Educ 5470 discussion unit 2doc10

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Sociology

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Nov 24, 2024

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The goal of conducting any kind of study is to offer solutions to particular problems. Through this approach, we are able to express our viewpoints and offer reliable, factual information that is supported by reliable sources. When conducting research, it is best to start with a literature review. A literature review is "a compilation of the research that has been published on a topic by recognized scholars and researchers," according to the American University (n.d). Seeing what has been done on the topic we want to explore is our goal when conducting a literature review. It assists us in determining whether the subject has already been studied before and may even point out areas of current research that need to be filled in. Each annotation provides a brief summary of the article's content, its relevance to the topic of parental involvement in education, and potential implications for practice or further research. 1. Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Thousand Oaks, CA: Corwin Press.  Summary: This comprehensive handbook offers practical guidance and resources for establishing and maintaining effective partnerships between schools, families, and communities to support student learning and success. Written by leading experts in the field, including Joyce L. Epstein and Mavis G. Sanders, the book covers a wide range of topics, including the importance of collaboration, strategies for engaging families and communities, and best practices for implementing partnership programs. Each chapter provides actionable insights, real-world examples, and tools for educators, administrators, and community stakeholders seeking to strengthen connections between home, school, and the broader community.  Relevance: With its emphasis on partnership-building and its wealth of resources, this handbook serves as an invaluable resource for promoting positive outcomes for all students through collaborative efforts among schools, families, and communities. 2. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta- analytic assessment of the strategies that promote achievement. Developmental Psychology, 45 (3), 740–763.  Summary: Hill and Tyson conducted a meta-analysis to evaluate the effectiveness of different parental involvement strategies in promoting academic achievement during middle school. Their findings suggest that various forms of parental involvement, such as monitoring homework and communicating with teachers, positively impact student success.  Relevance: This study offers valuable insights into specific parental involvement strategies that can benefit middle school students, informing educators and parents about effective ways to support academic growth. Jeynes, W. H. (2010). The salience of the subtle aspects of parental involvement and encouraging that involvement: Implications for school-based programs. Teachers College Record, 112 (3), 747–774.

 Summary: Jeynes examines the nuanced aspects of parental involvement and their significance for school-based programs. He highlights the importance of fostering positive relationships between parents and educators, as well as the need to recognize and address barriers to parental engagement.  Relevance: This article underscores the importance of considering both overt and subtle forms of parental involvement in designing effective school programs, emphasizing the role of communication and collaboration between schools and families. Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13 (1), 1–22.  Summary: Fan and Chen conducted a meta-analysis to examine the relationship between parental involvement and students’ academic achievement. Their findings indicate a positive correlation between parental involvement and academic success across various demographic groups and educational settings.  Relevance: This meta-analysis contributes to the growing body of evidence supporting the significant impact of parental involvement on student outcomes, reinforcing the importance of fostering strong home-school partnerships. Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro- American families. Journal of Educational Psychology, 95 (1), 74–83.  Summary: Hill and Craft investigate the mediated pathways through which parent-school involvement influences school performance among socioeconomically comparable African American and Euro-American families. Their study identifies school engagement and academic self-efficacy as key factors linking parental involvement to student achievement.  Relevance: This research highlights the importance of considering socio-cultural factors and mediating processes in understanding the relationship between parental involvement and student performance, providing insights for culturally responsive interventions. Sui-Chu Ho, E., & Willms, J. D. (1996). Effects of parental involvement on eighth-grade achievement. Sociology of Education, 69 (2), 126–141.  Summary: Ho and Willms examine the effects of parental involvement on eighth-grade achievement using data from the National Educational Longitudinal Study. Their analysis reveals a positive association between various forms of parental involvement and student academic success.  Relevance: This study contributes empirical evidence to the literature on parental involvement and academic achievement, demonstrating its significance across different stages of schooling and educational contexts.

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