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Journal articles on the topic 'Parental involvement in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Jafarov, Javid. "Factors Affecting Parental Involvement in Education: The Analysis of Literature." Khazar Journal of Humanities and Social Sciences 18, no. 4 (December 2015): 35–44. http://dx.doi.org/10.5782/2223-2621.2015.18.4.35.

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This study examines the factors affecting parental involvement by evaluating and analysing literature about parental involvement in education. It also answers the questions: a) What does parental involvement mean? and 2) Why is parental involvement important? In this article more than five hundreds literatures related to the factors affecting parental involvement were evaluated and analysed. The result of the analysis of literature showed that there are many factors influencing parental involvement or the level of parental involvement and these factors can be parent related, school related or student related.

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12

Turtulla, Sermin, and Elsev Brina Lopar. "Parental involvement in Kosovar education: Relationships with gender, education and employment variables." Cypriot Journal of Educational Sciences 17, no. 2 (February 28, 2022): 440–50. http://dx.doi.org/10.18844/cjes.v17i2.6830.

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This article aims to make an initial probe into parent involvement in children’s academic-related activities and how this is affected by the parents’ gender, education and employment variables. Most of the articles written on parental academic support focus on corroborating the positive relationship of parental involvement with student school achievement and cover samples from countries other than Kosova. This is the first correlational study which aims to show the significance of relationships of the specific demographic variables of Kosovar parents and the frequency of their homework help. Data are analysed using frequency distribution and chi-square for the correlation significance. The findings corroborate a higher percentage of females in parental involvement, and a negative correlation of parental involvement with employment and level of education. Implications and explanations for future research and practice are discussed. Keywords: Academic success, homework help, Kosovar education, parent involvement, primary level.

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13

Hoover-Dempsey, Kathleen V., and Howard M. Sandler. "Parental Involvement in Children's Education: Why Does it Make a Difference?" Teachers College Record: The Voice of Scholarship in Education 97, no. 2 (December 1995): 310–31. http://dx.doi.org/10.1177/016146819509700202.

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We assert that the most important questions concerning parental involvement in children's education address why parents choose to become involved and why their involvement, once underway, often positively influences educational outcomes. We present a model suggesting that parents become involved primarily because (a) they develop a personal construction of the parental role that includes participation in their children's education, (b) they have developed a positive sense of efficacy for helping their children succeed in school, and (c) they perceive opportunities or demands for involvement from children and the school. Parents then choose specific forms of involvement in response to the specific domains of skill and knowledge they possess, the total demands on their time and energy, and specific requests for involvement from children and the school. The model suggests that parental involvement then influences children's developmental and educational outcomes through such mechanisms as modeling, reinforcement, and instruction, as mediated by the parent's use of developmentally appropriate activities and the fit between parental activities and the school's expectations. The major educational outcomes of the involvement process are children's development of skills and knowledge, as well as a personal sense of efficacy for succeeding in school. Major implications of the model for research and practice are discussed.

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14

Thartori, Voltisa. "Parental Involvement in Education Among Albanian Parents." IIUM Journal of Educational Studies 6, no. 1 (July 2, 2019): 38–55. http://dx.doi.org/10.31436/ijes.v6i1.213.

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Parents' involvement has a huge influence on children’s educational engagement during the elementary years, the study sought to examine the perceptions of Albanian parents of their involvement in their children's schooling at the Qemal Stafa School in Albania. The parental involvement construct examined in the study was conceptualized based on Epstein’s (1995) six categories of parental involvement comprising parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. The data collected through the questionnaire were analyzed using descriptive statistics, Pearson correlation and ANOVA. The results showed a high level of parental involvement in the Albanian children’s learning development. The parents surveyed reported volunteering in many workshops that the school conducted. In addition, the results indicated that some parents maintained a good communication with teachers. The ANOVA results showed statistically significant differences in parental involvement by age, marital status, education level, Income Level. Variables such as communicating, and volunteering were identified as the most important components of parental involvement.

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15

Chang, Cheng Sian, and Hsi Mei Chen. "Parental involvement in traditional and online education." International Journal of Learning and Change 5, no. 2 (2011): 158. http://dx.doi.org/10.1504/ijlc.2011.044188.

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16

Macleod, Flora. "Parental involvement in education: The Coventry experience." Early Child Development and Care 21, no. 1-3 (January 1985): 83–90. http://dx.doi.org/10.1080/0300443850210106.

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17

Daučianskaitė, Agnė. "Parental involvement in a child’s musical education." Holistinis mokymasis 4 (2019): 51–63. http://dx.doi.org/10.7220/2351-7409.4.4.

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18

Lavrenteva, Zoya Ivanovna. "Mechanisms of parental involvement in inclusive education." Novosibirsk State Pedagogical University Bulletin 8, no. 1 (February 28, 2018): 60–72. http://dx.doi.org/10.15293/2226-3365.1801.04.

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19

James, Sandra E. "Hornby, Garry, Parental Involvement in Childhood Education." Journal of Child and Family Studies 21, no. 4 (February 16, 2012): 705–7. http://dx.doi.org/10.1007/s10826-012-9573-5.

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20

Elrod, Jeanne M., and Roger H. Rubin. "Parental involvement in sexual abuse prevention education." Child Abuse & Neglect 17, no. 4 (July 1993): 527–38. http://dx.doi.org/10.1016/0145-2134(93)90027-3.

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21

Dilshodbekovna, Yaqubova Muhabbat. "Increasing parental involvement in pre-school education." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 7 (2021): 147–52. http://dx.doi.org/10.5958/2249-7137.2021.01736.5.

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22

Liu, Qinghua, and Minghui Gao. "Obstacles to parental involvement in children's education." International Journal for Innovation Education and Research 10, no. 2 (February 1, 2022): 139–48. http://dx.doi.org/10.31686/ijier.vol10.iss2.3659.

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This study explored new teachers’ perceptions of, and strategies for overcoming the obstacles to parental involvement in children’s education. 30 elementary school teachers with 1 to 5 years’ teaching experience were interviewed. Data were first coded through the grounded theory approach and then analyzed by case and cross case. As found out, obstacles to parental involvement were related to parents’ lack of cognitive readiness, affective preparedness, and physical resources. Strategies new teachers employed to overcome their perceived obstacles included cognitively informing, persistently outreaching, psychologically disarming or comforting, and consciously attending to parents’ individual differences, needs, or personal preferences. Lessons learned from this study will inform both in-service teachers’ efforts to engage parents for optimal student learning outcomes and teacher educators’ endeavors to prepare prospective teachers for more effective teacher-parent communication.

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23

Jeynes, William. "Help Families by Fostering: Parental Involvement." Phi Delta Kappan 93, no. 3 (November 2011): 38–39. http://dx.doi.org/10.1177/003172171109300309.

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24

Constantino, Rebecca, Liming Cui, and Chris Faltis. "Chinese Parental Involvement: Reaching New Levels." Equity & Excellence in Education 28, no. 2 (September 1995): 46–50. http://dx.doi.org/10.1080/1066568950280207.

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25

Symington, David, and Dorothy Hayes. "Parental involvement in a science program." Research in Science Education 17, no. 1 (December 1987): 228–35. http://dx.doi.org/10.1007/bf02357191.

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26

Kamal, Siti Soraya Lin Abdullah, Abdul Halim Masnan, and Nor Hashimah Hashim. "Parental Involvement in Young Children’s Education in Malaysia: A Systematic Literature Review." International Journal of Learning, Teaching and Educational Research 21, no. 3 (March 30, 2022): 319–41. http://dx.doi.org/10.26803/ijlter.21.3.17.

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This article reviews the literature on parental involvement and children’s education, focusing on the primary school level in Malaysia. This systematic literature review (henceforth SLR) includes searching, screening, appraising and synthesising of articles on parental involvement published in the last ten years (2012- 2021) from a number of electronic databases, namely SCOPUS, Taylor & Francis, ERIC, Google Scholar, MyCite, and ResearchGate. The findings of this review identify 24 relevant articles and reveal that most of the relevant research was conducted quantitatively with a focus on types and levels of parental involvement as well as particular applied parental involvement models. Besides that, the researchers utilise multiple conceptualisations of parental involvement including home-based and school-based. This study suggests that more qualitative research is needed to fully comprehend the many forms of parental involvement used by parents. It may also be beneficial for researchers to use the Malaysian Ministry of Education’s Parents/Caregivers Toolkit as a framework or instrument to investigate parental involvement to gain more relevant findings.

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27

Morgan, Ceri, and Ruth Merttens. "Parental involvement in mathematics." Education 3-13 23, no. 3 (October 1995): 22–28. http://dx.doi.org/10.1080/03004279585200271.

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28

Watkins, Chris. "Parental Involvement In The Upper School." Pastoral Care in Education 5, no. 2 (June 1987): 77–85. http://dx.doi.org/10.1080/02643948709470575.

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29

Bani, Christian Edison, Sahiruddin Sahiruddin, and Ika Nurhayani. "THE ROLE OF PARENTAL GUIDANCE ON VOCABULARY ACHIEVEMENT IN AN INDONESIAN EFL ELEMENTARY EDUCATION SETTING." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 5, no. 02 (February 26, 2022): 95–110. http://dx.doi.org/10.33479/klausa.v5i02.436.

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Parental guidance can be seen as one of the determining factors to assist students in elevating their academic achievement. This study intends to discover the relationship between parental involvement and their children's second language (L2) vocabulary achievement, and the degree to which the levels of parents' educational background explain L2 vocabulary achievement. The data for this study were elicited from teachers' assessment of L2 vocabulary performance for 30 students and questionnaire responses involving 30 parents regarding parental involvements on their children’s learning. The study revealed that there was a significant correlation between parental involvement and students' vocabulary achievement in an Indonesian foreign language learning in an elementary school context. In addition, this study also demonstrated that parents' educational background explained the levels of support involvement which in turn influenced students' vocabulary achievement. The overall findings of this study also about the pivotal role of parental involvement and their educational background in enhancing their children’s achievement in terms of vocabulary learning are also discussed in terms of pedagogical implications.

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30

Badrasawi, Kamal, Humaer Yahefu, and Madihah Khalid. "Challenges to Parental Involvement in Children’s Education at a Primary School: A Rasch Analysis." IIUM Journal of Educational Studies 7, no. 1 (February 5, 2020): 47–57. http://dx.doi.org/10.31436/ijes.v7i1.243.

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AbstractLiterature has evidenced the positive significant role of parental involvement in children’s personality development and education. However, research on parental involvement in children’s education is sparse in rural areas, especially among ethnic minorities in China. Hence, a research project was conducted to examine the level of parental involvement and its role in influencing children’s academic achievement in these areas; and to identify the challenges to parental involvement. This paper aimed to identify the challenges to parental involvement using the cross-sectional survey design. The parents’ of Grades Three and Four school children were selected to answer a questionnaire on parental involvement. The items on challenges to parental involvement were analyzed using the Rasch Measurement Model (Winsteps software program, version 4.1.0). The Rasch analyses revealed that the research instrument met the measurement requirements. Parents’ low proficiency in the Chinese language and the complexity of the school subjects were the biggest challenges to parental involvement. This research has provided useful information to parents, teachers, school administration and policy makers. Further research could be conducted using more items and larger samples from other school grades. Qualitative research is recommended to obtain more in-depth information on parental involvement in general, and the challenges in particular. Keywords: Parental involvement, Rasch measurement model, challenges to parental involvement, children’s personality development, China's ethnic minorities

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31

Tahira Batool and Jannat Raiz. "Exploring Parents Involvement in University Students Education." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 187–96. http://dx.doi.org/10.26710/jbsee.v6i1.1037.

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Educationists has been focusing continuously on importance parental involvement in students’ education. This study was designed to find out parental involvement in curricular and co-curricular activities of university students. The population of this survey research was students studying in universities of Lahore Districts. Random sampling technique was used to collect data of three hundred students from different universities. The researcher constructed a questionnaire for finding out the opinions of students. After the collection of data, the quantitative data were entered in SPSS for analysis about involvement of their parents. The data was analyzed by using frequencies, percentages, means, standard deviations and correlations. Results revealed positive opinions and correlations regarding parental involvement.

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32

Jeynes, William H. "The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs." Teachers College Record: The Voice of Scholarship in Education 112, no. 3 (March 2010): 747–74. http://dx.doi.org/10.1177/016146811011200311.

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Background/Context For many years, educators, parents, and social scientists have conceptualized engaged parents as those who help their children with their homework, frequently attend school functions, and maintain household rules that dictate when their young engage in schoolwork and leisure. Recent meta-analyses on parental involvement confirm the salience of more subtle social variables, which Bandura and Walters asserted may be even more important than overt parental behavior in fostering positive student outcomes. These results indicate that factors such as parental expectations, the quality of parent–child communication, and parental style may be more highly related to student achievement than various more overt expressions of this involvement. Purpose/Objective/Research Question/Focus of Study The purpose of the article is to examine what the body of research literature indicates about the role and utility of the subtle aspects of parental involvement. The article first establishes a theoretical framework, using Bandura and Walter's research. Then the article focuses on three issues regarding parental involvement: (1) the salience of subtle aspects of parental involvement; (2) subtle actions are also important to help schools more completely involve parents; and (3) to what extent is it possible to educate parents to become more involved? The article also addresses whether those aspects of parental involvement that are the most efficacious in everyday living are also the most vital in school-based parental involvement programs. Research Design The article is an analytical essay that summarizes the recent research on the influence of subtle aspects of parental involvement. It reaches conclusions based on investigations into family and school practices. Conclusion There are deliberate actions that teachers can take to enhance parental involvement. First, educate parents to comprehend, and then act on, the fact that it is probably some of the more subtle aspects of parental involvement, such as high expectations and communication, that are among the most important. Second, educate school leaders, teachers, and staff to understand that raising parental participation may be more a function of subtle but important demonstrations of love and respect than a matter of instructing parents to apply particular methods of helping children. Naturally, all these factors are important, but the spirit and the attitude of parental involvement may actually be more important than the pedagogy applied at home. As parents, educators, and other leaders apply these principles, it is likely that parental involvement in the early 21st century will be greater than it has been in recent memory. Ultimately, teachers, students, and parents will all benefit from this development.

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33

Crozier, Gill. "Parental involvement: Who wants it?" International Studies in Sociology of Education 9, no. 3 (November 1999): 219–38. http://dx.doi.org/10.1080/09620219900200045.

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34

Urhahne, Detlef. "Teacher influences and parental involvement." Educational Psychology 39, no. 7 (July 26, 2019): 859–61. http://dx.doi.org/10.1080/01443410.2019.1642630.

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35

Waluyandi, Fitra, Rini Trihastuti, and Moh Muchtarom. "Implementation of Parental Involvement in Learning Civic Education." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (October 26, 2020): 1686–95. http://dx.doi.org/10.33258/birle.v3i4.1298.

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Parental involvement in learning civic education is the key to success in learning civic education. Therefore, civic education teachers have a great interest in involving parents in achieving the goals of learning civic education in their class. This study attempts to provide an alternative means of implementing parental involvement in civic education learning. This study aims to classify the roles that can be played by schools, civic education teachers and also parents. From the review of articles on parental involvement theory and models, it can be classified the roles of schools, teachers and parents applicatively.

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36

Georgiou, Stelios N., and Anna Tourva. "Parental attributions and parental involvement." Social Psychology of Education 10, no. 4 (August 8, 2007): 473–82. http://dx.doi.org/10.1007/s11218-007-9029-8.

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37

Khan, Afreen, and Sana Irshad. "Parental Involvement on Child’s Education during Pandemic Times: A Qualitative Exploration." Galore International Journal of Applied Sciences and Humanities 5, no. 4 (November 22, 2021): 22–26. http://dx.doi.org/10.52403/gijash.20211005.

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The main objective of the present research is to study the influence of parental involvement on child’s education during the pandemic times. As a result of COVID-19, several countries applied emergency plans, for instance lockdown and school closures. The Parental association is very essential in education and has become spirited in the world of education. It will benefit to increase child’s social interactions as well as stimulate a sense of self-esteem and self-efficacy. Thus, the current study intended to examine parental involvement in their children’s learning during the lockdown and school closures in 2020. Hence, the study is especially planned to form the association among parental involvement and child’s concert in education during pandemic. Keywords: covid-19, child’s education, parental involvement.

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38

Oomen, Annemarie. "Parental involvement in career education and guidance in secondary education." Journal of the National Institute for Career Education and Counselling 37, no. 1 (October 1, 2016): 39–46. http://dx.doi.org/10.20856/jnicec.3707.

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Moss, Peter, Julia Brophy, and June Statham. "Parental Involvement in Playgroups." Children & Society 6, no. 4 (December 18, 2007): 297–316. http://dx.doi.org/10.1111/j.1099-0860.1992.tb00396.x.

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40

Macmillan, Jenny. "Learning the piano: a study of attitudes to parental involvement." British Journal of Music Education 21, no. 3 (November 2004): 295–311. http://dx.doi.org/10.1017/s0265051704005807.

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Numerous studies in general education have concluded that parental involvement improves student achievement. Research in music education indicates that parental involvement is beneficial to progress on a musical instrument. However, few music teachers are known to actively encourage it. This paper reports on a detailed qualitative survey that examines teachers', pupils' and parents' attitudes to parental involvement, the extent and nature of that involvement, and pupils' resultant enjoyment and achievement.The survey found that, while pupils and parents alike welcome parental involvement, some teachers encourage this collaboration and some do not. Teachers who (a) have pedagogical qualifications, (b) have followed specialist courses, and (c) are experienced, prove more likely to encourage parental involvement.

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41

Bruneau, Odette J. "Involving Parents in the Mathematics Education of Their Young Handicapped Child." Arithmetic Teacher 36, no. 4 (December 1988): 16–18. http://dx.doi.org/10.5951/at.36.4.0016.

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The greater the parental involvement in a child's education, the greater the effectiveness of the parent-school relationship. Parental participation is the cornerstone of success (Gargiulo 1985). Research has generally favored parental involvement in the education of handicapped children (Turnbull 1983). Parental involvement has often been linked to positive findings in the child's performance, parental satisfaction, and program success (Weigerink et al. 1984). Karnes, Zehrbach, and Teska (1972) asserted that parents serve an important role in helping their children reinforce and generalize school learning.

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42

Tan, Cheng Yong. "Involvement Practices, Socioeconomic Status, and Student Science Achievement: Insights From a Typology of Home and School Involvement Patterns." American Educational Research Journal 56, no. 3 (October 20, 2018): 899–924. http://dx.doi.org/10.3102/0002831218807146.

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The present study examines if higher socioeconomic status (SES) parents are more involved in their children’s education, and if greater involvement is associated with better student science achievement in Hong Kong (N = 5,353). Results showed that (a) there were three latent classes characterized by different patterns of parental involvement; (b) there was no simple relationship between SES and parental involvement patterns among the three latent classes; and (c) patterns of parental involvement were not significantly associated with levels of student science achievement. These findings support the contention that higher SES parents are not necessarily more involved than lower SES parents in all aspects, and that higher levels of parental involvement may not eventuate in higher levels of student achievement.

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43

Gulevska, Valentina. "Teachers' perceptions of parental involvement in primary education." Inovacije u nastavi 31, no. 1 (2018): 134–40. http://dx.doi.org/10.5937/inovacije1801134g.

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44

Hardie, Jessica H. "The Broken Compass: Parental Involvement with Children’s Education." Contemporary Sociology: A Journal of Reviews 44, no. 5 (August 31, 2015): 697–99. http://dx.doi.org/10.1177/0094306115599351rr.

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45

Hornby, Garry, and Ian Blackwell. "Barriers to parental involvement in education: an update." Educational Review 70, no. 1 (January 2018): 109–19. http://dx.doi.org/10.1080/00131911.2018.1388612.

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46

Peressini, Dominic. "Parental Involvement in the Reform of Mathematics Education." Mathematics Teacher 90, no. 6 (September 1997): 421–27. http://dx.doi.org/10.5951/mt.90.6.0421.

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High Schools across the nation have been, and are, engaged in efforts to implement the recommendations in the three Standards documents of the National Council of Teachers of Mathematics (1989, 1991, 1995). These efforts continue in the context of a larger educational-reform movement that spans all content areas (Fullan 1991; U.S. DOE 1994a). Many of the more recent reform documents, which point the direction for this movement, call for increaes in parental involvement and the promotion of partnerships between schools and communities (National Parent-Teacher Association 1994; U.S. DOE 1994a, 1994b). These aims are apparent in the U.S. DOE's national goals for the year 2000 (U.S. DOE 1994a):

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Zeynep, Kurtulmus. "Analyzing parental involvement dimensions in early childhood education." Educational Research and Reviews 11, no. 12 (June 23, 2016): 1149–53. http://dx.doi.org/10.5897/err2016.2757.

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Xaba, Mgadla Isaac. "The Empowerment Approach to Parental Involvement in Education." Journal of Sociology and Social Anthropology 6, no. 2 (April 2015): 197–208. http://dx.doi.org/10.1080/09766634.2015.11885659.

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Virgilio, Stephen J. "A Model for Parental Involvement in Physical Education." Journal of Physical Education, Recreation & Dance 61, no. 8 (October 1990): 66–70. http://dx.doi.org/10.1080/07303084.1990.10604607.

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Milosavljević Đukić, Tatjana, Dragana S. Bogavac, Aleksandar M. Stojadinović, and Petar Đ. Rajčević. "Parental Involvement in Education and Collaboration with School." International Journal of Cognitive Research in Science, Engineering and Education 10, no. 1 (April 20, 2022): 1–14. http://dx.doi.org/10.23947/2334-8496-2022-10-1-01-14.

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Abstract:

This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.

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