The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
The following is a researched carried out on Parental Involvement in Education. A study on Dr. Joyce Epstein's framework on the indicated steps teachers or instructors should follow in order to acquire the involvement of parental figures in the educational process of a child.
Get tips to deal your child positively and get importance of attending parent teacher meeting and how you be involved in their education. Get free tips and guidance.
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
how can we involve parents in education to improve the educational environment for their child. what are its benefits and why it is important to involve parents.Parent-teacher partnership makes tremendous impact on children's education. it improves academic performance and learners become more focused in their school work
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
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.
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
18Building Partnership with Families and CommunitiesAnastaciaShadelb
18
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 ...
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.
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
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. What is Parent Involvement?
Parent involvement is defined as:
Being aware of and involved in
schoolwork
Understanding the relationship
between parenting skills and
student success in schooling
A commitment to consistent
communication with educators
about student progress.
3. What is Parent Involvement?
Parent involvement is important to the educational
success of a young adolescent and yet generally
declines when a child enters the middle grades
(Epstein, 2005; Jackson & Andrews, 2004; Jackson & Davis, 2000; NMSA, 2003).
The term "parents" refers to
biological parents, adoptive
& stepparents, and primary
Caregivers (e.g., grand-
mother, aunt, brother).
4. What is the Research on Parent
Involvement?
The research on parent
involvement in the education of
young adolescents addresses
parents' activities in support of
learning at home, in school, and
in the community.
As a result of this
research, Epstein and her
colleagues developed a
framework of six types of
involvement with associated
activities, challenges, and
expected results.
Joyce Epstein, a leading
researcher in the field of parent
involvement, identified and
studied multiple measures of
parent involvement in the
middle grades (Epstein, 1995;
Epstein, Sanders, Simon, Salinas
, Jansorn, & Van Voorhis, 2002).
6. Type 1 - Parenting Activities
These activities are designed to:
help families understand young adolescent
development
acquire developmentally appropriate parenting
skills
set home conditions to support learning at each
grade level
help schools obtain information about students.
7. Type 2 Communication
Communicating activities focus on keeping
parents informed through such things as:
conferences about student work
memos
report cards
notices
school functions
phone mail
web pages
8. Type 3 Volunteering
Volunteering is a great way to get involved and
show just how important the child is to you.
Volunteering for school related activities promotes
student success and will help the school to
accomplish goals they have set to further student
success.
Opportunities include recruiting other
neighborhood volunteers, being a bilingual
liaison, helping with after school clubs.
9. Type 4 Learning at Home
Home is an extension of school in that the learning is
constant. Involve the family in activities that
coordination of schoolwork with work at home.
Possibilities are:
interactive homework
like Study Island
setting future goals
organizing personal
belongings
create a time and space
for reading like before bed
encourage conversations about classes at school
10. Type 5 Decision Making
Activities are designed to solicit the voice of
parents in decisions about school policies and
practices.
An example of this is the PTA. An organization
made up of parents that participate in school
functions and help facilitate school needs.
Schools also use councils, committees, and
other action teams to meet school and
community needs that utilize the support of
the parents.
11. Type 6 Collaboration
Collaborating with the community
Activities acknowledge and bring together all
community entities (e.g., with the community
businesses, religious organizations) with a
vested interest in the education of young
adolescents.
12. Importance of Parenting Styles
Authoritarian, permissive, and authoritative are three styles of
parenting (Baumrind, 1991).
Authoritative, identified as the preferred style, includes parental
warmth, inductive discipline, no punitive punishment practices, consistency
in child rearing, and a clear communication of interest in the day-to-day
lives of children (Rosenau, 1998).
According to Rosenau, the authoritative parenting style has a strong
correlation with student behavior and classroom management. Van Voorhis
(2003) examined the effects of involving parents in interactive homework
assignments (family homework assignments rather than student-in-isolation
homework assignments) using the Interactive Homework program, a spin-
off of the Teachers Involving Parents in School (TIPS) program developed at
Johns Hopkins University.
TIPS offers parents guidelines for collaborating with their children on
homework activities, as well as information about school curricula
(Epstein, Simon, & Salinas, 1997).
In the evaluation study, in comparison to students engaged in traditional
homework assignments, students who participated in the TIPS Interactive
Homework program received better scores on homework and on report
cards, and parents were more involved with homework.
13. Fan and Chen examined multiple measures
of parent involvement
Using the methodology of meta-analysis (analyzing multiple
research studies), the researchers identified three constructs of
parent involvement:
(1) Communication
(2) supervision
(3) parental expectations and parenting style.
Communication refers to parents' frequent and systematic
discussions with their children about schoolwork.
Supervision includes monitoring when students return home from
school and what they do after school, overseeing time spent on
homework and the extent to which children watch television.
Parental expectations and parenting style were found to be the
most critical of the three. These include the manner and extent to
which parents communicate their academic aspirations to their
children.
Fan and Chen found that high expectations of parents and student
perceptions of those expectations are associated with enhanced
achievement.
14. What are the Outcomes of
Parent Involvement?
Parent involvement leads to improved
educational performance
(Epstein et al., 2002; Fan & Chen, 2001; NMSA, 2003; Sheldon & Epstein, 2002; Van Voorhis, 2003).
15. Outcomes of Parent Involvement
Parent involvement fosters better student
classroom behavior (Fan & Chen, 2001;
NMSA, 2003).
Parents who participate in decision making
experience greater feelings of ownership and
are more committed to supporting the
school's mission (Jackson & Davis, 2000).
Parent involvement improves school
attendance (Epstein et al., 2002).
Parent involvement increases support of
schools (NMSA, 2003).
16. Outcomes of Parent Involvement
Parent involvement creates a better
understanding of roles and relationships
between and among the parent-student-
school triad (Epstein et al., 2002).
Parent involvement improves student
emotional well-being (Epstein, 2005).
Types of parent involvement and quality of
parent involvement affect results for
students, parents, and teachers
(Epstein, 1995).
17. Recommendations for Increasing
Parent Involvement
Conduct a needs
assessment
identifying what the
concerns and issues
are surrounding
parent involvement
in the education of
their children.
Develop, in
collaboration with
parents, shared
goals and missions
concerning young
adolescents' learning
and development
(Ruebel, 2001).
18. Recommendations for Increasing
Parent Involvement
Develop a repertoire of
strategies
o interactive homework
o student-led conferences
These are designed to
increase parent
involvement at school
and at home.
Establish and maintain
respectful and productive
relationships with
families "to support the
interaction of ideas and
experiences centered on
the learning of young
people" (Nesin &
Brazee, 2005, p. 42).
19. Recommendations for Increasing
Parent Involvement
Establish open and
two-way lines of
communication for
thoughtful and
reflective
conversation.
Use a variety of
meeting spaces
(NMSA, 2003) for
equitable access and
non-threatening
environments.
20. Engage in Parent Professional
Development
First, conduct a needs assessment to identify
focus areas for parent professional development.
Use this needs assessment to guide the
development of a balanced, comprehensive
program of partnership.
For example, parent professional development
might include 1 or 2 hour free, weekly sessions held
at night, or as a series of mini-courses.
The professional development could discuss specific
parent behaviors and be used as a vehicle to involve
parents in other aspects of the school
21. Resource Inventory
Create a resource
inventory to identify
strengths, skills, and
cultural and
contextual
knowledge of both
parents and faculty
members.
Identify a family-
school liaison who
actively works to
engage parents
(Comprehensive School
Reform Quality Center,
2005).
22. Develop a long-range
parent involvement plan.
"Parental involvement may be implemented as
a stand-alone program or as a component in
comprehensive school-based programs"
(Comprehensive School Reform Quality Center, 2005, p. 37).
23. References
Baumrind, D. (1991). Parenting styles and adolescent development. In J. Brooks-Gunn, R. Lerner &
A. C. Peterson (Eds.), The encyclopedia of adolescence (pp. 746–758). New York: Garland.
Comprehensive School Reform Quality Center. (2005). Works in progress: A report on middle and
high school improvement programs. Washington, DC: Author.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi
Delta Kappan, 76, 701–712.
Epstein, J. L. (2005). School-initiated family and community partnerships. In T. Erb (Ed.), This we
believe in action: Implementing successful middle level schools (pp. 77–96). Westerville, OH:
National Middle School Association.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.
(2002). School, community, and community partnerships: Your handbook for action (2nd ed.).
Thousand Oaks, CA: Corwin Press
Epstein, J. L., Simon, B. S., & Salinas, K. C. (1997). Involving parents in homework in the middle
grades (Rep. No. 18). Bloomington, IN: Phi Delta Kappa Center for Evaluation, Development, and
Research.
Fan, X. T., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-
analysis. Educational Psychology Review, 13, 1–22.
Jackson, A.W. & Andrews, P. G. (with Holland, H., & Pardini, P.). (2004). Making the most of middle
school: A field guide for parents and others. New York: Teachers College Press.
24. Jackson, A.W. & Andrews, P. G. (with Holland, H., & Pardini, P.). (2004). Making the most of middle
school: A field guide for parents and others. New York: Teachers College Press.
Jackson, A., & Davis., P. G. (2000). Turning points 2000: Educating adolescents in the 21st century.
New York: Teachers College Press.
Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA:
Association for Supervision and Curriculum Development.
McEwin, C. K., & Smith, T. W. (2005). Accreditation and middle level teacher preparation programs.
In V. A. Anfara, Jr., G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades
education (pp. 92–95). Greenwich, CT: Information Age Publishing.
National Middle School Association. (2003). This we believe: Successful schools for young
adolescents. Westerville, OH: Author.
Nesin, G., & Brazee, E. N. (2005). Creating developmentally responsive middle level schools. In V. A.
Anfara, Jr., G. Andrews, & S. B. Mertens (Eds.), The encyclopedia of middle grades education (pp.
35–44). Greenwich, CT: Information Age Publishing.
Rosenau, J. S. (1998). Familial influences on academic risk in high school: A multi-ethnic study.
(Doctoral dissertation, Temple University, 1998). (UMI No. 9911056).
Ruebel, K. (2001). Coming together to raise our children: Community and the reinvented middle
school. In T. S. Dickinson (Ed.), Reinventing the middle school (pp. 269–287). New York: Routledge
Palmer.
Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and
science achievement. The Journal of Education Research, 96, 323–338.
