Parental involvement, according to this theory, affects student achievement because these interactions affect students' motivation, their sense of competence, and the belief that they have control over their success in school.
Kathleen V. Hoover-Dempsey and Howard M. Sandler, in articles published in and , defined parental involvement broadly to include home-based activities e. They argued that parental involvement is a function of a parent's beliefs about parental roles and responsibilities, a parent's sense that she can help her children succeed in school, and the opportunities for involvement provided by the school or teacher.
In this theory, when parents get involved, children's schooling is affected through their acquisition of knowledge, skills, and an increased sense of confidence that they can succeed in school. Joyce L. Epstein, in a article and a book titled School, Family, and Community Partnerships, argued that school, family, and community are important "spheres of influence" on children's development and that a child's educational development is enhanced when these three environments work collaboratively toward shared goals.
Epstein encouraged schools to create greater "overlap" between the school, home, and community through the implementation of activities across six types of involvement: parenting, communication, volunteering, learning at home, decision-making, and collaboration with the community. By implementing activities across all six types of involvement, educators can help improve student achievement and experiences in school. Research has shown that student and family characteristics affect levels of parental involvement.
Working-class families and families in which mothers work full-time tend to be less involved in their children's education. Also, parents of elementary school students tend to be more involved in their children's education than parents of older students. Other factors, however, have been shown to be more important predictors of parental involvement than family income or structure.
Schools play a significant role in getting parents and family members involved in students' education. Dauber and Joyce L. Epstein found that school and teacher practices were the strongest predictors of parental involvement. Specific practices that have been shown to predict parental involvement include: assigning homework designed to increase student-parent interactions, holding workshops for families, and communicating to parents about their children's education.
Parental beliefs and perceptions have also been shown to be a strong predictor of parental involvement. Parents' educational aspirations and level of comfort with the school and staff have been shown to predict levels of involvement.
In addition, parents' beliefs about their responsibilities as a parent, their ability to affect their children's education, and their perceptions of their children's interests in school subjects have been shown to predict their involvement at home and at school. Across fifty different studies on parental engagement, educational researchers found a connection between family involvement and academic achievement. Parent partnerships formed during elementary school years build a strong foundation for student success and future engagement opportunities.
Parent engagement also decreases chronic absenteeism , or missing more than twenty days of a school year. Teachers can prepare parents to help with homework or academic concepts. And engaged parents tend to think highly of teachers, which improves teacher morale. And because students receive more support, classrooms with engaged parents perform better as a whole. But the sooner you do, the more equipped your students will be to reach their academic potential.
Try these parent engagement strategies to transform involvement into parent partnerships:. Footnotes [1]. PTA, N. Ferlazzo, J. Involvement or Engagement?
ASCD, pp. Blackboard Retrieved from cdn2. State of Michigan. Strategies for Strong Parent and Family Engagement. Retrieved from michigan. Child Trends , September Studies have shown, however, that the involvement of parents of middle and high school students is equally important. In high school, for example, a parent's encouragement can influence whether a child stays in school or drops out. Similarly, a child may consider going to college more seriously when parents show interest in the child's academic achievements and talk with the child about the benefits of a college education.
Parents of minority or low-income children are less likely to be involved in their children's education than parents of non-disadvantaged children. If they receive adequate training and encouragement, however, parents of minority or low-income children can be just as effective as other parents in contributing to their children's academic success.
As discussed below, one of the purposes of NCLB is to get parents of under-achieving children involved in their education. Reading, in particular, improves greatly when parents and children read together at home. Reading aloud with a child contributes significantly to the child's reading abilities. Significant parental involvement is most likely to develop when schools actively seek out ways to get parents involved and offer training programs to teach parents how to get involved in their children's education.
Schools and teachers benefit from parental involvement because involved parents develop a greater appreciation for the challenges that teachers face in the classroom. Teacher morale is improved. Communication between home and school helps a teacher to know a student better, which in turn allows the teacher to teach the student more effectively. Communication also helps to dispel any mistrust or misperceptions that may exist between teachers and parents.
Parental involvement benefits children and p arents. Becoming involved in their children's education, moms and dads get the satisfaction of making a contribution to their children's education and future.
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