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Journal articles on the topic 'Parent involvement'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hamblin, Tessa. "Parent Involvement." Physiotherapy 79, no. 11 (1993): 813. http://dx.doi.org/10.1016/s0031-9406(10)60103-4.

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2

Epstein, Joyce L. "Parent Involvement." Education and Urban Society 19, no. 2 (1987): 119–36. http://dx.doi.org/10.1177/0013124587019002002.

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3

Carlo, Paul. "Parent Education vs. Parent Involvement." Journal of Social Service Research 17, no. 1-2 (1993): 135–50. http://dx.doi.org/10.1300/j079v17n01_07.

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4

MacPhee, Mary. "The Differentiated Parent Support Model: Enhancing the Involvement of Parents Who Do Not Speak the School Language." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (2021): 28–56. http://dx.doi.org/10.53967/cje-rce.v44i1.4509.

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Despite 40 years of research indicating that parent involvement is important for student achievement, schools have done little to engage parents across Canada. This study and model recommend strategies to enhance the probability of educational involvement for parents who do not speak the school language. The mixed methods research with surveys (N = 86) and interviews (N = 38) identified the successes and challenges of non-francophone parents with children in French minority-language schools. Parents wanted to help but struggled with French schoolwork and school-community involvement. Parents’

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5

Gale, Adrian, Ed-Dee Williams, Donte Boyd, and Husain Lateef. "Understanding the Multiple Influences on Black Parents’ School Involvement: A Longitudinal Perspective." Children 11, no. 6 (2024): 722. http://dx.doi.org/10.3390/children11060722.

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This study explores longitudinal influences of various factors on Black parents’ involvement in their children’s education. Guided by Hoover-Dempsey & Sandler’s Model of Parent Involvement, this research examines whether parents’ school climate perceptions, attitudes about involvement, self-efficacy, and children’s academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increa

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6

Muttaqin, Fuzta Fauzal, and Helly Prajitno Soetjipto. "Achievement goal viewed from parental involvement." Journal of Psychology and Instruction 4, no. 3 (2021): 77–82. http://dx.doi.org/10.23887/jpai.v4i3.33699.

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Parent involvement is a concept which includes children’s education. Research and theories suggest that parent involvement can predict children’s achievement goal. The aims of this research is to know whether parent involvement can predict the children’s achievement goal. Yogyakarta high-school students (185 males and 379 females) were selected to fill in two questionnaires which assessed both their perceptions of parent involvement and the students’ achievement goals. SEM analyses showed that the model was fit to explain the correlation between parent involvement and achievement goal. Results

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7

Joyce, Bonnie G. "Parent involvement: A model for program development." Rural Special Education Quarterly 8, no. 2 (1987): 7–13. http://dx.doi.org/10.1177/875687058700800202.

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Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvemen

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8

Jasis, Pablo M., and Rosario Ordoñez-Jasis. "Latino Parent Involvement." Urban Education 47, no. 1 (2011): 65–89. http://dx.doi.org/10.1177/0042085911416013.

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9

Stitt, Nichole M., and Nancy J. Brooks. "Reconceptualizing Parent Involvement." Schools 11, no. 1 (2014): 75–101. http://dx.doi.org/10.1086/675750.

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10

Chavkin, Nancy Feyl, and David L. Williams. "Enhancing Parent Involvement." Education and Urban Society 19, no. 2 (1987): 164–84. http://dx.doi.org/10.1177/0013124587019002005.

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11

Rispoli, Kristin M., Leslie R. Hawley, and Marianne C. Clinton. "Family Background and Parent–School Interactions in Parent Involvement for At-Risk Preschool Children With Disabilities." Journal of Special Education 52, no. 1 (2018): 39–49. http://dx.doi.org/10.1177/0022466918757199.

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Using data ( N = 1,350) from the Head Start Family and Childhood Experiences Survey, this study examined sociodemographic predictors of parent involvement in educationally enriching activities at home for low-income children with disabilities compared with children without disabilities. Analyses examined whether associations were moderated by aspects of parent–school interactions. Parent involvement was greater for White compared with Black and Hispanic parents of all children. Higher parental education related to greater involvement at the end of the year only for parents of children with dis

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12

Becker, Henry J., Kathryn Nakagawa, and Ronald G. Corwin. "Parent Involvement Contracts in California's Charter Schools: Strategy for Educational Improvement or Method of Exclusion?" Teachers College Record: The Voice of Scholarship in Education 98, no. 3 (1997): 511–36. http://dx.doi.org/10.1177/016146819709800304.

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Many deregulated public charter schools in California and other states are emphasizing parent involvement in the process of reform. Some even seem to be working from a communitarian model, trying to build an integral school community in which parents play numerous roles in the ongoing events of the school and classroom day. In order to build this parent involvement, California charter schools are also experimenting with a variety of mechanisms for encouraging parent involvement, including having parents sign agreements or “contracts” promising a certain amount or type of involvement. But to wh

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13

Wang, Binrui. "Analysis of Parent Involvement in Homework." BCP Social Sciences & Humanities 17 (May 5, 2022): 26–30. http://dx.doi.org/10.54691/bcpssh.v17i.612.

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As an auxiliary education, homework has become an indispensable way for students to increase learning and mastery in all countries in the world. Parent involvement in homework plays an important role in the education system composed of teachers, students, and parents. Many studies have been conducted on parent participation in homework. In the era of paying increasing attention to talent training and education quality, how we should treat parent involvement? Specifically, how to operationalize and measure the degree of parent involvement, and how to effectively improve the effect of parent inv

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14

Epstein, Joyce L. "Parents' Reactions to Teacher Practices of Parent Involvement." Elementary School Journal 86, no. 3 (1986): 277–94. http://dx.doi.org/10.1086/461449.

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15

Jasreen, Geneva Nzuruba. "Parental Involvement in Child Education." Journal of Language and Culture in Education 1, no. 1 (2024): 152–72. https://doi.org/10.5281/zenodo.12817854.

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Considering various modern educational obstacles, educators perceive parental involvement (PI) in their children’s education as a potential solution. The long-standing theory positing a positive correlation between PI and children’s academic achievement has garnered considerable attention as an appealing partnership within communities. This non-empirical study examines a substantial portion of the literature in this domain, encompassing both empirical and non-empirical works, with the aim of elucidating the various forms of PI, its effects, and the barriers it f

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Heidar, Majid Abood Z. Ghabanchi. "Teacher- Parent Interactions: Discovering Full Accomplishments In Language Learning Environments Through Parental Involvement Among Iraqi Efl Teenagers." Multicultural Education 7, no. 3 (2021): 175. https://doi.org/10.5281/zenodo.4619236.

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<em>This study was conducted to find outTeacher- Parent interactions and discover full accomplishments in Language Learning environments through parental involvement among Iraqi EFL Teenagers.This was accomplished with two groups of participants during a multi-stage process. In the first stage, data were gathered on ten young learners with an age range of six to ten years’ old who were studying English in the elementary levels in a language institute in Bagdad, Iraq.The following instruments/data collection tools were used:  a) To respond to the first three research questions, teach

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17

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 (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/

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Çetin, Mustafa, and H. Özlen Demircan. "Determinants of Turkish Parents’ Involvement in Early Childhood Education: The Roles of Role Activity and Self-Efficacy Beliefs for Involvement." Journal of Comparative Family Studies 54, no. 4 (2024): 334–60. http://dx.doi.org/10.3138/jcfs.54.4.03.

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This study aimed to investigate the associations between contextual and demographic factors influencing parental involvement in education and the levels of parent involvement in education, specifically addressing the possible mediating roles of parental role activity and self-efficacy beliefs for helping the child succeed in school. A total of 1,402 parents of preschoolers between 36 and 72 months in Turkey voluntarily participated in the study. Using a correlational research design, a model was tested via path analysis to inspect the associations among study variables. In general, the study r

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19

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 (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

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20

Agrahari, Sunil Kumar, and Virendra Singh Ruhela. "A Comparative Study of Parent Involvement between Single Family Parents and Joint Family Parents of Children with Special Needs." International Journal of Science and Healthcare Research 10, no. 1 (2025): 238–46. https://doi.org/10.52403/ijshr.20250132.

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The aim of the present study was to compare parental involvement of single family parents and joint family parents of children with special needs. Participants in this study were chosen using a purposive sampling technique. The sample comprised 50 parents of special needs children from Jaipur, Rajasthan, of which 25 were from single families (25 mothers and 25 fathers) and 25 were from joint families (25 mothers and 25 fathers). Parent Involvement Scale developed by Dr. Rita Chopra & Dr. Surabala Sahoo was used. The findings demonstrated a substantial difference between parent involvement

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21

Strassfeld, Natasha M. "Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (2018): 283–96. http://dx.doi.org/10.1177/0888406418806643.

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More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program fac

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22

Bacete, Francisco-Juan García, and Juan Carlos Oliver Rodríguez. "Family and Ability Correlates of Academic Grades: Social Status Group Differences." Psychological Reports 95, no. 1 (2004): 10–12. http://dx.doi.org/10.2466/pr0.95.1.10-12.

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In a continuation of work by Marjoribanks (2003), using a sample of 150 seventh grade students, relationships among Parent Involvement as defined by factor scores of four measures of parents' involvement completed by teachers: teacher-parent contacts, teacher-parent communication, parents' involvement at home, and parents' participation in school, Intellectual Ability as defined by Verbal Intelligence using the Yuste's Differential and General Aptitudes Battery-M, and Academic Grades as defined by the average grade for all subject matter were examined. Analysis showed different predictive mode

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23

Bennett, Tess, Deborah Deluca, and Deborah Bruns. "Putting Inclusion into Practice: Perspectives of Teachers and Parents." Exceptional Children 64, no. 1 (1997): 115–31. http://dx.doi.org/10.1177/001440299706400108.

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Inclusion and parent involvement are considered best practice in early childhood education, but few empirical studies have focused on the practical application of these concepts. This study used qualitative and quantitative methods to investigate the perspectives of parents of children with disabilities and teachers in inclusive settings regarding parent involvement and factors contributing to successful inclusion. Most parents reported that they felt a high degree of involvement on the team, and teachers generally indicated positive attitudes toward parent involvement. Both parents and teache

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24

Patall, Erika A., Harris Cooper, and Jorgianne Civey Robinson. "Parent Involvement in Homework: A Research Synthesis." Review of Educational Research 78, no. 4 (2008): 1039–101. http://dx.doi.org/10.3102/0034654308325185.

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New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcom

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25

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 (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 fr

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Chen, Wei-Bing, and Anne Gregory. "Parental Involvement in the Prereferral Process." Remedial and Special Education 32, no. 6 (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

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27

Kindervater, Terry. "Models of Parent Involvement." Reading Teacher 63, no. 7 (2010): 610–12. http://dx.doi.org/10.1598/rt.63.7.10.

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28

Moles, Oliver C. "Who Wants Parent Involvement?" Education and Urban Society 19, no. 2 (1987): 137–45. http://dx.doi.org/10.1177/0013124587019002003.

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29

Kelly, Barbara, Carole Edgerton, Seonaid Graham, Elaine Robertson, and Barry Syme. "Parents and the Preschool PATHS (Promoting Alternative Thinking Strategies) curriculum." Journal of Children's Services 10, no. 3 (2015): 231–41. http://dx.doi.org/10.1108/jcs-03-2015-0012.

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Purpose – The purpose of this paper is to consider evidence on the effectiveness of preschool social and emotional interventions in preschool contexts and focuses on the application of an implementation framework described in relation to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum. Active parent involvement and engagement were not included in the implementation but preschool establishments spontaneously involved parents or parents sought involvement, creating innovations in delivery and context. The need for structured parent involvement and its impact are consid

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Kim, Eun young, Sae rom Park, and Son young Yim. "Recent Trends and Implications of U.S. Parent Involvement Policies: Supporting the Success of Students and Schools." Association for Studies in Parents and Guardians 11, no. 3 (2024): 26–50. http://dx.doi.org/10.56034/kjpg.2024.11.3.26.

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This study analyzed recent trends in U.S. parent involvement policies to provide implications for parent policies in Korea. Through a comprehensive literature review, four main themes emerged. First, U.S. parent involvement policies prioritize student academic success and school improvement through strong family-school partnerships. Second, communication between parents and schools, as well as parent education, is guided by laws and regulations to foster the parnerships. Third, the Parent Teacher Association engages in educational activities through fundraising and other initiatives. School Si

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Björck-Åkesson, Eva, and Mats Granlund. "Family Involvement in Assessment and Intervention: Perceptions of Professionals and Parents in Sweden." Exceptional Children 61, no. 6 (1995): 520–35. http://dx.doi.org/10.1177/001440299506100603.

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This article describes perceptions of professionals and parents of the current and ideal state of family involvement in early intervention in Sweden. Both professionals and parents expressed significant discrepancies between current and ideal practices in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. Professionals showed preferences for a higher degree of family involvement. In identifying barriers, both professionals and p

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Rani, Norhaslinda Abd, and Abdullah Mat Rashid. "Parent Involvement and Achievement of Full Inclusion Special Needs Students in Design and Technology." International Journal of Science, Engineering and Management 9, no. 7 (2022): 29–32. http://dx.doi.org/10.36647/ijsem/09.07.a006.

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The implementation of inclusion in Malaysia demands the involvement of parents in the education of special needs students because empirical studies have proven that the involvement of parents can improve their academic achievement. This study aims to find out parent involvement and achievement of full inclusion special needs students in Design and Technology. Questionnaires were administered to 171 respondents in Klang Valley. This study has found that the involvement of parents in their children's learning and achievement of full inclusion special needs students in Design and Technology were

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33

VanValkenburgh, Jessica, Jennifer Putnam, and Mitch Porter. "Middle school parent involvement: Perceptions of teachers and parents." Middle School Journal 52, no. 4 (2021): 33–42. http://dx.doi.org/10.1080/00940771.2021.1948299.

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34

Christenson, Sandra L., Christine M. Hurley, Susan M. Sheridan, and Kevin Fenstermacher. "Parents' and School Psychologists' Perspectives on Parent Involvement Activities." School Psychology Review 26, no. 1 (1997): 111–30. http://dx.doi.org/10.1080/02796015.1997.12085852.

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35

Mo, Xiaoling, Zhi Wang, and Jingjin Shao. "Parent-child attachment and good behavior habits among Chinese children: Chain mediation effect of parental involvement and psychological Suzhi." PLOS ONE 16, no. 1 (2021): e0241586. http://dx.doi.org/10.1371/journal.pone.0241586.

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This study examines the mediation effect of parental involvement and psychological Suzhi between the relationship of parent-child attachment and good behavior habits in Chinese children. The participants comprised 563 children from four Chinese kindergartens (4.41±0.96) whose parents reported measures of parent-child attachment, parental involvement, psychological Suzhi, and good behavior habits in their children. The results indicated that (1) Parental attachment, parental involvement and psychological Suzhi were positively correlated with good behavior habits of young children; (2) Parental

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Hamlin, Daniel, and Joseph Flessa. "Parental Involvement Initiatives: An Analysis." Educational Policy 32, no. 5 (2016): 697–727. http://dx.doi.org/10.1177/0895904816673739.

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Educational policies have increasingly promoted parental involvement as a mechanism for improving student outcomes. Few jurisdictions have provided funding for this priority. In Ontario, Canada, the province’s Parents Reaching Out Grants program allows parents to apply for funding for a parental involvement initiative that addresses a local barrier to parent participation. This study categorizes initiatives ( N = 11,171) amounting to approximately 10 million dollars (Can$) in funding from 2009 to 2014 and compares them across school settings. Although results show several key contextual differ

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37

Cone, John D., David D. Delawyer, and Vicky V. Wolfe. "Assessing Parent Participation: The Parent/Family Involvement Index." Exceptional Children 51, no. 5 (1985): 417–24. http://dx.doi.org/10.1177/001440298505100508.

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38

Curry, Katherine A., and Alexandra Holter. "The Influence of Parent Social Networks on Parent Perceptions and Motivation for Involvement." Urban Education 54, no. 4 (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 co

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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 (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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Parmar, Parminder, and Laura Nathans. "Parental Warmth and Parent Involvement: Their Relationships to Academic Achievement and Behavior Problems in School and Related Gender Effects." Societies 12, no. 6 (2022): 161. http://dx.doi.org/10.3390/soc12060161.

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Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. Because behavior problems scores differed gender, gender differences om these relationships were explored. Study questions were framed in terms of Epstein’s theory of school, family, and community partnerships and Rohner’s parental acceptance-rejection theory. A sample of Indian seventh

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Lyu, Sihan. "The Influence of Parental Education Involvement on the Social Development Level of Adolescents: The Mediating Role of Parent-child Relationship." International Journal of Education and Humanities 16, no. 3 (2024): 220–23. http://dx.doi.org/10.54097/7ma7h658.

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In this study, 302 junior high school students aged 12 to 15 were selected as the research objects to investigate the overall situation of parental education investment, parent-child relationship and social development level of junior high school students. Simultaneously, the relationship between parental education investment and parent-child relationship and adolescent social development level was investigated. The results indicate that significant differences exist in the level of social development between adolescents with high scores and those with low scores. whether it is parental educat

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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 (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 si

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La'Chandra, C. Parker. "Increasing parental involvement at the secondary level." i-manager's Journal on School Educational Technology 20, no. 3 (2025): 1. https://doi.org/10.26634/jsch.20.3.21374.

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Parental involvement in schools is important in bridging the gap between school and home. Researchers have determined when parents are active partakers in school activities and functions, the performance of all students within the school, not just their own, tend to improve. School personnel must be proactive and create opportunities for parents to volunteer within the school. Many schools across the United States have developed parent volunteer programs. According to the research, one of the greatest hindrances to parent involvement is teacher's attitudes sometimes, especially in lower socioe

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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and d

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Ndwandwe, Ntokozo Dennis. "Parental Involvement and Academic Achievement: Voices of Role-Players in Secondary Schools in Mpumalanga, South Africa." Research in Social Sciences and Technology 8, no. 4 (2023): 237–56. http://dx.doi.org/10.46303/ressat.2023.41.

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Parents are broadly acknowledged to be essential partners in the schooling process of their children, with parental involvement being linked to positive impact on academic achievement. Regrettably, poor parental involvement remains significate and an unfortunate challenge in South African schools, as well as a contributing factor to high failure rates in schools. Therefore, this study investigated the relationship between parental involvement and the academic achievements of learners in secondary schools in the Ehlanzeni District, Mpumalanga, using Epstein’s theory of overlapping spheres of in

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Cavendish, Wendy, and David Connor. "Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives." Learning Disability Quarterly 41, no. 1 (2017): 32–43. http://dx.doi.org/10.1177/0731948716684680.

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This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents ( n = 9), and their teachers ( n = 17) were analyzed. A group comparison of student and teacher ratings on the Student Involvement Survey revealed no difference between students and teachers on level of school efforts to facilitate student and parent involvement. However, qualitative

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Sakonidou, Susanna, Izabela Andrzejewska, James Webbe, Neena Modi, Derek Bell, and Chris Gale. "Interventions to improve quantitative measures of parent satisfaction in neonatal care: a systematic review." BMJ Paediatrics Open 4, no. 1 (2020): e000613. http://dx.doi.org/10.1136/bmjpo-2019-000613.

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ObjectiveInterventions improving parent satisfaction can reduce parent stress, may improve parent-infant bonding and infant outcomes. Our objective was to systematically review neonatal interventions relating to parents of infants of all gestations where an outcome was parent satisfaction.MethodsWe searched the databases MEDLINE, EMBASE, PsychINFO, Cochrane Central Register of Controlled Trials, CINAHL, HMIC, Maternity and Infant Care between 1 January 1946 and 1 October 2017. Inclusion criteria were randomised controlled trials (RCT), cohort studies and other non-randomised studies if partici

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Moroni, Sandra, and Hanna Dumont. "Child and Parent Perceptions of Parental Homework Involvement." Journal for Educational Research Online 2023, no. 2 (2024): 274–93. http://dx.doi.org/10.31244/jero.2023.02.07.

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Helping with homework is one of the most typical ways in which parents become involved in their children’s schooling. Previous research has mainly focused on the child’s perception of parental homework involvement. The present study examined whether parents and their children perceive parental homework involvement differently. We analysed data from 881 children, their mothers, and their fathers in the German-speaking part of Belgium. We found small to moderate associations (r = .23 to r = .60) between child and parent perceptions, the highest association being for the quantity of parental invo

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Fine, Thabologo, and Koketso Kesianye Sesutho. "Workshop training to facilitate parental involvement in their children's mathematics education: parents' perceptions." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1279–91. https://doi.org/10.11591/edulearn.v18i4.21743.

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This study investigated the effectiveness of workshops on parental involvement in their children’s mathematical education. The study employed a quasi-experimental with a pre-test-post-test design. This study involved 76 parents from one senior secondary school in the Kweneng Region, Botswana. The study included three steps for data analysis: thematic content analysis, hypothesis testing, and descriptive statistical analysis. The results showed that the parental involvement level before and after the intervention marked a difference with a significant increase. Parental involvement variab

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LGH, John J. Picone, Joseph Giampalmi, et al. "The Round Table: Parent Involvement." English Journal 78, no. 5 (1989): 78. http://dx.doi.org/10.2307/819210.

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