Fully Invested Owner Essay

Academic scholars have noted that students who are thoroughly engaged are high academic achievers (Fullan, 2016). However, the subject of parent involvement has been introduced into the discourse over the past decades and now most educational leaders agree “ the closer the parent is to the education of the child, the greater the impact on child development and educational achievement” (Fullan, 2016, p. 158). As a result, the Ontario Ministry of education created Parents in Partnership: A parent engagement policy for Ontario schools. This policy is directly aligned with the ministry’s goal of creating and maintaining a welcoming and inclusive education system. The policy identifies parents as key individuals in education as they contribute to the work of educators, schools, and the community (Ontario Ministry of Education, 2010). An investigation into the framework of the policy reveals the main actors, which are the parents; who are defined as caregivers, guardians, and parents, the government, school boards, teachers, principals, students, and the

Student and families can have collaborative partnerships with educators, by having contact and involvement opportunities created by the school that build connections with parents. Creating and involving parents in meaningful roles within the school can strengthen this partnership. Opportunities for parents and students need to be created by educators that will allow parents to show their interest in their child (Amatea, 2013). California Department of Education advocates with policies and laws to support parent involvement to support student’s academic success. Federal and state laws play a role in linking families and schools together to build and strengthen social, emotional, and academic growth of children (Amatea, 2013).

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

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.

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.

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.

The primary participants for this study are marginally involved parents of low performing students attending a high poverty, rural school district in north central Oklahoma. The participants of this study will be selected during Fall 2015. Prior human subject approval from the researcher’s university will be obtained prior to the selection of participants. The researcher chose to select five parents from each grade level in Timothy C. Arnold Middle School and Oilton High School to represent viewpoints and perceptions related to parent involvement and academic achievement. The names of participants will be selected from sign-in sheets filled out at the “Meet Your Teacher Night”, an annual parent involvement activity sponsored by the district each year prior to the beginning of school. Teachers and administrators from the school district will also a data source. Two school sites were selected to

The primary participants for this study are marginally involved parents of low performing students attending a high poverty, rural school district in north central Oklahoma. The participants of this study will be selected during the Fall 2015 semester. Prior human subject approval from the researcher’s university will be obtained prior to the selection of participants. The researcher intends to select five parents from each grade level in Timothy C. Arnold Middle School and Oilton High School to represent viewpoints and perceptions related to parent involvement and academic achievement. The names of participants will be selected from sign-in sheets filled out at the “Meet Your Teacher Night”, an annual parent involvement activity sponsored by the school district, community organizations, and businesses each year prior to the beginning of

Research has demonstrated that parent’s educational involvement clearly benefits children’s school learning and achievement (Toren, 2013). This research article focuses on two types of strategies for involvement: home-based involvement strategies and school-based involvement strategies. Home-based involvement

The value that parents place upon education for their kids is important because kids model the teachings of their parents more often, learning what they (the parents) think is important as their (the students) own importance. Stephanie Brueck and her colleagues, who write the article “The Relationship Between Parental Involvement During High School and Collegiate Academic Mastery” published in Psi Chi Journal of Psychological Research, state “... [there is] improved academic performance among children with high amounts of parental involvement...” (99). With improved academic performance, parents become more involved in their children's’ educations. There are the totally supportive parents, who urge their children to strive for better

Parent involvement in a student’s education can have one of the biggest impacts on a child’s life. Parent involvement goes far beyond grade school, and far beyond adolescent years. The effect that parent involvement has on a child’s academics can shape them into a different person. Children are constantly watching and evaluating their elders. Many times students look to their parents to find the value in things. When students see their parents or guardians valuing their child’s education, students will also begin to value it themselves. This comes through motivation. When parents are interested in their child’s education and are involved students will gain so much. “The Department of Education of West Virginia states that ‘research shows that when families take an active interest in their children’s schoolwork, students display more positive attitudes, behave better, and learn more’” (Robinson, Harris, 2014). Something as simple as reading with a child every night or taking weekend trips to places like museums and involving them in other intellectual activities will engage students in learning and motivate them to want to learn.

Schunk views parental involvement as a contextual influence. He shares views that parental involvement occurs in and out of the home, during school and during activities (Schunk, 2016). Parental involvement plays a vital role in students’ self-regulation, which is central to developing their cognitive function. Researchers have been discussing the importance of parental involvement for schools for many years now. One of the major tasks endured when implementing parental involvement is promoting policies for school improvement. Policies guide educators, parents, and students on what to do.

Some positive effects of parent involvement are: an increased school attendance, better perceptions of the school and higher academic achievement (Greenwood & Hickman, 1991). In Epstein’s vision (2001), parents are considered key players in the process of a student’s education. Moreover, education begins before formal schooling, and parents are recognized as a child’s first educator.