Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools

Göktürk, Şöheyda; Dinckal, Selin

doi:10.1080/13540602.2017.1388777

Cited by 25 publications

(16 citation statements)

References 35 publications

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“…Another reason why the participants of this study were mothers may be that the majority of mothers are housewives which is in line with the findings of other studies. Göktürk and Dinçkal (2018) stated that parents who are more interested in their children's education are the people are unemployed or not working for long hours. According to the findings of the research, it can be said that parents can perform general academic support activities more than the specific academic support activities for the courses.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Views of the parents of secondary school students on supporting their children's learning

Gündüz¹

2019

ijocis

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The aim of this research is determining the support behaviors and activities parents realized for their children’s learning and revealing it relationships with some demographical properties of parents. The translational simultaneous mixed method was used. This study in which quantitative and qualitative methods used together, firstly survey was applied and the semi-structured interviews was done. Data obtained by these data collection tools were analysed simultenously. The participants of this study are 360 parents who are parents of students studying in 5th, 6th, 7th and 8th grades at a secondary school in İstanbul. Semi-structured interviews were realized with 43 parents chosen from these participants. The questionnaire consists of three dimensions and 66 items. In the analysis of quantitative data percentage, frequency, arithmetic means and one-way variance analysis (ANOVA) were used. Descriptive analysis was used for analysing qualitative data. According to data obtained from the research, parents realized the activities which are related to motivate their children to learning and the activities that parents do with the other education stakeholders more than the activities that parents do for helping their children’s lessons. The academical supporting activities parents do are mostly general ones. The general academical supporting activities parents stated that they do generally are following their children’s homeworks/examinations, encouraging them for studying, researching form different learning sources, doing test, providing appropriate learning environments at home, sending their children to school courses and following their academic scores. The motivational supporting activities parents stated that they do mostly are praising their children when they achieve something, encouraging them when they couldn’t be successful in their lessons and talking about what they do at school. The activities mostly stated by parents that they realized collaboratively with other people and insititutions which are related to their children’s learning are attending parents’ meeting and speaking out their negative and positive thoughts about school and teachers. Parents’ opinions about the supporting activities they realised don’t differ according to their educational levels and occupations but they differ according to their ages. It can be said that younger parents (ages between 20 and 30) do supporting activities more than others.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Views of the parents of secondary school students on supporting their children's learning

Gündüz¹

2019

ijocis

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“…There are different perspectives on what parental involvement means for teachers and parents (Kalaycı & Öz, 2018). From teachers' point of view, PI includes home activities such as helping children with homework; however, from parents' viewpoints, PI means being present and involved in educational decisions regarding their child (Göktürk & Dinçkal, 2018). Therefore, both parents and teachers must collaborate in processes to support children (Epstein & Sanders, 2002).…”

Section: Teachers Perspectives On Parental Involvementmentioning

confidence: 99%

Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

Giang-Nguyen¹,

Havard²,

Otto³

2021

EUROPEAN J ED RES

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<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

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“…Este estudio abre nuevas líneas de investigación para superar las limitaciones detectadas y para mejorar los contextos educativo, familiar e incluso comunitario. a creencia de que el papel educativo de las familias se desarrolla principalmente en el hogar se encuentra muy extendida entre el profesorado a pesar del creciente deseo de las familias por implicarse educativamente en las escuelas y en las aulas (Gokturk & Dinckal, 2017). En el área de Educación Física (EF) ese deseo es fundamental para fomentar una EF de calidad, apoyar programas de salud o conseguir incrementos de práctica física (Erwin, Beets, Centeio, & Morrow, 2014;Kehm, Davey, & Nanney, 2015;Michael, Dittus, & Epstein, 2007;Wilhelmsen & Sørensen, 2018).…”

Section: Introductionunclassified

Participación de Familias en Educación Física

Castanedo

Bujosa

2018

QRE

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The International Scientific Community identifies the involvement of families in school as a Successful Educational Actions, whose strict implementation leads to the improvement in the academic achievement as well as in the coexistence in the educational context. The aim of this investigation, conducted under the approach of the critical communicative methodology, is to prove how the involvement of the families in education and assessment in the area of Physical Education within the framework of the pedagogical model "Individual Challenges with Shared Responsibility" means an enhancement in all students and their context. The outcomes show an improvement in the academic performance and in the environmental education of students, including those with the greatest barriers. Likewise, this study brings to light the transfer of learning to other contexts and the transformation of the school-family relationship. Besides, it provides evidence on the benefits that it brings to the families that have participated. This study opens up new lines of research into the overcoming of the limitations detected and the improvement of the educational, family and even community contexts.

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Effective parental involvement in education: experiences and perceptions of Turkish teachers from private schools

Cited by 25 publications

References 35 publications

Views of the parents of secondary school students on supporting their children's learning

Views of the parents of secondary school students on supporting their children's learning

Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

Participación de Familias en Educación Física

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