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Kersey And Masterson 2009 Advise Literature Review

Whilst private schools in Wisconsin and Ohio make parent involvement in the school a condition for child acceptance, it is questionable whether traditional public schools should follow the same policy on the grounds that parental non-involvement may consequent in punishing the child rather than in serving an intended positive purpose. Reilly (2008) presents a middle school parental -- school involvement program, at a Pennsylvania middle school, as an example of a program aimed to strengthen communication between parents and school. The article describes the program from the moment that the principal initiated it and invited all teachers to attend through to its culmination. Care is demonstrated through approximately 400 monthly messages that teachers sent parents regarding the child either via e-mail, phone, or written notes, and as the principal affirmed: "parents are...

According to the principal, this has consequented in greater parent involvement with the result that: "face-to-face confrontations have now been avoided since not doing homework or the misbehaving in class was exposed in its initial stages and was not allowed to grow to the detriment of the student's grade" (49). Hearing the teacher's 'side of the story' also resulted in fewer complaints about the school.
Wiseman (2010) deals with parental involvement with adolescent schooling. There is a misperception that adolescents need less parental 'interference', yet research demonstrates that the opposite is true. Wiseman (2010) conducted research on an eighth-grade poetry program in an urban public middle school designed to create parent-school involvement

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Van Dunk et al.'s (1998) policy report examines the issue of parental involvement from the perspective of parents whose children attend public and private schools in Milwaukee and Cleveland. The authors discovered that most parents do not seek personal involvement with the school when selecting a school for their child; that the majority of private schools require, per admission, that parents be actively involved in their child's school, and that research indicates that the child will profit by the parent's involvement in his or her school education: "Controlling for all other factors, a school that can require that parents volunteer time should have better student achievement than a school that cannot" (9). Whilst private schools in Wisconsin and Ohio make parent involvement in the school a condition for child acceptance, it is questionable whether traditional public schools should follow the same policy on the grounds that parental non-involvement may consequent in punishing the child rather than in serving an intended positive purpose.

Reilly (2008) presents a middle school parental -- school involvement program, at a Pennsylvania middle school, as an example of a program aimed to strengthen communication between parents and school. The article describes the program from the moment that the principal initiated it and invited all teachers to attend through to its culmination. Care is demonstrated through approximately 400 monthly messages that teachers sent parents regarding the child either via e-mail, phone, or written notes, and as the principal affirmed: "parents are more likely to support the teacher and will push their children to comply because 'this teacher cares about you'" (49).. According to the principal, this has consequented in greater parent involvement with the result that: "face-to-face confrontations have now been avoided since not doing homework or the misbehaving in class was exposed in its initial stages and was not allowed to grow to the detriment of the student's grade" (49). Hearing the teacher's 'side of the story' also resulted in fewer complaints about the school.

Wiseman (2010) deals with parental involvement with adolescent schooling. There is a misperception that adolescents need less parental 'interference', yet research demonstrates that the opposite is true. Wiseman (2010) conducted research on an eighth-grade poetry program in an urban public middle school designed to create parent-school involvement
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