Relevant bibliographies by topics / Parental involvement in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parental involvement in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Parental involvement in education"

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Jaiswal, Sandeep Kumar. "Influence of Parent’s Education on Parental Academic Involvement." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 114–19. http://dx.doi.org/10.29070/15/57555.

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Tao, Billy. "Parental involvement in gifted education." Educational Studies in Mathematics 17, no. 3 (August 1986): 313–21. http://dx.doi.org/10.1007/bf00305076.

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Goodall, Janet, and Caroline Montgomery. "Parental involvement to parental engagement: a continuum." Educational Review 66, no. 4 (April 4, 2013): 399–410. http://dx.doi.org/10.1080/00131911.2013.781576.

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Shannon, Sheila M. "Minority Parental Involvement." Education and Urban Society 29, no. 1 (November 1996): 71–84. http://dx.doi.org/10.1177/0013124596029001006.

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Malik, Saima. "Parental Involvement in Early Childhood Education in Punjab: A Qualitative Study." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 785–97. http://dx.doi.org/10.47059/revistageintec.v11i3.1975.

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Gregorović Belaić, Zlatka. "Parental Involvement in Their Children's Education." Život i škola 67, no. 2 (December 27, 2021): 95–114. http://dx.doi.org/10.32903/zs.67.2.7.

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Parental involvement in the children's education in our area is still an insufficiently researched construct. It can be implicitly concluded that parental involvement is something that happens by itself. However, referring to previous scientific research, the importance of this topic is also noticed through the positive relationship between desirable child outcomes, such as better school performance and parental involvement in their education. The family certainly plays a vital role in the student's school achievement, i.e., parents contribute to the child's cognitive development and academic achievement in various ways - preparing the child for school, transmitting educational values, modeling the child's self-confidence, establishing learning habits, and participating in school (Reić Ercegovac & Koludrović, 2010). Various scientific papers emphasize that the active participation of parents in the education of the child implies their physical presence and active participation (Sušanj Gregorović, 2018). There is still no unambiguous, generally accepted definition despite considerable research about parental involvement in the child's education. However, there is a consensus that it is a complex, multidimensional construct involving many parenting activities and behaviors related to the child's entire education and learning process (Epstein, 1990; Sušanj Gregorović, 2018). Parental involvement in the child's education is manifested in two ways: involvement in school activities and parental involvement in home activities. For the purposes of this paper, the second type of parental involvement is particularly important. According to the available literature, it is divided into two domains (Sušanj Gregorović, 2018), the first of which is parental participation in activities related to knowledge/skills development (Epstein, 2001; Henderson and Mapp, 2002; Ljubetić, 2014), while the other refers to participation in learning promotion activities that are not directly related to schoolwork (creating a cognitively stimulating family environment, providing educational materials, etc.) (Henderson and Mapp, 2002; Hoover-Dempsey and Sandler, 1997). This paper aims to contribute to the theoretical knowledge of the construct through a review of previous scientific knowledge and research.
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Drummond, Andrew, Lynne Godfrey, and Richard Sattin. "Promoting parental involvement in reading." Support for Learning 5, no. 3 (August 1990): 141–45. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00403.x.

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Driessen, Geert, Frederik Smit, and Peter Sleegers. "Parental Involvement and Educational Achievement." British Educational Research Journal 31, no. 4 (August 2005): 509–32. http://dx.doi.org/10.1080/01411920500148713.

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Goldring, Ellen B., and Rina Shapira. "Principals’ Survival with Parental Involvement." School Effectiveness and School Improvement 7, no. 4 (December 1996): 342–60. http://dx.doi.org/10.1080/0924345960070404.

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Hamlin, Daniel, and Joseph Flessa. "Parental Involvement Initiatives: An Analysis." Educational Policy 32, no. 5 (October 19, 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 differences, parents across settings identify relatively similar needs for enabling parental involvement, emphasizing parenting approaches for supporting well-being (e.g., nutrition, mental health, and technology use) and skills for home-based learning. However, Epstein’s widely used parental involvement typology conceals these prominent aspects of parental involvement. A modified model of parental involvement is presented that may serve as a guide for enhancing parent participation.
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Dissertations / Theses on the topic "Parental involvement in education"

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Chukwu, Linda. "Parental Involvement in Education : Parental involvement in Education amongst Nigerians parents in Sweden." Thesis, Södertörns högskola, Pedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38751.

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Parental involvement is the foundation of every child‟s progress in school. Those whose parents are fully involved in their education tend to do better academically than those whose parents are not. This qualitative study explores the parent‟s perception of their involvement in education of their children. The method employed was a semi-structured interview and the participants were 12 Nigerian parents who had children within the age range of 6-13 in three schools in Stockholm, Sweden. The findings from this study indicate that parents acknowledge the importance of parental involvement in education while at the same time acknowledging the challenges experienced in participating fully in the education of their children.
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Martin, Troy. "Parental involvement in education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003martint.pdf.

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Mbokodi, Sindiswa Madgie. "Black parental involvement in education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1013.

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The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should be involved in the education of their children. To fulfil this requirement, each school is expected to have a legally constituted School Governing Body (SGB) as part of school governance. The involvement of the SGB does not exclude parents involving themselves in school activities as individuals but as organised groups geared towards working on a specific project of the school. Involvement also implies helping the child at home. The study investigated the extent to which black parents involve themselves in school activities as envisaged by the SASA. Conceptual literature relating to issues of parental involvement in school was reviewed. Specifically the concept parent/parental involvement as it relates to black parents was explored. Factors promoting or hindering parental involvement in school were also examined. The research is qualitative. Participants included principals, teachers, learners and chairpersons of school governing bodies of ten selected schools in the major townships of Port Elizabeth. Views and experiences of participants were captured and explained through in-depth interviews and observations. Results are discussed in relation to the relevant literature, allowing grounded theory to emerge. What emerged was a desperate situation of non-involvement of black parents in school activities largely because of the failure of the Department of Education (DoE) to capacitate all parties involved in strategies to involve parents in school. The potential for generalizability and transferability is discussed in the report and possible intervention strategies are recommended at micro- and macro-levels. The study demonstrates that the DoE needs to follow up on its policies to ensure that the envisaged change is realized.
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Herrell, Penelope Odum. "Parental Involvement: Parent Perceptions and Teacher Perceptions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1248.

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The purpose of this study was to examine the perceptions of parents and teachers regarding effective parental involvement with elementary students based on Epstein et al.'s (2009) 6 typologies of parental involvement. The population consisted of 77 teachers in a particular east Tennessee school district and the parents of 889 students enrolled in kindergarten through 6th grade. Parents and teachers were asked to indicate the effectiveness of 4 activities within each of the 6 parental involvement categories: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parents and teachers were asked to rank each activity numerically with 1 indicating not effective and 5 indicating highly effective. A ranking of 2, 3, or 4 indicated an activity between not effective and highly effective. In a separate section, parents and teachers were asked to rank the 5 most important activities from a list of specific parental involvement activities. Findings indicated that parents and teachers in this study have some similar views and some differing views regarding effective parental involvement. Parents and teachers in this study shared similar perspectives by ranking the top 5 specific parental involvement activities from a list of 10 specific activities. Parents and teachers used a Likert scale to indicate the effectiveness of activities from Epstein et al.'s (2009) 6 typologies: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. The t-test indicated significant differences in the perceptions of parents and teachers regarding effective parental involvement in 5 of the 6 typologies. ANOVA and post hoc analysis revealed significant differences among the parent population based on age, education level, gender, and race. No significant differences were identified among the teacher population based on the 4 demographic areas examined: age, education level, teaching experience, and gender. This study revealed that parents and teachers surveyed had some similar perceptions and some differing perceptions regarding effective parental involvement, but both groups identified communicating as the most important typology from Epstein et al.'s (2009) 6 major types of involvement.
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Lin, Ching-Ping. "Streaming video for parental involvement education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2473.

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The purpose of this project is to develop a way of communication between school and parents. It aims to help parents to be more involved in their children's education. One of the main aspects and focus of this project is the analysis of the use of streaming video.
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Wright, Tim. "Parent and teacher perceptions of effective parental involvement." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Crawford, Elizabeth Outlaw. "The Virginia Preschool Initiative: Parents' perceptions of parental involvement." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154044.

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Manye, Pule Abram. "Practical partnerships in education : the plight of education at informal settlements / P.A. Manye." Thesis, North-West University, 2004. http://hdl.handle.net/10394/2397.

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Mewezino, Abraham. "Improving Schools By Improving Parental Involvement." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1271983588.

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Patton, Sebrina Rochell. "Parents' and Teachers' Perceptions of Parental Involvement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7419.

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Lack of parental involvement is an issue in the educational system because parents and teachers do not understand each other's views. Research has shown that when parents and teachers provide students with support, student achievement increases. The problem of teachers' and parents' lack of common understanding of parental involvement was addressed in this study. Epstein's model of parental involvement and the theory of planned behavior served as the theoretical framework of this qualitative, exploratory, phenomenological study to explore the perceptions of 5 teachers and 10 parents who were purposefully sampled. The research questions were focused on parents' and teachers' perceptions on parental involvement in supporting students' achievement. Data were analyzed using of Moustakas's steps for phenomenological model. Trustworthiness was ensured through peer review, member checking, and descriptive research notes. Findings from the data collected from face-to-face interviews identified 3 themes: parenting and learning at home, volunteering and decision making, and communicating and collaborating with the community. The 3 themes overlapped with components of Epstein's model of parental involvement and were evident in the participants' answers to the interview questions. The resulting project was a white paper designed to educate the community about problems with parental involvement, provide solutions to the issue, and help parents and teachers to work collaboratively to improve student achievement. The project contributes to social change through formative feedback for the major stakeholders regarding ways to promote efficient and effective practices for both parents and teachers to promote student learning.
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Books on the topic "Parental involvement in education"

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Improving parental involvement. London: Cassell, 2000.

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Moon, Nick. Parental involvement in children's education. Nottingham: Department for Education and Skills, 2004.

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Hornby, Garry. Parental Involvement in Childhood Education. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4.

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Ho, Esther Sui-Chu, and Wai-Man Kwong. Parental Involvement on Children’s Education. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4021-99-9.

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Williams, Bridget. Parental involvement in education: Research Brief. Nottingham: DfES, 2002.

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Baginsky, Mary. Parental involvement in education in Israel. London: Anglo-Israel Association, 1990.

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

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Parental involvement in primary education in Ireland. Dublin: Liffey Press, 2010.

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Organization, Irish National Teachers'. Parental involvement: Possibilities for partnership. Dublin: Irish National Teachers' Organization, 1997.

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Walsh, Mary A. Parental involvement in educational decision making. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1995.

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Book chapters on the topic "Parental involvement in education"

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Punter, R. Annemiek, Cees A. W. Glas, and Martina R. M. Meelissen. "Modeling Parental Involvement." In IEA Research for Education, 33–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28064-6_4.

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LaPoint, Velma, Jo-Anne Manswell Butty, Cheryl Danzy, and Charlynn Small. "Parental Involvement in Education." In Encyclopedia of Cross-Cultural School Psychology, 706–13. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_304.

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Hornby, Garry. "Importance of Parental Involvement." In Parental Involvement in Childhood Education, 1–9. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_1.

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Hornby, Garry. "Barriers to Parental Involvement." In Parental Involvement in Childhood Education, 11–26. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_2.

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Wikeley, Felicity, and Joanna Apps. "Parental Involvement: Possibilities and Tensions." In Cultural Psychology of Education, 311–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18765-5_22.

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Punter, R. Annemiek, Cees A. W. Glas, and Martina R. M. Meelissen. "Parental Involvement in PIRLS-2011." In IEA Research for Education, 25–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28064-6_3.

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

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Hornby, Garry. "Skills for Effective Parent Involvement." In Parental Involvement in Childhood Education, 99–120. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_7.

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Hornby, Garry. "Model for Parental Involvement in Education." In Parental Involvement in Childhood Education, 27–42. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8379-4_3.

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

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Conference papers on the topic "Parental involvement in education"

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Plisková, Barbora. "ELDERLY FOSTER PARENTS AND PARENTAL SCHOOL INVOLVEMENT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2926.

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Plisková, Barbora. "PARENTAL INVOLVEMENT IN HOSPITAL PRESCHOOL EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1978.

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Maimon, Ronit Malka. "On Parents And Teachers' Attitudes Towards Parental Involvement In School." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.18.

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Lukas, Mirko. "PARENTAL INVOLVEMENT IN OCCUPATIONAL EDUCATION OF THEIR CHILDREN." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.092.

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

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Fatonah, Nurul. "Parental Involvement in Early Childhood Literacy Development." In International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200808.038.

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Čiuladienė, Gražina, Antanas Valantinas, and Rasa Pilkauskaite-Valickiene. "PECULIARITIES OF PARENTAL INVOLVEMENT IN CHILDREN EDUCATION IN LITHUANIA." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0792.

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Chatila, Mohamad. "INVESTIGATING PARENTAL INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2108.

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Amini, Mukti. "Parental Involvement in Improving Independence in Early Childhood." In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.48.

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Laranjeiro, Dionisia, Maria João Antunes, and Paula Santos. "TABLETS IN KINDERGARTEN FOR LEARNING AND PARENTAL INVOLVEMENT." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1245.

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Reports on the topic "Parental involvement in education"

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Canon, Maria E. Out-of-Shool Suspensions and Parental Involvement in Children's Education. Federal Reserve Bank of St. Louis, 2011. http://dx.doi.org/10.20955/wp.2011.022.

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

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Ogenyi, Moses. Looking back on Nigeria’s COVID-19 School Closures: Effects of Parental Investments on Learning Outcomes and Avoidance of Hysteresis in Education. Research on Improving Systems of Education (RISE), March 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/040.

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In this Insight Note, we explore how COVID-19 and related school closures impacted Nigerian schools, parents, and students. National data collected by the National Bureau of Statistics in 2020 through a monthly phone survey show that children had extremely limited contact with the education system during this time, and that families preferred low-cost alternatives such as in-home tutoring and increased parental involvement in education to e-learning tools. Additional data collected by the RISE Nigeria Team in a survey of 73 low-cost private schools in Abuja suggest that some schools did maintain contact with students during mandated school closures, that students experienced absolute learning losses equivalent to about 5-6 months of school missed in other contexts (Cooper et al, 1996), despite participation in alternative learning activities, and that the pandemic led to severe financial hardships for schools and teachers.
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Guryan, Jonathan, Erik Hurst, and Melissa Schettini Kearney. Parental Education and Parental Time With Children. Cambridge, MA: National Bureau of Economic Research, May 2008. http://dx.doi.org/10.3386/w13993.

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Colman, Silvie, Thomas Dee, and Theodore Joyce. Do Parental Involvement Laws Deter Risky Teen Sex? Cambridge, MA: National Bureau of Economic Research, February 2013. http://dx.doi.org/10.3386/w18810.

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8

Yeboah, Thomas, and Irene Egyir. Forms, Prevalence and Drivers of Children’s Work and Children’s Harmful Work in Shallot Production on the Keta Peninsula, South-Eastern Ghana. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/acha.2020.002.

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Abstract:
This paper synthesises the available literature on the forms, prevalence and drivers of children’s work, and evidence of harm associated with children’s work in shallot production on the Keta Peninsula, Ghana. What emerges is that children have historically played, and continue to play, a key role in this horticultural system and their work contribution is structured by both age and gender. Desires to support parents and earn income drive children’s involvement, and children’s work has potential negative effects on their education.
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9

Joyce, Theodore, Robert Kaestner, and Jason Ward. The Impact of Parental Involvement Laws on Minor Abortion. Cambridge, MA: National Bureau of Economic Research, April 2019. http://dx.doi.org/10.3386/w25758.

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10

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

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