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(Bennet 1996)
Negative Factors
The Journal of School Health reported in February 2001 that according to the National Education Goals, every child will start school ready to learn. However, this is unfortunately not always the case because families are not ready to deliver that child prepared for school. Specifically, those without proper socioeconomic support will have conditions outside of the classroom that will lead to an increased chance for academic failure. In communities where social services are provided that might make parental involvement more positive for elementary school students, parents are often unaware of the availability of these services. Additionally, parents may be less likely to participate in their child's schooling because of their own negative school experiences and lack of trust for the school staff. "During parenting programs, parents often described a perceived lack of communication and respect from the teachers, and the teachers often expressed similar frustrations. Staff also had difficulty using the identified assets of parents within their own neighborhood." (Browning, McMahon & Rose-Colley 2001) Another negative factor that comes into play is teacher attitudes, such as those expressed by Gloria Uderos-Blackburn of Warfield school in Kentucky. Uderos-Blackburn feels that "the creation of school-based decision making councils - too often puts parents where they don't belong." (1996) This teacher shares her opinion that parents are unqualified to make school decisions, such as selecting text books or classroom instruction. She feels that teachers, not parents, are the experts, and therefore parents should not be making decisions regarding their children's schooling. Studies have shown that parents feel most comfortable being involved with their children's education when they are openly invited to do so; teachers making statements that parents are not qualified and should not be involved is detrimental to the efforts of getting parents involved in student education.
Overcoming Difficulties
For many parents, finding time to be involved in school activities can be challenging. However, there are ways to help encourage and support children without getting involved in school participation that will require too much of a parent's unavailable time. One study found that simply having parents sign a contract can make a significant impact...
This contract would stipulate that parents provide a good study environment, that parents talk with their children about school, and that they pay attention to their child's academic achievements and compliment the child about them, and be signed by the parent, child, teacher, and principal. This simple effort gets parents involved in little, important ways. (Bole, Walberg & Waxman 1980)
Parents simply being involved in tutoring their own children at home, even if they cannot be involved with the school community or school activities or events, helps children develop new skills and help to build their feelings of competence, and the more confident a student is the more he or she will be motivated in school. Stearns and Peterson (1973) are among those who found that when parents tutored their elementary school children, their performance at school was notably improved.
Works Cited
Beale, a.V., & Ericksen-Radtke, M.M. (2001, September)
Preparing students with learning disabilities for college: pointers for parents. (Elementary to Middle School: Part 1). The Exceptional Parent, v31 i9 p64(4).
Bennet, D. (1996, April) Should parents be involved in all school decisions? Yes. NEA Today, v14 n8 p31(1).
Browning, S., McMahon, B, & Rose-Colley, M. (2001, February)
School-Community Partnership for at-Risk Students in Pennsylvania. Journal of School Health, v71 i2 p53.
Epstein, J. (1983). Effects on parents of teacher practices in parent involvement. Baltimore, MD: Center on Families, Communities, Schools and Children's Learning, Johns Hopkins University.
Lord, M., & Wagner, B. (1995, September 11) Look who's at school: parents return to the classroom to help teachers - and their children. U.S. News & World Report, v119 n10 p57(3).
Stearns, M.S., & Peterson, S. (1973). Parent involvement in compensatory education programs: Definitions and findings. Washington, DC: Office of Education, Department of Health, Education and Welfare.
Uderos-Blackburn, G. (1996, April) Should parents be involved in all school decisions? No. NEA Today, v14 n8 p31(1).
Walberg, H.J., Bole, R.E., & Waxman, H.C. (1980). School-based family socialization and reading achievement in the inner city. Psychology in Schools, 17, 509-514.
Works Cited
Beale, a.V., & Ericksen-Radtke, M.M. (2001, September)
Preparing students with learning disabilities for college: pointers for parents. (Elementary to Middle School: Part 1). The Exceptional Parent, v31 i9 p64(4).
Bennet, D. (1996, April) Should parents be involved in all school decisions? Yes. NEA Today, v14 n8 p31(1).
Browning, S., McMahon, B, & Rose-Colley, M. (2001, February)
Parental Involvement and Student Success: Article Review Although parental involvement is usually encouraged by schools, its precise effects upon student achievement remains controversial. In the article, “A New Framework for Understanding Parental Involvement: Setting the Stage for Academic Success,” published in the RSF: The Russell Sage Foundation Journal of the Social Sciences, Harris and Robinson (2016) offer a new framework for understanding parental involvement to permit greater systematization in comparisons of
Parental Involvement With Educating Children It takes a village to raise your children, is not only a saying it is a fact. Teachers need the support of the parents and others involved with the child to reinforce what is being taught in the schools. As parents or guardian of children we should take an active role in the education process of our children. We can do so by ensuring their assignments
Studies also confirm that parental involvement may benefit not only students but also parents and communities. Parents who are more involved in their children's academic life are more likely to report positive perceptions of school and their children's achievements and more likely to participate in community events and activities. More and more researchers are adapting their views and emphasizing the need for increasing parental involvement at all levels of education.
Overall parental involvement has an effect on the child from the early stage to the secondary stage. Students need the parents for guidance, integrity and confidence to become successful in life because it is not the teachers job to make sure the students have these qualities. "In reality, parent involvement is a more diverse and complex concept than is generally acknowledged" (Dom & Verhoeven, 2006, p.570). The study will help
Specifically the researcher proposes surveying parents and children about their school experiences and participation in the classroom. The researcher suggests surveying three groups of 30 members each consisting of 15 students and 15 parents. Survey questions will be provided in person to students and consist of straightforward questions that assess students views of how increasing parental involvement may affect their attitudes toward school and learning. The study will also examine
A study evaluating the personal biases held by educators in the context of parental involvement the (T.I.P.) project returned interesting results regarding intervention and assessment strategies designed to draw parents into the class room while maintaining the educator's sense of control and competence. It has been observed that while educator self-concept may differ, the successful involvement of parents in learning objectives results in increased assessment of educator competence by the