Parental Involvement In The Longitudinal Study

All three articles stated that the impact of the community has a positive influence on the school and the academic achievement of the students. “Because of these multiple influences, schools need to attend to school, family, and community context and develop programs and practices that enable parents and community partners to help students reach school goals for high achievement and school success.” (Epstein, 1997) Article 1.1 focuses on the overlapping components of partnership which include, school, family, and community. Article 1.2 focuses mainly on the school and the community. Article 1.3 focuses on strong parental involvement. Although all three articles had a different focus, it is very clear that it takes collaboration amongst the school, the family, and the community to promote a positive environment for students be successful

Additionally, parent involvement is also an important factor that contributes to how well students do in school and whether or not they graduate. According to the Michigan Department of Education, “decades of research show that when parents are involved students have higher grades, test scores, graduation rates, better school attendance, increased motivation,

In the world of Early Elementary Education, it is important to collaborate with not only the students but also the families of students, and keep them informed about the everyday routines of school life. In 1st grade, the students and families are excited, but also scared, to be acclimated to new school hours. This is necessary to the overall academic performance, and outcomes of all students, as well as helping families and students come together. When educators and families develop good collaboration skills, many positive factors can happen. This includes academic achievement increasing, disciplinary problems decreasing, and attendance increasing. In the article “8 Tips for a Great Parent Communication Plan,” by Nikkie

The purpose of the article, Turn Parents into Partners by Joellen Killion, is to evaluate and to establish interaction between parents and teachers to work together as partners in education. The active participants of the article are all parents and teachers, regardless of grade level. Although teachers understand the importance of parental involvement in education, there have been significant changes in the what involvement looks like in today’s technology rich environment, with additional changes in family structure, the economy, and an increase in cultural diversity. To assist in adjusting with those changes, Ms. Killion shared tips on how to build a partnership that is successful for all students. The results of this article reveal that both parents and teachers want to be supportive and to do what is best for the students to be successful. In order to do that, teachers need to establish clear expectations and to a build positive partnership with parents.

It may come to no surprise to many families and educators in the United States that families actively participating in their children’s academic life (school, homework, extracurricular activities) is a key component in unlocking their children(s)’ success in school. The struggle that educators face is the lack of understanding or lack of knowledge about how families in other cultures view parental involvement. It is important for educators to understand that not all families will have the same viewpoints on parental involvement, and educators themselves may have different opinions about parental involvement that are not unanimously shared among colleagues. This research paper aims to provide an in depth review of how parental involvement is viewed in different cultures present in the United States. This paper will provide discussion regarding how differing culture views affect education in the classroom. Furthermore, this paper should provide educators with strategies on how to recognize, accept, and encourage family participation in all cultures present in the United States. This paper will focus on cultural views from European American Families, Hispanic/Latino Americans, and cultural views based on family dynamics (single parents, income-classes, same-sex parents).

Although it is important for families to be involved with their child’s school, school personnel should also strive to create a positive interaction with families of students. Carl Dunst (2002) states that school and parent collaboration is necessary, and if schools take on a more family-centered approach, it will help create a supportive environment and help to strengthen a family’s capacity to enhance and promote a child’s development and learning.

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

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).

Parental Engagement is crucial for a student to have academic achievement, whether it be in grade school or college.Parents need to be that person who guides the child through homework if they need help, bringing them to school, and going to parent teacher conferences to make sure their child is on the right path. Doing all these things could show your child that you're there if they need you and it brings encouragement to them, whether they show that or not.

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.

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.

The purpose of attempting to improve parental involvement is because research has found parental involvement to be predictive of the students’ commitment and performance in school. “When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer, and enroll in higher level programs” (Van Rockel).

The first factor that’s has an impact on student learning is parenting. Parenting makes critical contributions to a child’s achievement in school. Playing math and reading games with elementary school students, helping middle school students with their homework, and establishing appropriate boundaries for teenagers are foundations for success in school. When parents are involved, regardless of income or background, children are more likely to earn higher grades and scores, enroll in higher-level programs, attend school regularly, have better social skills, show improved behavior, graduate, and even go on to postsecondary education. Parents who

Parents see lots of problems with getting involved in their child’s education. Some point to their own demanding schedules and say they don’t have extra time to volunteer or even attend school activities, much less get involved in bigger ways. Others said it is very uncomfortable they feel when trying to communicate with school officials, whether that’s due to language or cultural differences or their own past experiences with school. Some say they lack the know-how and resources to help their child, or they express frustration with school. Some parents complain that they rarely hear from the school unless there is a problem with their child’s behavior or performance. Some families criticize school personnel for not understanding the difficulty of single parents, grandparents, foster parents, or other caregivers. Others say they lack transportation to attend school events or have no child care for younger siblings. While some school have made great strides in engaging parents and other in the educational process, there is still much more that can be done. Parent, family, and community involvement in education correlates with higher academic performance and school improvement. When schools, parents, families, and communities work together to support learning, students tend to earn higher grades, attend school more regularly, stay in school longer,

Furthermore, parents are essential for helping a child with cooperation and continuous motivation. There are many benefits listed in the textbook that involve parent involvement such as: Positive behavior, long-term achievement, conscientious homework completion, increase in attendance, and graduation rates. Additionally, with the interaction between parents and students, it is a lot easier for the teacher to deal with disruptive behavior by gaining an insight to their home life which might indicate why they are acting a certain way (Introduction to Teaching, 336). With that being said, parent involvement might not be a natural habit. Therefore, making a proactive effort to reach out to parents is essential. Parent involvement starts at the beginning of the year when a teacher tells about his or her class. Secondly, parent teacher conferences allow parents to be reinforced on news throughout the