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This document discusses parental involvement in education and fostering positive parent-teacher relationships. It outlines a shift from a parent education model, where parents had insufficient knowledge and educators taught parents, to a parent-teacher partnership model where parents are viewed as collaborative decision-makers. Research shows parental involvement is associated with higher academic achievement and more effective schools. The document provides seven reasons why parental involvement is important and recommends communication, establishing shared expectations and respect as keys to positive relationships.
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Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
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For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
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While all criteria are important, I
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Petri PSC Findings
A presentation of a pilot research project recording teacher perceptions of LAUSD's Public School Choice process.
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Value-added assessment uses statistical modeling to compare student test score gains from year to year, allowing comparisons between schools and teachers even with different student populations. It can show whether individual students or classes achieved expected, less than expected, or more than expected progress based on prior scores. Looking back over multiple years, value-added assessment can measure the long-term impact of teachers and schools. It aims to provide longitudinal growth data for each student and level the playing field by focusing on individual student progress rather than overall performance or demographics.
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http://www.iriss.org.uk/conference/girfec
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Chapter 7 050213 124545
Here is a possible response:
As the new principal, determining the effectiveness of the school is a top priority. I would consider multiple criteria across input, transformation, and performance areas.
For inputs, I would examine resources like per-pupil funding, teacher qualifications, class sizes, facilities, and technology. It is important to understand the resources available.
For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
For performance, I would evaluate student achievement via test scores, graduation rates, and attendance. I would also look at teacher and administrator satisfaction and commitment.
While all criteria are important, I
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The purpose of this research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Second, to develop an effective parent involvement program at the sixth grade level.
Dr. Kritsonis & Shuana Williams-Thomas
This document outlines the essential characteristics of an effective 6th grade parent involvement program. It discusses how parent involvement decreases in middle school and that many current programs are too complex. The researcher conducted surveys and interviews with teachers and parents to determine the key elements of a successful program. These include two-way communication between parents and teachers, providing parents with information about academic standards and homework, and helping parents support their child's education and social development. The goal is to create a framework that gives parents resources to be involved and utilizes their skills to promote student academic success.
Unit 2: Communication - Parental Involvement Presentation
Parent Involvement Module on Communication
Improving Relationships & Results: Building Family School Partnerships
A presentation from the National Center for Special Education Accountability Monitoring (NCSEAM) in collaboration with the Future of School Psychology Task Force on Family School Partnerships.
Accommodating parental participation in managing school
This document summarizes a study on parental involvement in school management in Gorontalo, Indonesia. The study found that parental involvement is important for student achievement but that interaction between parents and teachers is currently low. Parents receive little information about their children's performance and are only involved for financial reasons. The study recommends increasing communication between parents and teachers through technology, ensuring parents receive regular updates on their children's progress, and involving parents more in school decision-making to improve student outcomes.
The Power of the School – Community – University Partnership
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Unpacking Tier 3 Parent Engagement
The document summarizes a meeting about parent engagement held by the Hamilton-Wentworth Principals' Conference. The meeting included presentations on research around parent engagement and student achievement, frameworks for effective engagement, and examples of engagement strategies used at three local schools. Participants learned about tiered approaches and had a discussion about effective strategies for high-level Tier 3 parent engagement. Principals were also introduced to a new online Parent Engagement Toolkit resource.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
Parental participation in education
Parental involvement in education has been shown to have significant benefits for students, parents, teachers, and schools. When parents are actively engaged in supporting their child's education through activities like attending school events, volunteering, communicating with teachers, and assisting with homework, students tend to have higher academic achievement, better attendance, and more positive behavior and attitudes. The benefits of parental involvement extend throughout a child's educational career from elementary school through high school. While all forms of involvement are important, research indicates that involvement focused on assisting with homework assignments can have especially strong and long-lasting positive impacts on student learning and achievement.
Roger Weissberg Slides
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Ayodele.s week6
Families & Teachers Collaboration
Directly associated with student's academic performance
Three credible sources outline strategies for effective family-teacher collaboration: the Joining Process, the Three Cs (communication, collaboration, common understanding), and inclusion strategies. Research shows collaboration through open communication and mutual involvement between families and teachers results in 30% higher academic performance and benefits students, parents, and teachers. No single strategy works best so teachers must individualize based on family and student needs.
spec-item1-Slides.pptx
This document summarizes a board meeting on social and emotional learning (SEL). It includes presentations from experts on defining SEL, the research supporting SEL, economic benefits of SEL programs, and teacher and student perceptions of SEL. SEL is defined as developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows SEL programs improve academic achievement, behavior, and well-being. Cost-benefit analyses find SEL programs yield an average return of $11 for every $1 invested. Teachers and students believe SEL prepares students for school, careers, and life. The meeting discusses implementing free-standing SEL standards and measuring factors like growth mind
research proposal
This research proposal aims to investigate accountability in schools by developing better student discipline and management. It will examine the role of teachers and administrators in implementing accountability measures and their impact on student behavior and academic performance. The proposal will analyze accountability guidelines in light of the No Child Left Behind Act's emphasis on teacher quality. It will assess how accountability interventions can generate attention to teaching/learning, motivate educators to improve strategies, develop skills to interpret information appropriately, and allocate resources effectively. The literature review discusses research showing teachers have the largest impact on student learning and the expectations of NCLB in raising standards, assessments, accountability, and parental choice. Charter schools often give principals more flexibility over hiring and pay which allows recruiting more qualified teachers.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...
This document summarizes a study that aimed to better understand different types of parents and develop strategies for schools to involve various types of parents. The study reviewed literature, consulted expert panels, surveyed 500 school leaders, conducted case studies, and held a focus group. It identified types of parents such as "career parents" who don't have time to participate and "absentee parents" who don't feel qualified. The study found schools should tailor strategies to different parent types to create effective partnerships.
Action Research Proposal Presentation [Autosaved].pptx
The document presents Stephanie Willis' action research proposal on improving parental involvement through a 5-week study. The focus was on barriers to parental involvement like work schedules. Surveys were distributed to understand how to increase communication, workshops, and events. Results from the surveys informed the solution strategy. The outcomes were to improve attendance at workshops by 80% and increase effective parent contact. The research benefited the school by implementing changes to increase participation and support a positive school climate.
Working In Partnership With Parents And Carers - Session Fifteen
This document discusses the importance of partnerships between schools and parents/carers of students with special educational needs and/or disabilities. It notes that parents/carers of students with SEN face extra pressures. The document outlines learning outcomes around understanding effective communication with parents/carers, involving them in their child's education, and statutory responsibilities regarding parental involvement. It emphasizes that parental involvement has more influence on learning than factors like family background or size.
Rutgers power point
This article examines the associations between classroom quality, the percentage of children with special needs in a classroom, and child outcomes in Head Start programs. The study used four instruments to measure classroom quality, social behavior, pre-literacy skills, and family experiences. Hierarchical linear modeling found that most variance in child outcomes was within classrooms. Children from higher quality homes scored higher, while children with special needs scored lower. Children in higher quality classrooms and with a higher percentage of special needs peers had better academic outcomes.
Ideas for research on school, family, and community partnerships
This document discusses research on school, family, and community partnerships. It outlines seven principles for conceptualizing partnerships: (1) shared responsibility for student learning and development, (2) multidimensional concept, (3) essential component of school organization, (4) requiring multilevel leadership, (5) focus on increasing student learning, (6) about equity, and (7) continuous improvement. Effective partnerships require collaboration between schools, families, and communities to support students' academic and social development. Research methods must continue advancing to better understand partnership impacts on diverse groups of students.
Parents As Partners In Excellence
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Identifying Community Priorities
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
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- 2. Parental Involvement in the Educational System