Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education
•
0 likes•798 views
Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education. Nijmegen: Radboud University.
Report
Share
Report
Share
Download to read offline
Recommended
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...
This document reflects on lessons learned over 25 years working to promote family, community, and school partnerships. Key lessons include:
1) Looking first to teachers, as teacher support and involvement is critical for successful partnerships. Teachers need preparation and training to work with parents and communities.
2) Making partnerships official by developing written policies, as partnerships work best when they have official sanction and support from leadership.
3) Starting small with a few pilot programs before wide implementation, and focusing on activities all groups feel comfortable with initially, to build trust and success.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Recommended
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...
Bridge to the future. Collaboration between parents schools and communities
In an increasing number o f countries schools become convinced that good partnerships between parents and com munities are necessary in behalf of the optimization of pupils' development opportunities, the enhancement of pupils' educational careers and the improvement of teachers' task performance. ERNAPE (European Research Network About Parents in Education) is an association of research networks in the area of education, in particular about parents in education. In 1993 the association was established with the aim to share research results, stimulate research at all levels.
Two researchers from the ITS, in collaboration with specialists on parent participation from the University Nijmegen and the SCO-Kohnstamm Institute have brought together in this volume the recent scientific and social developments in relation to the collaboration between families, school and community.
Contributors:
Metin Alkan (University of Amsterdam, the Netherlands), Jacques Braster (Erasmus University Rotterdam, the Netherlands), Martha Allexsaht-Snider (University of Georgia, USA), Frans Brekelmans (General Education Union AOb, Faculty of Law of the Vrije Universiteit Amsterdam, deputy-judge, the Netherlands), Tanja van Beukering (Amsterdam Municipal Pedological Institute, the Netherlands), Elzbieta Bielecka (University in Bialystok, Poland), Stafano Castelli (State University of Milano-Bicocca, Italy), Laura De Clara (Comune di Codroipo, Italy), Pierre Couvreur (University of Mons, Belgium), Miriam David (Keele University, United Kingdom), Don Davies (Institue for Responsive Education, Marblehead MA, USA), Eddie Denessen (University Nijmegen, the Netherlands), Rollande Deslandes (Université du Quebec à Trois-Rivières, Quebec, Canada), Geert Driessen (ITS of the University Nijmegen, the Netherlands), Anne Bert Dijkstra (University of Groningen), Kateøina Emmerov (Masaryk University, Czech Republic), Wander van Es (Sardes, Utrecht, the Netherlands), Alvard Harutynyan (CRS/Armenia), Lex Herweijer ( Social and Cultural Planning Office of the Netherlands), Diana B. Hiatt-Michael (Pepperdine University, USA), Paul Jungbluth (ITS of the University Nijmegen, the Netherlands), Raili Kärkkäïnen (University of Helsinki, Finland), Cees A. Klaassen (University Nijmegen, the Netherlands), Andra Laczik (University of Oxford, United Kingdom), Miek Laemers (ITS of the University Nijmegen, the Netherlands), Willy Lahaye (University of Mons, Belgium), Iskra Maksimovic (CRS/Yugoslavia), Raquel-Amaya Martínez González (Universidad de Oviedo, Spain), Jacqueline McGilp (Australian Catholic University, Ballarat, Australia), Maria Mendel (University of Gdansk, Poland), Sean Neill (University of Warwick, United Kingdom), Patricia Nimal (University of Mons, Belgium), Pirjo Nuutinen (University of Joesuu, Savonlinna, Finland), Helen Phtiaka (Univeristy of Cyprus, Cyprus), Milada Rabušicová (Masaryk
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a changing society: Bottlenecks, pitfalls and solutions. In R.-A. Martínez-Gonzáles, Ma del Henar Pérez-Herrero & B. Rodríguez-Ruiz (Eds.), Family-school-community partnerships merging into social development (pp. 353-372). Oviedo: Grupo SM.
Smit, F., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...
This document reflects on lessons learned over 25 years working to promote family, community, and school partnerships. Key lessons include:
1) Looking first to teachers, as teacher support and involvement is critical for successful partnerships. Teachers need preparation and training to work with parents and communities.
2) Making partnerships official by developing written policies, as partnerships work best when they have official sanction and support from leadership.
3) Starting small with a few pilot programs before wide implementation, and focusing on activities all groups feel comfortable with initially, to build trust and success.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...
In order to expand parental participation in the education of their children, teachers should be equipped with some basic and possibly new skills for communication and cooperation purposes. Schools host a very diverse population of pupils, and the purpose of the present study was therefore to attain a better understanding of what various groups of parents expect of education and the school in order to develop a framework for school strategies to involve different types of parents. The research included a review of the literature, consultation with three expert panels, a web survey of 500 school leaders, an interactive focus group, 20 case studies to identify promising practices and the identification of strategies to expand parental participation. The results showed parents in ‘white’ schools to support teachers during activities (parents as supporters). Non-minority parents and certainly those from higher social milieus were accustomed to having a say in school matters (parents as politicians). In schools with many disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not perceive themselves as qualified to participate (absentee parents). It is further shown that strategies which parallel the different types of parents can be identified for school teams to realize effective partnership relations.
Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’...
Frederik Smit & Geert Driessen (2005). Ethnic minority parents’ and teachers’ orientation on collaboration between home and school: strategies and contexts

Resumen
Tras los atentados islamistas del 11-S y del asesinato del director de cine holandés Theo van Gogh, hay una tendencia creciente entre los políticos y profesores holandeses a preocuparse por la responsabilidad de los padres acerca del modo en que sus hijos se comportan en una socie- dad multicultural. En Holanda, la educación moral y el fomento de la cohesión social son prio- ritarios en la agenda política. En los últimos años, las tensiones sociales entre grupos étnicos han cambiado el clima social en este país con una tradición previa abierta y tolerante. Dos estudios en Educación Primaria y Secundaria, se llevaron a cabo sobre las expectativas de los padres y las relaciones de los profesores ante las circunstancias interculturales. Ambos estudios se reali- zaron en la ciudad de Rótterdam donde existe una gran diversidad étnica. Las conclusiones más importantes fueron que los padres de las minorías étnicas quieren tener mucha más implicación en la educación de sus hijos y que entre los profesores hay demasiadas diferencias en cuanto a conocimientos y conciencia de la interculturalidad. Para resolver estos problemas debería inter- venirse específicamente en la mejora de los déficits comunicativos en las escuelas.
Frederik Smit & Geert Driessen (2007) JET Parents and schools as partners in ...
This document summarizes a study on parental involvement in education in a multicultural society like the Netherlands. The study examines differences in perspectives on the parent-school relationship among 10 ethnic groups in Rotterdam, a highly diverse city. The results show that while parental involvement is important for children's development, immigrant parents tend to be less involved in schools compared to Dutch parents. Views on responsibilities for children's upbringing, norms, values and religious education varied among ethnic groups. The researchers conclude it is important for schools to understand these differences and find ways to strengthen partnerships with all parents.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
Geert Driessen (2020) The evidence for the effectiveness of family and cente...
Early Childhood Education (ECE) provides compensatory educational programs both in preschools and the early grades of primary school, and for parents at home. The aim of this policy is to prevent young children from disadvantaged backgrounds starting formal schooling with significant educational delays. In many countries ECE programs are in existence for several decades now. The search in this article is for the scientific evidence-base of this policy. While the focus is on the Netherlands, the findings probably also are valid for many other countries.
Parents, family, community involvement in education
This document discusses the importance of parent, family, and community involvement in education. It notes that research shows this involvement is correlated with higher student achievement, attendance, and aspirations. However, involvement tends to decline as students get older. The document outlines strategies to promote more effective partnerships between schools, parents, families, and communities based on Joyce Epstein's framework of six types of involvement. These partnerships have been shown to improve outcomes for students when implemented successfully.
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?
The achievement gap between disadvantaged and advantaged students is large and still widening, even more so during the COVID-19 pandemic. Parental involvement is seen as important for closing this gap but the evidence is mixed. A review of literature identified many typologies of parental involvement but effects on attainment are generally small. The strongest effect is from parents having high aspirations for their children. However, reliably studying parental involvement is difficult due to limitations.
Geert Driessen (2021) Parental involvement: Types and effects
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Vibrant Schools Project - The Learning Tree
This document discusses the role that families can play in supporting children as lifelong learners. It argues that the family environment provides a supportive learning environment that develops many of the key competencies for lifelong learning, such as the ability to pursue interests, solve problems creatively, and learn from natural experiences and conversations. However, it acknowledges that socioeconomic factors can impact parental involvement. While policies aim to engage all parents, some families remain "hard to reach." Overall attainment is determined by complex interactions between children, their families, peers, communities and schools.
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery program
As a consequence of the Covid-19 pandemic, many students have developed substantial educational delays, both cognitively and social-emotionally. To counter such negative effects of the school closures, several policies and support strategies on attainment and social-emotional well-being have been proposed and implemented. In the Netherlands, the focus is on using evidence-based interventions to boost educational achievement. The question is how evidenced-based are the interventions really?
Driessen, G. (2021). A COVID-19 education recovery program. Encyclopedia, 23 June 2021. Retrieved from: https://encyclopedia.pub/12234
3newtable5
This document provides an overview of a study on effective strategies to increase attendance of parents and students at school-sponsored events. The introduction discusses the purpose and research questions, which focus on understanding best practices and perceptions of parents, students, and teachers. A literature review on the history and importance of parental involvement is also provided. The procedure section outlines the qualitative grounded theory approach, including the researcher's role and assumptions. Data collection and analysis methods will be used to identify effective strategies through the perspectives of participants.
Geert Driessen (2019 Encyclopedia Grade retention, grade repetition, holding ...
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
114-164-1-PB[1]
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
Parents as Collaborators in the Classroom
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Parental involvement as a determinant of academic performance of gifted under...
1) The study investigated the role of parental involvement in enhancing the academic performance of underachieving gifted students in Akinyele Local Government Area of Oyo State, Nigeria.
2) A questionnaire and interviews were used to collect data from 100 randomly selected underachieving gifted students, ranging from ages 17-19.
3) The findings showed that there were no significant differences in academic performance between students with single vs dual parents, students whose parents live in urban vs rural areas, and students whose parents have low vs high socioeconomic status.
Empowering the Community To Teach the Child - John Stewart, NALA
The document discusses family literacy and NALA's role in supporting it. It notes that parental engagement is very important for children's learning, especially for disadvantaged families. Family literacy programs that involve multiple generations can improve literacy skills for both children and parents. NALA works to promote family literacy through resources, research, and partnerships with other organizations to support national literacy strategies.
Challenges Parents Face While Participating in the Education of Their Children
This document discusses challenges that parents face in participating in their children's education. It provides background on parental participation policies in Kenya and discusses a study that investigated challenges in one region. The study found that lack of clear parental participation policies, poor parent-teacher communication, and parental illiteracy hindered involvement. It calls for programs to encourage participation and educate parents on benefits.
Ecdc bulletin parentinvolvement
This document discusses parental involvement in early childhood education. It provides tips for how parents can get involved, such as volunteering in the classroom, encouraging reading at home, and communicating regularly with teachers. Research shows that parental involvement leads to higher student achievement, better behavior and attendance, and increased likelihood of graduation and college enrollment. Schools can help by creating a welcoming environment for parents and providing resources and training to support involvement. Effective partnerships between parents and schools are founded on clear two-way communication.
Parent education and high school achievement
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
School Plan 11-12
This document outlines a school plan to address declining enrollment and budget issues at Our Lady of La Salette School in Berkley, MI. It proposes implementing a new multi-age elementary program to attract students and cutting costs by reducing staff. A budget is presented based on 95 students with increased tuition that requires no parish subsidy. The plan aims to strengthen the school's reputation and ensure its continued excellence and financial sustainability.
Encouraging parent involvement through the use of a class webpage
This document discusses using a class website to promote parent involvement and communication between teachers and parents. It argues that a class website can help streamline communication, clarify what parents can do at home to support their child's learning, and avoid issues with traditional forms of communication. The website allows parents access to classroom materials, educational resources, and a way to communicate with teachers conveniently. This can help address the problem of differing levels of parental participation impacting student achievement by providing better communication between teachers and parents.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents’ and teacher...
This document summarizes the results of two studies on collaboration between ethnic minority parents and teachers in the Netherlands. The first study examined expectations of ethnic minority parents in primary schools and found they want more involvement in their children's education but lack communication with teachers. The second study looked at secondary school teachers' attitudes towards cultural diversity and found they vary significantly in their understanding of intercultural issues. Both studies concluded the main problem is a lack of communication between parents and schools, especially regarding values and childrearing practices. Improving communication to address these deficits was recommended.
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...
In order to expand parental participation in the education of their children, teachers should be
equipped with some basic and possibly new skills for communication and cooperation purposes.
Schools host a very diverse population of pupils, and the purpose of the present study was
therefore to attain a better understanding of what various groups of parents expect of education
and the school in order to develop a framework for school strategies to involve different types of
parents. The research included a review of the literature, consultation with three expert panels, a
web survey of 500 school leaders, an interactive focus group, 20 case studies to identify
promising practices and the identification of strategies to expand parental participation. The
results showed parents in ‘white’ schools to support teachers during activities (parents as
supporters). Non-minority parents and certainly those from higher social milieus were
accustomed to having a say in school matters (parents as politicians). In schools with many
disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in
school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate
due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not
perceive themselves as qualified to participate (absentee parents). It is further shown that
strategies which parallel the different types of parents can be identified for school teams to
realize effective partnership relations.
More Related Content
What's hot
Frederik Smit & Geert Driessen (2007) JET Parents and schools as partners in ...
This document summarizes a study on parental involvement in education in a multicultural society like the Netherlands. The study examines differences in perspectives on the parent-school relationship among 10 ethnic groups in Rotterdam, a highly diverse city. The results show that while parental involvement is important for children's development, immigrant parents tend to be less involved in schools compared to Dutch parents. Views on responsibilities for children's upbringing, norms, values and religious education varied among ethnic groups. The researchers conclude it is important for schools to understand these differences and find ways to strengthen partnerships with all parents.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...
In 2006, a beginning was made with the establishment of a national platform for ethnic minority parents and of local platforms for ethnic minority parents in thirty big cities in the Netherlands. The project is funded by the Ministry of Education, with the support of the national Dutch parents’ associations. The goal is to stimulate parental involvement and participation. To reach the ‘invisible’ minority parents, the project employs the ‘community-approach’ paradigm. In addition, various innovative approaches are introduced to stimulate minority parents and their networks to participate in schools and to implement a culture aiming at change. The platforms develop debates about the policy of community-empowered schools in which the schools’ pedagogical task is supported by other activities in the community.
Geert Driessen (2020) The evidence for the effectiveness of family and cente...
Early Childhood Education (ECE) provides compensatory educational programs both in preschools and the early grades of primary school, and for parents at home. The aim of this policy is to prevent young children from disadvantaged backgrounds starting formal schooling with significant educational delays. In many countries ECE programs are in existence for several decades now. The search in this article is for the scientific evidence-base of this policy. While the focus is on the Netherlands, the findings probably also are valid for many other countries.
Parents, family, community involvement in education
This document discusses the importance of parent, family, and community involvement in education. It notes that research shows this involvement is correlated with higher student achievement, attendance, and aspirations. However, involvement tends to decline as students get older. The document outlines strategies to promote more effective partnerships between schools, parents, families, and communities based on Joyce Epstein's framework of six types of involvement. These partnerships have been shown to improve outcomes for students when implemented successfully.
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?
The achievement gap between disadvantaged and advantaged students is large and still widening, even more so during the COVID-19 pandemic. Parental involvement is seen as important for closing this gap but the evidence is mixed. A review of literature identified many typologies of parental involvement but effects on attainment are generally small. The strongest effect is from parents having high aspirations for their children. However, reliably studying parental involvement is difficult due to limitations.
Geert Driessen (2021) Parental involvement: Types and effects
The achievement gap of disadvantaged students has always been large, and is still widening. Even more now, during the Covid-19 pandemic. Parental involvement is seen as an important strategy for closing this gap. The ultimate objective is to expand the academic and social capacities of students, especially those of disadvantaged backgrounds determined by ethnic minority/immigrant origin and low socioeconomic status. This article focuses on possible roles of parents in education and aims at answering two questions: (1) What types of parental involvement can be discerned? and (2) What are the effects of parental activities on their children’s attainment? To answer both questions, a review of the literature was conducted, and a synthesis of the results from twelve meta-analyses was performed. The review pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. Nevertheless, they can be ordered along the lines of just a few perspectives, namely locus (at home/at school), style (formal/informal), action (active/passive), and actor (parent/student/school). From the synthesis of the meta-analyses it can be concluded that the average effect of involvement on attainment is small. In addition to many positive effects there are also substantial numbers of null and even negative effects. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. No differences in effects of involvement on attainment according to ethnic/immigrant and social background could be established. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Vibrant Schools Project - The Learning Tree
This document discusses the role that families can play in supporting children as lifelong learners. It argues that the family environment provides a supportive learning environment that develops many of the key competencies for lifelong learning, such as the ability to pursue interests, solve problems creatively, and learn from natural experiences and conversations. However, it acknowledges that socioeconomic factors can impact parental involvement. While policies aim to engage all parents, some families remain "hard to reach." Overall attainment is determined by complex interactions between children, their families, peers, communities and schools.
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery program
As a consequence of the Covid-19 pandemic, many students have developed substantial educational delays, both cognitively and social-emotionally. To counter such negative effects of the school closures, several policies and support strategies on attainment and social-emotional well-being have been proposed and implemented. In the Netherlands, the focus is on using evidence-based interventions to boost educational achievement. The question is how evidenced-based are the interventions really?
Driessen, G. (2021). A COVID-19 education recovery program. Encyclopedia, 23 June 2021. Retrieved from: https://encyclopedia.pub/12234
3newtable5
This document provides an overview of a study on effective strategies to increase attendance of parents and students at school-sponsored events. The introduction discusses the purpose and research questions, which focus on understanding best practices and perceptions of parents, students, and teachers. A literature review on the history and importance of parental involvement is also provided. The procedure section outlines the qualitative grounded theory approach, including the researcher's role and assumptions. Data collection and analysis methods will be used to identify effective strategies through the perspectives of participants.
Geert Driessen (2019 Encyclopedia Grade retention, grade repetition, holding ...
Grade retention, also known as holding a student back or having them repeat a grade, is a strategy used to give students who are underperforming or not meeting standards an extra year to improve. However, studies show that while grade retention may provide short-term academic gains, any benefits disappear over the longer term. In fact, retained students typically perform worse than similar students who progressed normally. There is considerable variation between countries in rates of grade retention, and there is debate around the effectiveness and drawbacks of the practice. Alternatives to retention are proposed but require further empirical support.
114-164-1-PB[1]
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
Parents as Collaborators in the Classroom
This presentation was given at the FutureSchools conference in Sydney 2016. Aimed at educators (particularly those in primary/elementary years) it explores how parents can be used in the classroom to provide a richer learning experience for students.
Parental involvement as a determinant of academic performance of gifted under...
1) The study investigated the role of parental involvement in enhancing the academic performance of underachieving gifted students in Akinyele Local Government Area of Oyo State, Nigeria.
2) A questionnaire and interviews were used to collect data from 100 randomly selected underachieving gifted students, ranging from ages 17-19.
3) The findings showed that there were no significant differences in academic performance between students with single vs dual parents, students whose parents live in urban vs rural areas, and students whose parents have low vs high socioeconomic status.
Empowering the Community To Teach the Child - John Stewart, NALA
The document discusses family literacy and NALA's role in supporting it. It notes that parental engagement is very important for children's learning, especially for disadvantaged families. Family literacy programs that involve multiple generations can improve literacy skills for both children and parents. NALA works to promote family literacy through resources, research, and partnerships with other organizations to support national literacy strategies.
Challenges Parents Face While Participating in the Education of Their Children
This document discusses challenges that parents face in participating in their children's education. It provides background on parental participation policies in Kenya and discusses a study that investigated challenges in one region. The study found that lack of clear parental participation policies, poor parent-teacher communication, and parental illiteracy hindered involvement. It calls for programs to encourage participation and educate parents on benefits.
Ecdc bulletin parentinvolvement
This document discusses parental involvement in early childhood education. It provides tips for how parents can get involved, such as volunteering in the classroom, encouraging reading at home, and communicating regularly with teachers. Research shows that parental involvement leads to higher student achievement, better behavior and attendance, and increased likelihood of graduation and college enrollment. Schools can help by creating a welcoming environment for parents and providing resources and training to support involvement. Effective partnerships between parents and schools are founded on clear two-way communication.
Parent education and high school achievement
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
School Plan 11-12
This document outlines a school plan to address declining enrollment and budget issues at Our Lady of La Salette School in Berkley, MI. It proposes implementing a new multi-age elementary program to attract students and cutting costs by reducing staff. A budget is presented based on 95 students with increased tuition that requires no parish subsidy. The plan aims to strengthen the school's reputation and ensure its continued excellence and financial sustainability.
Encouraging parent involvement through the use of a class webpage
This document discusses using a class website to promote parent involvement and communication between teachers and parents. It argues that a class website can help streamline communication, clarify what parents can do at home to support their child's learning, and avoid issues with traditional forms of communication. The website allows parents access to classroom materials, educational resources, and a way to communicate with teachers conveniently. This can help address the problem of differing levels of parental participation impacting student achievement by providing better communication between teachers and parents.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.What's hot (20)
Frederik Smit & Geert Driessen (2007) JET Parents and schools as partners in ...
Frederik Smit & Geert Driessen (2007) JET Parents and schools as partners in ...
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...
Geert Driessen (2020) The evidence for the effectiveness of family and cente...
Geert Driessen (2020) The evidence for the effectiveness of family and cente...
Parents, family, community involvement in education
Parents, family, community involvement in education
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?
Geert Driessen (2021) Parental involvement: Types and effects
Geert Driessen (2021) Parental involvement: Types and effects
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery program
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery program
Geert Driessen (2019 Encyclopedia Grade retention, grade repetition, holding ...
Geert Driessen (2019 Encyclopedia Grade retention, grade repetition, holding ...
Parental involvement as a determinant of academic performance of gifted under...
Parental involvement as a determinant of academic performance of gifted under...
Empowering the Community To Teach the Child - John Stewart, NALA
Empowering the Community To Teach the Child - John Stewart, NALA
Challenges Parents Face While Participating in the Education of Their Children
Challenges Parents Face While Participating in the Education of Their Children
Encouraging parent involvement through the use of a class webpage
Encouraging parent involvement through the use of a class webpage
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...
Similar to Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents’ and teacher...
This document summarizes the results of two studies on collaboration between ethnic minority parents and teachers in the Netherlands. The first study examined expectations of ethnic minority parents in primary schools and found they want more involvement in their children's education but lack communication with teachers. The second study looked at secondary school teachers' attitudes towards cultural diversity and found they vary significantly in their understanding of intercultural issues. Both studies concluded the main problem is a lack of communication between parents and schools, especially regarding values and childrearing practices. Improving communication to address these deficits was recommended.
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...
In order to expand parental participation in the education of their children, teachers should be
equipped with some basic and possibly new skills for communication and cooperation purposes.
Schools host a very diverse population of pupils, and the purpose of the present study was
therefore to attain a better understanding of what various groups of parents expect of education
and the school in order to develop a framework for school strategies to involve different types of
parents. The research included a review of the literature, consultation with three expert panels, a
web survey of 500 school leaders, an interactive focus group, 20 case studies to identify
promising practices and the identification of strategies to expand parental participation. The
results showed parents in ‘white’ schools to support teachers during activities (parents as
supporters). Non-minority parents and certainly those from higher social milieus were
accustomed to having a say in school matters (parents as politicians). In schools with many
disadvantaged pupils, in contrast, little or no attention was paid to having parents have a say in
school matters. A bottleneck in ‘white’ schools was that parents do not have time to participate
due to their work (career parents). A bottleneck in ‘black’ schools is that parents do not
perceive themselves as qualified to participate (absentee parents). It is further shown that
strategies which parallel the different types of parents can be identified for school teams to
realize effective partnership relations.
Frederik Smit, Geert Driessen & Peter Sleegers (2001) ed Smit Relationships b...
Smit, F., Driessen, G. & Sleegers, P. (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
ISBN 90-5554-177-X
Frederik Smit, Geert Driessen, Peter Sleegers & ChristineTeelken (2008)ECDC ...
This paper focuses on the pedagogical responsibilities of parents and schools, as well as the care
provided by socializing agencies and local communities. A review of the literature has been carried
out on the tasks of schools and parents and the relations between education, parenting and care in
a changing society in eight countries: the Netherlands, Belgium, Germany, England, France,
Sweden and the United States. In addition, an email survey among international experts in Europe
and the United States through the European Research Network about Parents in Education and the
International Network of Scholars was conducted. This paper presents the results of both studies.
Geert Driessen, Frederik Smit & Cees Klaassen (2010) JEDR Connecting ethnic m...
In many Western countries the pressure exerted on immigrants to integrate has
become intense in recent years. Efforts to preserve their ethnic identity through
multicultural recognition has now been replaced by the requirements of active
civic participation and assimilation. Of course integration is considered important
not only for the immigrant parents but also for their children. The central question
in this article is whether there is a relationship between the degree of integration
of the immigrant parents and the generation of their children on the one hand and
the level of language and numeracy achievement of the children on the other. To
answer this question we use data collected in 2008 from the Dutch COOL5–18
cohort study. The information comes from more than 9000 immigrant and 16,000
indigenous children and their parents. The results show that as immigrant parents
are better integrated and their children are of later generations, the language and
numeracy skills of the children improve, though there remain large differences in
achievement between different ethnic groups.
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...
Smit, F., & Driessen, G. (2013). Critical lessons from practices for improving the quality of communication between parents and schools. Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/critical-lessons-from-practices-for-improving-the-quality-of-communication-between-parents-and-schools/
Critical lessons from practices for improving the quality of communication be...
Abstract
At the request of Better Performing, the collaboration programme of school boards and the municipality of Rotterdam, research institute ITS of the Radboud University Nijmegen, the Netherlands conducted a study into the functioning of the parental involvement policies in primary and secondary schools in Rotterdam.
In Rotterdam, a city with 600,000 inhabitants and some 180 nationalities, two-thirds of the youth grows up in immigrant families. In many homes of these second- and third-generation immigrants Dutch is not the language normally spoken among parents and children. One in three children grow up in a family with low educated parents. These youngsters rarely go to higher forms of education and many of them acquire only a basic qualification for the labour market. The socioethnic composition of the city’s population thus poses a particular challenge for policymakers and school staff.
One of the objectives of the Better Performing programme is that every school in Rotterdam should demonstrate progress in parental support of their children’s learning process. Parents should exhibit more effective teaching supportive behaviour at home and more parents should be actively involved in the school career and job choices of their children. Basic ingredients of the Rotterdam approach are partnership and two-way communication, with an emphasis on intake interviews and discussion of the role of parents in choosing a school and school career.
Contact
dr. Frederik Smit
F.Smit@its.ru.nl
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involve- ment and participation are increasingly seen as important elements in the interplay of upbring- ing and informal and formal education. In this respect it appears that immigrant parents’ involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children’s develop- ment and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rot- terdam, a city which for some time now has been confronted with the aforementioned demo- graphic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (Eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
Inspired by the ecological model of Bronfenbrenner (1986) researchers emphasize the cooperation and complementarity of schools and families, and encourage communication and collaboration between these two institutions (Deslandes, 2001). In the Netherlands, schools become convinced that good partnerships between parents and communities are necessary in behalf of the optimization of the students’ developmental opportunities, the enhancement of the students’ educational careers and the improvement of the teachers’ task performance (Smit 1991; Smit, Doesborgh &Van Kessel, 2000). The last few years have shown an increasing tendency for middle class parents to wish to get more involved in their children’s experiences during classes and their children’s learning at home. Parents from lower classes and from ethnic minorities tend to be less involved in their children’s education (Chavkin, 1993; Driessen & Valkenberg, 2000). On the other hand: many parents form higher classes consider schooling to be too important to leave it to professionals only (Klaassen & Smit, 2001).
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...
Smit, F., & Driessen, G. (2005). Parent and community involvement in education from an international comparative perspective. Challenges for changing societies. Invited paper international conference Children At-Risk in Education, (CARE), ‘Children at Risk. Advancing their Educational Frontiers’. Kuala Lumpur, Malaysia, December 2-4, 2005.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...
Denessen, E., Driessen, G. Smit, F. & Sleegers, P. (2001). Culture differences in education: implications for parental involvement and educational policies. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 55-65). Nijmegen: ITS.
ISBN 90-5554-177-X
ARGUMENTATIVE ESSAY 1ARGUMENTATIVE ESSAY 2Argum.docx
This document is an argumentative essay that compares homeschooling and public schooling. It discusses some of the pros and cons of each option. For homeschooling, it notes the benefits of one-on-one learning and parent-child bonding, but also acknowledges that parents may not have teaching skills or a standardized curriculum. Public schools provide structure and expose kids to different subjects, but have large class sizes that limit individual attention. The essay explores the author's dilemma of deciding between these two education paths for her daughter as she reaches school age.
A470108.pdf
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
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.
Using ya in the classroom
This article provides a rationale for using children's and young adult literature in the classroom to explore concepts of curriculum and teaching. It discusses how literature can depict a range of visions of curriculum and teaching experiences, and how examining these representations can help students make sense of and consider alternatives to their own school experiences. The article analyzes examples from works like Harry Potter that portray student agency and conceptions of different curriculum approaches. It argues literature can open students' minds to educational possibilities they may not otherwise consider.
Frederik Smit, Hans Moerel, Kees van der Wolf & Peter Sleegers (1999). Buildi...
This document reflects on lessons learned from over 25 years working to promote partnerships between families, schools, and communities. Key lessons include:
1. Partnerships are most effective when teachers are supported through training to work positively with parents and see them as partners rather than outsiders.
2. Written policies from the national to school level that recommend or mandate outreach to parents and community help make partnerships official parts of the school system.
3. Having the support of school leaders helps gain official sanction for partnership practices within schools.
Roles of Parents on Students' Academic Achievement
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
Toch Presentation
The document summarizes Thomas Toch's book which examines five alternative high schools in the US that have smaller student populations compared to traditional large high schools. The schools profiled are Julia Richman Education Complex, Urban Academy, High Tech High, The Met School, and Minnesota New Country School. Each school has a distinctive approach but they share common features like personalized learning, strong sense of community, autonomy for teachers, and emphasis on preparing students for citizenship. The document concludes that downsizing schools and reforming to involvement-based education can help schools catalyze change and better prepare students to compete globally.
Similar to Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education (20)
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents’ and teacher...
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents’ and teacher...
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...
Frederik Smit & Geert Driessen (2005) AA Ethnic minority parents' and teacher...
Frederik Smit, Geert Driessen & Peter Sleegers (2001) ed Smit Relationships b...
Frederik Smit, Geert Driessen & Peter Sleegers (2001) ed Smit Relationships b...
Frederik Smit, Geert Driessen, Peter Sleegers & ChristineTeelken (2008)ECDC ...
Frederik Smit, Geert Driessen, Peter Sleegers & ChristineTeelken (2008)ECDC ...
Geert Driessen, Frederik Smit & Cees Klaassen (2010) JEDR Connecting ethnic m...
Geert Driessen, Frederik Smit & Cees Klaassen (2010) JEDR Connecting ethnic m...
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...
Critical lessons from practices for improving the quality of communication be...
Critical lessons from practices for improving the quality of communication be...
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...
ARGUMENTATIVE ESSAY 1ARGUMENTATIVE ESSAY 2Argum.docx
ARGUMENTATIVE ESSAY 1ARGUMENTATIVE ESSAY 2Argum.docx
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...
Frederik Smit, Hans Moerel, Kees van der Wolf & Peter Sleegers (1999). Buildi...
Frederik Smit, Hans Moerel, Kees van der Wolf & Peter Sleegers (1999). Buildi...
Roles of Parents on Students' Academic Achievement
Roles of Parents on Students' Academic Achievement
More from Frederik Smit
Vergroening van het schoolplein. Vergroening is booming
Honderdduizenden kinderen in Nederland brengen dag in dag uit hun pauzetijd door op een kaal, grijs, versteend schoolplein. Bij warm weer is het er vaak te heet om buiten te spelen en bij hevige regenval staat het plein blank. Steeds meer scholen transformeren de buitenruimte rond scholen van ‘stenen woestijnen’ naar groene, natuurrijke, ‘gezonde oases’ voor spelen en leren in de bebouwde omgeving. En steeds vaker installeren scholen met een groen schoolplein ook een regenwateropvangsysteem, om een klimaatbestendige leefomgeving te creëren. Wat zijn de ervaringen om de omgeving van de school te vergroenen en van scholen die werken met een groen(blauw) schoolplein? Welke rol speelt de medezeggenschap?
Omslag MR magazine nr 1 2023.pdf
Wat zijn succesfactoren optimaliseren Medezeggenschap?
Goed leiderschap en psychologische veiligheid
Hardnekkige knelpunten in het functioneren van de medezeggenschap
zijn dat directies en schoolbesturen de (g)mr te laat of soms helemaal
niet informeren waardoor een goede voorbereiding op de besluitvorming
niet mogelijk is. De professionaliteit van inspraakorganen te wensen
overlaat en dat (g)mr-leden hun kennis en ervaring niet optimaal inzetten
om als gelijkwaardige gesprekspartners met de schoolleiding of
het bestuur in gesprek te gaan. Goed leiderschap en psychologische
veiligheid creëren zijn succesfactoren voor het optimaliseren van medezeggenschap.
Hoe werkt dat in de praktijk? Frederik Smit
Klimaatverandering: eco op school. Actiegerichte participatie van leerlingen ...
De aarde warmt op, oceanen slibben dicht met plastic, insecten en
vogels sterven in rap tempo uit. 70 procent van de kinderen en jongeren
in Nederland maakt zich zorgen om klimaatverandering: angst
en verdriet noemen zij hun meest voorkomende gevoelens; sommigen
liggen er letterlijk wakker van. Een recent Unicef-rapport wijst op
de grote impact van de fysieke omgeving op het welbevinden van
kinderen en jongeren en pleit ervoor dat ze kunnen participeren in
het beleid dat sterk inzet op een duurzame toekomst. Hoe kan het
onderwijs hier aan bijdragen?
Onderwijsinspectie: meer focus op basisvaardigheden. Vergroot vakinhoudelijke...
Steeds meer leerlingen verlaten het onderwijs zonder dat zij goed kunnen lezen, schrijven en rekenen en dat percentage stijgt nog elk jaar. De Onderwijsinspectie concludeert in de Staat van het Onderwijs 2022 dat als scholen deze gestage achteruitgang willen keren, ze moeten focussen op de basisvaardigheden taal en rekenen. Ook moe- ten ze meer aandacht besteden aan burgerschapsvaardigheden. Drie experts op het gebied van onderwijskwaliteitsverbetering gaan in op de knelpunten voor bestuur en toezicht en de medezeggenschap.vVoor de (g)mr blijkt het lastig te zijn de basiskwaliteit te beoordelen en in te gaan tegen een enthousiaste bestuurder die weer een nieuwe methode introduceert.
Sociaal veiligheidsbeleid een papieren tijger? De school als werkplek van geb...
Elke leerling moet zich vrij en veilig kunnen voelen op school. Het
moet een plek zijn waar ze zich kunnen ontwikkelen en ontdekken
wie ze zijn. De veiligheidsmonitor 2021 laat zien dat het vaak goed
gaat, maar er blijken ook nog altijd tienduizenden leerlingen te worden
gepest en lastiggevallen. De documentaire ‘Eindeloos gepest’
laat zien welke ultieme consequentie pesten en onveiligheid op
school kan hebben voor een leerling. Minister Wiersma wil daarom
een steviger aanpak van pesten en ander onwenselijk gedrag op
school. Wat zijn de ervaringen van scholen die werk hebben gemaakt
van sociale veiligheid?
Gelijke onderwijskansen een uitdaging? Laat leerlingen ontdekken wat ze écht ...
Na tientallen jaren onderwijsachterstandenbeleid lijken portemonnee en diploma van ouders nog steeds bepalend voor het schoolniveau van hun kinderen. De veelgeprezen documentaireserie ‘Klassen’ toont dat sociale afkomst onverminderd van invloed is op de schoolloopbaan van kinderen, tussen scholen standsverschillen bestaan en de kansenongelijkheid in het onderwijs lijkt toe te nemen. Kabinet Rutte IV heeft kansengelijkheid op de agenda gezet en wil onder andere de vorming van brede brugklassen stimuleren om talenten beter te benutten, terwijl de Onderwijsraad adviseert om ook flexibel onderwijs op maat te geven. Wat zijn de ervaringen van scholen hiermee en wat is de rol van de medezeggenschap?
Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwondering,...
In het onderwijs gaat het niet alleen om het effectief vullen van een emmer met kennis, maar ook om te focussen op persoonsvorming. Waarom maken we van het onderwijs geen avontuurlijke reis waarvan de bestemming niet vooraf exact vastligt? Besteed op basisscholen meer aandacht aan vakgebieden als filosofie, bewegingsonderwijs en
culturele vorming. Maar is dit wel haalbaar gezien de toch al volle onderwijsprogramma’s met een sterk accent op de kernvakken taal en rekenen?
Cover Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwond...
In het onderwijs gaat het niet alleen om het effectief vullen van een emmer met kennis, maar ook om te focussen op persoonsvorming. Waarom maken we van het onderwijs geen avontuurlijke reis waarvan de bestemming niet vooraf exact vastligt? Besteed op basisscholen meer aandacht aan vakgebieden als filosofie, bewegingsonderwijs en
culturele vorming. Maar is dit wel haalbaar gezien de toch al volle onderwijsprogramma’s met een sterk accent op de kernvakken taal en rekenen?
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?
De kans bestaat dat als je een school binnenloopt, een vrolijk kwispelende hond je begroet. Dat is helemaal niet zo gek, want steeds meer schooldirecteuren en soms ook leerkrachten nemen hun sociaal opgevoede hond mee naar school en dan gebeurt er iets magisch. Leerlingen en personeel worden geraakt en enthousiast door de onvoorwaardelijke blijheid, affectie, toegankelijkheid, intuïtie, slimheid en dankbaarheid van de viervoeter. Ze raken ervan overtuigd dat hun hond een positieve invloed heeft op het welzijn van leerlingen en personeel. En mogelijk ook op het gedrag, de motivatie of de leerprestaties van leerlingen. De kans is dan ook groot dat bestuur en medezeggenschapsraad instemmen met de ‘schoolhond’. Wat zijn de voorwaarden waaraan de schoolhond moet voldoen en welke ervaringen hebben scholen er al mee?
Cover De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en wer...
De kans bestaat dat als je een school binnenloopt, een vrolijk kwispelende hond je begroet. Dat is helemaal niet zo gek, want steeds meer schooldirecteuren en soms ook leerkrachten nemen hun sociaal opgevoede hond mee naar school en dan gebeurt er iets magisch.
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?
MR magazine. Uitgever Wolters Kluwer.
Vertsterking van het onderwijs in burgerschap. Naar meer tegenmacht van leerl...
Op 1 augustus 2021 is de Wet verduidelijking van de burgerschapsopdracht aan scholen in het funderend onderwijs ingevoerd. Met de aanscherping van de burgerschapswet is de opdracht aan scholen preciezer geformuleerd en steviger verankerd. Bovendien moeten schoolbesturen een duidelijke burgerschapsopdracht aan hun scholen communiceren en het bevoegd gezag heeft een zorgplicht voor de schoolcultuur. Zo moet het een stimulerende omgeving creëren waarbinnen leerlingen actief oefenen met de omgang met de basiswaarden van de democratische rechtsstaat en de mensenrechten. Wat houdt burgerschap in en hoe gaan scholen ermee om?
De bijlesindustrie. Kunnen we nog zonder?
Bijles was ooit iets voor rijke ouders die extra aandacht regelden voor hun kinderen, omdat ze toch echt het vwo móesten halen. Tegenwoordig maakt ongeveer één op de drie middelbare scholieren en een op de vier basisschoolleerlingen in groep 8 gebruik van aanvullend onderwijs. Om de corona-achterstanden te bestrijden en het lerarentekort op te vangen, kunnen veel scholen niet meer om com- merciële instellingen heen. Ruim 30 miljoen coronasubsidie is al terechtgekomen bij commercieel onderwijs. De coronapandemie ver- sterkt de reeds ingezette trend om bijles- en huiswerkinstituten in de arm nemen om ook in de school structureel extra taken te verrichten.
Naar het nieuwe normaal. Hoe het onderwijs opkrabbelt uit de coronacrisis
Het Nationaal Programma Onderwijs (NPO) is er voor herstel en ontwikkeling van het onderwijs na de coronacrisis. Elke school in het primair en voortgezet onderwijs krijgt per leerling € 701,16 voor een eigen schoolprogramma. De mr speelt een sleutelrol in het besluitvormingsproces bij het opstellen van een schoolprogramma en bij de controle over de besteding van de middelen. Obstakels op de weg terug naar fysiek onderwijs zonder restricties is de lage vaccinatiegraad van tieners en de matige kwaliteit van het binnenklimaat van schoolgebouwen. De verwachting is dat scholen voor voortgezet onderwijs het komend najaar een belangrijke besmettingsbron vormen voor infectierisico's met het coronavirus.
Naar meer democratische besluitvorming. 'Geef ouders zeggenschap in plaats va...
De besluitvorming op scholen houdt te weinig rekening met de zeggenschap van met name leerlingen en hun ouders. Dat is een gevolg van gebrekkige wetgeving in het onderwijs, zo blijkt uit promotieon derzoek van jurist Gijsbert Leertouwer naar de bestuurlijk-juridische inrichting van scholen. De LAKS-monitor 2020 en de Staat van de Ouder van Ouders & Onderwijs 2021 laten zien dat de belangstelling van leerlingen en ouders voor medezeggenschap op een laag pitje staat door de werkdruk die leerlingen ervaren en de bescheidenheid van scholen om ouders bij het beleid te betrekken. Dit is in het algemeen zorgelijk, maar zeker op dit moment, omdat de rol van de mr belangrijk is bij het wegwerken van vertragingen en achterstanden bij leerlingen door corona. Hoe kun je ervoor zorgen dat de (mede)zeggenschap van leerlingen en ouders sterker wordt en wat is daarbij de rol van het personeel en de schoolleiding?
Miljardeninjectie in het onderwijs en sleutelrol medezeggenschap
Het kabinet heeft op 17 februari 2021 het meerjarige Nationaal Programma Onderwijs gepresenteerd met een ongekend budget van 5,8 miljard euro voor het primair en voortgezet onderwijs. Dit bedrag is bedoeld voor het inhalen van vertragingen en het ondersteunen van leerlingen die het moeilijk hebben als gevolg van schoolsluitingen door corona. De mr moet het ‘schoolprogramma’ goedkeuren waarin de gekozen interventies, zoals gratis bijles aanbieden of een zomerschool opzetten, zijn opgenomen. Wat is de insteek van schoolbesturen en scholen? Zijn er genoeg handen in de klas om de maatregelen tot uitvoer te brengen?
More from Frederik Smit (20)
Vergroening van het schoolplein. Vergroening is booming
Vergroening van het schoolplein. Vergroening is booming
Klimaatverandering: eco op school. Actiegerichte participatie van leerlingen ...
Klimaatverandering: eco op school. Actiegerichte participatie van leerlingen ...
Onderwijsinspectie: meer focus op basisvaardigheden. Vergroot vakinhoudelijke...
Onderwijsinspectie: meer focus op basisvaardigheden. Vergroot vakinhoudelijke...
Sociaal veiligheidsbeleid een papieren tijger? De school als werkplek van geb...
Sociaal veiligheidsbeleid een papieren tijger? De school als werkplek van geb...
Gelijke onderwijskansen een uitdaging? Laat leerlingen ontdekken wat ze écht ...
Gelijke onderwijskansen een uitdaging? Laat leerlingen ontdekken wat ze écht ...
Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwondering,...
Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwondering,...
Cover Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwond...
Cover Onderwijs als een avontuurlijke reis. Hoe geef je ruim baan aan verwond...
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?
De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en werkgeluk?
Cover De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en wer...
Cover De opmars van de schoolhond. Zorgt Charlie voor meer vrolijkheid en wer...
Vertsterking van het onderwijs in burgerschap. Naar meer tegenmacht van leerl...
Vertsterking van het onderwijs in burgerschap. Naar meer tegenmacht van leerl...
Naar het nieuwe normaal. Hoe het onderwijs opkrabbelt uit de coronacrisis
Naar het nieuwe normaal. Hoe het onderwijs opkrabbelt uit de coronacrisis
Naar meer democratische besluitvorming. 'Geef ouders zeggenschap in plaats va...
Naar meer democratische besluitvorming. 'Geef ouders zeggenschap in plaats va...
Miljardeninjectie in het onderwijs en sleutelrol medezeggenschap
Miljardeninjectie in het onderwijs en sleutelrol medezeggenschap
Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education
- 1. Frederik Smit, Wil van Esch & Herbert Walberg (1993) (Eds.). Parental involvement in education. Nijmegen: Radboud University. In many Western, democratic countries a new look is being taken at the role of parents in the education of their children. Parents are coming to be viewed less as passive spectators, who can pay their taxes, but who have to leave education to the decision makers and the professionals. Nourished by Friedman's economic theories, the theme of parental choice of school has become a matter of increasing interest. In the school, too, there is an increasing need to take more adequate advantage of the range of cultural-educational situations in the home and to involve parents in education in connection with the chances for the pupils' development, their school career, and the way the teachers perform their function. The preface and the introduction of the book by Frederik Smit, Wil van Esch and Herbert Walberg. Contributors: Kevin Brehony, Don Davies, Rosemary Deem, Wil van Esch, Charles L. Glenn, Diana B. Hiatt, Lila Jacobs, Patricia B. Keith, Timothy Z. Keith, Ralph M. Lee, Don Lueder, Alastair Macbeth, Jacqueline McGilp, Roland Meighan, Oliver C. Moles, Cléopâtre Montandon, Ton Mooij, Samuel S. Peng, Brian D. Ray, Eunsook Roh, Margaret Ruestow, David Seeley, Peter Sinnige, Judith Sloane, Frederik Smit, Margaret Tannenbaum, Theodore Tannenbaum, Derek Toomey, Maria A. Villas- Boas, Herbert J. Walberg, Trudy Wallace, Thomas D. Yawkey. Editors: Frederik Smit, Wil van Esch & Herbert Walberg.