Parental involvement and participation in a child's education is seen as important for improving educational outcomes, especially for disadvantaged students. There are various forms of involvement that can be initiated by parents or schools. This includes involvement at school through volunteering or governance, and at home through helping with homework or cognitive activities. Research shows that increased parental involvement is positively associated with improved student achievement, social and emotional adjustment, motivation, and other outcomes. However, the level and forms of involvement vary depending on factors like socioeconomic status and ethnicity.
Geert Driessen (2021) Encyclopedia Parental involvement: The COVID-19 panacea?Driessen Research
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 question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Driessen, G. (2021). Parental involvement in education: The COVID-19 panacea? Encyclopedia, 22 October 2021. Retrieved from: https://encyclopedia.pub/16375
Geert Driessen (2020) The evidence for the effectiveness of family and cente...Driessen Research
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.
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery programDriessen Research
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
Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
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.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
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.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
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 (2021) Encyclopedia Parental involvement: The COVID-19 panacea?Driessen Research
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 question is whether this optimism is warranted. A review of the literature pointed to a considerable diversity in parental involvement typologies, classifications, roles, forms, and activities. A synthesis of the results from twelve meta-analyses showed that the average effect of involvement on attainment is small. The type of involvement with the strongest effect appeared to be parents having high aspirations and expectations for their child. Prudence is called for, however, as there are many limitations to studying parental involvement in a reliable and valid way.
Driessen, G. (2021). Parental involvement in education: The COVID-19 panacea? Encyclopedia, 22 October 2021. Retrieved from: https://encyclopedia.pub/16375
Geert Driessen (2020) The evidence for the effectiveness of family and cente...Driessen Research
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.
Geert Driessen (2021) Encyclopedia A COVID-19 education recovery programDriessen Research
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
Geert Driessen (2021) Parental involvement: Types and effectsDriessen Research
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.
Grade retention is a strategy for the remediation of learning or developmental delays. Students who cannot keep up with their peers or do not meet a predefined level repeat the same grade once again and by doing so have an extra year to get at the level that is needed to successfully manage the next grade. There are considerable doubts as regards the usefulness and effectiveness of retaining grades. Studies conclude that in the short term retaining grades may have a positive effect on academic achievement, but that this gain disappears in the longer term.
Driessen, G. (2020). Grade retention. Encyclopedia, 10 November 2020. Retrieved from: https://encyclopedia.pub/272
Smit, F., & Driessen, G. (2005). Parent-school-community relations in a chang...Frederik Smit
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.
Frederik Smit, Geert Driessen, Roderik Sluiter & Peter Sleegers (2007). Types...Frederik Smit
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, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
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., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
Building bridges between home and school'
In this book you will find case studies, programmes, overviews and reviews of various kinds of involvement in a number of countries over the world. The main body is made up of the business of "building bridges" between home and school. The forms of involvement run from orientation to partnerships in specific subjects to systems, models and strategies for partnerships.
Contributors:
Ana Isabel Alvarez, Emma Beresford, Elzbieta Bielecka, Sue Botcherby, Victoria Casielles, Norberto Corral, Begoña Dona ire, Stelios Georgiou, Raquel-Amaya M artínez González, Jennifer Hartman, Gary Heywood-Everett, Pauline Huizenga, Ingebjörg Johanessen, Lesley Jones, Ann Kinkor, Leonidas Kyriakides, Cees Klaassen , Sue Lasky, Han Leeferink, Ronald Lippens, Donald Lueder, Olwen McNamara, Maria Mendel, Hans Moerel, Oliver Moles, Ton Mooij, Shawn Moore, Pirjo Nuutinen, Rhonda Payne, Marisa Pereira, Helen Phtiaka, Daniel Safran, Peter Sleegers, Ed Smeets, Frederik Smit, Martha Allexsaht-Snider, Annemiek Veen, Adelina Villas-Boas, Babara Wilson, Kees van der Wolf.
Editors: Frederik Smit, Hans Moerel, Kees van der Wolf en Peter Sleegers.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
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.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
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
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.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
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.
Geert Driessen (2017) EPASR The validity of educational disadvantage indicatorsDriessen Research
Many countries have implemented policies to prevent or combat educational disadvantage associated with socioeconomic factors in the students’ home environment. Under such policies, educational institutions generally receive extra support from the central or local government. The support is normally based on indicators available in the home environment of the children, mostly family-structural characteristics. In the Netherlands, the core of educational disadvantage policy is the so-called weighted student funding scheme, which awards schools with disadvantaged students additional financial resources. When this scheme was developed in 1984, three indicators of disadvantage were selected, namely: parental education, occupation, and ethnicity. Analyses conducted at the time established a predictive validity estimate of 0.50, amounting to 25 percent of explained variance. Nowadays, some thirty years later, the funding scheme is based on only one indicator, namely parental education. Analyses performed on data collected in 2014 show a validity estimate of 0.20, thus accounting for no more than four percent of variance. This dramatic decrease of the indicator’s predictive validity shows that the empirical basis of the Dutch weighted student funding scheme has become highly problematic. It is suggested that instead of employing family characteristics as educational disadvantage indicators, the actual performance of students based on test achievement and teacher observations may offer a more valid alternative.
Driessen, G. (2017). The validity of educational disadvantage policy indicators. Educational Policy Analysis and Strategic Research, 12(2), 93-108.
ISSN 1949-4289
DOI 10.5281/zenodo.6803502
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
Abstract: The significance of parental participation in education achievement of learners at any level cannot be over-emphasized. Despite the Kenyan government policy that requires parents to be actively involved in the education of their children at six levels. Available studies show that parents are not as actively involved as required and even those who are involved; their involvement is limited to provision of finances, facilities and attendance of meetings. The study sought to investigate challenges facing parents in their active participation in the education of pre-school learners in Kiogoro Division, Kisii County, with a view of suggesting ways of promoting active parental participation in education of pre-school learners. The study reviewed various literatures on some past studies and assessed their contribution to the objectives of this study. The study used descriptive survey design to carry out the study with both qualitative and quantitative methodologies of collecting data. The study sample comprised of 10 pre-schools, 10 primary school head teachers, 10 pre-school teachers and 111 parents. The study used simple random sampling to select pre-school teachers and parents. Purposive sampling was used to select primary school head teachers and pre-school teachers. Data was collected by use of questionnaire, interview schedule and document analysis guide. Coded data was presented using Statistical Package for Social Sciences (SPSS) version and analyzed using descriptive statistics such as percentages presented in tables as well as Pearson correlation to establish the relationship between the variable. The study found that lack of clear policies in preschools regarding parental participation, lack of proper mode of communication with their children; poor parent-preschool teacher relationship, unfavourable head teachers’ leadership style and illiteracy among the parents were some of the challenges facing parents in their active participation in education of preschool learners. Parents should be encouraged through various programs on participation in education welfare of their preschool learners. Awareness programs for parents should be organized informing them on the benefit of their participation in education activities for their children. Parents should also be enlightened on the best communication practices with both their children and the school administration to foster good parent-teacher and parent-child relationship. The study suggest that future studies should be done on institutional factors influencing parental participation in education welfare of the preschool learners and socio-demographic factors influencing parental participation in education welfare of the preschool learners.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
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
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
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.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
Frederik Smit, Kees van der Wolf & Peter Sleegers (2001). Bridge to the futur...Frederik Smit
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., Moerel, H., Wolf, K. van der & Sleegers, P. (1999) (Eds.). Building...Frederik Smit
Building bridges between home and school'
In this book you will find case studies, programmes, overviews and reviews of various kinds of involvement in a number of countries over the world. The main body is made up of the business of "building bridges" between home and school. The forms of involvement run from orientation to partnerships in specific subjects to systems, models and strategies for partnerships.
Contributors:
Ana Isabel Alvarez, Emma Beresford, Elzbieta Bielecka, Sue Botcherby, Victoria Casielles, Norberto Corral, Begoña Dona ire, Stelios Georgiou, Raquel-Amaya M artínez González, Jennifer Hartman, Gary Heywood-Everett, Pauline Huizenga, Ingebjörg Johanessen, Lesley Jones, Ann Kinkor, Leonidas Kyriakides, Cees Klaassen , Sue Lasky, Han Leeferink, Ronald Lippens, Donald Lueder, Olwen McNamara, Maria Mendel, Hans Moerel, Oliver Moles, Ton Mooij, Shawn Moore, Pirjo Nuutinen, Rhonda Payne, Marisa Pereira, Helen Phtiaka, Daniel Safran, Peter Sleegers, Ed Smeets, Frederik Smit, Martha Allexsaht-Snider, Annemiek Veen, Adelina Villas-Boas, Babara Wilson, Kees van der Wolf.
Editors: Frederik Smit, Hans Moerel, Kees van der Wolf en Peter Sleegers.
Frederik Smit, Geert Driessen & Bert Felling (2009). The functioning of the P...Frederik Smit
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.
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
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
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.
The Influence of Parental Involvement on the Learning outcomes of their Child...iosrjce
Parental involvement in their children's education has been proven by research to improve the
children's confidence, interest and performance at school. A qualitative case study to evaluate the influence of
parental involvement was conducted. The study sample was purposively sampled and consisted of 20 school
heads, 20 teachers and 20 pupils. The researcher was the main research instrument during data gathering. She
assumed the role of the interviewer and an observer. Data were analysed using thematic content analysis. The
findings showed that, parents who had children enrolled in rural and public urban schools were less committed
to their children's learning. Further, they were not worried much about their children’s school environment.
They consulted less with the teachers and did not supervise their children’s home work. Parents whose children
were in private schools had better communication and interaction with their children’s teachers. There were
various models that were used to improve parent-teacher relationship for the betterment of the children's
learning needs. The study recommended -devolvement of engagement strategies, improved communication
channels, supervised parental involvement in school activities andmonitoring and evaluation measures to assess
performance, progress, outcome and impact of engagement strategies.
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.
Geert Driessen (2017) EPASR The validity of educational disadvantage indicatorsDriessen Research
Many countries have implemented policies to prevent or combat educational disadvantage associated with socioeconomic factors in the students’ home environment. Under such policies, educational institutions generally receive extra support from the central or local government. The support is normally based on indicators available in the home environment of the children, mostly family-structural characteristics. In the Netherlands, the core of educational disadvantage policy is the so-called weighted student funding scheme, which awards schools with disadvantaged students additional financial resources. When this scheme was developed in 1984, three indicators of disadvantage were selected, namely: parental education, occupation, and ethnicity. Analyses conducted at the time established a predictive validity estimate of 0.50, amounting to 25 percent of explained variance. Nowadays, some thirty years later, the funding scheme is based on only one indicator, namely parental education. Analyses performed on data collected in 2014 show a validity estimate of 0.20, thus accounting for no more than four percent of variance. This dramatic decrease of the indicator’s predictive validity shows that the empirical basis of the Dutch weighted student funding scheme has become highly problematic. It is suggested that instead of employing family characteristics as educational disadvantage indicators, the actual performance of students based on test achievement and teacher observations may offer a more valid alternative.
Driessen, G. (2017). The validity of educational disadvantage policy indicators. Educational Policy Analysis and Strategic Research, 12(2), 93-108.
ISSN 1949-4289
DOI 10.5281/zenodo.6803502
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
Abstract: The significance of parental participation in education achievement of learners at any level cannot be over-emphasized. Despite the Kenyan government policy that requires parents to be actively involved in the education of their children at six levels. Available studies show that parents are not as actively involved as required and even those who are involved; their involvement is limited to provision of finances, facilities and attendance of meetings. The study sought to investigate challenges facing parents in their active participation in the education of pre-school learners in Kiogoro Division, Kisii County, with a view of suggesting ways of promoting active parental participation in education of pre-school learners. The study reviewed various literatures on some past studies and assessed their contribution to the objectives of this study. The study used descriptive survey design to carry out the study with both qualitative and quantitative methodologies of collecting data. The study sample comprised of 10 pre-schools, 10 primary school head teachers, 10 pre-school teachers and 111 parents. The study used simple random sampling to select pre-school teachers and parents. Purposive sampling was used to select primary school head teachers and pre-school teachers. Data was collected by use of questionnaire, interview schedule and document analysis guide. Coded data was presented using Statistical Package for Social Sciences (SPSS) version and analyzed using descriptive statistics such as percentages presented in tables as well as Pearson correlation to establish the relationship between the variable. The study found that lack of clear policies in preschools regarding parental participation, lack of proper mode of communication with their children; poor parent-preschool teacher relationship, unfavourable head teachers’ leadership style and illiteracy among the parents were some of the challenges facing parents in their active participation in education of preschool learners. Parents should be encouraged through various programs on participation in education welfare of their preschool learners. Awareness programs for parents should be organized informing them on the benefit of their participation in education activities for their children. Parents should also be enlightened on the best communication practices with both their children and the school administration to foster good parent-teacher and parent-child relationship. The study suggest that future studies should be done on institutional factors influencing parental participation in education welfare of the preschool learners and socio-demographic factors influencing parental participation in education welfare of the preschool learners.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
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
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
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.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007)ed ...Driessen Research
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. In H. Phtiaka & S. Simeonidou (eds.), Schools and families in partnership: Looking into the future (pp. 61-70). Nicosia, Cyprus: Cyprus Association of Inclusive Education/University of Cyprus.
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents ...Frederik Smit
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents and school strategies aimed at the creation of effective partnerships. International Journal about Parents in Education, 1(0), 45-52.
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
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.
Eddie Denessen, Geert Driessen, Frederik Smit & Peter Sleegers (2001) ed Smit...Driessen Research
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
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...Frederik Smit
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.
18Building Partnership with Families and CommunitiesAnastaciaShadelb
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Building Partnership with Families and Communities
Student’s Name
Institutional Affiliations
Instructor
Course
Date
Building Partnership with Families and Communities
Introduction
Professional partnerships or collaboration revolved around individuals who are professionals in certain filed who want to conduct their activities together. It was established by partners for the primary objective of practicing professional collaboration for a given common objective. It has been established that developmental and learning outcomes for young children are enhanced strongly when effective and robust partnerships are developed between families and professionals (Hornby, 2011). There is a shared decision, and the development of common objectives is accepted and valued. The premise of professional partnership in school is based on the foundation that families and the community play a crucial role in including a child’s development and learning. Professionals are also responsible for advancing the progress of children in schools since they tend to engage- in family centered-collaboration by adhering to the instrumental role of families in the lives of children.
The current societal state and the learning institutions compels individuals to continually leverage how people equip their students, especially those who may reap advantages from extra support and resources, to realize their daily objectives and assist them in performing admirably in their education (Dearing, Sibley, & Nguyen, 2015). Connecting communities, school, and family are ancillary or helpful for school counselors working with children who are currently struggling with their academic life. Nonetheless, the complexity and the challenges schools experience and families in the contemporary world indicate that identifying successful responsibilities and obligations taken by counselors in schools in establish community-school partnerships is essential (Hornby, 2011). Learning institutions are situated effectively in addressing the barriers to teaching and learning and positively leverage growth among learners whenever they form an instrumental part of the community.
The current government has indicated that all children should access high-quality education to ensure that they are successful in the contemporary world regardless of their social status. Some Regulatory frameworks and Acts were established to help foster this advancement and help children realize their objectives (Epstein, & Jansorn, 2004). For instance, the No Child Left Behind Act has been vital in ensuring that all children, regardless of their social-economic status, age, race, disability, and spoken language, are legible to high-quality education. Based on the findings of some research studies such as Dearing, Sibley, & Nguyen (2015), professional partnerships such as family-school-community partnerships have been in the previous year’s been shown to be one of the most effective ventures that many learn ...
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
6.1 Theoretical Models and ResearchThe traditional parent involv.docxalinainglis
6.1 Theoretical Models and Research
The traditional parent involvement model for early care and education programs was a professionally driven parent-education model, with educators using parents to improve the child's home environment and to implement what educators believed to be good educational and parenting practices. This model was based on the belief that educational and human service professionals knew what was best for the child and family, based on their education and expertise. The parent component of an early care and education program was designed to teach parents good education-related practices and to improve the home environment as a place to develop good behaviors and optimal learning. This practice of parent involvement was also the accepted approach used by professionals working with families of children with developmental delays (Gargiulo & Kilgo, 2005).
To inform our understanding of effective partnerships between programs and families, it is important to examine approaches that have been shown to work. To do so, current research findings on effective family-program partnerships must be explored. Unfortunately, however, research in effective ways to enhance family-program partnerships is quite limited, particularly in early childhood programs.
There are many reasons why there is so little research in this area. Because there is a variety of ways to involve parents in the care and education of their children in a program, there is no agreed-upon definition or measurement of effective parent involvement. For example, are we looking at parents volunteering in the program, supporting their children at home, or effective communication between the home and program (Hill & Taylor, 2004)? Further, we do not know how one kind of involvement may positively influence another and thus have a multiplying, additive effect on children's development and learning. For example, how might parent involvement in the early childhood center increase the quality of parenting skills practiced in the home?
There is also a lack of agreement regarding who should be the subject of the research. Who should be questioned and given surveys when studying parent involvement: parents, teachers, or administrators? This dilemma is compounded by several factors, including research that indicates teachers tend to evaluate the involvement of African-American and low-income parents more negatively than that of European and higher-income parents (Epstein & Dauber, 1991). Finally, the research available has been conducted largely in elementary schools and not early childhood programs. As presented later in this chapter, this is also a dilemma when examining the various family-program partnership models. From a research perspective, the more different an early care or education program is from a traditional public elementary school, the less valid are these elementary school-based results for family-program collaboration in early care and education settings (Hil.
Families Matter (New Mexico Family Impact Seminar Briefing Report)University of Kentucky
Families Matter:The Impact of Families on Academic Achievement. Presentation by Dr. Ronald Werner-Wilson to legislators, policy makers, and other leaders at the 2009 New Mexico Family Impact Seminar.
Geert Driessen (2024) OOP De generaliseerbaarheid van een VVE-modelprogramma....Driessen Research
SAMENVATTING
Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd?
Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit
SUMMARY
Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed?
Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity
Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273
https://orthopedagogiek.eu/
Geert Driessen (2024) Demasqué VVE-modelprogramma's.pdfDriessen Research
Het effect van vve blijft in Nederland moeilijk aantoonbaar. Vve-beleid wordt daarom vaak gestoeld op bewijs uit Amerikaans onderzoek. Geert Driessen fileert de belangrijkste – Perry Preschool en Abecedarian. Er blijft weinig van het bewijs over.
Geert Driessen (2024) Encyclopedia Abecedarian an impossible model preschool ...Driessen Research
The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups?
Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024.
ISSN 2309-3366
Retrieved from https://encyclopedia.pub/entry/121338
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Kees de Bot, Geert Driessen & Paul Jungbluth (1988) MLEML An exploration of t...Driessen Research
Bot, K. de, Driessen, G., & Jungbluth, P. (1988). An exploration of the effects of the teaching of immigrant language and culture. Paper International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, August 28-30, 1988.
Geert Driessen (1992) MLEML Developments in first and second language acquisi...Driessen Research
Driessen, G. (1992). Developments in first and second language acquisition of Turkish and Moroccan children in the Netherlands. Paper Second International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, September 1-4, 1992.
Geert Driessen, Lia Mulder & Paul Jungbluth (1994) ILAPSI Ethnicity and socia...Driessen Research
Driessen, G., Mulder, L., & Jungbluth, P. (1994). Ethnicity and social class as rivaling determinants of educational opportunities. A closer look at family characteristics and parental behaviour. Paper International Conference on Immigration, language acquisition and patterns of social integration, Jerusalem, Israel, June 29-30, 1994.
Geert Driessen & Pim Valkenberg (2000) AERA Islamic schools in the western wo...Driessen Research
Driessen, G., & Valkenberg, P. (2000). Islamic schools: the case of the Netherlands. Paper AERA Annual Meeting, New Orleans, LA, USA, April 24-28, 2000.
Geert Driessen (2000) AEGEE Islamic schools in the western world Paper.pdfDriessen Research
Driessen, G. (2000). Islamic schools in the Western World: The case of the Netherlands. Invited paper AEGEE Conference on Intercultural Education, Nijmegen, the Netherlands, April 14-16, 2000.
Geert Driessen & Frederik Smit (2005) ERNAPE Integration participation and ed...Driessen Research
Driessen, G., & Smit, F. (2005). Integration, participation and education: effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Paper 5th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Family-School-Community Partnerships: Interrelation between Family and Education Merging into Social Development’. Oviedo, Spain, September 14-16, 2005.
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...Driessen Research
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.
Geert Driessen (2006) ERCOMER Integration participation and education Pres.pptDriessen Research
Driessen, G. (2006). Integration, participation and education: Effects of minority parents’ societal participation on their children’s cognitive and non-cognitive competencies. Invited paper ERCOMER seminars, European Research Centre on Migration and Ethnic Relations, Utrecht, the Netherlands, November 6, 2006.
Michael Merry & Geert Driessen (2010) WCCES Integration by other means Hindu ...Driessen Research
Merry, M., & Driessen, G. (2010). Integration by other means: Hindu schooling in the Netherlands. Paper XIV World Congress of Comparative Education Societies, ‘Bordering, re-bordering and new possibilities in education and society’, Istanbul, Turkey, June 14-18, 2010.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
Driessen, G., & Merry, M. (2013). Tackling socioeconomic and ethnic educational disadvantage to prevent lifelong poverty. Paper Annual Meeting AERA 2013, San Francisco, CA, USA, April 27 – May 1, 2013.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
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/
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...Driessen Research
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/
Geert Driessen & Michael Merry (2015) RA The gross and net effects Pres.pdfDriessen Research
Driessen, G., & Merry, M. (2015). The gross and net effects of the schools’ denomination on student performance. Paper Annual Meeting AERA 2015, Chicago, Ill., USA, April 16 – 20, 2015.
DOI 10.13140/RG.2.2.30454.40006
Orhan Agirdag, Geert Driessen & Michael Merry (2015) ESA Is there a Catholic ...Driessen Research
Agirdag, O., Driessen, G., & Merry, M. (2015). Is there a catholic school effect for Muslim pupils? Paper 12th Conference of the European Sociological Association 2015, Prague, Czech Republic, August 25–28, 2015.
DOI 10.13140/RG.2.2.14725.76004/1
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Geert Driessen (2019) Encyclopedia Parental involvement, parental participation, parent school community partnerships
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Parental involvement, parental participation, parent-school-community
partnerships
Created by: Geert Driessen
Introduction
For some decades now, the involvement or participation of parents in the education of their
children is seen as an important srategy to improve educational careers of the children,
especially those of disadvantaged backgrounds determined by ethnic minority origin and low
socio-economic satus (Epsein, 1995; Chrispeels, 1996; Fleischmann & de Haas, 2016). The
underlying idea is that there is much congruence between the social and cultural climate that
children of upper and middle-class parents enjoy at home and the educational climate that is
characterisic of the modal middle-class school. Children of highly educated parents sart school
with vital educational luggage which facilitates their functioning in the school environment and
signifcantly improves their chances of a successful career. Such luggage is lacking, however,
in the homes of children with parents who have had little or no education. Diferences in the
norms and values of parents (cf. Pierre Bourdieu), their social networks (cf. James Coleman),
and their language use (cf. Basil Bernsein) all contribute to the exisence of signifcant gaps
between the various social milieus on the one hand and the “hidden” demands of the
esablished educational sysem on the other (Bakker et al., 2013). Bridging this divide by
simulating parental involvement and participation both in school and at home is seen as an
Absract
Parental involvement is seen as an important srategy for the advancement of the quality of
education. The ultimate objective of this is to expand the academic and social capacities of
sudents, especially those of disadvantaged backgrounds determined by ethnic minority origin
and low socio-economic satus. In this contribution, various forms of both parental and school-
initiated involvement will be described. In addition, results of sudies into the efectiveness of
parental involvement will be presented.
About
Guidelines
Terms and Conditions
Contact
2. essential insrument to improve educational chances of children, no matter their family
background (Epsein, 1995). And along these lines, more and more pleas to better integrate the
activities of schools, parents and local communities are being heard (McNamara et al., 2000;
Smit, van der Wolf & Sleegers, 2001).
Types of involvement, participation, partnership
Various terms and defnitions are used to refer to the cooperation between parents, teachers and
schools, and the local community (Fleischmann & de Haas, 2016). One can speak, for example,
of parental involvement, parental participation, school-family relations, or educational
partnership. Research on parental involvement has shown considerable variation to occur in the
level of involvement and this variation to largely depend on the social-economic position and
ethnic background of the parents (Boethel, 2003). The term “partnership” is increasingly being
used to give form to the concept of meaningful cooperative relations between schools, parents
and the local community (Smit, Moerel & Sleegers, 1999). Such a partnership is then consrued
as the process in which those involved mutually support each other and attune their
contributions with the objective of promoting the learning, motivation and development of
children, and especially those of disadvantaged backgrounds (Epsein, 1995).
This vision of partnership is based on Joyce Epsein’s theory of overlapping spheres of
infuence (Epsein et al., 2002). This theory combines psychological, educational and
sociological perspectives on social insitutions to describe and explain the relations between
parents, schools and local environments in an integrated manner. In doing this, three important
contexts or social insitutions which can infuence the education and socialization of children
are disinguished: family, school and local community. It is assumed that at leas some of the
objectives of the various insitutions - such as support for the development of children - are
shared and therefore bes reached by communicating and cooperating. Epsein sees the three
contexts as spheres of infuence which can overlap to a greater or lesser degree. The congruence
between the diferent spheres of infuence is then seen to be of considerable importance for the
optimal development of children and partnership is viewed as a means to realize this. Teachers
and parents are all seen as partners with their own but also shared tasks and responsibilities
(also see Vincent & Tomlinson, 1997; Lueder, 1998; Hall & Santer, 2000; McNamara et al.,
2000). Based on empirical research, Epsein (2002) has disinguished six types of parental
involvement refecting diferent types of cooperative relations between schools and parents
(Driessen, Smit & Sleegers, 2005: 511):
Parenting. Schools must help parents with the creation of positive home conditions to
promote the development of children. Parents must prepare their children for school, guide
them and raise them.
Communicating. Schools must inform parents about the school program and the progress of
children’s school careers. Schools must also present such information in a manner which is
3. comprehensible to all parents, and parents must be open to such communication.
Volunteering. The contribution and help of parents during school activities (e.g., reading
mothers, organization of celebrations).
Learning at home. Activities aimed at the support, help and monitoring of the learning and
development activities of one’s school-going children at home (e.g., help with homework).
Decision making. The involvement of parents in the policy and management of the school
and the establishment of formal parental representation (e.g., school board or parent council
memberships).
Collaborating with the community. The identification and integration of community
resources and services with existing school programs, family child-rearing practices and
pupil learning.
In addition to classifcations according to type of relation and role, it is also possible to adopt
who takes the initiative as the basis for classifcation, schools or parents (e.g., Boonk et al.,
2019). In the case of school-initiated parental involvement, the emphasis lies on the part of the
school; the relevant activities are sarted by the school, and the activities mainly occur at the
school. In the case of parent-initiated involvement, the emphasis lies on the home situation; the
relevant activities are sarted by the parents, and the activities also occur largely within the
family situation.
For their meta-analysis, Barger et al. (2019: 858) have developed the following classifcation of
parents’ involvement and possible efects on a number of child outcomes:
Parents’involvement
A. School involvement
Participation (e.g., attendance of open houses or school programs, volunteering in the
classroom, field trips, communication with the teacher)
Governance (e.g., membership in the PTA, PTA board, school board)
School undifferentiated (i.e., reflecting both participation and governance or does not specify
whether involvement is participation or governance)
B. Home involvement
Discussion and encouragement (e.g., discussion of school with children, encouragement of
children’s learning, knowledge, interest, awareness about school)
Cognitive-intellectual (e.g., joint book reading, trips to libraries or museums)
Homework involvement (e.g., homework assistance, making environment conducive to
completing homework, rules about homework)
(4) Home undiferentiated (i.e., refecting homework involvement, cognitive-intellectual
involvement, and discussion and encouragement or does not specify whether the involvement is
one of these categories).
4. C. Home and school combined (i.e., school and home involvement).
D. Unclear/other (e.g., communication with other parents about school).
Children’s adjusment
Achievement (i.e., grades, standardized test scores, academic competence)
Engagement (e.g., persistence, truancy, dropout, classroom conduct)
Motivation (e.g., perceived competence, expectations, perceived control, intrinsic
motivation, mastery goals, aspirations, school value)
Academic undifferentiated (i.e., combination of achievement, engagement, or motivation)
Social adjustment (e.g., social competence, social dominance [reverse scored])
Emotional adjustment (e.g., internalizing symptoms [reverse scored], self-esteem, emotion
regulation)
Delinquency (e.g., substance use, sexual behaviors and attitudes, externalizing)
Nonacademic undifferentiated (i.e., combination of social adjustment, emotional adjustment,
or delinquency).
On the basis of an empirical research conducted in the Netherlands, Vogels (2002) concludes
that four groups of parents can be disinguished: partners, participants, delegators and invisible
parents. The frs two groups are closely involved in the child’s school. Both partners and
participants are actively involved in informal school-support activities (e.g., assisance with
school activities, help with maintenance tasks). The group of partners is also active in the
domain of formal participation, and this mos active group consiss of primarily parents with a
high social-economic satus, a non-denominational philosophy of life and children attending
Montessori or Jena Plan schools. The larges group of participants consiss of primarily parents
with a middle to high social-economic position and their children in predominantly public (i.e.
non-religious), Catholic or Protesant schools. The mos important diference between the
delegators and invisible parents is not so much the degree of active involvement, as both groups
are relatively passive, but the backgrounds of the groups. The group of delegators involves
primarily parents with a denominational philosophy of life and children attending an orthodox
Protesant school. In the eyes of these parents, the directorate and teachers are the appointed
experts and therefore the people responsible for the education of their children. This group of
parents guards the foundations of the denominational school from a disance. The invisible
group of parents consiss of primarily parents with a low social-economic position. The parents
in this group participate much less in various activities organized for pupils than the other
groups. Diferences also exis between Dutch parents and ethnic-minority parents with respect
to helping children with their homework, attendance of parent nights and talking about school
within the family: Dutch parents undertake these forms of parental involvement relatively more
often than ethnic-minority parents (Driessen, 2002).
Comparable diferences involving active versus passive parents are also apparent in the
5. international literature. In a qualitative sudy of parental involvement in Cyprus, for example,
three types of parents could be disinguished: srongly involved parents, an intermediate group
and a fringe group (Phtiaka, 1994). The parents in the frs group were primarily high educated,
very active at school and also satisfed with the school and the information received from the
school with regard to their child. The second group of parents consised of well-educated
workers. These parents contacted the school when something was bothering them but also
desired more information and feedback from the school and wanted to become more involved
in school activities. The third group consised of mosly low educated parents, had considerable
difculties communicating with the school and felt powerless in relation to the school.
Based on an international literature sudy and subsequent consultation of a focus group, Smit et
al. (2007: 52) developed yet another typology:
The supporter
Education: low/medium
Characteristics: satisfied and involved, prepared to help with practical matters, willing to
work, an excellent helping hand, pleasant partner, active, available on demand, has sufficient
time
Key words: helpful, nice, solid, friendly, creative, sympathetic, joint thinker, harmonious,
supportive, enlightening, willing to serve, naïve, well-adjusted
Suited for: lending a helping hand, parent committees
Not suited for: school advisory board or school board without first following one or more
training courses
How to approach: appeal to sense of solidarity, existence of an alliance, partnership with
shared goals
The politician
Education: medium/high
Characteristics: desire to help make decisions, exert influence, and be involved; satisfied as
long as parent can participate in meetings; critical consumer; extroverted; pays attention to
‘democratic’ quality of the choice of school
Key words: critical, precise, optimistic, desire to inspire, persuasive
Suited for: school advisory board, school board
Not suited for: actual conduct of helping-hand services
How to approach: appeal to desire to influence school policy, be heard, and hear oneself
speak; in order to fully utilize the capacities of this parent, ask him/her to participate on the
behalf of parents in the school advisory board or school board
The tormentor
Education: high
6. Characteristics: feel offended and misunderstood as a result of the school’s attitude and own
educational experiences; denounces errors on the part of the school as a critical consumer, is
an unguided missile for the school team; is only satisfied when the school cringes and takes
responsibility for suboptimal functioning
Key words:: know-it-all, cold, insensitive, aggressive, conflictual, fighter, theatrical,
impatient
Suited for: school advisory board, school board
Not suited for: helping-hand activities, parent committees
How to approach: show real interest in the motives of this parent and his or her (new) ideas
regarding child raising and education; be professional but see that the parent remains
comfortable; keep your goals in mind; be well-prepared; pose good questions; send a thank
you note after meeting; take notes on the conversation; keep the line of communication open
The absentee
Education: low/medium
Characteristics: does not consider him/herself suited to make a contribution, may only
participate when asked explicitly, moderately dissatisfied, uninvolved. School has no priority
(anymore), leaves choice of school up to chance, impossible to contact, introverted,
unapproachable
Key words: loner, quitter, has (almost) no contact with other parents, no friendship relations
with the school, uncommunicative, wrestles with cultural gap due to different cultural
background
Suited for: school support network, can serve as a bridge to other absentee parents or group
of parents
Not suited for: school advisory board, school board, or parent committees without first
following one or more training courses
How to approach: look for contact, show interest, enter to discussion of cultural background
and children, show empathy, see where you can help, win trust
The career-maker
Education: medium/high
Characteristics: places responsibility for child raising, child care, and education on the
school; one-stop-shopping approach; satisfied as long as school takes on all tasks; critical
with regard to choice of school; has attitude of ‘school is for the parents’ and sees teachers as
an extension of parents
Key words: aloof, “no news is good news”, businesslike, basically all take and no give
Suited for: school advisory board or school board, provided this fits the individual’s career
prospects
Not suited for: time consuming helping-hand services
How to approach: enter into conversation about work, career, education: mention the
functions of school advisory board and school board, interesting people participating in
7. these, and what such participation could mean for career
The super parent
Education: high
Characteristics: feels responsible for child raising and education together with the school; is
prepared to support the school alongside a busy job; is willing to invest in the school
relation; thinks critically along with the school; contributes good ideas; is prepared to utilize
own networks; is satisfied when the school does its best for the performance and well-being
of own child and other students
Key words: loyal, ambitious, strengthener, innovative, communicative, inspiring, walking
encyclopedia, grows
Suited for: thinking about problems, finding solutions, handling crises, acquisition of funds,
school board (chair)
Not suited for: supportive school network
How to approach: show a warm interest in the opinions and expectations of the parent with
regard to child raising and education, gauge the need for (greater) involvement, be open to
ideas of this parent
The efectiveness of the involvement
The results of various sudies have shown increased involvement on the part of parents in
schools to positively afect the cognitive and social functioning of children (Henderson &
Mapp, 2002). Sanders and Epsein (1998) describe the results of a number of intervention
sudies conducted in diferent countries. Activities such as parent workshops and home visits
positively afected the academic achievement of sudents. The sudies further show children’s
achievement to improve in the presence of intensive involvement of parents in interventions in
the family.
In addition to efects of parental involvement on the children’s achievement, parental
involvement has been found in a number of sudies to exert a positive efect on the social
functioning. Improvements have been found for diferent aspects of the behavior of sudents,
motivation, social competence, relations between teachers and sudents and relations among the
sudents themselves (e.g., Jordan, Orozco & Averett, 2001). Research has also shown parental
involvement to infuence truancy behavior, undertaking further education and level of
aspiration.
Over and above to efects of parental involvement on the cognitive and social development of
children, sudies have also shown changes in parents to occur (Zeijl, 2003). Support from the
school for the child-rearing climate within the family has been found to lead to a more positive
attitude towards the school on the part of the parents and to changes in child-rearing behavior.
8. In addition, positive connections have been found between parental involvement and various
school- and community-related outcome measures (Jordan, Orozco & Averett, 2001). Parental
involvement has been found to correlate with the functioning of the school organization and
local community.
While such results make it plausible that parental involvement can infuence the cognitive and
social development of children, there are also sudies which lead to a diferent conclusion. In a
meta-analysis of 41 sudies, Mattingly et al. (2002) found little empirical support for the claim
that programs aimed at parental development consitute an efective means to improve the
achievement of sudents or change the behavior of parents, teachers and sudents.
In a synthesis of meta-analyses, Hattie (2009) found a Cohen’s d of 0.51 for the average efect
of parental involvement on achievement, which is regarded a medium efect. More specifcally,
parental aspirations and expectations are sronges correlated with achievement (d = 0.80),
while the communication dimension (interes in homework and schoolwork; assisance with
homework; discussing school progress) has a moderate efect (d = 0.38). The efect of parental
home supervision (rules for watching tv; home surroundings conducive to doing school work)
has the weakes efect (d = 0.18).
In a more recent review sudy, Bakker et al. (2013) analyzed a total of 111 sudies into efects
of parental involvement on achievement and motivation, well-being, and self-eseem of
sudents of diferent ages. The results show that for sudents of all ages parental involvement of
parents at home is the mos efective srategy. Signifcantly less important is the parental
involvement in school and the contact between parents and teachers. The researchers do not
report exact efect esimates; they conclude, however, that efects in general are small or even
very small.
Boonk et al. (2018) analyzed the results of 75 recent sudies examining the relation between
parental involvement and academic achievement. Though they conclude that according those
sudies parental involvement indeed is related to children's academic achievement, they also
relativize this fnding by remarking that this association is not as srong as traditionally
believed. In the sudies analyzed the researchers found small to medium correlations between
various parental involvement variables and academic achievement. The mos consisent and
positive relations were found for: reading at home; parents holding high expectations for their
children's academic achievement and schooling; communication between parents and children
regarding school; and parental encouragement and support for learning.
In a mos recent sudy, Barger et al. (2019) performed a satisical meta-analysis of 448 sudies
and found small positive associations (correlation rs = 0.13 to 0.23) between parents’
involvement in their children’s schooling and children’s academic adjusment (i.e.,
achievement, engagement, and motivation). Parents’ involvement was also positively related to
social (r = 0.12) and emotional adjusment (r = 0.17), but negatively related to the children’s
delinquency (r = -0.15). Diferent types of involvement (e.g., parents’ participation in school
9. events and discussion of school with children) were similarly positively associated with
academic adjusment. Parents’ homework assisance, however, was negatively associated with
children’s achievement (r = -0.15), but not engagement (r = 0.07) or motivation (r = 0.05).
Little variation exised due to age, ethnicity, or socioeconomic satus in the association between
diferent types of involvement and children’s academic adjusment. In general the efects are
small according to Cohen’s rule of thumb (rs 0.10 to 0.30 = small).
The results of many sudies show clear variation to exis in the level of parental involvement
and this variation to relate to the social-economic position and ethnicity of parents (Denessen,
Driessen, Smit & Sleegers, 2001). The fact that parents from disadvantaged groups experience
barriers to communication with the school and, as a result of such, barriers to cooperation with
the school is particularly worrisome (Todd & Higgins, 1998). In addition to this, there are
diferences of opinion with regard to the education and socialization within the disinguished
domains (home, school) with a signifcant part of the minority parents placing responsibility
more or less exclusively with the school (Driessen & Valkenberg, 2016). It is precisely children
from lower social-economic milieus and an ethnic/minority background who generally achieve
lower at school (Passaretta & Skopek, 2018) and therefore sand to beneft from improved and
more intensive support from the school with respect to education and learning within the
family, however.
The fndings from the sudies cited here do not lead to conclusive outcomes, insofar efects are
found they generally are small and, moreover, the form of parental involvement responsible for
the efect and which specifc aspects of the development of children are afected sill remain
unclear. Information regarding the diferential efects of parental involvement on various
sudent-related outcomes is virtually nonexisent. Prudence thus is called for when it comes to
the drawing of general conclusions regarding the efects of parental involvement on the
learning and development of children despite the presence of some empirical evidence
indicating the importance of parental involvement for the learning of children.
But apart from the ambiguity of the sudies’ results, there is a much bigger problem. Firsly,
almos all sudies are correlational sudies: parents (and teachers) are asked (in a written
quesionnaire) to give an indication of their involvement and participation and (at the same
time) sudents are tesed for academic achievement and behavior. Strictly speaking, such a
methodological design does not allow for speaking of an “efect”. Secondly, apart from this, the
interpretation of any efect is very complicated. At leas three types of parent
participation/involvement can be discerned. (1) There are parents who are permanently
involved in their children’s education, for insance by reading to them, helping them with their
homework, attending a parents’ evening, and/or helping the teacher in the class. (2) There are
also parents who are not involved at all, for insance because they are illiterate, don’t speak the
language, have had no or only little education themselves, or who do not believe in the power
of education or who feel that education is not something for their kind of people. (3) And then
there are parents who normally are not involved in their children’s education but only become
active when they are alerted by the teacher or low report grades. The latter thus is a reaction to
10. a negative situation, mosly in terms of bad behavior or low achievement. Analytically seen, the
frs two types of parents are relatively sraightforward. The third type, however, complicates
any analysis dramatically. And there are hardly any sudies where this crucial disinction is
made while this is critical for an adequate interpretation of the results. In fact, only in
longitudinal sudies with several measurement points focusing on both achievement/behavior
and parental activities it is possible to draw valid conclusions.
Note
The main body of this item is based on: Geert Driessen, Frederik Smit, & Peter Sleegers
(2005). Parental involvement and educational achievement. British Educational Research
Journal, 31(4), 509–532.
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Author
Dr. Geert Driessen is an educational researcher with 35 years of experience in the feld of
education in relation to ethnicity/race, social milieu/SES and sex/gender. Info:
www.geertdriessen.nl
Keywords
parental involvement
parent involvement
parental participation
parent-school partnership
disadvantaged students
13. Cite this article
Geert, Driessen. Parental involvement, parental participation, parent-school-community partnerships,
Encyclopedia, 2019, v2, Available online: https://encyclopedia.pub/279