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Differences In Parent Involvement Perceptions
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Book Synopsis Perceptions of Parent Involvement in Schools from Families of Children with and Without Special Needs by : Victoria W. Carr
Download or read book Perceptions of Parent Involvement in Schools from Families of Children with and Without Special Needs written by Victoria W. Carr and published by . This book was released on 2000 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare perceptions of parental involvement of families who have children with special needs and families who have children without special needs from preschool through grade three. A survey of families with regard to parent involvement was conducted in Ohio. Responses from a sub-sample of 781 families who did not have children with special needs and 145 families who had children with special needs was analyzed. In general, few significant differences were found between the perceptions of parents of children with and without special needs. The differences found were related to the importance of family support and learning at home. In addition, differences in how well schools initiated and implemented parent involvement were found in volunteering and decision making dimensions. Specifically, parents of children with special needs placed more importance on receiving information about community services and discussing hopes and future plans for their children than did parents of children without special needs felt the schools did a significantly better job of inviting parents into the classroom to help. In addition, although both groups of parents rated serving on decision making committees low, parents whose children did not have special needs rated this dimension more satisfactory. No other areas within the six dimensions for both the importance of parent involvement and how well schools initiated and implemented parent involvement were found significantly different between the two groups of parents. Overall, parents perceived the schools as being moderately receptive to parental involvement.
Book Synopsis Parent Involvement: Perceptions of Parents and Teachers by : Gloria M. Hernandez
Download or read book Parent Involvement: Perceptions of Parents and Teachers written by Gloria M. Hernandez and published by . This book was released on 2011 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Parent involvement in the public schools is recognized by researchers and by the great majority of public school educators as being essential to the success of students, academically and socially. It is also a legal requirement for Title 1 schools. Numerous studies have examined the effects of parent involvement with various ethnic groups, especially with African American and Hispanic groups. This study looks at the effects of a series of twelve parental involvement workshops of three hours each, presented in English, Hmong, Spanish, and Russian languages on the perceptions of parents. These parents were from four ethnic groups: African American, Hispanic, Hmong and Russian-Ukrainian. Through a pre-post survey design, this study examines the perceptions of parents on school to home communication, parental involvement in their children's academic work, and the parents' ability to help their children academically. Also examined are teachers' perceptions of various dimensions of parental involvement using a survey with dimensions which are complementary to those on the parent survey.
Book Synopsis Parental Involvement in Schools by : Kristen Waters Guetschow
Download or read book Parental Involvement in Schools written by Kristen Waters Guetschow and published by . This book was released on 1993 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Parent Involvement Perceptions by : Tabatha Ware (E.)
Download or read book Differences in Parent Involvement Perceptions written by Tabatha Ware (E.) and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined perceptions of effective parent involvement for military parents with children in elementary school. Schools can cater to the needs of military parents by offering activities that parents prefer when consideration is given to rank and the grade level of the child. The population included soldiers stationed at an Army post in the southeastern part the United States. The target population was military parents with children in kindergarten through fifth grade. The sample population included the military parents with children enrolled in elementary schools near the Army installation. A causal-comparative research design was used to compare mean scores of parents’ perception of effective parent involvement. A modified version of the Effective Parent Involvement: Parent and Teacher Perceptions Survey evaluated the perceptions of effective parent involvement based on five dimensions. Multivariate Analysis of Variance (MANOVA) was used to determine the difference in perception means of officers and enlisted soldiers who have students in a military-affiliated elementary school and perception mean scores according to grade level. Extreme outliers were checked using box plots. Scatterplots were used to check for linear relationships between dimensions. The multivariate homogeneity of covariance test was Box’s M. Levene’s test for homogeneity of variances was used. Cronbach’s alpha was conducted for reliability of the instrument’s dimensions. The findings of this study revealed the lack of parent involvement is not due to military rank or the grade level of the child.
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Parent Perceptions of Parental Involvement in a Mid-South Suburban School District by : Willie Carnell Williams
Download or read book Parent Perceptions of Parental Involvement in a Mid-South Suburban School District written by Willie Carnell Williams and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of parents on their role in involvement in their children's education and determined if there was a difference in parents' perception of parental engagement based on ethnicity. The data used in this study was taken in 2013 from a sample of parents of elementary (K - 5) and secondary (6 - 12) students in a mid-south suburban school district that consist of rural, urban and suburban schools. The following questions were researched in the dissertation: 1) What role does a parent's perception of child rearing values, goals, and expectations have when considering academic norms at school?; 2) What role does parent's reported actions and behaviors have in a child's day-to-day education?; 3) What role does parent's reported actions and behaviors related to major educational decisions have in the child's education?; and 4) Is there a significant difference in parents' perception of parental engagement based on ethnicity on the 33 individual items and across the four constructs? The responses to survey questions provided the answers for the research questions. Size of measurement and exploration of relationships through descriptive research, correlation research and group comparisons are emphasized in a quantitative viewpoint. Findings in this study are consistent with the argument that many parents are involved effectively in their children's education despite the consequences of cultural backgrounds and family circumstances. There is not a statistically significant difference found in parents' perception of parental involvement based on ethnicity on the 33 individual items and across the four constructs in the majority of the respondents. Considerable effort must be made to involve parents in their children's schooling, however; to best achieve this task, practitioners must explore parents' current understanding of parental involvement, how parents view what actions they are to take in regards to involvement and what are the expectations and perceived indicators of success of desired outcomes for that involvement. Further, practitioners should make the effort to understand the parents that they serve and convey to them that their opinions or suggestions are desired and important. To achieve such a phenomenon, parents must feel welcomed and valued as equal participants in their child's education.
Book Synopsis Middle School Parent Involvement by : Jessica VanValkenburgh
Download or read book Middle School Parent Involvement written by Jessica VanValkenburgh and published by . This book was released on 2020 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was created to explore the parent involvement perceptions of teachers and parents of middle school students in two South Carolina districts. The study is grounded in Epstein et al.’s (2019) theory of overlapping spheres and six typologies of parent involvement. An exploratory mixed methods study was used to gather research. Quantitative and qualitative data were collected to determine the perceptions of teachers and parents at five different sites. Cronbach’s alpha was used to test reliability, and a MANOVA test was used to test for mean differences of dependent variables. Univariate ANOVA tests were used to further explore differences in quantitative data. Qualitative data were coded to determine themes and opinions of stakeholders. Student achievement data were analyzed, and all data were triangulated to determine correlations. The findings showed that all six typologies had significant differences in responses from parents and teachers. Qualitative data further showed that parents and teachers had similar opinions regarding some typologies of parent involvement and differing opinions with others. After triangulating data, a detailed discussion of the findings found specific relationships. Recommendations for practice and future studies were reported.
Book Synopsis The Effects of the Family Context and Parent Involvement on Perceptions of Children's School Achievement by : Aphra R. Katzev
Download or read book The Effects of the Family Context and Parent Involvement on Perceptions of Children's School Achievement written by Aphra R. Katzev and published by . This book was released on 1994 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined dimensions of the family context associated with variations in parent involvement and parent perceptions of children's school achievement using data from 1,085 male and 2,239 female respondents with a child between the ages of 5 and 18 years collected in the 1987-88 National Survey of Families and Households. Small but significant differences in parent perceptions of school achievement were found in favor of children being raised in a first-married two-parent home. Negative effects on school outcomes were centered on children who experienced family disruption. Living in a one-parent household with a parent who was previous married was associated with parent reports of poorer performance for elementary school children and lower grades for adolescents. Neither living in a one-parent household with a continuously single parent nor living in a stepfamily was significantly related to achievement. Parent employment status was not directly related to children's achievement but did have indirect effects through parent involvement both at home and school. Parent involvement at school and in child-centered home activities was associated with perceptions of improved school performance for elementary school children and higher grades for adolescents. Mothers were more likely to be involved in children's schooling than fathers. Single and cohabiting mothers were less involved at school than first-married mothers, but single fathers tended to be more likely to participate than their first-married counterparts. There were no significant differences between the home involvement of single mothers and their first-married counterparts but single fathers were more involved at home than first-married fathers. For both mothers and fathers, receiving tangible aid from a wide network of relatives and friends was associated with higher levels of school and home involvement. Findings suggest that educators who have negative beliefs about single parents' engagement in school-family partnerships may be influenced by these parents' low presence at school. Recognizing that single parents are as involved with their children at home as parents in traditional families can lead to educational practices that support home involvement and result in positive effects on children's academic progress.
Book Synopsis What about the Parents? by : Marilyn K. Jackson
Download or read book What about the Parents? written by Marilyn K. Jackson and published by . This book was released on 2018 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological bounded case study was to understand parent perceptions regarding their involvement at the middle school level. This was significant to understanding why middle schools struggle with fostering parent involvement. Three focus groups comprised of sixteen parent participants from one middle school in Missouri were utilized. As parents discussed their views and experiences a deeper understanding of parent involvement emerged. The perceptions of parents were analyzed to understand how they perceive, define, and understand their role in terms of academic and social outcomes for their adolescent child's education. They considered parent participation as a partnership with the school requiring their involvement within three major constructs: learning in the home, parenting, and volunteering. However, the transition to middle school left them wondering how to support their child and knowing what role they should take in their education. This contributed to weakened parent self-efficacy and role construction. Difficulty navigating parent social networks emerged as a significant barrier to parent participation, suggesting it as another possible construct parents perceive as critical for parent participation. Findings suggest that parents have different perceptions about their role and efficacy for involvement. However, relationships with other parents may serve to lessen the disconnect between parents and middle schools, especially as students transition during the first year of middle school.
Book Synopsis A Comparison of Parent and Teacher Perceptions of Parent Involvement in the Individualized Education Program Process in Special Education by : Lisa Marie Altemueller
Download or read book A Comparison of Parent and Teacher Perceptions of Parent Involvement in the Individualized Education Program Process in Special Education written by Lisa Marie Altemueller and published by . This book was released on 2001 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Parental Involvement and School Climate by : Shantina R. Dixon
Download or read book A Study of Parental Involvement and School Climate written by Shantina R. Dixon and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines school level differences on different dimensions of teacher-rated parent involvement and school climate while adjusting for age, gender, ethnicity, how certified, and number of years teaching. Two hundred twenty-four elementary teachers from existing data and 178 teachers at the middle school level provided information on their perceptions of parent involvement and school climate. Elementary school teachers were recruited from districts located in Texas and California. Middle school teachers were recruited from suburban school districts located in Southeast and Southwest Texas. Teachers rated questions on the parent involvement and school climate surveys as either: strongly agree, agree, disagree, or strongly disagree. The nine research hypotheses generated for this study were partially supported by the data. As predicted, there was a difference between elementary and middle schools on how they perceive school climate. The data also supported the hypothesis that both Title I and non-Title I middle schools would find parent centers important for getting parents involved. Experience and school level also predicted how teachers perceived school climate. However, contrary to prediction, there were no significant differences between elementary and middle school teachers on how they perceived parent involvement. There also were no significant differences between elementary and middle school on the parent involvement scale when age, ethnicity, gender, school level, experience, and how certified were used as moderating variables. The same can be said for school climate when age, gender, ethnicity, and how certified were used as moderating variables. Several questions were analyzed separately between Title I and non-Title I middle schools and there were no differences for Title I status. Overall, current results indicated similarities between elementary and middle teachers. Similarities also existed between Title I and non-Title I middle school teachers. Explanations, implications for practice, and future research are discussed.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309388570 Total Pages :525 pages Book Rating :4.3/5 (93 download)
Book Synopsis Parenting Matters by : National Academies of Sciences, Engineering, and Medicine
Download or read book Parenting Matters written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-11-21 with total page 525 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Book Synopsis A Comparison of Perceived Attitudes Toward Parent Involvement Among Selected Secondary Level Administrators, Teachers, and Parents with Secondary Age Students by : Richard Douglas Atha
Download or read book A Comparison of Perceived Attitudes Toward Parent Involvement Among Selected Secondary Level Administrators, Teachers, and Parents with Secondary Age Students written by Richard Douglas Atha and published by . This book was released on 1998 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parental Perception of Participation in Special Education by : Shelley Kathleen Krach
Download or read book Parental Perception of Participation in Special Education written by Shelley Kathleen Krach and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child's educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children's education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.
Book Synopsis Parental Involvement: A Comparison of Perceptions and Practices Between Lower SES Parents of High-achieving Students and Lower SES Parents of Low Performing Students by : Eugenia K. Bullock
Download or read book Parental Involvement: A Comparison of Perceptions and Practices Between Lower SES Parents of High-achieving Students and Lower SES Parents of Low Performing Students written by Eugenia K. Bullock and published by . This book was released on 2019 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison Study of Home and School Perspectives on Parent Engagement in Child Care Centers by : Judith A. Maima
Download or read book A Comparison Study of Home and School Perspectives on Parent Engagement in Child Care Centers written by Judith A. Maima and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Overwhelming evidence has documented the large achievement gaps that persist between children from families that are poor, less educated, immigrants, and members of minority racial groups on one hand, and children from families that are middle or high income, educated, and members of the majority racial and linguistic groups on the other. However, an increasingly sophisticated body of research has documented that parent engagement in their child's education can have a significant impact on student learning. Despite agreement on the importance of parent engagement, home-school partnerships continue to be weakened by varying definitions and perceptions of what constitutes effective parental engagement. Current literature suggests that parent and school perspectives and definitions on parental engagement need to be in concert to strengthen this collaboration. Research that compares the perspectives of teachers and families on parent engagement, based on family engagement frameworks, has shown to be effective in enhancing children's learning and socio-emotional development. This study examined parent and teacher perceptions regarding the role and engagement of parents in four child care centers. The study also examined parent engagement perceptions differentiated by two demographic variables, ethnicity and gender of the parents' child. The alignment of these perceptions was examined with a research-based parent involvement framework (Hoover Dempsey and Sandler, 1995, 2005). A mixed method sequential exploratory design employing surveys and focus group interviews was used. Multivariate analysis of variance (MANOVA) determined statistically significant differences between teacher and parent perspectives for four of the six motivational variables. Findings also revealed statistical significant differences in parent perspectives by ethnicity for two out of the six motivational variables. No statistical significant differences in parent perspectives by the gender of the parent's child were found. The qualitative analysis resulted in several overall emergent themes including family responsibilities and conflicting work schedules. Both parents and teachers perceived communication as the key to successful partnerships. The results from this research study provide useful empirical data that suggests the need for conversation between home and school to share one another's thoughts and beliefs. Also suggested is the need for schools to focus on implementing programs that help parents overcome challenges posed by contextual variables. Significant differences found in perceptions regarding involvement between Blacks and the two other ethnic (Whites and Hispanics) groups suggest that portions of the framework may be useful in identifying the most important constructs for specific populations. The possibility that parental family structure could potentially explain a portion of the low levels of parent involvement is also a topic worth of further study. This information can be used by schools, teacher education programs, and professional development programs to inform future teachers and current teachers that different perspectives do exist, and that there is value in creating forums for sharing those perspectives. Improving relationships and methods of involving parents will enhance student outcomes.
Book Synopsis Cultivating Parental Involvement in Middle Schools: A Case Study by : Dr. Marcia Griffiths-Prince
Download or read book Cultivating Parental Involvement in Middle Schools: A Case Study written by Dr. Marcia Griffiths-Prince and published by Lulu.com. This book was released on 2009-11-23 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the perceptions of middle school teachers, parents and administrators regarding parental Involvement. The research garnered can be used to improve the relationship between home and school, ultimately increasing academic performance and partnership among the two entities. Teachers, School Administrators, and Students in Teacher Preparation Programs will find this book to be a tremendous resource for academic success and partnership building.
