Parental Task 4

Learning to read is a complex task, and each child learns at his/her own pace. Even though children truly learn to read at school, it does not diminish the importance of reading at home. Parents spend so much time choosing all the right schools and making sure teachers are exceeding expectations. When as parents you have the power to boost your child’s learning by simply making books an integral part of their lives. The evidence about the benefits of parents being involved in their children’s education in general, and their children’s literacy activities in particular, is unequivocal. Research shows that parental involvement in their children’s learning positively affects the child’s performance

Noel, A., Stark, P., Redford, J. (2013). Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (NCES 2013-028), National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.

More recently, the United States Department of Education, by submitting the 1996 proposal for National Education Goals, addressed the issue of parental involvement. The official U.S. government stood by the research of three decades that “parental participation in schooling improves student learning,” (U.S. Department of Education). Based on government research, family involvement programs don’t always need additional money to be successful, but leaders should stretch their own creativity to expand the programs that encourage community and family support. Parental involvement is found to be beneficial through high school, not stopping after elementary school, and parents that evolve as leaders should be encouraged to continue their role in their child’s education. The most successful parent leaders are found to play four roles in their child’s education: those roles are teacher, supporter, advocate and decision maker. The teacher-role supplements the child’s education at home, the supporter contributes his/her skills to the school, the advocate helps children receive fair treatment at home, and the decision maker participates in joint problem-solving with

Reading, writing, math, science, and other skills learned in school are instrumental for a child to have in order to be successful both in higher education and in life. Many factors contribute to a student’s acquisition of these skills such as their learning environment, preschool education, mental and emotional development, parental involvement, and dedication to learning. The issue that many young children are facing, however, is that all of these factors can be greatly influenced by the Socioeconomic Status (SES) of their family. Unfortunately, up until recently it was virtually unknown how teachers could help these “at risk” children, which caused an increase in the likelihood of children dropping out of school or repeating a grade.

Children from low-income homes tend to fall academically behind more advantaged peers from the upper and middle classes. Once this gap has formed, it is difficult to recover, so it is important to address the issue as early as when children are in preschools (Gorski, P. C., 2007). Parent involvement is a major indicator for child success. Parent involvement in a child’s education conveys the message that school is a valued institution and learning is important to their family. Research shows that children who have actively involved parents in their education demonstrated positive learning outcomes in literacy. Additionally, when parents are actively involved, they may establish a trusting and understanding relationship with teachers in which home culture and values can be shared and expanded upon at school (Sawyer, M., 2015). A partnership school is focused on building relationships with families, building connections with families and the community, addressing differences between families home lives and viewpoints, supporting parents advocating for their children, and sharing the control over the children’s learning. Some examples of how to create a partnership school are through honoring families contributions, creating a family center that has learning materials for families, creating projects for families to do with their children, and having opportunities for parents and teachers to look at student work together. This may also include sharing information about the

The education levels for parents of low performing students appears to be the most perplexing barrier and explanation for the lack of parent involvement. The National Center for Educational Statistics (2003) presented data from a study titled Parent Involvement in Education that indicated the percentage of parents who attended a school meeting of function with their child was higher in households among parents who have attained higher educational levels. The report also indicated that the percentage of parents who had completed college and attended a school meeting or event was 93% as compared to those parents who had only completed their high school education was 70%.

Throughout history parent involvement has always been studied and has remained an important factor in a child education. It is shown that there has always been more Parent involvement in the primary years of education as it “increased dramatically from 1999 to 2007 from on average 77% to 89%” (National Household Educators Survey Program) in the primary years. 1999 to 2007 show an increasingly amount of parent

Parents play a major role in the developmental growth of children as they are their primary caregivers. The parent-child relationship is most poignant as children view their parents as being the most significant role models in their lives. Parental school engagement can be defined as parents’ participation in their children’s school-related activities such as attending teacher conferences, serving on the committee, volunteering, or observing and participating in their children’s educational success (Hill & Taylor, as cited in Powell et al., 2010). Parental involvement is essential in developing children that are academically motivated, engaged, and willing to succeed. The following research paper will thoroughly analyze and explain the

In order to improve the education of disadvantaged children, the existing gaps between home and school need to be addressed. There is a great deal of research evidence showing that home/school connections are beneficial to educational goals. Sanders (2008) reports that home/school partnerships contribute to higher student achievement, improved student behavior and attendance, and more positive school climates. DePlanty, et al. (2007) describe the findings of various research studies regarding the positive impacts that occur when home and school environments are brought together. According to the evidence, these positive impacts occur as a result of parents providing support, encouragement, and reinforcement

Parental involvement and collaboration in a child’s educational involvement is positively related to significant student outcomes. It is becoming increasingly obvious that framework is a noteworthy factor in understanding academic achievement, and the venue in which a child, family, and school situated is among salient circumstances influencing performance. In an effort to structure a research framework on rural education in high poverty areas, this study analyzes research on increasing parental involvement in high poverty, rural areas in an attempt to decrease significant learning gaps students have attained as a result of nominal parental involvement and collaboration before the onset of starting school while persistently displaying those characteristics and inadequacies throughout the education process.

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.

to significant student outcomes. It is becoming increasingly obvious that framework is a noteworthy factor in understanding academic achievement, and the venue in which a child, family, and school situated is among salient circumstances influencing performance. In an effort to structure a research framework on rural education in high poverty areas, this study analyzes research on increasing parental involvement in high poverty, rural areas in an attempt to decrease significant learning gaps students have attained as a result of nominal parental involvement and collaboration before the onset of starting school while persistently

Dr. Sampson, Black and Brown: Race, Ethnicity, and School Preparation gives great insight into understanding the family dynamics which relate to parental educational involvement. To the credit of research design, I believe the case studies presented on youth living poor from low-income communities adequately assesses the needs of students. It is also a strength of Dr. Sampson research that information is given on how parents can engage in their children’s education although they may be in the midst of poverty and lack. By actually showing ways in which low-income families produce cultural and social capital, Dr. Sampson creates an even playing ground for parent participation and shows that low-income families alike possess a great deal of knowledge, skill and care for educational success. One of Dr. Sampson overarching ideas is that children and influences by parents attitude and (or) behavior. There are many variables that influence student achievement, I agree with Dr. Sampson that attitudes and behavior is perhaps the foundation for achievement outcomes. Common practices such as parents helping with home-work and properly supervising children are referenced as key supports for academic success.

Fan and Chen (2001) highlighted issues in the relationship between socioeconomic status SES and parental involvement. The relationship between social economic status and parental involvement in students’ education has attracted the attention of many researchers. (Fan & Chen, 2001) The attitudes and perceptions of teacher about parental involvement are important to consider when studying levels of parental involvement. In 2007, a study was conducted in the Netherlands with a mixed urban/rural area with grades 1st-6th. The overall goal of this study was to gain insight into the extent to which teacher perceptions plays a role in the associations between the socio-economic backgrounds of pupils and parental involvement in the education of their children and academic achievement. The results suggest that teacher perceptions of parents may be stereotyped and

If this article was written correctly with factual information, the author would have done well with major premises followed by minor premises, but the information given is biased. Parents will often send their children to private schools to make up for the poor education at the local public schools. To make positive changes in public schools, parents need to send their children there. A premise the author stated “Parents have a lot of power” (Benedikt, 2013) catches the attention of parent readers, evidence follows this premise from common, American human beliefs. It is well-known that the parents of students have major influences on the way public school systems run. More challenging courses for advanced students, sometimes known as enrichment programs are provided through money raised