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1.
The purpose of this article is twofold: firstly, to highlight how school strategies and priorities relate to family participation practices through social media and, secondly, to further our knowledge of the basic aspects involved. The concept of cultural capital is used to discuss how parental resources affect virtual family participation and how these virtual family participation practices can unfold and enable families to participate in each school we researched. We observed how the schools seemed to prioritise virtual family participation practices based on information practices. The study also raises questions concerning a digital divide, in terms of the possibilities that virtual space offers to extend parental participation in schools and to extend the study of this participation. 相似文献
2.
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
3.
《Journal of Education for Students Placed at Risk》2013,18(1):3-5
When schools work together with families to support learning, children are inclined to succeed not only in school but throughout life as well. Three decades of research show that parental participation in schooling improves student learning. Title I, as amended by the Improving America's Schools Act (Public Law 103-382), reflects these research findings and emphasizes the importance of family involvement as a means to help address more completely the full range of student needs that affect their learning. Although parental involvement can take many forms, in this article I focus specifically on family literacy services. The Title I statute requires any Title I program to include "strategies to increase parental involvement, such as family literacy services." In addition, any school district with a Title I allocation above $500,000 must spend at least 1% of its allocation for district- and school-level parental involvement activities, which can include family literacy activities. Title I also recognizes that schools and patents share responsibility for the education of children. Therefore, each Title I school is to develop school-parent compacts that outline how parents, the entire school staff, and students will share responsibility for improved student achievement and the means by which schools and parents will work together to help children achieve high state standards. School-parent compacts area logical tool for addressing family literacy needs. Equally important, Title I has a history of parental involvement that literacy can help enrich further. 相似文献
4.
《师资教育杂志》2012,38(4):417-433
ABSTRACTTeachers’ attitudes towards parental involvement play an important role in the ways they approach children’s families. This study examined Hong Kong pre-service early childhood teachers’ attitudes towards different types of parental involvement strategies and investigated whether these attitudes were related to the quality of relationships within their own family. Data were collected from 163 Hong Kong pre-service early childhood teachers via questionnaire. Results showed that engaging families in school decisions was perceived as the least important and feasible. The pre-service teachers also felt least confident in implementing it. There were, however, discrepancies in the perceived levels of importance, feasibility and confidence towards other types of parental involvement strategies. The levels of cohesion and expressiveness in pre-service teachers’ own families were positively related to their attitudes towards some types of parental involvement strategies. These findings suggest that teacher educators should take pre-service teachers’ family experiences into consideration when preparing them to work with children’s families. 相似文献
5.
Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study, teachers’ experiences and perceptions of effective parental involvement in the private middle school context of Turkey were examined. Participants are 38 teachers, from five different schools, who were selected by the maximum variation sampling technique. This study provides an insight into how teachers make sense of the educational involvement of the middle to high socio economic status (SES) parents with whom they theoretically share similar cultural capital. The findings of this collective case study demonstrate there are important misunderstandings and related tensions among parents and teachers over the roles of each party. Teachers believe that parents’ educational roles are mostly performed at home. On the contrary, parents are shown as having a higher desire to participate in educational decisions. This divergence between parents and teachers seems to decrease productive partnerships between the two parties. Future studies are needed in order to search for collaboration mechanisms that would work for all actors involved. 相似文献
6.
Nancy E. Hill Dawn P. Witherspoon Deborah Bartz 《The Journal of educational research》2018,111(1):12-27
Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors captured the voices of 3 primary stakeholders in education (i.e., parents, teachers, and students) to identify the goals for parental involvement in education, identify consistencies across stakeholders in the conceptualizations of parental involvement in education, and deepen our understanding of the types of involvement that matter for adolescents. The study used grounded-theory analysis of 20 focus groups, with ethnically diverse parents, youth, and teachers (N = 150), along with quantitative indicators of involvement and interactions with schools. From these analyses scaffolding independence, linking education to future success, and communication emerged as the most consistent strategies for promoting achievement. Conceptualizations of home-based involvement were broadened. Ethnic variations in the general experiences of families at school were highlighted. 相似文献
7.
Janet Chrispeels 《School Effectiveness & School Improvement》2013,24(4):297-323
The increased interest in parent involvement as a strategy for school reform stems from two bodies of parent involvement research. One set of studies examined family learning environments; the other investigated the impact on student learning of school‐initiated parent involvement programs. This article reviews these two bodies of research, which have influenced current discussions about home‐school partnerships, shows the relationship between practices of successful home‐learning environments and effective schools research, and uses this relationship to propose a typology of home‐school‐community partnership roles and activities. When the research on effective family practices is combined with effective schools research and placed within a typology of partnership roles, schools have a framework for examining current parent involvement practices and exploring strategies that will enhance student learning both at home and at school. 相似文献
8.
Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children participated in the study. We found that mothers were overall more involved in their children's education than fathers. Whereas emphasis on social values at home was related to paternal and (marginally) to maternal home-based academic involvement, emphasis on self-direction values at home among mothers was related to their home-based general involvement. Also, inconsistency in family socialization values had a negative impact on paternal involvement. Finally, positive practices were most consistently related to all types of involvement among mothers and fathers. Practice or Policy: The findings of the present study emphasize the importance of concordance in mother-father values. For teachers, it emphasizes the need to cooperate with both spouses and to discuss broader topics, including their values and practices. The results additionally indicate the importance of finding ways to enhance collaboration with less-educated parents. The results have practical implications for teachers who can potentially help parents to become more involved in their children's education. 相似文献
9.
Kellie S. Bennett David A. Hay 《International Journal of Disability, Development & Education》2007,54(4):381-397
This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia‐wide study of 212 parents of children (5–12 years of age) with physical disabilities who attend mainstream schools. The relationships between parental attitudes, parental involvement, family relationships, teachers’ opinions, disability severity, and children’s social skills were tested using structural equation modelling. The results of this study show the importance of family characteristics for the development of social skills in children with physical disabilities. A strong link was found between aspects of healthy family relationships, especially high levels of parental involvement with schooling, and greater social skills development in children. In short, families with highly cohesive, idealised, and democratic family styles strongly influence children’s social skills by providing a safe and sound foundation for children to explore their social environment. Practical implications arising from this study are discussed. 相似文献
10.
This paper aims to examine teachers’ use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered during implementation to promote environmentally friendly practices. Case studies with eight Hong Kong teachers from PRE-participating primary schools were invited to take part in focus group interviews, to explicate their personal stories and experiences associated with the PRE implementation in primary schools. Based on the data collected from the teachers’ sharing, several challenges which are commonly reported in the previous literature, including lack of time, shortage of manpower, and insufficient pupil engagement were found. The teachers tackled the barriers by using different strategies to improve pupils’ involvement as well as getting support from the relevant stakeholders of school management and parents. The case studies provide crucial and relevant information which can be used as a reference for other schools to integrate PRE more efficiently to facilitate learning. 相似文献
11.
In the context of citizenship education, many UK primary schools have recently set up school councils. Previous research has overlooked the importance of exploring communicative practices specific to school councils and the implications for children's participation. This paper draws on an action‐orientated research project with teachers in three Norfolk primary schools, which began with ethnographic observation of school and class council meetings. By developing alternative visual strategies for facilitating communication in meetings (based on a methodology known as PRA), teachers were able to encourage involvement by more children and enable them to have a greater voice in decision‐making. We argue that the common focus on adult procedures in school councils puts the emphasis on teaching children about their future role as citizens and can limit children's ownership of decision‐making processes. The alternative is to create contexts in which children have a sense of the democratic purposes of their school council in the here and now, by providing children with means (such as the visual strategies) that are consistent with those purposes and prioritizing action as an end. 相似文献
12.
《教育心理学家》2013,48(3):195-209
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they believe that they should be involved, believe that their involvement will make a positive difference, and perceive that their children or children's teachers want their involvement. Parents' involvement activities take many forms, from establishing structures for homework performance to teaching for understanding and developing student learning strategies. Operating largely through modeling, reinforcement, and instruction, parents' homework involvement appears to influence student success insofar as it supports student attributes related to achievement (e.g., attitudes about homework, perceptions of personal competence, self-regulatory skills). Recommendations for research focused on the processes and outcomes of parents' homework involvement are offered, as are suggestions for school practices to enhance the effectiveness of parental involvement in homework. 相似文献
13.
This paper illustrates some of the tensions and contradictions in schools' attempts to develop parental and family involvement through a case study of parental involvement in an Education Action Zone. It focuses on how schools constructed parental involvement, the kinds of work they engaged in, the issues raised in managing and resourcing parental involvement projects, the perceived benefits of running the projects and the likelihood of the projects being sustainable. It is argued that the models of parental involvement that schools developed had important consequences for the role parents were allowed to play. Varying roles impose different kinds of demands on schools and parents and require different kinds of relationship between schools, parents and the local community. The more expansive the view of parental involvement, the greater the costs in running such projects and, hence, particularly in poor areas, the less chance of them being sustainable. Moreover, there were evident contradictions between the standards and inclusion dimensions of parental involvement projects. In particular, there was, and is, an evident tension for the schools around constructing parents as a resource for schools to tap into in the drive to raise standards and constructing the school as a resource for parents and the wider community to tap into in the drive to promote local regeneration and inclusion. This is being resolved in favour of the standards agenda. 相似文献
14.
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
15.
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
16.
In the past decade, family literacy has been the focus of considerable research. This work has suggested multiple understandings of involvement, and that many schools tend to work within a definition of parent involvement that does little more than seek to conform parents and their children to the literacy practices of schools. This paper reports research that has considered how parents take strategic action on their own and their children's behalf to increase their educational opportunities. It looks closely at the ways relationships between families and schools are constructed, and presents two ‘telling cases’ of families' responses to school literacy practices assigned for work at home. In doing so, it attempts to bring voices from Australia to the dialogue on ways of viewing parental involvement. It does this from a community centred perspective with the focus on the process of constructing shared meanings and understandings. The research examines the specific literacy practices that are honoured and dishonoured in the name of ‘parent involvement’. In doing so, the paper attempts to make visible the potential ‘winners’ and ‘losers’ in the development of home-school literacy partnerships. 相似文献
17.
ABSTRACT This article focuses on the relevance that aesthetic practices play extending parental involvement and influence in school contexts in Spain. One rural, one urban and one peri-urban school have been included in the research. Participant observation and interviews were the main means of data production. In the results all the different schools promoted parents’ participation. However, differences in aesthetic practices and experiences were found. Parental involvement was developed in schools in different ways in relation to local contextual conditions and the salient characteristics of the geographic spaces the schools belonged to. Practical aesthetic knowledge produced multiple strategies of action. 相似文献
18.
Abstract The phenomenon that around ten percent of schoolchildren are bullied regularly in Hong Kong has attracted much scholarly attention in anti-bullying research. Current literature suggests taking into consideration the contextual features and socioeconomic factors in anti-bullying research, instead of applying identical intervention/prevention measures across cultures. Therefore, this article examines the role of school-family linkage as a mirror of the wide social-culture context, and analyzes the functions of such linkage in anti-bullying practice in Hong Kong. This study was conducted following a film approach in 2015. That is, a group of middle school teachers in Hong Kong were invited to watch small films showing typical bullying and anti-bullying episodes, followed by semi-structured interviews. The article demonstrates a list of good practices representing the functioning of a positive family-school linkage in bullying addressing. However, parental involvement does not always facilitate and can hinder bullying addressing on campuses. This study implies that efficient bullying addressing aligns with parental involvement in the intervention process, suggesting more parental involvement and more collaboration between family and school in anti-bullying. It also raises an urgent question in regards to balancing the various opinions between parents and teachers in child-raising and bullying addressing. This article suggests further and more investigations examining anti-bullying from a socioeconomic perspective. 相似文献
19.
Teaching practices and strategies to involve inner-city parents at home and in the school 总被引：1，自引：0，他引：1
Leontye L. Lewis Yanghee A. Kim Juanita Ashby Bey 《Teaching and Teacher Education》2011,27(1):221-234
Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents. 相似文献
20.
Jill Blackmore 《International Journal of Inclusive Education》2013,17(5):499-515
Parental involvement in schools, generally seen to be a good thing, is now closely linked through policy to the educational achievement of their children. In this Victorian case study, teacher and parent responses to policies advocating parental involvement are examined. It explores the intersections of gender and class in the context of changing home/school relationships characterised by policies and processes of institutionalisation, familialisation and individualisation that are shaping parental involvement. It suggests that the current discursive construction of parent/school relationships around partnerships for student learning fail to recognise the complexity of parent/teacher relations and its gendered nature. Feminist critical policy analysis framed by the sociology of the family inform our understandings of the ways changing discourses and practices currently are informing parental involvement in a culturally and socio‐economically diverse school. 相似文献