Parental Involvement Interventions With School-Aged Children

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

According to (FamilyFacts.org, n.d.) the proportion of American children being raised in single-parent homes has nearly doubled over the past thirty five years, whereas the proportion of children being raised in two-parent homes has dropped about fifteen percent. (FamilyFacts.org, n.d.) states that family structure plays a significant role on an individual’s academic performance; from preschool readiness to college levels. This source discusses the major role that family structure plays on a student’s performance. It gives many effects throughout different stages of life including teen pregnancy, incarceration, and psychological issues. The article also states that if the U.S. family structure was as strong today as it was in 1970 531,000 fewer children each year would need psychotherapy and 453,000 fewer children would be involved in violence each year. (Teachman, 2008) also states that the family structure in which a child is raised

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.

Although the introductions were tiresome, when we continued reading, we found the content fascinating. For example, the articles stated the advantages of parental involvement and provided various benefits of it, which could be useful for our students. Even though, the writers presented a variety of aspects of the topic, since the topic of parental involvement in school is a very wide subject, we felt that the writers did not cover all the points of this subject in the

It is important to close the achievement gap between the overall population of students at HHS and those with learning disabilities. Parent involvement plays an important role in filling this gap and in maintaining a successful KAH program. The importance of identifying the areas of difficulty and applying the appropriate evidence based strategies for addressing parent involvement is thoroughly demonstrated. Adopting evidence based practices for parent involvement is also required in order to maintain the success of school programs. According to the Herndon High School data the parent involvement from ESOL and other minority parents is very low.

One of the common challenges among educators is effectively working with parents that have students with disabilities. In several cases there is a lack of communication or disconnect that hinders parent and teacher relationships; resulting in minimal communication that harms the child’s success. The article, “Guidelines for Successful Parent Involvement” by Kelli Staples and Jennifer Diliberto addresses several different techniques and methods for effectively working with parents of those students who have disabilities in the classroom. The authors not only bring in numerous research based examples regarding parent involvement, but provide multiple tips for involving parents in various classroom and school activities.

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

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.

When it comes to parent’s involvement, I believe the biggest reason for them not involved is the lack of communication between parents, students and teachers when the start middle school. In elementary school, the parent is the advocate for their student while being concern about their academic experience, but as the student becomes more independent, the parent takes a step back and allows the student to voice their concerns in their education. Another reason parents are not involved with their students education is they inability to understand what is needed in order for them to succeed. Sadly, a lot of parents do not have the accurate education to show their student the importance of education, therefore, they within themselves do not view

Children in non-intact families are more likely to have lower GPA, worse test score and were less likely to extend their education. A specialist in adolescent development, Daniel Shek illustrates that research also demonstrated that children coming from non-intact groups had lower level GPAs and worse test scores, furthermore an awful academic self-concept. Children going alongside non-intact groups were illustrated to drop out from high school, and were not as likely to attend college compared to children from intact families (Shek 443). While experiencing a change with families and having stress, it causes a child to not focus on school and causes them to focus on the effects of this event. Children start to do bad in school and not really care at this

Another studies examined the relationship between rich and poor country based upon the mathematic test scores. In this study, Ming Ming Chiu used family and school characteristics to analyze student’s success. Under family characteristics, he stated that “family members can provide resources and additional learning opportunities on which the child can capitalize. (Chiu) This is consider a recommendation to enhance academic through the use of resource. Pedro A. Noguera, who did a research study at Berkeley High School, said a similar context in term of class differences. He stated that “class privilege creates advantages.” (Noguera) Because of these differences, the amount of knowledge each individual student has vary upon to their family income class. The parent also share the responsibility to the type of education their children receive. Parent are suggested to

This study intends to investigate the perceptions of parents, teachers, and students concerning some aspects of parental involvement through the first grade in secondary schools in Saudi Arabia. The methodology implemented for conducting this study represents an essential aspect of this research. This chapter describes the methodology and procedures that were applied in the current study to serve its objectives. The

One’s own family background has also been found to influence a students test scores .research has found out that socio economic status, parental involvement and family size are particular important family factors (Majorbanks,1996)

The purpose of this study is to identify the students’ profile in terms of age, gender, family income, parents’ educational attainment, and grades for the last school year attended. It also needs to identify the school climate condition that provides school to understand the working condition and leadership, instructional focus and physical environment.