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1.
ABSTRACT Ethnic minority parents often appear to be less involved in school functions and activities than their culturally dominant counterparts. Their invisibility is usually assumed due to a lack of either interest or parental capacity to oversee their children’s education. However, the simplistic equation between parental involvement in children’s education and their participation in school is largely informed by middle-class cultural norms that ignore diversity. Data drawn from home visits and in-depth, semi-structured interviews amongst Pakistani parents and children in Hong Kong reveals that the involvement of these parents only seems less visible because it is largely based at home rather than in schools. The parental involvement of this ethnic minority is influenced by socio-economic and cultural factors that separate school from home, divide parental responsibilities by gender, and set expectations for children with primary reference to the parents’ own experiences. These research findings on how such characteristics shape the outcomes of parental involvement can inform school practices to build more effective home-school collaboration and enhance children’s academic achievement. 相似文献
2.
This research examined why parents’ involvement in youth’s learning varies as youth progress through school. 3074 Chinese youths (M age = 13.89 years) in elementary, middle, and high school and their parents reported on parents’ homework assistance and academic socialization. Youth and parents also reported on potential mechanisms underlying variation in these two types of involvement over the school years. Parents’ homework assistance and academic socialization were both higher in elementary than middle school in which they were higher than high school. Youth’s invitations for involvement, along with parents’ involvement role beliefs, involvement self-efficacy, and perceived involvement norms contributed to the tendency for the two types of involvement to be higher in elementary than middle school. Only youth’s invitations and parents’ perceived norms contributed to the tendency for the two to be higher in middle than high school. 相似文献
3.
The role parents can play in supporting early reading attainment is well documented. There is still, however, a need to understand what motivates parents to become involved in reading at home with their child. Past research, based upon correlational studies, has mixed findings regarding the influence of the teacher and the child on parents’ motivation at home. Through two quasi-experiments, the present study explored the influence of teacher invitations in Kindergarten classes, and child invitations in Grade 2 classes on completion rates of a home reading challenge. The completion of the home reading among families was investigated across two metropolitan schools in Sydney, Australia. Both of the interventions resulted in significantly higher completion rates compared to control groups (teacher invitations: d = .68; child invitations: d = .73). This paper adds to existing research by providing a clearer picture of the cause-and-effect relationship between schools’ use of invitations to facilitate children’s home reading. 相似文献
4.
Gordon Trasler 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):42-49
The study investigated the extent of different types of contacts between home and school for a representative sample of 60 families of children with Down's syndrome who attended a range of different schools in 13 local education authorities (LEAs). The children were aged between five and nine years old. Data were obtained in semi‐structured interviews with mothers as part of a larger study of parents’ views of their children's schooling. Basic links between home and schools (e.g. parents’ attendance at events such as open days, occasional visits to see a teacher) were common but parental involvement in the class‐room or in carrying out work at home on the teacher's suggestion was less common, and there was little evidence of parent‐professional partnership in areas such as joint decision‐making on educational programmes. Contacts between the children and their school friends outside school were few and there was a significant relationship between the frequency of these and the amount of parental contact with the schools. The factors related to amount of parental involvement were the child having started at the school before the age of four and the amount of support the mother received at home. There were no significant effects of social class or type of school. The majority of mothers appeared to be motivated to maintain home‐school links, and many wanted more opportunities to be provided for involvement, particularly in areas such as helping or observation in the classroom. 相似文献
5.
This study investigated the perceptions of foster parents of children with disabilities concerning their interactions with school personnel. We conducted semi-structured interviews with 7 foster parents of 6 children with disabilities (age range = 5–16). A qualitative analysis of the interviews resulted in the identification of five thematic areas, including foster parent perceptions of: (a) the role of the foster parent, (b) the efficacy of the foster parent in helping the child learn, (c) invitations to involvement from the school (d) invitations to involvement from the child, and (e) foster child experiences in the school system. Marked differences were found in the perceptions of the perceptions in foster parents of elementary and secondary age students.It is clear that foster parents who take on an active role in their child’s education experienced positive relationships with their child’s school. Foster parents who take a passive role in their partnerships with the schools experienced increased difficulty maintaining motivation to continue in their efforts to increase collaboration and involvement with the schools. They indicated a sense of anger, distrust, and even hostility towards the schools. Based on the findings, recommendations are provided for improving home-school relationships, and addressing obstacles to successful school partnerships with foster families. 相似文献
6.
Andreja Braj&#x;a‐
ganec Marina Merka&#x; Marija &#x;aki&#x; Veli&#x; 《Psychology in the schools》2019,56(8):1246-1258
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement. 相似文献
7.
Karla Correia Alexandra Marques-Pinto 《Educational research; a review for teachers and all concerned with progress in education》2016,58(3):247-264
Background: Transition to school is a highly demanding phase at an intellectual, social and emotional level and is, therefore, an opportunity for growth and development. Despite the greater emphasis given to school transition in Portugal over recent years, namely by means of new educational policies, studies on the adaptation processes involved in the transition to primary school are still scarce.Purpose: The present qualitative study sets out to contribute to the knowledge on the adaptation process of children to school transition (around age 6) in Portugal, by comparing preschool teachers’, primary school teachers’, and parents’ perceptions about success indicators and relevant factors in the transition to school.Design and method: In order to collect data, 14 focus group interviews with different participants were conducted, three with preschool teachers (N = 18), three with primary school teachers (N = 13), four with parents conducted before the child’s transition to primary school (N = 14) and four with parents conducted after the child’s transition to primary school (N = 20).Results: While the preschool and primary school teachers stressed factors of a family nature, such as parental involvement and parental support of children, the parents referred more frequently to the overall running of the school and the characteristics and methodology of the teacher as being relevant to the adaptation process in the first year of primary education.Conclusions: The findings suggest different factors associated with adaptation to school and also offer clues for designing strategies to facilitate such adaptation. New strategies are needed to facilitate the construction of a robust educational family–school partnership. 相似文献
8.
W. F. Houghton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):7-10
Recent work aimed at involving parents more in the teaching of reading by encouraging parents to hear their children read school reading books at home has created a great deal of interest. But to what extent does it depart from normal school practice? Little is known about schools’ attitudes to parental involvement in home‐based, as opposed to school‐based, educational activities. Therefore a study was made of a sample of 16 infant and first schools. Interviews were carried out with head teachers, all teachers of seven‐year‐olds, and some of their pupils. It was found that whilst there was general support for the idea of parental involvement in the teaching of reading this stopped short of helping parents hear their own children read at home. An examination of the schools’ practice suggested that at present comparatively few children regularly take school reading books to read at home. 相似文献
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10.
Sonia Padilla Elisa Rodríguez Míriam Álvarez Alezandra Torres Arminda Suárez María-José Rodrigo 《Infancia y Aprendizaje》2015,38(2):402-434
AbstractWith the aim of studying the impact of the internet in the home, this paper analyses how the physical component (where and with whom) and attitudinal component (who decides what the child is to see on the internet and motivations for internet use) of the family educational scenario influence the frequency of internet use and diversity of uses, as reported by parents. The participants included 711 parents of children in primary and secondary school. Results showed that being in secondary school, using the internet in privacy at home, without company, internet content under the child’s control, and parental motivations based on the internet being used as a means for the child to relax, predicted higher frequency of internet use. Some of these factors, as well as the presence of peers and new parental attitudes related to the use of the internet for social and learning purposes, predicted a greater variety of uses, suggesting a more appropriate family scenario. The practical implications for parental education on this matter are described. 相似文献
11.
《The Journal of educational research》2012,105(2):130-132
ABSTRACTThe author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, &; Rowley, 2004). More specifically, the author examines associations among parents’ conceptions of school readiness, transition practices, and children's academic achievement in reading and mathematics from kindergarten through Grade 1 using data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N = 12,622). A latent growth curve model was estimated, and results show that parents’ school readiness beliefs were positively associated with children's beginning achievement and growth. Parents’ transition practices were positively associated with children's achievement at the onset of kindergarten. Parents’ beliefs also positively predicted their use of transition practices. The analysis largely confirmed the conceptual model of academic socialization. Furthermore, findings suggest that early interventions seeking to change parenting practices should consider parents’ school readiness beliefs and expectations. 相似文献
12.
Thomas Valérie De Backer Free Peeters Jeltsen Lombaerts Koen 《Learning Environments Research》2019,22(3):345-363
Both parental involvement and self-regulated learning are important predictors of students’ study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students’ perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students’ perceptions of parental involvement in school work was associated with students’ self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students’ achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents’ educational involvement and the stimulation of self-regulated learning in the home environment.
相似文献13.
Ellen B. Goldring 《教育政策杂志》2013,28(3):209-230
School choice survey data from the Metropolitan Nashville Public Schools, a large county‐wide school district, is analysed to examine the characteristics of parents who consider choosing private schools for their children and those who do not. We examine differences in background, including race, educational attainment and socioeconomic status, as well as differences in parent satisfaction with their child’s previous school, parent involvement in school, parents’ priorities in school choice, as well as parents’ social networks. After controlling for background characteristics, we find that parent satisfaction with their child’s previous school was not a predictor of considering a private school. Rather, parent involvement seems to be a more important indicator of whether or not a parent would consider sending their child to a private school. In this case, parents are not ‘pushed’ away from public schools, contrary to much public rhetoric that suggests private schools are somehow inherently ‘better’ than public schools and parents who are dissatisfied with their public schools will opt for private schools. Instead, these findings suggest a ‘pull’ towards private schools. Parents may perceive that parent involvement and parent communication are more easily facilitated and valued in private schools. 相似文献
14.
Quah May Ling Pamela Sharpe Audrey Lim Swee Eng Mary Anne Heng 《Asia Pacific Journal of Education》1995,15(2):12-32
This study investigated the effects of home environment and parental involvement in the achievement of pupils in the lower primary classes in nine schools found in four zones in Singapore. In total, 3,759 pupils and their parents participated in the study. The study was designed to answer four main questions relating to the effects of the home environment (SES, time engaged in television viewing, reading, school work and ethnicity of parents) and parental involvement in the children's school work and in other school matters. The findings indicated that significant differences in achievement were found for all combinations of SES categories and between most ethnic groups. A higher percentage of high-achieving pupils spent more time on television viewing, reading and school work. Parents of high-achieving children were more anxious about maximising every opportunity for their children including those not directly related to school work. 相似文献
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16.
Sally Beveridge 《欧洲特需教育杂志》2013,28(1):3-16
Schools are required to develop policies and practices in line with the principles of both partnership with parents and pupil participation. However, there is increasing recognition of the potential tensions that may exist between these two principles. This paper reports on a study that aimed to explore the question of how schools might develop their home–school relationships in ways that enhance rather than constrain pupil participation. It focuses on the perspectives of children aged 6 to 16 years (with and without special educational needs), parents and teachers concerning children's involvement in decision-making at home and at school, and their participation within the home–school relationship. The findings highlight the need for schools to develop a coherent view of what active participation means for children and a vocabulary to communicate about this not only with pupils and staff across the whole school, but also with parents. They demonstrate that there is scope for two-way support between parents and teachers in relation to the promotion of children's involvement in decision-making both at home and at school. Further, they illustrate the complex and evolving three-way partnership between parent–child–teacher that is central to the home–school relationship. While it is acknowledged that children may rightly wish to keep a distance between aspects of home and school life, it is argued that there is a need for schools to give explicit consideration to the place of pupil participation within the home–school relationship. 相似文献
17.
This paper presents a theoretical argument regarding the power of school to shape parental involvement in culturally informed ways. The paper emerges out of preliminary fieldwork among Jewish middle-class parents in a town in northern Israel, during which our attention was drawn to the intense activity in and around their children’s transition to primary school. This activity became a lens for the exploration and articulation of a theoretical claim, according to which parental involvement is not just a matter of the fit or lack of fit between the cultural capital imported from home into school, as posited by much of the relevant literature. Rather, the cultural shaping of parental involvement takes place within and through encounters between school and family: by means of the school’s cultivation of ‘proper’ disposition and comportment for parents, the power of emotional community and the recruitment of a key cultural symbol. 相似文献
18.
Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital?
Max Antony-Newman 《British Journal of Sociology of Education》2020,41(1):111-126
AbstractThis study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school. 相似文献
19.
This study examines how ten young adults in Dalian City, Liaoning Province, China, perceived how their parents helped them with homework during their childhood and adolescence. Between 2011 and 2012, we interviewed five men and five women from Dalian who had first been recruited in 1999 from a college prep high school, a vocational high school, and a junior high school as part of a longitudinal study of Chinese singleton children. In this sample, most parents had not finished high school but expected their children to finish college. Parents’ lack of ability to directly assist their children in their schoolwork at home (and thus promote their children’s skills) was compensated for by involvement strategies that often tapped into their children’s motivation. Our study illustrated how several strategies that have not been reported in the Western scholarship on parental involvement (i.e., reasoning about the importance of education, watching children study, and offering food, criticizing, and blaming) can map onto the skill and motivation development model Western researchers have developed, while highlighting the previously understudied salience of these particular strategies, especially for parents who do not have enough education to teach the skills their children need for upward mobility. 相似文献
20.
Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed more unique variance to children's reading outcomes and reading interest than did parents’ reading beliefs. Active parental involvement was the strongest component of the HLE, with parent–child engagement in reading and writing emerging as the best predictor of both the child's emerging reading skills and reading interest. With respect to reading beliefs, parents’ efficacy in supporting literacy development before their child attended school positively predicted reading competence, as did parents’ affect and verbal participation in fostering reading interest. However, verbal participation negatively predicted Singapore children's reading competence. Practice or Policy: The implications of the results were discussed. 相似文献