Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence

Gordon, Molly; Louis, Karen Seashore

doi:10.1086/605098

Cited by 65 publications

(58 citation statements)

References 46 publications

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“…School Principals appear to play a central role in shaping school climate and facilitating parent engagement in child learning through their leadership style, communication, attitudes and expectations (Barr & Saltmarsh, 2014;Drysdale, Goode, & Gurr, 2009;Giles, 2006;Gordon & Louis, 2009;Mleczko & Kington, 2013). When it comes to identifying the precise mechanisms through which this occurs however, the current literature is far from conclusive.…”

Section: Principal Leadershipmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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Section: Principal Leadershipmentioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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“…The first, the Comer Process, developed by James Comer (Comer, 2009;Cook, Habib, Phillips, Settersten, Shagle & Degirmencioglu, 1999;Cook, Murphy & Hunt, 2000;Henderson & Mapp, 2002, Malloy & Rayle, 2000, is a model shown to have positive effects on school climate and overall student academic achievement. The second, the National Partnership Schools model developed by Joyce Epstein (Epstein 2005, Galindo & Sheldon 2011Gordon & Seashore 2009;Heck & Hallinger 2009;Henderson & Mapp, 2002;Martin, Fergus & Noguero 2010;Sanders, 1996;Sheldon 2003;Sheldon & Epstein 2002, 2005Sanders, 2006;Sitton Hays, 2011), offers another model for positively impacting student academic achievement as well as improving school safety.…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…• Strong leadership is required, in particular, school principals who value and prioritize parent, school, and community partnerships and who possess skill in developing these relationships (Epstein, Galindo & Sheldon 2011;Gordon & Seashore 2009;Heck and Hallinger 2009;Martin, Fergus & Noguero 2010;Sanders, 2006;Sitton Hays, 2011).…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

DiBari¹

2016

Preprint

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Since the Industrial Revolution, when schools became larger and the missions broader, there has been an attempt by a wide range of stakeholders to have a voice in public education. More recently, through No Child Left Behind and Race to the Top, the federal government began to increase requirements for multiple stakeholder engagement in decision-making for schools requesting Title I funds. As the need for a more educated workforce has grown, businesses have also sought to have a voice in improving education. Additionally, experts in the field of parent, school and community engagement, have called for the inclusion of parents, diverse faculty, staff, and community voice. An outgrowth of the federal, business, and family, school, community partnership historical landscapes, has been the development of school improvement teams, which have become increasingly common, typically with a goal of bringing together multiple stakeholders to provide input into decision-making for school improvement. However, there has been little research on the make-up of these teams, the issues they address, how stakeholders on the team are engaged, and whether the teams are connected to any other efforts in the school focused on engagement.This case study analysis richly describes the school improvement team processes of two schools in the Northeast region. The results of this study indicate that the goal of engaging stakeholders beyond administrative staff in consensus-driven, decisionmaking teams is yet to be realized, even among schools that highly value the input of teachers, parents, youth and community partners and have rich engagement opportunities for these groups in other areas of the school. This study also offers insights into how schools might improve in these areas in the future. ACKNOWLEDGEMENTS

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“…In this sense, studies such as Epstein and Sanders ' (2002) or Gordon and Louis' (2009), have found a strong relation between parents implication and academic results.…”

Section: Parenting Style Parenting Practices and Academic Competencementioning

confidence: 89%

“…In spite of that, the relevance obtained for these attitudes and expectations can be considered as one more step in the study of these complex relations and, above all, parenting practices which permit to speak about behaviours and particular performances which are behind many of the problems that are currently presented in children in both the school and family environments (p.e. Aunola & Nurmi, 2005;Gordon & Louis, 2009;Knutson et al, 2004;Martínez Jr. et al, 2004;McCoy et al, 1999).…”

Section: Discussionmentioning

confidence: 99%

A Review about Parenting Style and Parenting Practices and Their Consequences in Disabled and Non Disabled Children

Raya

Ruiz‐Olivares²,

Pino³

et al. 2013

IJHE

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In order to explain the worst levels of adaptation showed by children with disabilities in relation to non disabled children, this paper aims to carry out a review of the most important advances achieved in recent decades in the study of parenting styles and parenting practices in relation to academic competence and behavior problems of children with and without disabilities. For this, we have carried out an analysis of the main works that show this relationship in the population, and then, we did the same including disability as a differentiating factor. In this sense, the authoritative style and specific parenting practices such as setting limits, communication, autonomy or monitoring are described as good predictors of adaptive behavior in children. However, we miss studies to confirm this relationship in children with disabilities. In this population, most of the papers refer, on the one hand, to expectations and, on the other hand, the stress in parenting and its effect on the parents' mental health. In conclusion, the need to provide additional information about family relationships and disability is discussed.

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Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence

Cited by 65 publications

References 46 publications

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

A Review about Parenting Style and Parenting Practices and Their Consequences in Disabled and Non Disabled Children

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