children in other ways, with attention to parents' background variables: sex, income, and schooling. The study shows that the MASHOV has a positive impact on parental involvement – parents who use the MASHOV program consistently demonstrate a high and significant level of involvement compared to parents who do not have access to this program. Parent involvement was also found to have a positive effect on the child's academic achievements, where the higher the level of involvement the higher the evaluation of the student's achievements. Furthermore, a difference was found between parent involvement in the school by sex. Mothers received a higher score for involvement than fathers. No significant correlation was found between parents' schooling and involvement. The research findings show that the growing trend in recent years whereby computerized systems, and in particular the computerized MASHOV program used in high schools, are being integrated in many educational institutions in order to reach effective pedagogic management, is proving efficient and important.

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Heath, Don, Rozan Maghrabi, and Nora K. Carr. "Implications of Information and Communication Technologies (ICT) for School-Home Communication." Journal of Information Technology Education: Research 14 (2015): 363–95. http://dx.doi.org/10.28945/2285.

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Research demonstrates the positive impact of parental involvement on students, families and schools. Studies also indicate a close connection between effective school-home communication and increased parental involvement and engagement in learning. Effective selection and use of Information Communication Technologies (ICT) invites more effective school-home communication, increasing parental involvement and improving student outcomes. However, ICT adoption rates are heterogeneous, influenced by cultural, socioeconomic and other factors. Also, gaps may exist between parent/school communication preferences. Our multi-case study investigates principals and parents from three different public elementary schools (suburban/high wealth; urban/low wealth; urban magnet/mixed income) to understand the impact of misalignment in ICT adoption and use on school-home communication. We find misperceptions by parents and principals regarding their ICT adoption beliefs and actual use. Our results also indicate alignment between parent and principal ICT preferences and expectations improves parent satisfaction with the principal and the school, while misalignment has the opposite effect.

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Tran, My Luong T. "Maximizing Vietnamese Parent Involvement in Schools." NASSP Bulletin 76, no. 540 (January 1992): 76–79. http://dx.doi.org/10.1177/019263659207654013.

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Wheeler, Patricia. "Promoting Parent Involvement In Secondary Schools." NASSP Bulletin 76, no. 546 (October 1992): 28–35. http://dx.doi.org/10.1177/019263659207654606.

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Davies, Don. "Parent Involvement in the Public Schools." Education and Urban Society 19, no. 2 (February 1987): 147–63. http://dx.doi.org/10.1177/0013124587019002004.

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Hampton, Frederick M., Dawne A. Mumford, and Lloyd Bond. "Parent Involvement in Inner-City Schools." Urban Education 33, no. 3 (September 1998): 410–27. http://dx.doi.org/10.1177/0042085998033003006.

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Murray, Brittany C. "PTAs, parent involvement, and the challenges of relying on private money to subsidize public education." Phi Delta Kappan 100, no. 8 (April 29, 2019): 42–46. http://dx.doi.org/10.1177/0031721719846888.

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Wealthy parents in public school districts across the country are engaged in elaborate fund-raising efforts to improve the quality of education in their children’s schools, giving them an advantage over families in schools without the same level of access to external resources. Through evaluating parent responses to district policies that address school charitable funding inequities, Brittany Murray sheds light on political challenges facing equity-minded school districts as they attempt to equalize parent charitable donations.

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Sanchez, Virginia V., and Linda C. Lopez. "Parents' Involvement with Schools in a Mexican Border Town." Psychological Reports 84, no. 3 (June 1999): 1031–33. http://dx.doi.org/10.2466/pr0.1999.84.3.1031.

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6 kindergarten, 13 elementary, and 7 secondary teachers in a Mexican border town were surveyed to examine parental involvement with schools. Most teachers indicated parents of their students helped with their child's school work, volunteered, raised money, and attended school functions as well as parent-teacher conferences. Serving as room mother was more frequently reported by kindergarten than elementary teachers and by more elementary than secondary teachers as an activity in which their students' parents engaged.

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Sujarwo, Sujarwo, Erma Kusumawardani, Iis Prasetyo, and Herwin Herwin. "Parent involvement in adolescents’ education: A case study of partnership models." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1563–81. http://dx.doi.org/10.18844/cjes.v16i4.6013.

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Parent involvement has become very important in successful children’s education. The activities showing parent involvement can not be separated from lifelong education. Therefore, the focus of this research is was on non-formal and informal education in achieving one of the sustainable development goals. Then, this study described parent involvement activities in senior high schools as a model of partnership. This research was qualitative in nature, employing a case study method. The results of this study concerning parent involvement in the education of their teenage children could be seen from the forms of parental support they gave in their children’s activities either at school or at home. It is shown that in terms of parent involvement at school, parents from the upper – middle social-economic status gave more participation in the forms of funds and energy. From both activities, the researchers classified involvement patterns into three, namely habituation, academic involvement, and self-concept. Keywords: adulthood, collaboration, informal learning, parent involvement, partnership

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Addi-Raccah, Audrey. "Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel." Educational Administration Quarterly 56, no. 4 (October 23, 2019): 600–640. http://dx.doi.org/10.1177/0013161x19883693.

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Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

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Bauch, Patricia A., and Ellen B. Goldring. "Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice." Educational Evaluation and Policy Analysis 17, no. 1 (March 1995): 1–21. http://dx.doi.org/10.3102/01623737017001001.

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School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.

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Fennimore, Beatrice S. "Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy." Review of Research in Education 41, no. 1 (March 2017): 159–81. http://dx.doi.org/10.3102/0091732x16687974.

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This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.

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Pratiwi, Nurfiyani Dwi. "KEMITRAAN SEKOLAH DAN ORANG TUA DALAM PENANAMAN KEDISPLINAN IBADAH SISWA SMA NEGERI 5 YOGYAKARTA." Jurnal Pendidikan Agama Islam 13, no. 2 (April 24, 2017): 145–56. http://dx.doi.org/10.14421/jpai.2016.132-02.

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Nurfiyani Dwi Pratiwi. Partnership Schools And Parents In Students’ Worship Disciplines Education.Yogyakarta: Islamic Teaching Department ofTarbiya and Teaching Faculty UIN Sunan KalijagaYogyakarta. This study aims to determine the form of partnership schools and parents in educateworship discipline of students, as well as factors supporting and inhibiting. This is a qualitativeresearch using approach of Sociology.The results of this research show that 1) Forms of partnerships: teachers and parents meetings,correspondence the school and parents, home visits, parent involvement in school events, associationsof parents and teachers, and periodic reports using a books report. 2) The supporting factors: the socialcompetence of teachers, parents’ attention in children’s education, and open access schools. Inhibitingfactors: level of education and the work of parents and teachers administrative tasks.Keywords: Partnership, School, Parent, and Worship.

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Al-Hail, Maryam A., Luluwah Al-Fagih, and Muammer Koç. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System." Sustainability 13, no. 12 (June 10, 2021): 6639. http://dx.doi.org/10.3390/su13126639.

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The interaction avenues, levels, and impacts between parents, schools and teachers have changed drastically due to the ever-increasing responsibilities, frequent and rapid changes in the curriculum, the invasive dominance of the internet and digital media in the lives of all stakeholders, and the digitization of learning materials, to name a few. This pilot study follows a design-thinking approach to investigate the current practices, needs, and challenges of parental involvement in public schools in Qatar to improve student achievements towards sustainable living and habits by identifying problems, developing solutions, and improving student achievement in conjunction with all local and relevant stakeholders. To this end, building on extensive and comparative studies on theories, models, and best practices within and outside the selected domain, a qualitative study is conducted to obtain insight from local teachers and parents in preparatory public schools. The grounded theory method is employed to analyze the data via the qualitative coding technique. The results indicate that parental involvement practices in Qatar public schools occur in different forms, including home-based and school-based learning. Furthermore, while almost all parents recognize the significance of parental involvement and show a high level of interest in being on the ‘Board of Trustees’, in reality, very few participate or volunteer in school activities, and they rarely visit classrooms or interact with teachers or schools, mainly due to their increasing job-related commitments. In addition, the majority of parents indicate the need for additional flexibility in communication with the school to increase their involvement. Meanwhile, the teachers highlight the significant lack of parental involvement in understanding, overcoming and improving student achievement in both academic subjects and sustainable living habits and actions. The study outlines a few key suggestions to overcome these challenges and improve the parent-teacher-school (PTS) partnership, including offering mandatory parenting classes, developing and implementing effective communication mechanisms to facilitate parent-school interactions, and involving parents in decision-making process relating to their children and other school-related activities. Despite the sampling limitation, this study’s findings represent a starting point for understanding the needs of PTS partnerships, current practices of parental involvement, and mechanisms to improve their contribution to Qatar’s schools.

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Malluhi, Hazar Hekmat, and Nayel Musa Alomran. "Family Volunteers as Alternative Future Resources: School Leaders’ Beliefs and Practices." International Journal of Emerging Technologies in Learning (iJET) 14, no. 10 (May 30, 2019): 88. http://dx.doi.org/10.3991/ijet.v14i10.10189.

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Schools and community engagement are seen as effective factors for making schools a thoughtful place. This case- study employed mixed methodology to explore the phenomena of parent involvement and to know the exact characteristics of the leadership style in the school. This case study examined and described school leaders’ perspectives, attitudes and practices towards parents’ involvement in an Abu Dhabi primary school using a variety of data sources including, interviews, open-ended teachers’ questionnaires, school self-assessment surveys and mothers’ council self-assessment surveys. The findings revealed that the school leaders effectively employ multiple collaborative, shared and transformational leadership practices to improve parent/family volunteering. Teachers and parents have good communications. The mothers’ council and the administration enhanced many different parental activities. There are some barriers in parents ‘participation like language and the lack of the awareness of important role of parents in the school. The implications of this study revolve around the important roles the school leaders have in helping parents feel supported and encouraging family volunteering. The school leaders have to increase the encouragement of parents’ involvement in general and family volunteering in particular. This study is a calling for a shift from random acts of parents’ involvement to coherent, comprehensive, continuous, systematic and equitable family volunteering approach.

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Guo, Yan. "Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education." TESL Canada Journal 24, no. 1 (October 1, 2006): 80. http://dx.doi.org/10.18806/tesl.v24i1.29.

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When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.

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Aguayo, David, and Lisa M. Dorner. "Assessing Spanish-speaking immigrant parents’ perceptions of climate at a New Language Immersion School: A critical analysis using “Thinking with Theory”." education policy analysis archives 25 (November 6, 2017): 112. http://dx.doi.org/10.14507/epaa.25.2862.

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Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools to families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which presumably might employ fewer deficit perspectives due to the language and culture focus of their educational model. In turn, this study asked: How does school climate discourse shape Spanish-speaking parents’ abilities to engage at a Spanish immersion elementary school (SIES)? Do parents enact relational power at SIES, and if so, how? Data analysis centered on school climate surveys completed by 19 Spanish-speaking mothers. Framed by Ecologies of Parental Engagement (EPE) and Foucault’s concepts of power, the study ultimately examined not only parent perceptions, but also the research project and its own deficit-driven norms. Findings include: While parents reported trusting the school and teachers, many felt discouraged in SIES’s climate. Some blamed their level of involvement on their own (lack of) language or ability. Analyses also explore how the language immersion school and design of the research project—despite good intentions—were not bridging the gap between hegemonic English-speaking society and Spanish-speaking families. The discussion then considers the implications for school climate, parent engagement policies, and research at diverse multilingual schools.

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Addi-Raccah, Audrey, and Noa Friedman. "A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel." Journal of Educational Administration 58, no. 1 (September 26, 2019): 96–111. http://dx.doi.org/10.1108/jea-03-2019-0042.

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Purpose Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position. Practical implications The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.

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Calarco, Jessica McCrory. "Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules." American Sociological Review 85, no. 2 (March 4, 2020): 223–46. http://dx.doi.org/10.1177/0003122420905793.

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As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.

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Kim, Jungnam, Julia Bryan, Younyoung Choi, and Ji Hyun Kim. "Understanding Asian American Student Achievement." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878853. http://dx.doi.org/10.1177/2156759x18788534.

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This study investigated the relationships of parent networks and parent empowerment to the academic performance of the children of Asian immigrant parents in U.S. schools. It also examined the role of parent networks in explaining the association between parent empowerment and children’s academic performance. We conducted multinomial logistic regression and path analysis on responses of 317 Asian immigrant parents from the Parent and Family Involvement Survey of the National Household Education Survey, 2007. Parent networks and some parent empowerment components (i.e., competence, parent contact with the school counselor) were significantly related to academic performance. Findings suggest the importance of school counselors utilizing empowerment strategies to help those Asian immigrant parents who need support with their children’s education.

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Secada, Walter G. "Research Into Practice: Parental Involvement in a Time of Changing Demographics." Arithmetic Teacher 37, no. 4 (December 1989): 33–35. http://dx.doi.org/10.5951/at.37.4.0033.

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The involvement of parents in their children's education can take a number of forms. In their synthesis of the research literature. Tangri and Moles (1987) outlined three dimen-sions of parental involvement. First, it can refer to service in schools (e.g., participating in school governance activities, working in classrooms as paid aides or volunteers). Second, it can refer to home-school relationships (e.g., written and phone communications. home visits by teachers, parent- teacher conferences at school, parent education and training sponsored by the school). Finally, parental involvement can refer to support of learning activities at home (e.g., assisting with homework, tutoring, providing educational enrichment activities). It should be noted that in this article, “parent” refers to any adult caregiver in the home.

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Zablotsky, Benjamin, Katelyn Boswell, and Christopher Smith. "An Evaluation of School Involvement and Satisfaction of Parents of Children with Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 117, no. 4 (July 1, 2012): 316–30. http://dx.doi.org/10.1352/1944-7558-117.4.316.

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Abstract Parental school involvement and satisfaction are unstudied in families raising a child with an autism spectrum disorder (ASD). To fill this gap, the current study utilized a national sample of families (N = 8,978) from the 2007 Parent and Family Involvement in Education survey (U.S. Department of Education, National Center for Education Statistics, 2006–2007). Parents of children with ASDs were found to be more likely than parents of children without the disorder to attend parent–teacher conferences, meet with school guidance counselors, and help with homework. Parents of children with ASD were also more dissatisfied with the level of communication provided by the school. There was a significant positive correlation between parental school involvement and parental school satisfaction. These findings have important implications for how schools interact with families with children with ASD.

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Robinson, Dwan V., and Lauren Volpe. "Navigating the Parent Involvement Terrain – The Engagement of High Poverty Parents in a Rural School District." Journal of Family Diversity in Education 1, no. 4 (December 6, 2015): 66–85. http://dx.doi.org/10.53956/jfde.2015.64.

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This research explored parents’ perceptions of engagement experiences in the school life of their children. This qualitative study included a multi-site exploration of parents at two elementary public schools in an Appalachian school district. Participants for this inquiry included 16 high poverty parents for the individual and focus group interviews. Parents were identified as high poverty based on their child’s eligibility for free and reduced lunches under the U.S. National School Lunch Program. Interview protocols were designed to examine themes of school culture and climate, educational policy, and parental involvement. The research team collected interview transcripts from conversations with parents at the studied school sites.. In examining data from the transcripts, several prominent themes emerged as findings. These findings included the fact that a) parents were motivated to be involved in schools; b) parents grappled with constraints limiting their time to be engaged in schools; and c) issues emerged suggesting that there were attitudes of in-group marginalization amongst parents in the schools. Recommendations are provided for educational leaders, teachers, and other school district personnel.

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Jennings, James M. "Parent Involvement Strategies For Inner-City Schools." NASSP Bulletin 76, no. 548 (December 1992): 63–68. http://dx.doi.org/10.1177/019263659207654808.

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Comer, James P., and Norris M. Haynes. "Parent Involvement in Schools: An Ecological Approach." Elementary School Journal 91, no. 3 (January 1991): 271–77. http://dx.doi.org/10.1086/461654.

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S. Baker, Fiona, and Rida Blaik Hourani. "The nature of parental involvement in the city of Abu Dhabi in a context of change." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 4 (October 28, 2014): 186–200. http://dx.doi.org/10.1108/ebs-05-2014-0023.

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Purpose – The purpose of this exploratory study is to explore parent and school administrator perspectives on the value and nature of parent involvement in the city of Abu Dhabi through their perceptions of roles and responsibilities. Design/methodology/approach – The study is conducted in a random purposive sample of Public–Private Partnership schools during Abu Dhabi Education Council’s school reform. Findings – Findings show that while both administrators and parents agree on the value of parental involvement, the perceptions of their own and each others’ roles and responsibilities means that parent involvement is characterized by unfulfilled expectations. Practical implications – Recommendations are made to arrive at realistic roles and responsibilities for parent involvement and recommendations for a model of mutually responsive practice to evolve within a policy framework, with the support of ADEC, and informed by international and locally based research. Originality/value – The paper sheds light on a new educational dimension beyond curricula and instruction.

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Kaukab, SyedaRakhshanda. "THE IMPACT OF PARENT/FAMILY INVOLVEMENT ON STUDENT’S LEARNING OUTCOMES." International Journal of Research -GRANTHAALAYAH 4, no. 10 (October 31, 2016): 72–81. http://dx.doi.org/10.29121/granthaalayah.v4.i10.2016.2494.

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The significance of parental involvement, commitment and active participation in children’s education has been documented extensively in recent years across the globe specifically in Europe and the United States. However, it was noted through literature review that currently this is a sparsely researched area for South East Asia. Therefore, the researcher selected this topic to explore the impact of involvement of parents in schools on the educational development of the children. This research study has been conducted to examine the impact of parent or family involvement in the learning outcomes of their children in multiple directions. The research was conducted in five towns of Karachi city. The academic performances of 20 secondary school students from each of the 5 towns, of boys and girls from public and private sectors, were recorded. Schools from each of the five towns were selected through simple random sampling. Two parents and two teachers from each school were interviewed through structured and unstructured questionnaire using survey method as a tool for data collection.

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Wanat, Carolyn L. "Programs for Single-Parent Children: Principals and Single Parents Disagree." Journal of School Leadership 3, no. 4 (July 1993): 427–48. http://dx.doi.org/10.1177/105268469300300408.

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This article summarizes a study of special school needs of single-parent children in the seventh and eighth grades and the effectiveness of school policies, programs, and practices in responding to those needs. Principals and single parents were interviewed and surveyed in one midwestern state to determine areas of needed program development. Principals felt that schools were more effective than parents in responding to the needs of these children for stability, social acceptance, parental involvement, and adult attention. While principals felt specific approaches were effective, parents wanted a comprehensive response to their children's complex needs.

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Li, Angran, and Mary J. Fischer. "Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School." Sociology of Education 90, no. 4 (September 15, 2017): 355–77. http://dx.doi.org/10.1177/0038040717732332.

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This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

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Chen, Wei-Bing, and Anne Gregory. "Parental Involvement in the Prereferral Process." Remedial and Special Education 32, no. 6 (March 11, 2010): 447–57. http://dx.doi.org/10.1177/0741932510362490.

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Little is known about parental involvement in the prereferral intervention team (PIT) process. To shed light on the role of parental involvement in PIT meetings and referred student outcomes, this study used a stratified sample of 88 PIT student records from 14 elementary schools within one district. The records were randomly selected and reliably coded. Analyses revealed that greater parental involvement, measured in two ways—parent presence at PIT meetings and parent implementation of PIT interventions—was associated with an indicator of the quality of the PIT process. Parent presence at PIT meetings was also linked with a student outcome. When parents attended more PIT meetings, there was a decreased likelihood of referral for special education evaluation. Practical implications about why and how parents may influence the PIT process and student outcomes are offered.

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Ibrahim, Ahmed Tijjani, Hazri Bin Jamil, and Annah Christina Abdullah. "The Typologies of Parental Involvement in Katsina State Primary Schools." International Journal of Learning and Development 2, no. 4 (July 9, 2012): 95. http://dx.doi.org/10.5296/ijld.v2i4.2073.

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The purpose of this case study is to investigate parental involvement in the schooling process of their children through the six typologies of Parental involvement within the two selected primary schools in Katsina state of Nigeria. The study used qualitative case study method, students, parents, and teachers, of the two selected primary schools in Katsina state were interviewed. In addition to the interviews, observations were conducted; school documents were used as instruments for data collection. The study shows that parent involved in the schooling process of their children through six typologies of parental involvement. The result also indicated that parents in SA use all thesix typologies to get involve while SB uses parenting & decision making more than the rest. The finding also indicated that there is a low level of meaningful contact between school, parents and community members within School B. Apathy exists on the side of parents, low expectations on the side of School teachers, and there is no organisational structure to facilitate parental involvement in the school. The students whose parents were involved in their schooling process achieved more academic success at school than students whose parents were less involved. The study contributed to the body of knowledge by adding insightful information to the knowledge base surrounding the Implementation of the Eptein’s (1998) Typologies of parental involvement for facilitating academic success in Kasina State, Nigeria.

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Curry, Katherine A., Gaëtane Jean-Marie, and Curt M. Adams. "Social Networks and Parent Motivational Beliefs." Educational Administration Quarterly 52, no. 5 (July 20, 2016): 841–77. http://dx.doi.org/10.1177/0013161x16659345.

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Background: Despite devotion of substantial resources and effort to increase parent/school partnerships, gaps remain between policy rhetoric and practice, especially in high-poverty communities. Current research focuses on parent involvement or effects of parent motivational beliefs on parent choice for behavior; however, it does not address the formation of beliefs or social factors that influence parent motivation to become involved. To gain a better understanding of factors that influence parent motivational beliefs, we examined the effects of parent social network, school outreach, and neighborhood health on parent role construction and parent efficacy in an urban school district. Method/Analysis: Survey data were collected from a random sample of 30 fifth-grade parents from 56 elementary schools in a large urban district in the Midwest. Using a partially latent structural regression model, we tested the relationships between school outreach, neighborhood health, parent social network, and parent motivational beliefs. Findings: The theoretical specification of the hypothesized model was observed in the pattern of the relationships among school outreach, neighborhood health, parent network, and parent motivational beliefs. Results: The results of the structural model confirm the association between parent social network and parent motivational beliefs. Combined parent social network and school outreach accounted for 10% of the variance in parent motivational beliefs. Implications for Research and Practice: Results from this study provide a different lens through which to view parent–school partnerships. Understanding parents as social actors whose perceptions are influenced through connections with other parents can help schools facilitate motivational beliefs that lead to effective partnerships.

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Matthews, Elizabeth. "Invasive Security Practices in Secondary Public Schools and the Role of School-Based Parent Involvement." Education and Society 37, no. 2 (November 1, 2019): 25–43. http://dx.doi.org/10.7459/es/37.2.03.

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Typically, school administrators determine their school’s security practices, but parental involvement may also play an important role in school security decisions. Data from the 2015‐2016 School Survey on Crime and Safety (SSOCS 2016) was used to examine the relationship between parental involvement and the presence of physically invasive security practices in secondary schools. Invasive security was defined as the emplacement of metal detectors, contraband sweeps or drug sniffing canines. Analyses revealed that high levels of school-based parent engagement were associated with lower odds of employing invasive security measures in the school setting.

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Hamilton, Debbi, and Sandy Osborne. "Overcoming barriers to Parent Involvement in Public Schools." Kappa Delta Pi Record 30, no. 4 (July 1994): 148–52. http://dx.doi.org/10.1080/00228958.1994.10518652.

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Stouffer, Bob. "We Can Increase Parent Involvement in Secondary Schools." NASSP Bulletin 76, no. 543 (April 1992): 5–8. http://dx.doi.org/10.1177/019263659207654303.

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Olmstead, Christine. "Using Technology to Increase Parent Involvement in Schools." TechTrends 57, no. 6 (October 18, 2013): 28–37. http://dx.doi.org/10.1007/s11528-013-0699-0.

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Tuli, Dereje Mengistu, and Wudu Melese Tarekegne. "Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia." Journal of Education and Research 9, no. 1 (March 15, 2019): 28–45. http://dx.doi.org/10.3126/jer.v9i1.28821.

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This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools curriculum implementation in East Wollega Zone was found to be low. However, efforts of the PTAs in having parents for planning and decision-making of curriculum implementation was high. The major challenges were inadequate school facility, inadequate training, parent’s lack of awareness, lack of good governance, and the unwillingness of teachers. To increase parental involvement, general secondary schools, woreda and zone education offices may train stakeholders, allocate adequate budget and schools should design an income-generating mechanism to fulfil school facilities and making parents active in curriculum implementation.

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Feuerstein, Abe. "School Characteristics and Parent Involvement: Influences on Participation in Children's Schools." Journal of Educational Research 94, no. 1 (September 1, 2000): 29–40. http://dx.doi.org/10.1080/00220670009598740.

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Lemmer, Eleanor, and Noleen van Wyk. "Schools reaching out: Comprehensive parent involvement in South African primary schools." Africa Education Review 1, no. 2 (January 2004): 259–78. http://dx.doi.org/10.1080/18146620408566284.

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Yanok, James, and Diane Derubertis. "Comparative Study of Parental Participation in Regular and Special Education Programs." Exceptional Children 56, no. 3 (November 1989): 195–99. http://dx.doi.org/10.1177/001440298905600304.

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The purpose of this study was to determine if significantly different opinions existed between parents of regular education students and parents of special education students concerning (a) school involvement, (b) quality of instruction, and (c) equality of educational opportunity. Data were gathered from a telephone survey of 1,702 randomly selected parents. Results showed a comparable pattern of responses between parents of handicapped and nonhandicapped students. Apparently, whether a child was enrolled in regular or special education had only a negligible effect on either parent involvement or satisfaction with the schools.

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Journal articles on the topic 'Parent involvement in schools'

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