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1.
《The Journal of educational research》2012,105(1):69-70
ABSTRACT Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services. 相似文献
2.
This paper explores parental involvement using principal and parent survey reports to examine whether parents’ involvement in their children’s schools predicts academic achievement. Survey data from principals and parents of seven countries from the PISA 2012 database and hierarchical linear modelling were used to analyse between- and within- school variance in students’ math achievement. Factor analysis of both principal and parent responses revealed three dimensions of parental involvement with schools: parent-initiated involvement, teacher-initiated involvement and parent volunteerism. Principal reports of parent-initiated involvement positively predicted between-school differences in student achievement. Within schools, parent reports of teacher-initiated involvement negatively predicted student achievement. The paper shows the importance of understanding the source of information for survey measures. Information on parental involvement from the parent surveys of the PISA study is suitable for describing within-school variation in student achievement, whereas principal reports can be used to predict variation between schools. 相似文献
3.
This study investigated the relation between multidimensional aspects of high school students' perceptions of their parental involvement and their achievement. It explored differences in socio-economic backgrounds, ethnicity, gender, and higher and lower achieving students, and a structural model was developed to further investigate these relations. A parental involvement questionnaire and measures of efficacy, liking and achievement in mathematics and reading were administered to a sample of 1,554 New Zealand high school students from 59 schools. In the view of students, there is support for parents to be talking to their children about learning and schooling and having high expectations of them and their future in learning, especially for lower achieving students. Students who claim that their parents are talking with their teachers or attending school meetings are more likely to have lower achievement. The implications from this study relate to developing student self-regulation for learning in home, providing more surface than deeper learning as homework, and assisting parents to learn the language of learning and schooling. 相似文献
4.
Using Technology to Increase Parent Involvement in Schools 总被引：1，自引：0，他引：1
Christine Olmstead 《TechTrends》2013,57(6):28-37
The importance of parent involvement in Parents who monitor their student’s schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an obstacle to increasing student achievement at school. The purpose of this study was to determine whether emerging technologies facilitate better parent-teacher communication and parent involvement. Data were collected through surveys and semi-structured focus group interviews to analyze the relationship between parents’ and teachers’ perceptions of student achievement when electronic communications are used between parents and school. The study revealed that parents and teachers both place a high value on proactive parent involvement. Because proactive involvement does not require parents to be physically at their children’s school, the question of how technology can be used to keep parents involved in their children’s academic lives becomes important. As access to technology continues to expand, the capabilities for connecting parents to schools will continue to grow. As schools invest in websites, phone calling systems, parent portals, online curriculum, and other types of technologies that connect schools to home, research needs to continue to focus on the effectiveness of these technologies to increase parent involvement. 相似文献
5.
《Journal of Education for Students Placed at Risk》2013,18(1):3-5
When schools work together with families to support learning, children are inclined to succeed not only in school but throughout life as well. Three decades of research show that parental participation in schooling improves student learning. Title I, as amended by the Improving America's Schools Act (Public Law 103-382), reflects these research findings and emphasizes the importance of family involvement as a means to help address more completely the full range of student needs that affect their learning. Although parental involvement can take many forms, in this article I focus specifically on family literacy services. The Title I statute requires any Title I program to include "strategies to increase parental involvement, such as family literacy services." In addition, any school district with a Title I allocation above $500,000 must spend at least 1% of its allocation for district- and school-level parental involvement activities, which can include family literacy activities. Title I also recognizes that schools and patents share responsibility for the education of children. Therefore, each Title I school is to develop school-parent compacts that outline how parents, the entire school staff, and students will share responsibility for improved student achievement and the means by which schools and parents will work together to help children achieve high state standards. School-parent compacts area logical tool for addressing family literacy needs. Equally important, Title I has a history of parental involvement that literacy can help enrich further. 相似文献
6.
Jihyun Lee Taejung Park Robert Otto Davis 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):211-228
The current popularity of flipped learning may be attributed to its reported successes in bringing about enhanced learner engagement and positive learning outcomes. This study aims to improve our understanding of flipped learning (FL) outcomes by examining factors of learner engagement, academic capability, and epistemological beliefs. Data were collected and statistically analyzed from 231 undergraduate students enrolled in a general biology or general chemistry course at a Korean university implemented with the FL model. The results indicated that learners’ epistemological beliefs influenced neither pre-class nor in-class engagement, but that academic capability did affect both pre-class and in-class engagement. Only content/learning-related outcomes, not generic competencies or satisfaction, were affected by both academic capability and epistemological beliefs. Both pre-class and in-class engagement levels affected most types of FL outcomes except generic competencies, which were only affected by the extent of in-class engagement. Learners’ affective engagement was not influenced by epistemological beliefs, but directly and indirectly affected FL outcomes via behavioral and cognitive engagement. Theoretical and practical implications are discussed along with recommendations. 相似文献
7.
Providing local communities with the authority to manage school grants is a popular education policy in the developing world. However, recent studies suggest that this type of intervention has limited impact on student learning outcomes as such communities do not have adequate capacity to utilize resources. To investigate how communities can effectively utilize school resources, we conducted a randomized experiment in Niger. Communities and parents were provided with information about student learning together with school grants. They also participated in discussions about how communities and schools can work together utilizing the grants and communities’ own resources. After the intervention, the communities increased activities that enhanced student effort, and parents increased their contribution to school activities and engagement in children's learning at home. As a result, student test scores improved by 0.43 standard deviations in math and 0.20 standard deviations in French. The impact was largest for the lowest-performing children. 相似文献
8.
Halis Sakız 《教育心理学》2017,37(5):611-631
The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children followed by implementation of the knowledge gained through these activities. The programme lasted one school year and data were collected through quantitative and qualitative methods. Results of the study indicated enhanced student attendance and achievement, social-emotional development, and positive perceptions about the school climate. In addition, parents and teachers were mostly content with development of students and the attempts of their schools to prompt student learning. Findings of this research indicate the significance of the holistic approach in educating SWD in mainstream schools and confirm that schools can make progress relying on their internal structures and planned action. 相似文献
9.
ABSTRACTFlipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement. 相似文献
10.
Janet Chrispeels 《School Effectiveness & School Improvement》2013,24(4):297-323
The increased interest in parent involvement as a strategy for school reform stems from two bodies of parent involvement research. One set of studies examined family learning environments; the other investigated the impact on student learning of school‐initiated parent involvement programs. This article reviews these two bodies of research, which have influenced current discussions about home‐school partnerships, shows the relationship between practices of successful home‐learning environments and effective schools research, and uses this relationship to propose a typology of home‐school‐community partnership roles and activities. When the research on effective family practices is combined with effective schools research and placed within a typology of partnership roles, schools have a framework for examining current parent involvement practices and exploring strategies that will enhance student learning both at home and at school. 相似文献
11.
Stacy Overstreet Joel Devine Katherine Bevans Yael Efreom 《Psychology in the schools》2005,42(1):101-111
Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005. 相似文献
12.
Jessica Bertolani Luigina Mortari John Carey 《International journal for the advancement of counseling》2014,36(3):317-331
Eccomi Pronto is a school counselor-led, story-based curriculum that is designed to promote simultaneously the development of early elementary school students’ self-direction, active engagement in school, and pre-literacy skill development. This article reports the results of the first evaluation of a large-scale implementation of Eccomi Pronto in Italian elementary schools. The evaluation employed a mixed methods approach involving qualitative analyses of interviews and observations supported by quantitative analyses of student self-reports and teacher ratings (with a single group pre-test post-test design). Observations and interviews with parents and teachers suggested that Eccomi Pronto was associated with a number of improvements in students’ academic behavior, including engagement, involvement, reading interest, reading comprehension, work conscientiousness, inquisitiveness, and social support of classmates. Quantitative findings confirmed these qualitative findings, indicating that implementation of the curriculum was associated with improvements in classroom climate and student engagement. Limitations of the evaluation are discussed along with suggestions for necessary follow-up assessments. 相似文献
13.
Caroline Fell Kurban 《Interactive Learning Environments》2019,27(8):1143-1159
ABSTRACTEvidence shows flipped learning increases academic performance and student satisfaction. Yet, often practitioners flip instruction but keep traditional curricula and assessment. Assessment in higher education is often via written exams. But these provide limited feedback and do not ask students to put knowledge into practice. This does not support the tenets of flipped learning. For two years, the author flipped instruction but retained traditional curricula and assessment. However, on the author’s current course, all three aspects were redesigned to better support flipped learning. The aim of this research is to test the effectiveness of this redesign regarding student engagement and satisfaction. Thus, it is asked: How, on this course, can meaningful, continuous assessment be provided as well as effective, personalized feedback, while staying in line with the philosophy of flipped learning? Action research took place from September 2016 to June 2017. Quantitative data from a student survey, and qualitative data from a research diary and student focus group were gathered. What emerged is: a little-and-often assessment approach is effective for learning and engagement; tasks must be authentic and test demonstration of knowledge, not memory; quality, not quantity, is key for student learning; and students desire individualized feedback. 相似文献
14.
A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports (PBIS) framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent involvement as an area for growth. Both positive and negative perceptions of school climate emerged from the parent focus group. While there are limitations to the generalisability of the results, this case study provides a useful approach for schools to assess their school climate and establish goals for improvement. 相似文献
15.
The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom. 相似文献
16.
Andrea Knapp Racheal Landers Senfeng Liang Vetrece Jefferson 《Educational Studies in Mathematics》2017,95(1):79-95
The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students’ mathematics understanding and achievement. Moreover parents and teachers improved on measures of content knowledge. We hypothesize that improved parent content and pedagogical knowledge and improved parent-child interactions around mathematics stimulate children to learn at school. Furthermore, we found aspects of parent knowledge and dispositions gained to be analogous to teacher MKT; we termed these aspects Mathematical Knowledge for Parental Involvement. Such aspects include content knowledge, valuing students’ own strategies, and listening to students’ explanations and may boost student achievement in mathematics. 相似文献
17.
Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
18.
Charter schools increasingly challenge both district and private schools for student enrollments in the United States. With more parents able to choose among the sectors, the success of each in attracting students will turn in part on the levels of satisfaction provided to families who enroll. We analyze data from two nationally representative surveys of parental perceptions. Private school parents are the most satisfied with the climate, student behavior, and school-to-parent communications in their child’s school, but the gap between private school parents and charter parents is much less than the one between private school parents and those in district schools. We find little difference across sectors in satisfaction with school infrastructure and in school–parent communications about student behavior. Because charters, like district schools, are free, this narrowing of the satisfaction gap between the tuition-based and free school sectors may erode the size of the private sector. 相似文献
19.
School management in many sub-Saharan African countries has been enhanced through community participation in an attempt to improve education quality. This study uses field research in a rural district of Malawi to assess how community and parent participation differs between schools, the intentions of communities and parents when carrying out activities in schools, and the mechanism promoting active participation in schools. In high-achieving schools, but not in low-achieving schools, communities and parents were actively involved in events aimed at improving student achievement. Communities and parents considered most highly prioritised activities that directly influenced student achievement, including hiring volunteer teachers, arranging extra classes and holding mock examinations. Community participation did not directly improve student achievement. Instead, when communities and parents actively participated in a school, school management improved, ensuring better student achievement. The implications of this finding are discussed in relation to community participation. 相似文献
20.
Steven B. Sheldon Frances L. Van Voorhis 《School Effectiveness & School Improvement》2013,24(2):125-148
This study examined data from over 300 U.S. schools on their efforts to develop high quality programs of school, family, and community partnerships. Analyses show that elementary schools, schools with greater support from parents, teachers, and the community; and schools that evaluated progress reported higher quality partnership programs over time. Higher quality programs were associated with wider implementation of parent-child interactive homework, higher levels of parent volunteering, and more parents on school decision-making committees. Results identify factors that could help schools develop quality partnership programs and suggest that these programs translate into higher levels of family involvement in students’ learning. 相似文献