Bringing Parents to School: The Effect of Invitations from School, Teacher, and Child on Parental Involvement in Middle Schools

Shajith, Bindiya

doi:10.1080/21683603.2013.854186

Cited by 47 publications

(2 citation statements)

References 78 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Parents visiting schools has been the subject of interest for many parental involvement researchers as of late (Crozier & Davies, 2007;Green et al, 2007;Shajith & Erchul, 2014). This study demonstrates that wealth influences levels of parents of low-achieving children visiting the school at the highest level of wealth in this sample.…”

Section: Discussionmentioning

confidence: 65%

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

Cashman

Sabatés

Alcott

2021

International Journal of Educational Research

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 65%

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

Cashman

Sabatés

Alcott

2021

International Journal of Educational Research

View full text Add to dashboard Cite

“…The importance of a person who is trusted by parents is highlighted by foreign researchers: parents are more apt to participate in the school's life and solve children's problems when they trust school's representative/pedagogue [60], and when they are invited (individually) to participate [61,62]. It means that the above model can help to identify the most important aspects of a successful activity with the children in difficulty including systemic assistance, belief in the child's success, and feedback to the child and his/her family.…”

Section: Int Conf Society Health Welfare 2014mentioning

confidence: 99%

Development of the integrated assistance models to the child at institutional and inter-institutional level

2016

View full text Add to dashboard Cite

Abstract. One of the aims of the Strategic Framework for EuropeanCooperation in Education and Training (ET 2020) includes improvement of quality of education and training and equal opportunities for all, as well as development of social cohesion at all levels. The National Progress Programme for 2014-2020 highlights the necessity to enhance the inclusion of the disabled and other socially vulnerable groups in the education process. Thus, in response to the current challenges and changing public needs, and in order to create conditions for all children to gain education appropriate to their age and needs, school as the main child's socialisation institution shall ensure provision of high quality and comprehensive social pedagogical assistance. Only joint efforts of various specialists equipped with relevant knowledge/information and a wide range of abilities can ensure effective organisation and provision of social pedagogical assistance. One of the main conditions in providing social pedagogical assistance is teamwork providing for coordination of the activity of individual specialists, better identification of social assistance needs and development of inter-institutional and crosssection cooperation. The Article provides a draft model of integrated assistance to the child and a peer review. The analysis includes the ways of providing integrated assistance to the child, as well as changes to be made in the process of assistance to the child. The Article is concluded with the discussion where research results are summarised within the context of international research and practical experience.

show abstract

The Cambridge Handbook of Applied School Psychology

2020

View full text Add to dashboard Cite

Bringing Parents to School: The Effect of Invitations from School, Teacher, and Child on Parental Involvement in Middle Schools

Cited by 47 publications

References 78 publications

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India

Development of the integrated assistance models to the child at institutional and inter-institutional level

The Cambridge Handbook of Applied School Psychology

Contact Info

Product

Resources

About