Parent Involvement : A Significant Amount Of Past And Current Research

The research by Ralph McNeal proposes a theoretical model that separates parent involvement into two practices: (1) linking parents to children (Parent-child relationship) and (2) linking parents to other adults (Parent-Parent relationship) in the school environment. The researcher hypothesizes that parent-child (i.e. discussion and monitoring) and parent-school (i.e. educational support strategies and Parent Teacher Organization involvement) practices will differentially affect student attitudes (educational expectations), behaviors (absenteeism, homework, truancy), and achievement (math and science). Using a national survey conducted in the United States of schools and students, the National Education Longitudinal Study (NELS: 88), the research findings confirm that parent-child and parent-school involvement practices differentially influence student attitudes and behaviors, thereby indirectly affecting student achievement (Jr, 2014).From this body of research, it can be concluded that increasing parental involvement within the African American population can increase student achievement thereby reducing the Black-White academic achievement

In other words, contributes to the enhancement of knowledge of the child and his or her growth in school. Research provides implication of parent involvement in schooling, such as the effects on students dependent on the relationship between home and school, related research on the topic (e.g. socioeconomic and race), the issues to producing involving parents, and, concluding, example models of parent involvement that have been

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

Additionally, parent involvement is also an important factor that contributes to how well students do in school and whether or not they graduate. According to the Michigan Department of Education, “decades of research show that when parents are involved students have higher grades, test scores, graduation rates, better school attendance, increased motivation,

As discussed above, the extensive research conducted has demonstrated that parental involvement has positive effects on student achievement (Allen, 2005; Epstein et al., 2002; Mapp & Henderson, 2002). A large portion of the research conducted has been influenced by Dr. Joyce Epstein. Dr. Epstein is the director of the Center for School, Family, and Community

Only two types of parent involvement had significant effects on academic achievement in the main

The parent group unanimously responded that parent involvement definitely impacts student achievement. Grandparent JY stated “I think parent involvement can impact learning. I have never really been involved and my children struggled through school.” Additionally, responses consistently revealed that parent involvement not only impacts student achievement, but motivates and encourages students to achieve and succeed while building self-confidence and self-esteem. Eighth grade parent AM stated “I think it can encourage the student and lets them know you want to be involved. It gives the child a little more motivation to do well and lets them know you care enough to be

After the intro, the authors geared the information toward the fundamentals of successful parent involvement which included three sections that had different techniques for educators. In two of the sections there were tables that included modes and frequencies of communication and different activity ideas that teachers can host to involve parents. For example, one activity was “Family and Friend Breakfasts.” This would be where parents or other family members or friends could come and eat breakfast in the classroom while being served by the students. This is a great way to show appreciation to parents and develop positive rapport. Overall, the findings were beneficial in the sense that I can use the information provided in this article for my own practice. Among the abundance of research provided, there was also much insight integrated. An important insight from the authors was for educators to remember that parents and teachers have a common goal no matter what differences may appear. I aspire to be a teacher that respects the parents of my students and provides ample opportunities to make them feel a part of my classroom and their child’s education. The strategies for successful parent involvement conveyed in this article will help me to better achieve this aspiration for the optimal success of my

The review of the literature, for this research proposal, found that minimal parent engagement in the educational process has adverse effects on academic achievement, especially for those students attending a high poverty, rural school. Though, limited research has been conducted from the secondary education perspective using the poverty theory as a guiding principle. The proposed research of Examination of

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.

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.

There has been significant research on how parental involvement affects students, explanations for why parents do not get involved, and what role both schools and teachers play in creating an atmosphere conducive to parents becoming actively involved in the educational process. Parental involvement refers to a parent or family members' participation and contribution to their child's schooling. These contributions can take place in or outside of the school, with the objective of improving a child’s learning. Parental involvement at home can include activities such as helping with homework or reading with the child. Involvement at school may include parents volunteering in the classroom or attending workshops. Parental involvement

Not many will dispute that parents play a large role in student achievement. In fact, 86% of the general public believes that support from parents is the most important way to improve schools. Family participation in education was twice as predictive of students’ academic success as family socioeconomic status. The most consistent predictors of children’s academic achievement and social adjustment are parent expectations of the child’s academic attainment and satisfaction with their child’s education at school(“What Research Shows”, 2002).

The last merging theme is barriers that inhibit parent involvement. This teme addresses the research question, “ How do parents and faculty describe parental involvement for students in grades 6th-12th attending a high poverty, rural school?” Participants consistently identified barriers in the district that directly affects their involvement and th descriptions they provided Parents may not be able to volunteer, be directly involved, assit their child with homework, attend meetings, or fulfill obligations of active parent involvement due to possible barriers. Based on the perceptions of administrators, teachers, and parents, the barriers preventing parent involvement for the district in this study include educational, psychological, cultural, and work barriers.