Ontario Ministry Of Education

Parental involvement is essential for the school’s effectiveness. We see ourselves as partners of the family, reinforcing parents' efforts to guide the intellectual, emotional and spiritual development of their children. We offer seminars and classes for personal enrichment of parents as they strive to become even more the kind of person they want their children to

Promoting the confidence and engagement of parents is identified as a priority for schools within Ofsted’s new framework (2014) and emphasises the belief that parental engagement will not be effective unless it is planned for and embedded within whole school policy. Shussler, (2003) suggests establishing partnerships with parents builds a sense

The ACT-RSK program is a prevention program for parents of young children focusing primarily on family violence and child abuse (Burkhart et al., (2013). The study conducted by Burkhart et al., (2013) examined the relationship among parent characteristics such as hostility, depression, parenting skills, and the child being bullying. The study examined 52 parents that had children between the ages of 4 thru 10 (Burkhart et al., 2013). Twenty-five parents were trained in effective parenting in the areas of nonviolent discipline, child development, anger management, social problem-solving skills, effects of violent media on children, and methods to protect children from exposure to violence through the ACT-RSK program and the remaining 27 parents received the usual treatment (Burkhart et al., 2013). Results indicated decreased bullying for children whose parents completed the ACT-RSK program and parental hostility was found to be the only significant parent predictor for child bullying (Burkhart et al., 2013). Findings of the study suggested that brief intervention that focus on parenting may serve as a prevention effort for bullying (Burkhart et al., 2013). Findings also suggested that parenting may be a predictor for childhood bullying and that reducing parental hostility could be an

Pemberton and Miller (2015) conducted two phases to assess the effect of parental involvement in a Title I school with a history to low reading achievement. A principal, parent liaison, two first-grade teachers, and four low-income families participated in the study. It was expressed in Phase I through interviews with the administrators and teachers that the lack of parental involvement conveyed that parents do not value their children's education; therefore, severing as the main reason low-income children continue to perform poorly in academic. In Phase II, teachers’ low perception of parental involvement changed to a new appreciation of parents’ participation based on an experiment that partnered parents

The school system is spending a generous amount of money on the test scores, but they are put to no use, and each year the results are the same, and the strategies of the schools are changless. Canada provides a practical example and conclusion as to why the school system is not improving, and presents ideas for progression, such as: providing summer school. Many children in poverty lose knowledge during the summer because they do not have summer resources, such as tutors, so providing summer school would allow for children to retain their knowledge learned in school (Canada, 2013).

Parent, Family, Community Involvement in Education Parents, families, educators and communities—there’s no better partnership to assure that all students pre-K- to high school—have the support and resources they need to succeed in school and in life.

Positive relationships between parents and school exert significant influences on the essential foundations of support for children’s learning and development. Children develop within multiple frameworks; therefore, advancement and learning are optimized when schools establish networks with parents. The purpose of this qualitative, multi-site case study was to examine levels of parent involvement and the impact it had on academic achievement among students attending a high poverty, rural school. The aims within this study were to characterize barriers and obstacles preventing parents from participating in the education process as a method for reducing the learning gaps displayed among student’s enrolled in 6th – 12th grades. A qualitative,

Family engagement can be defined as a set of activities that help to include families in a child’s development such as their cognitive development and overall wellness (HHS & ED, 2016). There are many ways to go about family engagement, but Joyce Epstein has created six types of involvement that these activities should revolve around to aid family engagement. The six types are: parenting, communicating, volunteering, learning at home, decisions making, and collaborating with the community. Joyce’s framework is a guide for educators to create ways that will allow family engagement in the classroom. This framework helps to create an inclusive environment for all families, which is beneficial for the school, the classroom and the child.

Although schools, agencies and pediatricians can do much at the community level to mitigate bullying and its effects, the problem is clearly societal in scope. Bullying cannot be stopped with a single intervention or by a single social agency. The use of violence to solve problems is repeatedly illustrated through television and other visual media. Many parents of bullies believe that it is appropriate for their children to learn how to compete in the schoolyard and do not see bullying as an issue (Feldman Hertz, Donato, & Wright, 2013). Too many children in our society are exposed to domestic violence directed towards parents and themselves. Too many children are born into adverse family situations, including low maternal age at the birth

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

Correspondingly, the Government must witness the merits of borrowing the ideals of other educational systems, not to mention, it is imperative to grant schooling officials and students alike to voice their opinions. In addition, as a societal entity, the populace must be open to separate methods of teaching alongside the resources to provide for students. Furthermore, at a provincial level schools coherently must reason with the systematic approach taken in the vast majority of schools, as can be seen by mainstream public schools, by introducing a recreation of a plan that fits each and every student. Lastly, it is indisputable that North American education far exceeds an abundant amount of systems, but the government should be wary and tread cautiously in the event of recreating the mistakes of other counterparts. Overall, dawning the age of technology, North American education has flourished and has reinforced schooling systems worldwide, together with the might of the populace, schools will dance the field of perfection in

Many schools want to incorporate a powerful and positive parent involvement community, yet face a challenge in how to implement effective strategies to involve parents in helping students reach academic achievement. I believe parents want the very best for their child, even if they do not know how to go about helping their child reach success. Students come to school with countless attributes that I may or may not acknowledge, yet parents know the many accolades about their child that I must embrace. As I build a partnership with families, we become a partnership in their child’s education. We begin to collaborate to ensure the student maximizes

Parental involvement is described as parents’ communication with schools and with their children to fulfill educational outcomes of students (Hill and Tyson, 2009). Parental involvement refers to a broad range of activities. It is appealing to all of us that parental involvement can improve students’ educational achievements (Shute, Hansen, Underwood & Razzouk, 2011, p. 1). Most parents and teachers also feel that parental engagement in schools will improve academic outcomes (Jeynes, 2012).

According to Marphatia, Legaul, Edge, and Archer the environment in which parents and children live directly influence how much time is available to parents and the level of which they are able to contribute to their child’s education. Epstein, Coates, et al., tell us that what a family does with the child(ren) is more important to student success than family income or the education level of the parents. Parental participation improves student learning. Epstein defines parent involvement as families and communities who take an active role in creating a caring educational environment. Epstein says that parents who are involved with their child(ren)’s education are those who do 6 things - demonstrate good parenting skills, communicate with the school, volunteer in their child(ren)’s school, engage in the learning process at home, takes an active role in the school decision making process, and who collaborates with the school and the school based community.

Previous studies and have proven that school-aged children whose parents and or guardians who are active and involved in their early learning experiences are more likely to be successful in school than children who parents and guardians are not. As cited in The Concept of Parental Involvement (2007), Joep T.A. Bakker and Eddie Denessen offer various definitions of parental involvement. They summarize parental involvement as “parental behaviors related to child’s school or schooling that can be observed as manifestations of their commitment.” Student success here can be defined as intellectual potential, social, and cognitive growth. The focus of this literature review will examine critically what has been previously