Parental involvement in education

Parental Involvement in Education

The purpose of this study is to analyze how parental involvement affects education. Specifically the researcher will try to address the following question:

"How can parents involve themselves in education to promote student learning and achievement and best aid students in becoming productive members of society at large." Multiple studies have suggested that parental involvement is increasingly important to student achievement (Machen, Notar & Wilson, 2005; Bravmann, Green, Joseph, Mikel & Windschitl, 2000; Kaplan, 1997).

Parental involvement serves many purposes. First parental involvement re-emphasizes the bond between parent and child (Machen, Notar & Wilson, 2005). Parental involvement also helps create an atmosphere of collaboration between parent and child. Lastly parental involvement can promote greater understanding of pre-learning environments between students and teachers so educators can develop a curriculum based more on individual student needs and interests (Machen, Notar & Wilson, 2005). All of these elements are vital toward promoting student success in the classroom and after graduation, where hopefully students will become contributing members of society. This study will help decide what methods if any teachers can adopt to encourage parental involvement and help discover the level of involvement necessary to promote student success.

Justification

In recent years much focus has been directed toward parental involvement in education. Studies suggest that parental involvement in education may better promote student achievement (Machen, Notar & Wilson, 2005). Parental involvement and collaboration may also help strengthen the community and align teaching styles with student interests. Thus it is vital that researchers begin exploring the relationship between parental involvement, curriculum and policy development and student achievement in the classroom. By paying closer attention to the needs of families students are more likely to graduate as contributing members of society.

Bravmann, Green, Joseph, Mikel & Windschitl (2000) point out that it is vital for all staff to be involved in curriculum design and education. The researchers encourage students, teachers, administrators and parents to work together to design a curriculum that involves a body of skills that will prepare students for practice in the workplace and readiness for employment (p. 33). Further the researchers cite Kaplan (1997) who claims the development of "individual talent is the most desirable trait of a good education" (p. 427). Kaplan further asserts that curriculums should be designed in a manner that promotes young people's development of proficiencies for the workplace and community at large (p. 427). Students need to understand the way the world runs and their role in society (Bravmann, et. al. 2000).

In recent years a call for more parental participation in schooling is a mere recognition of the need for collaboration in school. Educators and parents are acknowledging the importance of collaboration between family and school. They are also recognizing the importance of "continuity of educational roles, values and experiences between family and school, as well as on schools and teachers" expectations about learning "preconditions developed in the home" (Carvalho, 2001: 9). It is vital the rationale and implications of family and school interactions be examined to help decide how family school "partnerships" may benefit students, teachers and families alike (Carvalho, 2001: 9). While traditionally educators have recognized the need for parental involvement and collaboration, little has been done to strengthen these partnerships and promote then in school community.

Research Methods to Employ To Develop Curriculum Improvements

The primary method adopted by the researcher will include a longitudinal study that focuses on the relationship between parental involvement and children's achievement in the classroom (Machen, Notar & Wilson, 2005). 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 previous literature published that examines the relationship between achievement and parental involvement, and the effects of parental involvement on curriculum and policy development in the classroom. Research will be examined from a time frame ranging from 1997 to the present. From the information gathered from the literature review and the information gathered from the field study the researcher will develop a theory that predicts the level of parental involvement necessary to facilitate student achievement. The researcher will also discover what is necessary for teacher understanding of student interests and needs as well as the methods that educational facilities can adopt to successfully encourage parental involvement in the classroom.

The researcher will collect data over a six-month period and examine parental and student relationships in three middle schools. Teachers will also be interviewed to assess their opinions about parent-teacher collaboration in the classroom. Teachers will also be asked to define what methods if any they have adopted so far that have successfully promoted useful collaboration in the classroom. The researcher will also explore what obstacles teachers feel exist barring collaboration between parents and teachers and parents and students.

There are many obstacles that exist within the classroom that can impede suitable curriculum development. One dilemma is combining teacher values and beliefs with those of student interests and values (Powell, 1999). Fortunately it is possible for teachers to learn new framework for teaching to help promote student teacher understanding.

Modern frameworks for developing curriculum include interrelated elements, which include understanding goals, continuing assessments, and creating themes which consider topics that are compelling for both teachers and students (Powell, 1999). Of particular benefit is also parent's ability to connect with student's experiences both inside and outside the classroom.