A Case Study of School-Linked, Collective Parent Engagement

Lawson, Michael A.; Alameda-Lawson, Tania

doi:10.3102/0002831211427206

Cited by 58 publications

(56 citation statements)

References 46 publications

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“…This collaborative is developed to enhance family access to, and use of, school-community services and resources. When effectively implemented, past versions of these collaboratives have facilitated significant shifts/improvements in the design and delivery of schoolcommunity services (Alameda- Lawson & Alameda-Lawson, 2012). One example of this shift is the transfer of professional roles from solo service providers to a more flexible, bottom-up approach that builds on family and community strengths.…”

Section: Collective Parental Engagementmentioning

confidence: 99%

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Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

Jacobs

Lawson²,

Ivy³

et al. 2017

JAS

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When designed intentionally, sport-based youth development programs engage youth in physical activity, sport, and exercise as a way to concurrently pursue goals related to socioemotional and physical development (Holt et al., 2017). One such application of this is the Teaching Personal and Social Responsibility (TPSR) model (Hellison, 2011) which has the ultimate goal of students transferring lessons learned within the sport setting to other areas of their life, including family, community, and school. However, once youth leave the program setting, they become vulnerable to challenges from external systems working to support or hinder their transfer of life skills (Martinek & Lee, 2012). Therefore, we propose that (in)congruence among family, school, community and program systems influence the extent to which lessons learned can transfer to other areas of their lives. Specifically drawing from the frameworks of Collective Parental Engagement (Alameda-Lawson & Lawson, 2016) and Students Multiple Worlds’ model (Phelan, Davidson, & Cao, 1991), we argue that skills and competency transfer is best facilitated when social settings which comprise youth’s social systems share similar values and expectations for desired behavior. Practical strategies for enhancing the transferability of lessons learned in TPSR programs through the congruence approach are shared.

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Section: Collective Parental Engagementmentioning

confidence: 99%

“…As such, CPE efforts are typically designed to develop and mobilize social networks that can help parents address institutional-level problems that cannot be easily understood or changed by individuals working in isolation from one another (Ishimaru, Barajas-López, & Bang, 2015;Lawson & Alameda-Lawson, 2012).…”

Section: Collective Parental Engagementmentioning

confidence: 99%

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

Jacobs

Lawson²,

Ivy³

et al. 2017

JAS

View full text Add to dashboard Cite

show abstract

“…Research has shown that engaging schools, parents, and communities in partnership improves children's educational outcomes (Lamb-Parker et al, 2001;Lawson & Alameda-Lawson, 2012). Moreover, parental engagement has been theoretically linked to improved student behavior and academic achievement in schools (Hill & Taylor, 2004;Kingston et al, 2013).…”

Section: Parent Engagement As a Determinant Of Educational Successmentioning

confidence: 99%

Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik

Ives

Sinha²

2016

iipj

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In Canada, Indigenous Peoples' health and wellbeing is linked with the legacies of colonization. A social determinants of health model shifts focus from individual-level health contexts to broader socioeconomic, cultural, and environmental conditions associated with population health outcomes. Education is a key social determinant of health, closely tied to both positive health outcomes and socioeconomic status. In communities across Canada, educational success remains out of reach for disproportionately large numbers of Indigenous youth and adults. This qualitative study examined the intersection of two social determinants of health-Indigenous status and education-by exploring educational engagement in secondary school for Inuit parents and families, secondary school students, educators, and other Inuit community members in an Inuit community in Nunavik, northern Quebec.

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“…Michael Lawson and Tania Alameda-Lawson (2011) also find that social networks and parent associations can reduce students' problems. For example, it is important that parents take part when their children are doing homework.…”

Section: Abstrakmentioning

confidence: 99%

Parent Involvement on School Committees as Social Capital to Improve Student Achievement

Karsidi

Humona

Budiati

et al. 2014

ehe

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This study explores how the participation of parents on school committees improves student achievement. In decentralized education systems like the one in Indonesia, parents’ participation has become a focal point for improving the quality of education. The data for this study were collected using questionnaires distributed to 250 students in state senior high schools, selected by quota-purposive sampling. The qualitative findings of this research are threefold: most parents participated in student learning only by providing material aspects, such as tuition and books; most parents had a misconception that it was the school that should solely be responsible for the education of their children; busy parents tended to ignore the progress of their children’s learning. In order to create social capital for their children, parents need to be active in the learning process, cooperate with school officials, and get involved in the planning of social activities.

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A Case Study of School-Linked, Collective Parent Engagement

Cited by 58 publications

References 46 publications

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

Enhancing the Transfer of Life Skills from Sport-based Youth Development Programs to School, Family, and Community Settings

Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik

Parent Involvement on School Committees as Social Capital to Improve Student Achievement

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