Can policy facilitate human capital development? The critical role of student and family engagement in schools.

Boberienė, Liepa V.

doi:10.1111/ajop.12041

Cited by 11 publications

(15 citation statements)

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“…Studies of family engagement in children's education reveal large associations between family engagement and success for students. Family engagement improves classroom dynamics and increases teacher expectations, studentteacher relationships, and cultural competence, regardless of students' age groups (Boberiene, 2013). While research supports the educational association between family engagement and educational success for children, little research has been performed on understanding the perspective of all groups-families, educators, and community memberswithin a single community, regarding what practices are effective in fully supporting families as partners in their child's education.…”

Section: Description Of Research Problemmentioning

confidence: 99%

“…Family engagement leading to enriched social experiences is a significant predictor of children's cognitive skills, and social-emotional skills, including motivation, attention, impulse control, and self-confidence (Boberiene, 2013). Heckman (2008) argued that change in family structure in the last several decades has contributed to low academic achievement.…”

Section: Description Of Research Problemmentioning

confidence: 99%

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Family Engagement in Schools: Parent, Educator, and Community Perspectives

Kelty

Wakabayashi

2020

Sage Open

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How engaged families are in their children’s lives, whether at home or in school, predicts their success in school and in life. The purpose of this study was to explore parent, educator, and community member perspectives of family engagement, preschool through grade 12, to inform state-level policy from an ecological framework. Ten semi-structured focus groups were conducted throughout one midwestern state, including five urban groups, four rural groups, and one suburban group. All focus groups were held in high-poverty areas serving high-need communities. All school communities received Title I funds and the average free and reduced lunch rate across participating districts was 75%. Several themes emerged through focus groups, including the importance of relationships, inclusive opportunities, communication, parent education, and family activities. Potential outcomes are included for policy and program development, as well as implications to further expand on issues relative to special education, fatherhood, and English language learners.

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Section: Description Of Research Problemmentioning

confidence: 99%

Section: Description Of Research Problemmentioning

confidence: 99%

Family Engagement in Schools: Parent, Educator, and Community Perspectives

Kelty

Wakabayashi

2020

Sage Open

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Section: Introductionunclassified

“…Por lo mismo, la participación que tienen los padres en la escuela adquiere un papel fundamental para potenciar las capacidades de los niños y jóvenes e incidir en su éxito académico (Baquedano-López, Alexander y hernández, 2013; Boberiene, 2013;Dikkers, 2013;garcia-Reid, Peterson y Reid, 2013). Según Boberiene (2013) el compromiso de los padres mejora las dinámicas dentro del aula, ya que incrementa las expectativas de los profesores, mejora la relación profesor-alumno y contribuye a una mayor competencia cultural de los estudiantes. Así también lo confirma un estudio realizado en Estados Unidos con familias de bajos ingresos, que concluye que el involucramiento de la familia en la escuela está asociado a una mejor relación del estudiante con su profesor, lo que influye en un mejor sentido de competencia del alumno en lenguaje y matemática y en el desarrollo de una mejor actitud hacia la escuela (Dearing et al, 2006).…”

Section: Introductionunclassified

“…Los educadores tienden a tratar a las familias como personas presentes y no como aliados (Boberiene, 2013) y las iniciativas de participación están a menudo desconectadas de los programas de instrucción. Este artículo se sirve de los aportes del School Social Work 1 , especialidad del Trabajo Social que tiene una larga y productiva tradición en Estados Unidos desde inicios del siglo XX.…”

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Estrategias para promover la participación de los padres en la educación de sus hijos: el potencial de la visita domiciliaria

Pavez

2016

Estud. pedagóg.

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Estudios Pedagógicos XLII, N° 2: [449][450][451][452][453][454][455][456][457][458][459][460][461][462] 2016 REVISIONES Estrategias para promover la participación de los padres en la educación de sus hijos: el potencial de la visita domiciliaria RESUMEN En este artículo se postula la necesidad de pensar en nuevas estrategias para promover la participación de los padres en la educación de sus hijos. En este ámbito, se plantea la necesidad de mirar los aportes de otras disciplinas bajo el entendido que desde la propia escuela las prácticas de vinculación familia-escuela parecen estar actualmente agotadas. Con este propósito, se analizan los aportes del School Social Work como especialidad del Trabajo Social que tiene por objetivo ayudar al aprendizaje del estudiante desde un enfoque amplio que considera las familias como un actor estratégico. Dentro de las posibles nuevas estrategias, se destaca el aporte que tiene la técnica de visita domiciliaria para incentivar la participación de los padres en la educación de sus hijos y la vinculación con la escuela.Palabras clave: participación de padres en educación, relación familia-escuela, trabajo social en escuelas, visita domiciliaria. ABSTRACT This paper proposes the need to think about new strategies to promote the participation of parents in the education of their children. In here, also, appears the need to look at the contributions of other disciplines understanding that, at school, the practices of bonding between family and school seem to be, nowadays, exhausted. With this intention, the contributions of the School Social Work are analyzed as a specialization of the Social Work Degree that has as aim helping the learning process of students from a wide approach where families are considered as a strategic actor. Among the possible new strategies, the contribution of the home visit technique is highlighted as stimulates the participation of parents in the education of their children and the bonding with school.

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Family engagement in alternative provision

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2020

British Educational Res J

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This article presents findings from research focusing on family engagement within alternative provision. With the existing literature on alternative provision scant, this article analyses the extensive assemblage of family engagement within settings as practitioners navigate complex family environments often characterised by poverty, crime and substance abuse. While settings create formalised structures of family engagement that prioritise a collaborative approach to children's development-such as family learning days and daily positive phone calls-equally they work to attenuate the isolation and loneliness of families who feel as excluded as their child. Yet as important as structured engagement is, practitioners within alternative provision also engage in the improvised pragmatism of micro-work-the work that other agencies won't or can't do, such as escorting parents to medical appointments, sourcing furniture to fill empty houses or talking a child out from under their bed. The article argues that family engagement in alternative provision is cyclical, with families informing staff of behavioural incidents or learning opportunities, information that rapidly personalises communicative and pedagogical strategies within schools. In return, teachers update parents at the end of the day, offering ideas for home learning or approaches to managing challenging behaviours. The article concludes by identifying six domains of family engagement-behavioural, emotional, safeguarding, functional, pedagogic and capacity building-that can be used within alternative provision settings to ensure a holistic approach that provides deep support to families to maximise the successful re-engagement of children.

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Can policy facilitate human capital development? The critical role of student and family engagement in schools.

Cited by 11 publications

References 3 publications

Family Engagement in Schools: Parent, Educator, and Community Perspectives

Family Engagement in Schools: Parent, Educator, and Community Perspectives

Estrategias para promover la participación de los padres en la educación de sus hijos: el potencial de la visita domiciliaria

Family engagement in alternative provision

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