Teacher collaboration can support professional development in schools. The importance of teacher collaboration can strengthen school and build teachers’ knowledge. The article discusses the significance of teachers’ social networks, a network of social interactions and personal relationships for teaching and learning as well as educational change. Social networking assists teacher collaboration. Teachers are able to communicate and ask for advice, collaborate on ideas, or as for help. Teachers may also exchange resources or provide opportunities to build teacher
Collective research focusing on family-school partnerships provide an extensive examination of parent involvement. Smith et al., (2011) referred to parent involvement as school, family, and community partnerships for the purpose of shared expectations, responsibilities, interests, and correlating influences of family, school, and community. Epstein’s (2008) framework of parent involvement approached parent involvement typologies from an institutional perspective; the framework for this literature review was conducted with a parental perspective that may positively affect academic achievement among students in 6th – 12th grades attending high poverty, rural schools. An explanation of Epstein’s six categories of parent involvement follows:
An obstacle I have witnessed in my school is the lack of parental involvement. Throughout this year, I believe the parents' investment in their children education has been disheartening. I can say in my own classroom, nearly one-third of student’s parents have no idea how they are doing in school academically. About one-sixth of student’s parents don’t sign daily agendas or notes that are sent home. Only about one-fifth of parents consistently attend school programs. My biggest concern is that too many parents are disengaged. Parent involvement can indeed make a difference in a child’s education. Students would perform better academically and behaviorally if their
Parental involvement plays a crucial factor in the positive outcome of their child’s academic performance and self-competency level. However, not all parents take part in parental involvement for various reasons. To begin, many parents do not have a strong self-efficacy are not will to participate in school activities. The school community must make an effort to increase parental efficacy in order to create a positive outcome in parent involvement. Next, demographic valuables such as parent income and level of education also interfere with parental involvement. “Often, the education and social status of people who work in the school intimidate undereducated and poor parents” (Comer, 2005, p. 39). Parents may have had a negative personal experience in school, allowing for a negative experience for their child’s educational journey. Therefore, it is crucial teachers must provide a warm, welcoming environment so that parents feel valued on campus. As parents begin to experience a positive environment, and become more appreciated on campus they are more likely to become more involved in school activities as well as their child’s education.
The authors reached that parents need to be involved early on in the child’s schooling. This way, the parent knows what the child is learning and can help the child with problems in academic and social live at preschool. Head start is one of the main preschools that use parent involvement. Head Start uses family involvement to be a c cornerstone of their approach, with workshops, family involvement in classrooms, mandated involvement on committees, and family liaisons designed specifically to foster involvement. The authors of the article I am doing, did a study on the relation between parents that were involved with their children in preschool and showed how it helped the children, harmed the children, and also what factors were. They
The scope of this research is to impart imminent knowledge characterizing hindrances and impediments that avert parents from participating in their child’s education process. Parents and educators will be asked to articulate their perceptions and mindset by clearly defining parental involvement while identifying perceived psychological, emotional, and physical barriers that inhibits parents from becoming stakeholders in the school climate. This study may assist impoverished, rural schools in decreasing and possibly eliminating visible academic disparities. This study may also assist educators, school leaders, and community stakeholders in high poverty, rural communities in understanding the cultures, norms, and attitudes associated with poverty that are contributing factors to the lack of parental involvement often constraining the academic success and achievement of the child. The study may also serve as a model for others so they can actively engage parents in taking a participatory role throughout the educational progress of their children.
Throughout the research of journals there has been a major concern for the lack of involvement in education for parents. Parents play a crucial role in the instructional experiences of their children (Bracke & Corts, 2012). Schools cannot succeed without the help of parents. So, if that is a known, why are parents not more involved in their children’s education? There is a connection amongst these journals that relates the constant interaction with parents, teachers, and their children. Much of the research has been focused on the earlier years of schooling, but it does relate to older children as well as a progression. Parents can model appropriate behaviors and positive attitudes towards schools by taking an active interest in their child’s schooling and thereby demonstrating their own valuing of education (Chen & Gregory, 2009). Through gathered information on the journals the studies have shown that students whose parents are more involved in their education earn higher grades, have better attendance, and have fewer discipline problems than do their peers whose parents are less involved (Larocque, Kleiman, & Darling, 2011). When looking at these specific journals that relate to the topic, the question is always what I am looking towards solving is: Does parental involvement such as school-related activities, encouragement in academic success significantly predict variance in students overall performance in
Parental involvement “has been operationally defined as parental aspirations for their children’s academic achievement, parents’ concern for their children about education and school matters, parents’ input in school activities, and parental supervision at home” (Jeynes, 2005). However, Epstein (2001) developed a theoretical framework using a typology to identify six levels of parental involvement in their children’s education that can be analyzed and measured. The six stages of parent involvement include: a) parenting, b) communicating, c) volunteering, d) home-based learning, e) decision making, and f) collaborating with the
Teachers need to increase understanding about how, and why, parents construct their involvement in different ways. Parental involvement may also vary because of differences in ethnic and cultural backgrounds between parents and teachers. I believe that supporting parental involvement requires knowledge by school's staff on how to involve parents in their children's education.
There are numerous explanations on why families should be involved in their children’s education and the main reason is that by being involved in their child’s education they will help their child flourish in class. A report by Southwestern Educational Development Laboratory in 2002 reported that “When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more” (National Education Association, n.d. para. 3). If parents are not involve in their children education then it is likely that their child will feel that school does not matter as their parents do not ask them what they did during the school day.
Parental Engagement is crucial for a student to have academic achievement, whether it be in grade school or college.Parents need to be that person who guides the child through homework if they need help, bringing them to school, and going to parent teacher conferences to make sure their child is on the right path. Doing all these things could show your child that you're there if they need you and it brings encouragement to them, whether they show that or not.
I will use the following strategies to increase parents involvement in dealing with behavior issues for instance, building a positive relationship with parents. Having a foundation based on trust and respect will help develop positive relationship with parents. Using dropped off and pick up as a way to speak to parents by using 15 second to say something positive about the child. Setting up a parents teacher conference in a private area and at an agreeable time to discuss the child behavior issues. In the conference listen to the parents as the discuss the childs behavior at home and compare notes and come up with a solution. Using frequent commuincations suchs phone calls, emails, and written notes. Sending out written notes once
For example, one way teachers can help their low-income students is for them to talk to their students’ parents and encourage parent involvement. However, this is most beneficial for low-income elementary school students. According to the article, Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study, early “parental involvement leads to early social competence, which ultimately leads to academic success” (Bower & Griffin, 2011, p. 77). This means that the earlier lower-income parents get involved with their child’s education, the better the outcomes are for said child. This is so because parent involvement increases the child’s networking ability. With this networking ability, lower-income children will be able to increase their social network when they are older, which will help them “access additional support or resources, such as tutoring, enrichment opportunities, or access to curriculum extensions beyond the school” to achieve academic success (Bower & Griffin, 2011, p.
Parental involvement in education is a vital essential for creating a cooperative environment for the student to thrive and succeed in. When a student knows that he or she is receiving support both inside and outside the school, the chances of that child becoming responsible for and active in their education are more likely. I know that there can be difficulties including parents for many reasons. Such parents may be too busy, uninterested or just feel helpless. However, as an educator, I will still have an obligation to reach out to these parents and assist them.