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Family Involvement in Elementary School Children's Education. Family Involvement Makes a Difference: Evidence that Family Involvement Promotes School Success for Every Child of Every Age. Number 2, Winter 2006/2007
Abstract
This research brief summarizes the latest evidence base on effective involvement for elementary school children--that is, the studies that link family involvement in elementary schools to children's academic achievement and social development. It synthesizes the outcome-based empirical research published between 1999 and 2006 that were cataloged in peer-reviewed journals found in the Family Involvement Network of Educators bibliographies. The brief also profiles programs that have been evaluated to show what works to promote family involvement in the elementary school years. The brief concludes with implications for policy, practice, and research. Method is appended. (Contains 1 figure and 61 endnotes.)
... Kehadiran orangtua mendampingi anak akan membuat anak dapat duduk dengan tenang dan konsentrasi belajar sehingga dapat belajar dengan efektif. Orangtua yang memiliki harapan yang tinggi terhadap keberhasilan pendidikan anak memiliki ciri antara lain memantau kemajuan belajar anak, menciptakan suasana nyaman dan aman bagi anak untuk belajar, dan mendampingi anak belajar (Slavin, 2006) Orangtua yang menyediakan buku-buku cerita bagi anak dapat meningkatkan keterampilan membaca anak (Henderson & Berla, 2002), anak yang dibimbing membaca di rumah berkorelasi positif dengan keterampilan membaca anak (Caspe, Lopez, & Wolos, 2007) Dalam menyediakan buku bacaan terhadap anak seyogyanya orangtua memilih bahan bacaan yang sesuai dengan perkembangan anak dengan tema yang memiliki muatan educatif, sehingga dapat diperoleh dampak instruksional berupa keterampilan membaca sekaligus dampak pengiringnya berupa pengembangan kepribadian anak. ...
... Mendampingi anak dalam menyelesaikan pekerjaan rumah memiliki banyak manfaat, seperti mempererat hubungan orangtua dengan anak (Epstein & Van Voorhis, 2001), meningkatkan prestasi belajar anak di Sekolah (Caspe et al., 2007;van der Werf et al., 2001). Penelitian (Van Voorhis, 2001) tehadap keterlibatan orangtua yang berasal dari berbagai latar belakang etnis dan sosial budaya di Amerika menunjukkan hubungan signifikan antara jumlah waktu yang digunakan orangtua dalam membantu anak dengan kemajuan belajar yang telah dicapai anak di sekolah. ...
... Hal ini nampak dari pertemuan berkala setiap bulan antara orangtua dengan guru di sekolah, komunikasi yang tidak terprogram melalui telepon, dan mendatangi guru di kelas. Penelilian terhadap keluarga keturunan Afrika-Amerikan dari latarbelakang keluarga ekonomi lemah, menunjukkan bahwa orangtua yang intensif membantu anak dan aktif menjalin komunikasi dan kerjasama dengan sekolah selama tiga tahun, anak mereka memiliki prestasi lebih baik dari anak yang orangtuanya tidak aktif membantu dan menjalin kerjasama dengan pihak sekolah dalam priode yang sama (Caspe et al., 2007) Orangtua yang ikut berpartisipasi dalam menyelesaikan urusan sekolah anak, seperti mengikuti pertemuan di sekolah sebagai bentuk kerjasama sekolah-orangtua akan berpengaruh positif terhadap peningkatan motivasi belajar dan prestasi belajar siswa (Hoover-Dempsey & Sandler, 1997;Praditsang, Hanafi, & Walters, 2015) Ada berbagai faktor yang menyebabkan besarnya dukungan orangtua terhadap pendidikan anak. ...
Penelitian ini bertujuan untuk mengungkap dampak dukungan orangtua dan budaya sekolah dalam bentuk tindak pembelajaran guru terhadap peningkatan prestasi belajar anak. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif-phenomenologis dalam rancangan penelitian multi situs. Hasil penelitian yang berkaitan dengan fokus dukungan orangtua terhadap pendidikan anak menunjukkan bahwa keterlibatan orangtua dalam pendidikan anak didorong oleh rasa cinta-kasih sayang terhadap anak dalam rangka mengemban amanah dari Allah untuk mempersiapkan kehidupan anak yang lebih baik
... Early childhood , which includes prekindergarten , through secondary school educators recognize the importance of parental involvement and engagement in students ' schooling for their socioemotional well - being and academic suc - cess ( Caspe et al . , 2007 ; Kreider , Caspe , Kennedy , & Weiss , 2007 ; Weiss et al . , 2006 ) . There is also growing evidence of schools ' success with taking a more positive approach to facilitating parental involvement , acknowledg - ing the hard work parents were engaged in to help their children , being clear in communication with parents about praise for ...
... Parents ' support , in the form of providing a nurturing and supportive re - lationship , is related to growth in students ' social competence , self - esteem , cognition , and grade point averages ( GPAs ; Caspe et al . , 2007 ; Kreider et al . , 2007 ; Weiss et al . , 2006 ) . Similarly , parent and student participation in ex - tracurricular activities increases and helps maintain communication and co - hesion within that relationship ( El Nokali et al . , 2010 ; Jeynes , 2007 ) . Parental involvement in schools increases parents ' knowledge of school polic ...
... vement in schools increases parents ' knowledge of school policies , which can then facilitate students ' educational progress ( Niehaus & Adelson , 2014 ) . During the elementary years , parents can encourage academic success by " supporting literacy , helping with homework , managing children ' s education , and maintaining high expectations " ( Caspe et al . , 2007 , p . 4 ) . ...
... El programa "Fortaleciendo Vínculos" busca justamente enfocar la intervención en Familias de 1º Básico dado que durante la primera etapa escolar, el grado de involucramiento de la familia en los procesos escolares, es un elemento crítico en el desarrollo y aprendizaje de los niños (Caspe, Lopez & Wolos, 2006). La evidencia empírica también demuestra que focalizar intervenciones que buscan aumentar el involucramiento familiar específicamente en los años iniciales de la escolarización, han demostrado un impacto a largo plazo en cuanto a rendimiento académico y a mantener a la familia activa en la trayectoria educativa del/ de la niño/a (Galindo & Sheldon, 2012). ...
... La vinculación positiva y colaborativa entre la esfera escolar, la esfera familiar y la esfera comunitaria se constituye como un factor protector fundamental para los niños/as, respecto de las influencias negativas de contextos complejos (Caspe, Lopez & Wolos, 2006). Es por eso que programas que buscan favorecer una vinculación positiva entre la escuela y la familia apuntan justamente a fortalecer estos factores protectores a través de este tipo de vínculo. ...
En el siguiente Manual se presenta el Programa "For-taleciendo Vínculos" una iniciativa de visitas domici-liarias (VVDD) y talleres colectivos para familias con niños/as de 1º año de Educación Básica. El Programa "Fortaleciendo Vínculos" busca favo-recer desde la escuela, el involucramiento familiar colaborativo de los padres y apoderados de 1° año de educación básica, a través de visitas domicilia-rias y talleres colectivos que apunten al acompaña-miento familiar en el proceso formativo de los niños/ as, particularmente en la transición de la educación preescolar a la educación escolar. El programa bus-ca, desde un enfoque promocional y eco-sistémico, fortalecer la relación entre Familia y Escuela, enten-diendo que esta colaboración tiene impactos positi-vos en el desarrollo cognitivo, social, y emocional de los niños/as. Además de fortalecer el vínculo entre la escuela y cada familia, el Programa también apunta a crear instancias de reflexión colectiva en las cuales los apoderados tendrán un espacio para la creación de lazos afectivos y de apoyo mutuo. El Programa "Fortaleciendo Vínculos" se divide en 4 unidades con un total de 13 sesiones, de las cua-les 7 sesiones se llevan a cabo a través de una visita domiciliaria y 6 sesiones se llevan a cabo a través de talleres colectivos con un grupo de 5 a 7 familias. El Programa también cuenta con 2 encuentros colec-tivos, uno para dar inicio al programa y la segunda para cerrar el ciclo del trabajo. La implementación del programa "Fortaleciendo Vínculos" deberá ser acompañado y liderado por profesionales de las ciencias sociales, idealmente Trabajadores Sociales, quienes tienen las herra-mientas y conocimiento teórico/práctico para llevar a cabo las visitas domiciliarias y talleres colectivos. El programa también contempla la incorporación de profesores de 1º básico, específicamente en una vi-sita domiciliaria y un taller colectivo para trabajar el reforzamiento académico desde el hogar. A continuación se presenta la fundamentación y re-levancia del programa, seguido por los objetivos del programa y una descripción detallada de cada sesión. ANEXOS
... Researchers and educators emphasize the importance of family involvement processes (Caspe, Lopez, and Wolos 2007) and the school context as key contributors to children's behavioral and academic outcomes , especially among the most marginalized children (Bulotsky-Shearer, Fantuzzo, and McDermott 2008). Also, literature acknowledges the importance of examining this research paradigm over time. ...
... Home environment Caspe, Lopez, and Wolos (2007) model of family involvement focuses on the home environment vis-à-vis parenting (mother-child relationship, linkages with community) as well as connections between home and school (communication, parent involvement) and parents' responsibilities for children's learning outcomes (supporting literacy, homework assistance, high expectations, managing children's education). Each component of Caspe's model has been tied to positive behavioral and academic outcomes in diverse groups of children Dearing et al. 2006;Gillanders, McKinney, and Ritchie 2012), but the systemic factors that contribute to differences across and within sociodemographic groups must be further addressed (Arditti, Burton, and Neeves-Botelho 2010). ...
Framed within contextual systems model, this study examines how home and school operate together to shape behavioral and academic outcomes for 544 low-income African American (56%) and Latino/a (44%) elementary school-aged children (mean age = 7.88 years, SD = 1.46, 50% male). Using data from Welfare, Children, & Families Study: A Three City Study and multiple group path analysis, we found that for children in kindergarten through third grade, the adequacy of the home resources was positively related to applied problem scores (e.g. math literacy) and negatively associated with externalizing behavior. For fourth- to sixth-graders, the adequacy of classroom resources was negatively associated with applied problem scores. For both age groups positive teacher–child relational quality was also a positive predictor of externalizing behavior. Results revealed that barriers to parental involvement in school were a negative predictor of applied problem scores for low-income children in early and later elementary school. Implications for policy and practice aimed at strengthening opportunities for children and families from marginalized communities are discussed.
... More specifically, parents can become involved at home by helping their children with their homework, modeling and encouraging their children to read at home, teaching their children knowledge and skills, fostering school learning, promoting respect for education, as well as providing them with educational opportunities (Shumow, 2010). In specific to the area of reading, previous research has documented the importance of parents on students' reading abilities (Caspe, Lopez & Wolos, 2007). In a review of the literature conducted by Caspe et al. (2007), results suggested that when parents read books together with their children, it not only promotes the children's language development but it also fosters their literacy development. ...
... In specific to the area of reading, previous research has documented the importance of parents on students' reading abilities (Caspe, Lopez & Wolos, 2007). In a review of the literature conducted by Caspe et al. (2007), results suggested that when parents read books together with their children, it not only promotes the children's language development but it also fosters their literacy development. ...
Parental involvement has a major influence on students' academic and overall success; however, Latino parents tend to be less involved than non-Latino parents. Additionally, Latino students have higher dropout rates than other ethnic groups, and their continued underachievement is of great concern to many educators. The purpose of this study is to better understand Latino mothers' involvement and identify the precursor factors that may influence these mothers' involvement in their children's education. Specifically, the study investigated specific family factors that may potentially impact Latino mothers' involvement at school and at home (i.e., mothers' number of years residing in the U.S., mothers' English proficiency, mothers' level of education, and mothers' mental health). Parental involvement and family factors were evaluated using a demographic parent interview, while mothers' mental health was evaluated using the Brief Symptom Inventory (BSI). All participants (N = 165) were Latino mothers of children who attended Head Start programs or kindergarten in public schools in five counties in Florida. Hierarchical linear models were utilized to evaluate the relationship between the different family factors and Latino mothers' involvement at school and at home. Results indicated that at school involvement was correlated to some extent with mothers' English proficiency, mothers' education level, mothers' anxiety (panic), mothers' hostility, and mothers' paranoid ideation. Additionally, findings suggested that mothers' English proficiency increased the predicted at school involvement score for the participants. The remainder predictors were not found to be statistically significant; thus further research must be conducted to examine and better understand parental involvement of Latino parents given that these parents are less likely to become involved in their children's education.
... When there is a conflict between students' home and schools, students can be alienated from their families (Banks, 2015), which clearly indicates the significance of establishing a two-way communication between schools and parents. Parents have a role to play in shaping their children's' value systems, beliefs, orientations, and views toward the world and education (Caspe et al., 2007). In order to create a school atmosphere that respects and values students' home culture, a two-way communication is prominent so that teachers can acquire knowledge about the students' background. ...
Drawing on the need of teaching culturally diverse students, I employ a sequential
exploratory mixed methods design to identify novice EFL teachers’ Culturally
Responsive Teaching (CRT) needs and explore the transversal skills for developing a
culturally responsive EFL teaching habitus. The quantitative part of the study is
related to identifying the level of CRT needs while the qualitative part involves
developing the data collection instrument, delving into the needs, and exploring the
transversal skills. Through employing cluster random sampling, the study involves
229 novice EFL teachers in Ankara, Türkiye. The data collection includes informal
and cognitive interviews to develop the primary data collection tool and its scoring
rubric, Culturally Responsive English Teaching Needs Assessment with Vignettes
(CRETNAV), an open-ended survey tool to identify teachers’ needs. I also utilise
field notes, memos, and focus group interviews with experts. I employ inductive
content analysis and descriptive statistics to analyse the data. In addition, a panel of
five experts are employed to consult their expertise during the exploration of the
transversal skills based on the identified needs. Data collection and analyses
procedures occur between 2022 and 2024. Findings reveal a large spectrum of CRT needs of novice EFL teachers. As a result,
the study identifies a set of transversal skills necessary for developing a culturally
responsive EFL teaching habitus under four major teacher learning zones, namely
culturally responsive caring, culturally responsive knowledgebase, culturally
responsive instruction, and culturally responsive awareness for developing a
culturally responsive EFL teaching habitus within the cultural context of Türkiye.
... According to similar results, the quality of mutual relations between parents and children affects the pupils' adaptation in school. The beginning pupils can transfer experiences from the family environment to the school environment [9]. The cognitive stimulation, a sense of well-being, adequate reactions and expressions of interest in the child are prerequisites for the successful adaptation of the beginning pupils and their better results at school. ...
The current concept of children's readiness to enter school also assumes the school's and family's readiness to create optimal conditions for children's adaptation into the new school environment. The presented study analyzes the readiness of parents of future and beginning pupils in relation to the successful adaptation of pupils to the beginning of systematic education. Regarding the issue, pedagogical research experimentally verifyed the impact of the proposed activities on increasing the pedagogical readiness of parents and the school readiness of children in the home environment. By carrying out the research and subsequent statistical analysis of the data, it was confirmed that the implementation of the activities had an impact on the level of adaptation of beginning pupils from the perspective of parents.
... Değer eğitimi ve aileye yönelik yapılan çalışmalar arasında ailenin değer eğitimi hakkındaki görüş (Coşkun-Keskin & Söylemez, 2012;Çelikkaya, Başarmak, Filoğlu & Şahin, 2014;Tay & Yıldırım, 2009;Yıldırım, Becerikli & Demirel, 2017), algı (Ben-Peretz & Kremer) ve tutumları (Çağlayan, 2018;Koçyiğit, 2019), ailenin değer eğitimindeki rolü (Azahari, 2019), ailenin önemsediği değerler (Demir & Kök, 2012;Yiğittir, 2010) yer almaktadır. Eğitimde aile katılımına yönelik alanyazın incelendiğinde, ailelerin değer eğitimine katılımı (Ballı, 2023;Sukmawati-Dewi, Darnowo & Kusmayadi, 2020), ilkokulda aile katılımı (Aierbe-Barandiaran, Bartau-Rojas & Oregui-González, 2023;Caspe, Lopez & Wolos, 2007;Colás-Bravo & Contreras, 2013), ortaokulda aile katılımı (Çıkar ve Aslan, 2022;Graham, Alleyne & Lewis-Jack, 2013), aile katılımına yönelik velilerin görüş (Çıkar ve Aslan, 2022;Selanik-Ay ve Kurtdede-Fidan, 2017;Türe ve Deveci, 2021) ve deneyimleri (Demir, 2023), öğretmen ve yöneticilerin görüşleri (Erdoğan & Demirkasımoğlu, 2010), aile katılımının eğitime etkisi (Bocos & Crina-Marin, 2019;Hernández-Padilla, Bazán-Ramírez, Bazán-Ramírez & Solano-Gutierrez, 2023;Şad & Gürbüztürk, 2013;Taseer, Khan, Yasir, Kishwer & Iqbal, 2023;Valanzuela & Sales, 2016) olmak üzere çeşitli çalışmaların yapıldığı tespit edilmiştir. Değer öğretiminde ailenin katılımına yönelik ulaşılan çalışmaların çoğu görüş, algı ve tutum belirlemeye yöneliktir ve bu çalışmalarda veliler değer öğretimi sürecinde aktif olarak yer almamıştır. ...
Bu araştırmanın amacı, ebeveynlerin sözlü tarih yoluyla değerlerin öğretim sürecine katılımı hakkındaki deneyimlerini değerlendirmektir. Araştırmada eylem araştırması deseni kullanılmıştır. Araştırmanın çalışma grubu, Aksaray’da bir devlet ortaokulunda gerçekleştirilen sözlü tarih uygulamasına katılan 16 öğrenci velisinden (7. sınıf) oluşmaktadır. Araştırmanın verileri, yarı yapılandırılmış görüşmeler yoluyla aracılığıyla toplanmıştır. Elde edilen veriler, içerik analiziyle değerlendirilmiştir. Araştırma sonuçları, değer öğretiminin ebeveynleri dâhil ederek sözlü tarih yöntemiyle gerçekleştirilebileceğini ortaya koymuştur. Araştırmada ebeveynlerin değer öğretimi sürecine gönüllü olarak katıldığı, değerlerin öğretiminde ebeveynlerle işbirliği kurulmasının ebeveynlere ve çocuklara çeşitli katkılar sağladığı, sözlü tarih yöntemiyle gerçekleştirilen değerler öğretiminde ebeveynlerin birtakım zorluklarla karşılaştığı sonuçlarına ulaşılmıştır. Araştırma sonuçlarına dayalı olarak değer öğretimine yönelik çeşitli öneriler sunulmuştur.
... Les relations collaboratrices constituent un facteur de protection contre le décrochage scolaire, entre autres, en milieu défavorisé et contribuent à la persévérance scolaire (Deslandes, 2007). Elles semblent en effet amoindrir les effets négatifs de la pauvreté au regard des résultats scolaires et des comportements inappropriés des enfants (Caspe, Lopez, et Wolos, 2007;Deslandes, 2010;Kreider, Caspe, Kennedy, et Weiss, 2007). ...
La présente recherche intervention vise à illustrer les premières étapes du processus d’un Laboratoire du Changement, une méthode de recherche et d’intervention formative et encore peu connue au Québec, appliquée ici dans le contexte des relations enseignants-parents. Nous désirons mettre à profit cette méthode dans un contexte de réforme curriculaire difficile. L’objet ultime du Laboratoire du Changement est de promouvoir la participation parentale au suivi scolaire par l’entremise de l’amélioration des relations entre les enseignants et les parents. Les études réalisées depuis quelques décennies montrent les bénéfices associés à des relations enseignants-parents positives et collaboratrices pour la réussite scolaire. De ces relations émergent des zones de tensions exprimées sous la forme de manifestations discursives de contradictions. À la lumière de la théorie de l’activité et de la méthode du Laboratoire du Changement, l’analyse de deux premières rencontres réunissant neuf participants a mené à l’identification des contradictions primaires à chacun des pôles du triangle de l’activité. Celles-ci ont trait surtout à la volonté ou non de favoriser une plus grande participation parentale (objet), à des communications parfois ambiguës (outil), à des attentes irréalistes de certains parents à l’égard de rétroactions attendues de la part des enseignants (division du travail), à des façons de faire qui ne respectent pas les règles de fonctionnement de l’école, au caractère individualiste des rapports de certains parents avec les enseignants et de certains services offerts par des professionnels uniquement pendant les heures de classe (communauté). Cette analyse dialectique réalisée par les chercheurs a ainsi permis d’identifier les problèmes rencontrés et d’en discuter avec les participants. Les résultats de l’analyse des manifestations de ces contradictions seront réinvestis à titre de données miroir dans une phase ultérieure du Laboratoire du changement afin d’outrepasser ces problèmes et de s’engager dans une comodélisation d’une nouvelle forme de relation entre les enseignants et les parents.
... According to research, effective program-family partnerships marked by mutual respect, open communication, shared values, and a commitment to the child's welfare frequently produce high levels of family engagement (PDF) (Caspe, Lopez, & Wolos, 2007). For instance, professional standards encourage respect for all families by recognizing the cultures of all families and using parents as role models. ...
... International literature indicates that the degree of family involvement in school processes is a critical element in the development and learning outcomes of children during their first school years (Hoover-Dempsey and Sandler, 1997;Caspe et al., 2006) making relevant the need to generate scientific evidence from the Chilean context for eventual future replications in other Latin American countries. ...
There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.
... This result conforms to findings in previous studies, regarding family involvement. For example, Alquraini [8] found that, in Saudi special education programs, there is a lack of collaboration with families, despite research linking such collaboration with students' activities and outcomes [11]. Families in Saudi Arabia may respect the fact that the teachers are the experts when dealing with their young children with disabilities. ...
This survey-based, quantitative research investigated Early Intervention teachers’ perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on two dimensions of Early Intervention including attitude toward Early Intervention services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: (1) an online survey and (2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data were collected and analyzed. The final sample size was 52 due to the newness of the EI field in Saudi Arabia. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services.
... Their definition includes all activities by parents that are purposefully "linked to learning". In Harvard family research project (Caspe, 2007) found out considerable result evidence has supported the importance of family involvement in the elementary school years, when this involvement is assessed, it has been demonstrated that family involvement can result in success at school. This can be further strengthened through family involvement, by matching the child's developmental needs, the parent's attitudes, conduct, school's expectations and care. ...
Inclusion of special students at higher education and their diverse needs require special arrangements in environment for them. The provision of educational facilities and opportunities as per their needs also help them to develop their maximum satisfaction for their educational institutions. As much as these special students are satisfied, there are better chances for the academic achievements. This study has been conducted to analyze various educational opportunities and facilities for the special needs of students at University of the Punjab. The analysis of result revealed theoretical and practical implications for special students at higher education. It is concluded that satisfaction level of students with special needs from educational facilities and opportunities provided at the University was a bit more than average. This shows that needs and requirements of students with special needs are not neglected at the University.
... Sharing the same goals concerning the wellbeing and education with their child's teacher is a step towards a better interaction and communication between parent and teacher (Pelletier, 2002). Parents commit to their child's education by different processes like: parent-child relationship, discussions with the community, communication, participation in school activities; but also take certain responsibilities upon themselves: aiding in literacy, helping and overseeing with homework, handling and governing the child's education, keeping high expectations (Caspe, Lopez and Wolos, 2007). ...
Musical education in the Romanian school system is made in a traditional fashion in most classrooms across the country. Parents’ involvement in the musical teaching of their children is limited to professional music/ instrument learning in the schools that have the music as the main subject, therefore some teachers venture into an unconventional way of using music and musical education in the education of young children. Our paper focuses on the interest shown by parents in music teaching or learning music together with their children in their own spare time through diverse activities that involve music.
... Ainsi, les pratiques de CEF proposées devraient tenir compte du contexte de vie des parents incluant leurs habiletés et compétences ainsi que le temps et l'énergie dont ils disposent (Hoover-Dempsey et al., 2010 ;. D'ailleurs, ces pratiques de collaboration peuvent aussi bien consister à prendre en considération les compétences en lecture des parents, à communiquer avec ceux absents des rencontres prévues (Caspe, Lopez et Wolos, 2007) qu'à leur faire connaitre des stratégies liées aux situations d'apprentissage (Deslandes et Bertrand, 2004). ...
Influence of parental educative role and parental sense of competence on the involvement of parents in their child’s school cursus
Through the findings from the analysis of the 139 parents’ and children’s answers attending the 3rd year (theoretically aged 8) of fundamental education in Luxembourg at the Hoover-Dempsey and Sandler survey (1995, 1997), it seems relevant to highlight the influence of parental educative role and the parental sense of competence within the process of parents’ decision making involved in their children’s school process Our data show that the parents’ sense of competence and their perception of their educative role seem to be a key element within the process and an "in-between element" in connection to the parents’ school past (mainly regarding the school performance) and the children’s variables including their academic performance. We also conclude that parental sense of competence and parental educative role are two components influenced by the social and cultural background of families.
... We place our observations of parents' digital literacy repertoires within the context of long-standing research that has indicated that parents and, in particular, mothers' level of schooling is an important indicator of children's academic performance (Dearing et al. 2006;Gonzalez et al. 2010;Kogut 2004;Lynch 2009;Melhuish et al. 2008;Torr 2008;US Department of Education 1999). Researchers have also focused on mother and child interaction to examine familial and community learning and socialization patterns and learning outcomes (Caspe et al. 2007;Hasan 2002;Rogoff et al. 2003). Many of these studies have noted differences, and too often disparities, in youth learning outcomes along the lines of the mother's class and race. ...
The Individuals with Disabilities Education Act (IDEA) guarantees several safeguards to parents concerning their child's education. The safeguards include the right to their children's educational records, an independent evaluation, and an impartial hearing in case of disagreements regarding educational plans. Yet, despite the institutions of the safeguards, the complex educational needs of Deaf and hard-of-hearing children with additional disabilities (DSWAD) demand parent-teacher partnership. However, according to the authors, there is no literature focusing on DSWAD and the nature of the parent-teacher partnership. The current chapter attends to this gap by presenting and discussing shared stories of DSWAD parent-teacher partnerships as a tool for both novice and seasoned teachers to think critically about their engagement with parents of DSWAD.
The authors of this chapter focus on immigrant families who have deaf children with co-occurring disabilities. The journey is filled with understanding deafness, co-occurring disabilities, resources, cultural impact, communication and amplification options, and navigating the American education system. The chapter covers a range of information for professionals and families to understand what families with deaf children with co-occurring disabilities face and the continuous decisions that must be made and implemented while having limited access to support due mainly to language barriers and cultural understand. The chapter covers from the time the deaf child with co-occurring disabilities is identified and the multiple layers to understanding the path the family takes, knowing each one is as unique as the child.
Los resultados de los estudios científicos que focalizan en las relaciones entre las familias y la escuela ponen de relieve la influencia positiva que se produce entre ambos contextos sobre el desarrollo de los y las estudiantes, contribuyendo de este modo positivamente tanto en los resultados a nivel escolar como en las áreas socioemocionales. Por este motivo, muchas escuelas han desarrollado diferentes intervenciones para fortalecer el vínculo con las familias. Sin embargo, en el contexto de los países iberoamericanos, y especialmente en Latinoamérica, las experiencias sistematizadas que se encuentran disponibles en la literatura científica son escasas. Este libro viene a dar respuesta a este vacío, realizando una compilación de aproximaciones conceptuales y experiencias desarrolladas en diferentes países iberoamericanos.
Los resultados de los estudios científicos que focalizan en las relaciones entre las familias y la escuela ponen de relieve la influencia positiva que se produce entre ambos contextos sobre el desarrollo de los y las estudiantes, contribuyendo de este modo positivamente tanto en los resultados a nivel escolar como en las áreas socioemocionales. Por este motivo, muchas escuelas han desarrollado diferentes intervenciones para fortalecer el vínculo con las familias. Sin embargo, en el contexto de los países iberoamericanos, y especialmente en Latinoamérica, las experiencias sistematizadas que se encuentran disponibles en la literatura científica son escasas. Este libro viene a dar respuesta a este vacío, realizando una compilación de aproximaciones conceptuales y experiencias desarrolladas en diferentes países iberoamericanos.
The role that parents play in the academic achievement of their children has long been considered very significant. Parental Involvement is a strategic key to both traditional and contemporary way of „face-to-face‟ schooling, including public /private schools and home schooling. Present research is destined to find out whether this connection happens in Pakistani schools, the study examined the impact of Parental Involvement on academic achievement among elementary school children in district Lahore. In this study quantitative research approach is used. The sample consisted of 1000 parents of1000 class 8th children enrolled in public and private school systems in District Lahore. A survey was conducted by Parental Involvement Project Questionnaire. For achievement score Punjab Examination Commission‟s results of class 8th were collected. Independent samples t -test and Regression applied to test the null hypotheses. The results of the study indicated the high involvement of parents in their children‟s education irrespective of school type. The result showed there was significant difference in the impact of Parental Encouragement on the achievements of children at elementary level i.e. there was less impact of Parental Encouragement on the achievements of boys as compare to the impact of Parental Encouragement on the achievements of girls at elementary level.
Esta guía nace desde la conexión entre investigación y práctica, desde una idea “atrevida” de cómo mejorar el sentimiento de pertenencia de las familias a los centros educativos y su desarrollo en los propios centros, con los docentes y con las familias. Es una guía para compartir. Compartir conocimientos, compartir deseos, compartir evidencias, compartir experiencias. Y todo ello, para mejorar nuestra labor educativa, la del grupo de investigación Compartimos Educación, la de docentes y la de familias, implicados todos en la apasionante tarea de educar. Queremos presentar esta guía dando las GRACIAS a todas las instituciones y personas que la han hecho posible. La Universidad de Murcia, por ser nuestro centro de desarrollo profesional, con sus excelentes servicios de Unidad de Gestión de la Investigación (UGI), y la Oficina de Transferencia de Resultados de la Investigación (OTRI); el Ministerio de Economía y Competitividad (MINECO) por financiar el proyecto Compartimos Educación (EDU2016-77035R); y, sobre todo, a los centros educativos, Asociaciones de Madres y Padres de Alumnos (AMPA), Federación de Asociaciones de Madres y Padres de Alumnos (FAPA) y todas las familias del municipio de Torre Pacheco, que han hecho realidad un sueño: compartir educación, familias y profesorado, es posible.
En un contexto de amplio acuerdo científico y legislativo sobre la importancia de la colaboración familia y escuela en los sistemas escolares, este estudio indaga en las nociones de colaboración que sustentan las prácticas de participación familiar en cinco establecimientos de Chile. Usando un cuestionario de involucramiento familiar y a través de entrevistas individuales y grupales, se identifican las nociones de colaboración familia-escuela, los roles, y las expectativas sobre las familias derivadas de éstas. El análisis muestra cómo las nociones de colaboración de docentes y familias privilegian cierto tipo de participación mientras invisibilizan otros. Se problematiza el hecho de que las familias, unilateralmente, sean construidas como las responsables últimas del éxito de la relación familia-escuela.
Internationally there is wide scientific and legislative agreement on the relevance of school-family collaboration in education. Following this premise, this study explores the notions of collaboration that sustain participation and involvement practices in five schools in Chile. Utilizing a questionnaire based on Hoover-Dempsey & Sandler´s scales of parental involvement and individual and group interviews with teachers and families, meanings about school-family collaboration, roles and teachers´ expectations for families are explored. Results show how notions of collaboration held by teachers and families privilege certain aspects while invisiblizing others. Further results indicate accountability and blame discourses for the failure of successful school-family collaborations attributed to non-participating families by teachers and those families who do participate in school-based activities.
Se presentan resultados de una investigación con estudiantes de educación superior, ideas respecto de su propia familia y la relación que ésta ha tenido con las escuelas a las que aquéllos han asistido. Existen múltiples trabajos acerca de la relación escuelas-familias en la educación básica, pero no en educación superior.Si se considera estos dos ámbitos como los principales responsables de la socialización primaria, la aparente distancia que van tomando los estudiantes respecto de sus familias conforme se avanza en los niveles educativos, sólo se esperaría en términos de un desarrollo de la autonomía durante la juventud.Los resultados obtenidos reflejan un “arropamiento” familiar importante y constante durante toda su trayectoria; además, se muestran respuestas de estudiantes universitarios y de tres Escuelas Normales, todos en Aguascalientes. En la mayoría de los casos pareciera que prevalecen familias tradicionales y estables que pueden ofrecer buenas condiciones para los estudios
Los nuevos escenarios educativos demandantes de calidad y equidad ubican la vinculación familia-escuela en un sitial clave, pues si se da positivamente, tendrá potencialidades de colaboración mutua, favoreciendo aprendizajes significativos en los estudiantes. Esta vinculación es analizada desde una mirada ecosistémica, en la que se van articulando en los distintos ámbitos ecológicos las dimensiones de la escuela, la familia y los aprendizajes. A partir de este análisis, se relevan los procesos de participación parental como instancia estratégica para mejorar los aprendizajes, mejorar el clima escolar y contribuir a la mejora educativa. Finalmente, se presentan algunas estrategias enfocadas en favorecer diversas instancias de participación y se desarrollan algunas consideraciones al momento de diseñar e implementar la estrategia de participación parental en la escuela.
This explanatory sequential mixed methods study compared parents’ and teachers’ perceptions and experiences regarding (a) parent-teacher relationships and (b) parent-teacher communication according to parents’ ethnicities and races. Non-matched, quantitative data about parent-teacher relationships were collected from parents (White and ethnic-racial minority) and teachers (those reporting on their relationships with either White or ethnic-racial minority parents) at two early childhood programs (N = 72). Twenty-four participants were observed during morning and afternoon transitions (child drop-off and pick-up). Thirteen participants were then interviewed, as well as each early childhood program director. Analyses of co/variance were used to analyze the quantitative data. Qualitative data were analyzed using a three-level coding approach and domain and discourse analyses. (Relationships) White and ethnic-racial minority parents had relationships with teachers that were similar in perceived quality. Teachers also had similar quality relationships. Respect was essential to parents’ and teachers’ positive relationship experiences, though parents and teachers conceptualized respect differently. Teachers reported negative relationship experiences with ethnic-racial minority parents. (Communication) Teachers’ perceptions of communication were similar, but ethnic-racial minority parents’ perceptions were significantly higher than White parents’ perceptions. Communication experiences among parents and teachers encompassed conversation about children’s daily activities, which changed with children’s ages. Ethnic-racial minority parents had conversations with teachers that were shorter than those of White parents and characterized by teachers’ use of nonverbal behaviors and communicative adaptations due to language barriers that teachers experienced when communicating with culturally and linguistically diverse parents. (Integration of relationships and communication) Parents’ and teachers’ feelings of trust distinguished “good” and “excellent” relationships. Parents and teachers also conceptualized trust differently, such that parents’ trust encompassed care for and about children whereas teachers’ trust entailed confidence in their credibility. Teachers reported difficulty in gaining trust among parents with non-U.S. cultural orientations and those who were male or older. Findings suggest that teachers (a) experience relationship and communication challenges when working with ethnically, racially, culturally, and linguistically diverse parents and (b) need additional guidance and skill development to effectively communicate and partner with ethnic-racial minority parents. Findings are applicable to early childhood education professionals including program directors, teachers, and teacher educators. Adviser: Michelle Rupiper
Twenty-first century educators of young children need skills and dispositions for building partnerships with the families of all their students. Educators worldwide frequently teach children from families whose backgrounds, including socioeconomic status and home language, are different from their own. This article introduces 12 principles for fostering strengths-based partnerships with families and then describes a service-learning project in two early childhood teacher education courses in which university students implemented these principles as they worked to develop partnerships with families of young dual language learners. Students' written reflections on the service-learning project detailed their significant shifts in thinking regarding communication with the families and assumptions they held about them.
Parents’ opinions about best practices for home and school collaboration in elementary grade
This article deals with the points of view of 352 parents of pupils in four schools in Quebec, located in advantaged and disadvantaged areas. These schools were selected to participate in an action research project that aims to develop strategies for improving school-family collaboration practices. Parents were asked to answer a questionnaire about effective collaboration practices implemented in their children’s school in order to facilitate their role. Although parents are generally satisfied with the home and school collaboration, many changes are still needed including : 1) developing communication practices to stimulate discussion between teachers and parents ; 2) convening meetings that take into account parents’ work schedule and provide children activities during the latter ; 3) providing more information to parents about the progresses, difficulties and learning of their children ; 4) informing parents from disadvantaged areas about the value of their role in their children’s education, and ; 5) organizing group meetings for parents from lower socio-economic backgrounds.
Los nuevos escenarios educativos demandantes de calidad y equidad ubican la vinculación familia-escuela en un sitial clave, pues si se da positivamente, tendrá potencialidades de colaboración mutua, favoreciendo aprendizajes significativos en los estudiantes. Esta vinculación es analizada desde una mirada ecosistémica, en la que se van articulando en los distintos ámbitos ecológicos las dimensiones de la escuela, la familia y los aprendizajes. A partir de este análisis, se relevan los procesos de participación parental como instancia estratégica para mejorar los aprendizajes, mejorar el clima escolar y contribuir a la mejora educativa. Finalmente, se presentan algunas estrategias enfocadas en favorecer diversas instancias de participación y se desarrollan algunas consideraciones al momento de diseñar e implementar la estrategia de participación parental en la escuela.
In the following article, Dr. Seuss's children's books are creatively integrated with science activities through the creation of take-home activity kits. The kits provide families an opportunity to read at home while connecting the enjoyable experience to science content and skill development through associated activities. The kits should be constructed using easy-reading books and aligned to developmentally appropriate academic science standards. Most importantly, they should be designed in a manner so that all family members are participants rather than expecting the adults to teach the expected outcomes. The activity kits can be completed as stand-alone experiences for interested students, used by students who are ready for an additional challenge, or adapted for an entire classroom of students as part of a teacher's normal curriculum.
The emergence of Response to Intervention (RtI) as a framework and logic model for promoting academic and social outcomes for children offers promise. With academic and behavioral screening, ongoing progress monitoring, tailored interventions matched to child need, and data-based decision making as core features it is not surprising that many educators are attracted to the framework. Given this, early and intensive implementation of RtI with young children is a natural consideration as many young children struggle to achieve academic and social competence as they enter school. Additionally, early family support and involvement in child social-emotional development is imperative. This article explores existing RtI models and their adaptation and expansion to support early childhood development in center-based services by summarizing components, documenting the importance of family support in early childhood settings, and reviewing practical approaches that capitalize on the transactional influences of the home and school environments. Although many existing RtI frameworks focus on either academic or behavioral outcomes, this article explores a combined and comprehensive approach to focus on including families in the process to address the prevention of future academic and social-emotional concerns.
This paper attempts to determine: What affects the graduation rates of Illinois public high schools? This question will be answered based on explanatory variables deemed important by previous research. The relationship between Illinois public high school graduation rates and the percentage of low income students in the high school, the percentage of parental involvement within the school, instructional expenditures per pupil, and the number of students enrolled in the school will be examined. The data was gathered from various sources including the Interactive Illinois Report Card and the Illinois State Board of Education. The results of the study show that schools with a higher percentage of students from low income families have lower high school graduation rates. The district’s instructional expenditures per pupil have positive correlation with graduation rates, holding all else constant. Parental contact proved statistically insignificant in determining high school graduation rates in the state of Illinois. The regression model suggests that schools with student enrollment of 0-500 have higher graduation rates than large schools with over 1,000 students, but schools with student enrollment of 501-1,000 have lower graduation rates than schools with over 1,000 students.
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