Parental Involvement And Collaboration Within A Child 's Educational Involvement

Over the past years, most studies on the educational success of a child have focused on the factors that are within the control of the child. They are factors that are directly caused by the child himself such as the level of motivation, discipline level, hard work and the company he keeps. Only a few researchers have focused on the role parents play in the determination of the success that children have in academics. Despite their role being obscure in the scholarly work, it is evident that the involvement of parents in a child’s education plays a significant in determining whether a child will succeed or not. While most scholars argue that a child’s education success is dependent on the level of hard work he or she puts in class, recent studies by different scholars point that a parent’s involvement in school plays a significant part in the education success of their children.

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:

This study determined parental involvement had no significant impact on the reading growth of students participating in a Reading Recovery program in rural North Carolina. The study utilized Reading Recovery entrance and exit scores as well as parental involvement percentage scores for each student. In order to determine if a significant impact existed at this location, the researcher grouped parental participation into high, medium, and low levels of involvement based on the overall percentage score and compared the growth levels of students among those parental groups.

Parental involvement in children 's education from an early age has a significant effect on the educational achievement and will continue to do so as they develop into their adolescence and adulthood. Sylva, K Melhuish, E, Sammons, P Siaj Blatchford, I and Taggart B (2004). Effective preschool education final report. DFES. London. Institute of Education. Family learning can also provide a range of benefits for parents and children including improvements in reading, writing and numeracy as well as greater parental confidence in helping the child at home. Brookes, G., T., Harman, J., Hutchinson, D., Kinder, K., Moor, H., And Wilkin, A. (1997). Family Literacy Lasts, Cited in Desforges, C and Abouchaar, A. (2003). The impact of Parental Involvement, Parental Support and Family Education on Public Achievement and Adjustments. A Literature Review. DFES Research Report 433. In 2007 around half of parents surveyed said that they felt very involved in their child 's school life. Two thirds of parents said that they would like to get more involved in their child 's school life (with work commitments being commonly cited barrier to greater involvement. Peters, M., Seeds, K., Goldstein, A. and Coleman, N. (2008) Parental Involvement in Children 's Education 2007. Research Report. DCSF RR034. Levels of parental involvement vary among

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.

Parent partnership is important for children today and after reading on the issues such as obstacles on parent partnership, the roles the stakeholders’ plays and what could be done to strengthen parent partnership. What stood out for me is how people are increasingly placing emphasis on parent partnership as they starts to realize that in order to develop a whole child, we not only need teacher/schools to educate them but it is also important that both parents and teacher to work together to develop the child to his/her best potential unlike in the past parents and teachers/schools are seen as two separate entity. The trust between them have to be strong such that the teachers/ school is able to understand the difficulties that the child or the family is facing and work

Prior to 1850, parent involvement was primarily at home because there was no formal American public school education implemented. Parental education included, and still includes, activities related to discipline, basic skills, work skills, ethics, and value inculcation. These educational activities were carried out privately within the family, rather than publicly through the use of public institutions (Berger, 1981). In 1850, there was a progression in public education. The United States leaders of the educational reforms were successful at making a compelling case to the American population of the importance to establish a public school system (“1850-1877: Education: Overview,” 1997). As the public education system changed there was a shift in parent involvement. Many parents felt as if they were loosing control over their children’s education. Therefore, parents were in an uproar, questioning their role in parent involvement within the public school educational system. Not too long after the emergence of the public school educational system, in 1879 the National Congress of Mothers was formed, which is formally known as the Parent Teacher Association (PTA) today. The National PTA is the oldest and largest volunteer association working exclusively on behalf of all children and youth. Although the PTA involves so much more than just parental involvement pertaining to a child’s success in school, there was a big push for parent

The effect of parental involvement in parent teacher groups on student achievement (Arguea & Conroy, 2003) focuses on the effects of parental involvement in parent teacher groups. The authors analyze the marginal effects of parent teacher groups (PTG's) on mathematical achievement of fifth graders in Florida. The authors gauge a group of students and monitor their progress of the course over a period of time.

According to Henderson and Berla (1994), “The most accurate predictor of a student’s achievement in schools is not income or social status but the extent to which that student’s family is able to create a home setting that encourages learning, expresses high expectations, and when parents become involved in their children’s education at school and in the community” (pg. 160). Parental involvement has benefits for parents, teachers, and children.

When a person makes the decision to pursue a career in the educational field, they start to become more and more interested in finding ways to involve the parents into their child’s education. A teacher’s goal is to be a great educator and for the student to enjoy learning. Most teachers would like to be the one that students look back on and wish that their current teacher was more like. Elementary teachers could make the homework more like games but high school teachers have a more difficult task in keeping the teenagers interested and content about the homework given to them. While teaching at an elementary level, teachers want their students to be able to continue their learning at home in a more relaxed

5). Research overwhelmingly demonstrates that parent involvement in a child’s learning is directly related to achievement. It is critical that families be included as partners in all aspects of the educational process. How well my students perform in class is greatly dependent upon the support they receive at home. Research further indicates that the more intensively parents are involved in their children's learning; the more beneficial are the achievement effects (Arndt & McGuire-Schwartz, 2008).

When my six year old daughter comes home every Friday I expect a green folder filled with colorful masterpieces she created during integrated arts, three new weekly reading books, seven to ten double sided pages of homework, an array of spam letters trying to sell us food and a variety of other things and last but not least, letters from her teacher. Every week it is my responsibility to go through this folder, respond to communication letters, and work with my daughter to complete any assigned work. If I do not work with her on this it won’t get done and she will fall behind in school. Yes, there are some days that I wish I could just flip on my TV and ignore the fact that she has homework, but until she graduates it is my responsibility

This study will examine the effects that parental involvement at home has on school grades. The level of parental involvement is a multidimensional aspect. Examples include setting rules, maintaining open lines of communication with children in order to help with school work or social situations, monitoring children’s activities both in and out of school, holding high educational standards, discussing with important decision making activities, and participating in school related activities such as volunteering and meeting with teachers. A meta-analysis consisting of over 70 studies and 300,000 elementary students found that educationally based expectations are significantly important when considering parental involvement (Jeynes, 2005). An important predictor variable includes the parents’ motivational beliefs surrounding involvement, and the perceptions of invitations for school involvement.

Educators, school leaders, and community leaders in high poverty, rural school districts need to develop an understanding of the culture and norms associated with poverty and how they contribute to the declining parent involvement constraining the academic achievement of

There are many reasons that parents should get involved in their children’s school. Students who have concerned and involved parents tend to get better grades. When a parent asks questions about homework and assignments, supervises to make sure that they get done, and even helps with homework, it is more likely that assignments will be completed and handed in on time. Another factor in grades is attendance. With a low attendance rate, assignments will be missed, and the student will get behind in content as well. Parents who do not get involved in the school might not know that their child is not attending on a regular basis, or even care if their child goes.