Kindergarten and First-Grade Teachers' Reported Knowledge of Parents' Involvement in Their Children's Education

Baker, Amy J. L.; Kessler-Sklar, Susan; Piotrkowski, Chaya S.; Parker, Faith Lamb

doi:10.1086/461930

Cited by 30 publications

(4 citation statements)

References 11 publications

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“…Urban school reform efforts coupled with major federal legislation such as the Goals 2000: Educate America Act 1994 and the Elementary and Secondary Education Act (2001) have elevated parental involvement in schools to a national priority (Baker, Kesslar-Sklar, Piotrowski, & Parker, 1999; Baker & Soden, 1997). Studies have shown that parental involvement in schools increases the successful academic and behavioral performance of their children in schools (Henderson & Berla, 1994).…”

Section: Parental Involvement In Schools: a National Prioritymentioning

confidence: 99%

Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy.

Abdul‐Adil

Farmer

2006

School Psychology Quarterly

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Parental involvement in schools is a national priority for both educators and researchers to promote the successful schooling of contemporary youth. Contemporary parental involvement research has produced some promising findings, but parental involvement efforts with inner-city African Americans are currently limited by problems of research methodology and program foci. Certain research studies do, however, demonstrate that inner-city African American parents have responded positively to parental involvement programs that emphasize themes of empowerment, outreach, and indigenous resources. Based on these three promising themes, the authors propose practical strategies for increasing inner-city African American parental involvement as a means of increasing parental participation and school success among inner-city African American families. PARENTAL INVOLVEMENT IN SCHOOLS: A NATIONAL PRIORITY Urban school reform efforts coupled with major federal legislation such as the Goals 2000: Educate America Act (1994) and the Elementary and Secondary Education Act (2001) have elevated parental involvement in schools to a national priority (Baker, Kesslar-Sklar, Piotrowski, & Parker, 1999; Baker & Soden, 1997). Studies have shown that parental involvement in schools increases the successful academic and behavioral performance of their children in schools The authors would like to acknowledge the editorial comments of

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Section: Parental Involvement In Schools: a National Prioritymentioning

confidence: 99%

Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy.

Abdul‐Adil

Farmer

2006

School Psychology Quarterly

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“…Moreover, in the study of Bakker et al (2007) teachers rated aspects of parents' involvement behaviour that are hardly visible to them, especially behaviours that pertain to home involvement behaviours, such as discussing school matters with the child, helping with homework, or monitoring television watching. A study on teachers' knowledge about these parent involvement behaviours (Baker et al, 1999) confirmed that teachers have little knowledge about these parents' behaviours.…”

Section: Whenmentioning

confidence: 99%

“…Apart from these school-or schoolingrelated behaviours, some authors suggest that other behaviours, that are not directly related to school or schooling, should also be incorporated in the conceptualization of the construct of parental involvement. Among them are: limit TV watching time (Georgiou, 1997;Baker et al, 1999;Sui-Chu and Willms, 1996), following a specific set of rules to discipline the child (Mcwayne, Hampton, Fantuzzo, Cohen, and Sekino, 2004), being home when the child returns from school (Sui-Chu and Willms, 1996), limiting the amount of time for going out with friends (Sui-Chu and Willms, 1996), watching the child in sports (Steinberg, Lamborn, Dornbusch, and Darling, 1992), and taking the child to cultural events (Baker et al, 1999). Although not identical with parental involvement, Steinberg, et al (1992) associate more general parenting behaviours (i.c.…”

Section: The Emergence Of the Concept Of Parental Involvement In Educ...mentioning

confidence: 99%

The concept of parent involvement. Some theoretical and empirical considerations

Bakker,

Denessen

2023

IJPE

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This paper focuses on some conceptual and methodological problems inherent in many empirical studies on parental involvement. On the basis of twelve selected studies in which quantitative measures for parent involvement have been used, we discuss the reasons for the diversity of empirical outcomes, partly due to the complexity and multi-dimensionality of the concept, but also due to the variety of operationalizations as well as methods that have been applied to assess parents’ levels of involvement. In particular, empirical evidence of involvement obtained with questionnaires should be considered as doubtful because of the biases in ratings, whereas the use of multiple informants, as suggested in the literature, does not seem satisfactory to overcome this problem. We suggest the use more qualitative methods for measuring parent involvement, for example by interviewing parents in depth about their own accounts for their behaviours. This seems also the best guarantee to detect the more hidden features of their involvement in their children’s education.

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“…Researchers and practitioners agree that parental involvement in elementary schools is useful and easy to observe, but that its impact at the secondary school level is unclear (Baker, 1997;Street, 1998). Many studies have examined the perspectives of principals, teachers, and parents on parental involvement, (Baker, 1999;Bauch, 2000;Giles, 2006;Sheldon, 2002), but few have focused on the perspectives of secondary school students. In UAE schools, parental involvement has been relatively unexplored.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Students’ Perceptions of Parental Involvement in United Arab Emirates Secondary Schools

Al-Taneiji¹

2008

JEPS

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This study explores students' perceptions of parental involvement in their education, forms of parental involvement, and barriers to parental involvement in secondary schools in the United Arab Emirates (UAE). A total of 180 students from eighteen schools participated in eighteen focus group interviews from each of the nine educational zones in the UAE.All participants agreed that parental involvement at the secondary school level is important as it motivates students to work hard. However, most of the students prefer that their parents participate in school activities rather than helping them with their studies at home. Barriers to parental involvement at this level include time commitment, level of students' achievement, poor communication skills, students' attitudes, boring activities, parents' attitudes, parents' characteristics, and parents' views of education for girls. Some implications for school administrators are presented to assist in involving more parents at the secondary school level.

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Kindergarten and First-Grade Teachers' Reported Knowledge of Parents' Involvement in Their Children's Education

Cited by 30 publications

References 11 publications

Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy.

Inner-city African American parental involvement in elementary schools: Getting beyond urban legends of apathy.

The concept of parent involvement. Some theoretical and empirical considerations

Students’ Perceptions of Parental Involvement in United Arab Emirates Secondary Schools

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