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1.
The family-school relation and the child's school performance 总被引：3，自引：0，他引：3
Using a nationally representative sample of American households, we examine the relation between parental involvement in schooling and the child's school performance. With a sample of 179 children, parents, and teachers, we investigate 3 hypotheses: (1) the higher the educational status of the mother the greater the degree of parental involvement in school activities; (2) the younger the age of the child the greater the degree of parental involvement; and (3) children of parents who are more involved in school activities do better in school than children with parents who are less involved. In an analysis of cross-sectional data, we discover support for the 3 hypotheses. The educational status of the mother is related to the degree of parental involvement in schooling, so that parents with more education are more involved. Parental involvement is related to the child's school performance. Also, parents are more involved in school activities if the child is younger. The mother's educational level and the age of the child are stronger predictors of parental involvement in schooling for boys than for girls. We do not, however, find a direct effect of maternal educational status on school performance independent of parental involvement in school activities. We discuss these findings in light of the relation between families and schools. 相似文献
2.
教育公共治理的公共性意味着多种治理力量的共同治理,意味着公共利益、公共价值与家长参与均可以得到实现。从某些方面看,西方国家20世纪80年代以来的教育治理改革出现了公共性的提升;而从更多的方面看,它导致了公共性的衰退。 相似文献
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Alison Taylor 《教育政策杂志》2013,28(1):15-37
The topic of religion within public schools has generated interest in several countries in recent years. In Canada, the United States, and England, educational policies favouring greater parental choice in education through grantmaintained schools, Charter schools and voucher plans have renewed parental interest in this area. Alternatively, one might argue that the lobbying by religious parents and others for choice has influenced educational policy. The dynamics of change are not always clear. This paper explores these dynamics through a two-part longitudinal case study in Alberta, Canada. My examination of events over a period of almost twenty years reveals both the micro-politics around religious programming in public schools and the macro-level changes in the policy context between the late 1970s and mid-1990s. This micro-macro approach provides a sense of the impact of local histories on education policies as well as parallels between sites. 相似文献
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Roxana Radu 《Educational studies》2013,39(2):167-182
Exploring a unique region concerning educational reforms in the past 20?years, the present study empirically investigates the attitudes towards parental involvement in school life in a comparative perspective of south-eastern European (SEE) countries for the 2008/2009 school year. Based on a multiple regression model for nine different countries, the research examines the predictors of satisfaction with school–parent partnerships from the parents’ perspective in the SEE context. The 2009 Cross-National Survey of Parents provided detailed evidence of attitudes and practices in educational setups in the Balkans for a representative sample of parents with one or more children enrolled in primary or secondary education. The findings indicate that the most reliable explanatory variable for the parents’ satisfaction with ways of getting involved in school life is the attribution of school–parent roles, with effects knocking on to all the other factors, including the understanding of the need to participate and the feeling of being a stakeholder in the educational process. 相似文献
5.
Family resources and mid‐life level of education: a longitudinal study of the mediating influence of childhood parental involvement 
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下载免费PDF全文 Cecilia von Otter 《British Educational Research Journal》2014,40(3):555-574
This paper draws on the concept of parental involvement, popular among educators and policy‐makers, in investigating differences in level of attained education by family background. The question is if parental involvement in children's schooling at age 14 acts as a mediator between family resources and mid‐life level of attained education. Using structural equation modeling we analyze longitudinal survey and register data of a Swedish metropolitan cohort born in 1953 (n = 3300). Several of the commonly used indicators of involvement are investigated, distinguishing between parents' involvement beliefs, such as educational aspirations and agreement with school curriculum, and involvement practices, such as reading children's schoolbooks and helping with homework. We find that parents' educational aspirations are an important mediator between family resources and attained level of education, while other involvement forms are related to academic performance only. We also find that parental involvement is greater in families with more resources, which leads us to warn against developments turning more responsibility for children's schooling over to parents. Unless sensitive to the diverse family contexts this might increase the importance of family resources for children's educational outcomes. 相似文献
6.
Chris Michael Kirk Rhonda K. Lewis‐Moss Corinne Nilsen Deltha Q. Colvin 《Educational studies》2011,37(1):89-99
Parental expectations have long been studied as a factor in increasing adolescent educational aspirations, often linking these expectations to parental level of education and involvement in academic endeavours. This study further explores this relationship in a statewide Midwestern sample of parents and their adolescent children. Regression analysis and independent samples t‐tests were used to predict adolescent aspirations and compare groups. Results suggest that adolescent educational aspirations can to some degree be predicted by parental expectations. Parents reported high expectations for their children despite low levels of personal educational attainment. However, these high expectations were buffered by a reported unfamiliarity with college requirements and an expressed concern about college affordability and limited awareness of financial aid opportunities. Limitations and suggestions for future research and intervention are discussed. 相似文献
7.
The present study explores Greek parents’ views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent–school communication, the psychological climate dominating teacher–parent interactions and parents’ suggestions for improvement of current policies and practices are examined. Four hundred and seventy‐five parents participated in the study. Findings showed that family–school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. 相似文献
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Parents’ involvement in schooling and education is highly important for children’s results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this gap in the literature by separating cultural and economic resources and investigate their correlation with two kinds of parental involvement in four different European countries. Results show that parents with more cultural resources are more likely to be involved by having future educational expectations, and parents with more economic resources are more likely to be involved in their children’s current schooling (e.g. help with homework) than those with more cultural resources. The association between economic resources and involvement in educational expectations is however stronger in Spain and Iceland than in Belgium and Norway, suggesting an influence from system-level features as well as general economic trends. 相似文献
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Parental involvement in public education is an expression of joint responsibility between parents and the state in which parents are expected to comply with current educational policy. Moreover, parents are often perceived as reactive, whereas the educational administration is seen as proactive, mainly by reducing barriers and establishing mechanisms for parental involvement. Referring to proactive involvement in which parents practice noncompliance while fighting the system, this study conceptualizes ‘parental entrepreneurship.’ The practical aspects of parental entrepreneurship are analyzed based on three well-known manifestations: homeschooling, the integration of children with special needs, and parental cooperatives within early childhood education and care. Parental entrepreneurship further exemplifies the blurry boundaries between parents and administration as regards children’s education and demonstrates that the entrepreneurial role parents may play in reforming formal public education. Parental entrepreneurship also illuminates the ongoing renegotiation of the foundations of the social contract between parents and the government, primarily in relation to professionalism, legitimacy, and authority. 相似文献
10.
Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents’ emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation. 相似文献
11.
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. 相似文献
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Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
13.
Socio‐economic background,parental involvement and teacher perceptions of these in relation to pupil achievement 总被引：1，自引：0，他引：1
Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired‐sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly than parental reports. The results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results. 相似文献
14.
This account is based on case study data collected in two first phase schools (5-8 years) in England. The focus is the response of parents and teachers to a supposed opening up of schools through increased parental involvement in schooling. With acknowledgement of appropriate education policy and critical educational research, the authors argue that government policy depoliticises both educational outcomes and parent-teacher relations. The idea of the 'open' school dominates the data; it emerges as a metaphor of convenience and is pivotal in the way in which parents and teachers use it to explain and sustain parent-teacher relations of a mutually acceptable kind. Value is placed by both parties on an atmosphere of open communication, informality and routine. In the process of parent-teacher relations the advantage lies with the teachers, and parental empowerment is something of a myth. The metaphor of 'openness' is not questioned by parents and teachers, and it covers a process where trading is taking place between routine parental needs and the professional power and control of the teachers. There are clear indicators in the data which show that what drives parental involvement in these schools is teacher priorities coupled with some parental compliance, under the cover of the 'open' school, and not government policy imperatives. 相似文献
15.
Parents play a very important role in all aspects of children’s experiences, and parental involvement in children’s school lives is associated with numerous educational outcomes. Therefore, the present study investigated the role of several parents’ demographic characteristics, parental self-efficacy, as well as beliefs regarding the value of education and the nature of children’s abilities, in modelling and reinforcement behaviours through which parents attempt to become involved in children’s school lives. The obtained results indicated that parental self-efficacy and beliefs regarding the nature of children’s abilities predicted modelling and reinforcement behaviours. Furthermore, parents’ attitudes towards education were identified as a significant predictor of modelling behaviours, whereas their gender predicted reinforcement behaviours. These findings confirm and extend previous knowledge regarding the role of parents’ beliefs in some aspects of their involvement in children’s school life that represents a relevant contributor to students’ academic achievements. 相似文献
16.
ABSTRACT Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement. 相似文献
17.
Practices of parental participation: a case study 总被引：1，自引：1，他引：0
Dimitra Hartas 《Educational Psychology in Practice》2008,24(2):139-153
The nature of parental participation in children’s education is changing rapidly. A growing body of research points to the positive effect that parental involvement has on outcomes of schooling and on children’s well‐being. This paper examines parental participation practices in terms of parents working together with a range of professionals, exchanging knowledge and information regarding their child’s SEN, challenging practices, and negotiating SEN provision. The parents in this study exercised agency – that is, they showed resilience and took initiative, within a context of shared responsibility and accountability, and advocated for their child’s right to educational provision. This paper argues for a strengths‐based approach towards enabling active parental participation and advocacy. 相似文献
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W. F. Houghton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):7-10
Recent work aimed at involving parents more in the teaching of reading by encouraging parents to hear their children read school reading books at home has created a great deal of interest. But to what extent does it depart from normal school practice? Little is known about schools’ attitudes to parental involvement in home‐based, as opposed to school‐based, educational activities. Therefore a study was made of a sample of 16 infant and first schools. Interviews were carried out with head teachers, all teachers of seven‐year‐olds, and some of their pupils. It was found that whilst there was general support for the idea of parental involvement in the teaching of reading this stopped short of helping parents hear their own children read at home. An examination of the schools’ practice suggested that at present comparatively few children regularly take school reading books to read at home. 相似文献