The Methods For Improving Parental Involvement

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

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.

Parents should always be an essential and ongoing part of school curriculum; just because their child starts school it does not mean they need to stop teaching them or not be a part of their child’s learning process (Lindberg, 2014). According to Lindberg, parent involvement is described as, “an ongoing and systematic approach involving such activities as providing knowledge and skills in needed matters in order to ensure and support both student’s academic and personal development, the establishment of ongoing and active communication with teachers and school administration, recruiting and organizing parents’ help and support by volunteering in the activities demonstrated in one’s school and classroom, and creating

Yes Freda parental involvement is critical through out the world for any school. According to research family factors plays a major role in teacher’s ability to teach students. Coupled with, principals and teachers agree that what is going on at home impact a student’s propensity to learn. Especially, when some teachers and administers try to work with children in less than ideal family environments, we can only do so much. Particularly, when parents are often not willing to partner with the schools to provide for the children. On a high note the earlier in a child’s educational process parent involvement begins, the more powerful the effects. Also the most effective forms of parent involvement are those that engage parents in working directly

Parent involvement in the classroom is a topic of discussion for most teachers at the beginning of every school year. It can create stress and anxiety for many. Teachers understand that parental involvement is beneficial to student success in the classroom, however due to changes in technology, family structure, the economy,

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

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

Dessoff (2009) found that a parents' involvement in their children's education was often related to the parents' income and education level. Parental involvement

Parent involvement is referred to as “parents’ participation in the entire educational process (Dor & Rucker-Naidu, 2012, p. 246). In addition, it describes parents’ expectations and beliefs on improving their children’s educational performance based on home and school involvement (Dor & Rucker-Naidu, 2012). Although, parent involvement is viewed as very important, some teachers do not connect with parents beyond teacher and parent conferences. Some of the possible reasons for why teachers and parents do not connect as often are: “teachers are not sufficiently trained to work with parents, contextual and cultural contexts, teachers have negative attitude towards cooperation with parents and parent involvement declines as children gets older” (Dor & Rucker-Naidu, 2012, p. 247). The purpose of this study is compare American and Israeli teacher’s definition of parent involvement and examine their perspective and attitudes towards parent involvement (Dor & Rucker-Naidu, 2012).

Countless studies have found that kids perform better in school when their parents are involved with their schoolwork. Compared to students whose parents are uninvolved, kids with involved parents get better grades and are thought more highly of by teachers.

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.

As the literature is being reviewed research and evidence is showing the importance of parental involvement in every aspect and in every socioeconomic class. Yvonne peril constructs research one program for involvement but first wanted to come up with a cookie cutter definition of what parental involvement was. Through research she realized that this task was very difficult. And as she review literature on parental involvement a conclusion was made that there was no consistent agreement on for across the board of what parental involvement should be defined as. In Parriel’s research she discovered that there are several elements that help us define and come up with a conclusion of what parental involvement encompasses.