Parent’s Perceptions of Involvement in Children’s Education: Findings from a Qualitative Study of Public Housing Residents

Yoder, Jamie; Lopez, Amy

doi:10.1007/s10560-013-0298-0

Cited by 43 publications

(29 citation statements)

References 32 publications

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“…A esta forma tradicional de relacionarse, se suma la complejidad que histó-ricamente han marcado las relaciones entre el hogar y la escuela, caracterizadas por conflictos, desconfianzas y frustraciones, debido a diferencias respecto a definiciones de roles y responsabilidades (Christianakis 2011;Lawson 2003;Lareau & Horvat 1999;Yoder 2013). Estos antecedentes han limitado la potencialidad de crear víncu-los positivos y de colaboración mutua entre las escuelas y las familias.…”

Section: C) Iniciativas De Intervencion Social Escolar Enfocadas En Eunclassified

El involucramiento familiar en el marco de la relación Familia-Escuela. Un análisis desde el Equipo de Gestión Escolar en una Escuela Municipal chilena

López¹,

Pollak²

2018

Comunitania

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En Chile las iniciativas de intervención social escolar son procesos emergentes, que se proyectan considerando el marco normativo de la educación y las políticas públicas en el área. Especial interés revisten aquellas iniciativas que apuntan a fortalecer la relación familia-escuela. De esta forma, el artículo busca dar a conocer las visiones del equipo de gestión escolar municipal respecto a situaciones problemáticas vivenciadas por la familia y caracterizar el vínculo familia-escuela. Los antecedentes teóricos a la base del estudio, provienen de la teoría del cambio educativo, el cambio contextualizado y el involucramiento familiar. Se trabajó en base a una metodología cualitativa, a través de un estudio de caso, en que cada caso corresponde a una escuela. Aquí se presentarán los hallazgos parciales correspondientes a un establecimiento. A modo de resultados, destaca una visión negativa de la familia por parte del equipo de gestión, reconociendo una relación jerárquica entre ambas esferas y niveles de vinculación familia-escuela unidireccionales y de bajo protagonismo por parte de las familias.School social interventions in Chile are recently emerging and flourishing due to new educational policies and norms. These interventions have placed a specific focus on expanding and improving the relationship between the family and the school. Drawing from a larger case study that included 5 schools which sought to explore and compare the perspectives of municipal school administrative teams in regards to the family school relationship as well as problematic family situations, this article presents the findings from one particular school. The study is framed from the theory of educational change, contextualized change, and the family involvement literature. Findings from the study reveal school administrative teams hold a negative vision of the family and the relationship between the school and the family is hierarchical and unidirectional in nature, with little participation from families.

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Section: C) Iniciativas De Intervencion Social Escolar Enfocadas En Eunclassified

El involucramiento familiar en el marco de la relación Familia-Escuela. Un análisis desde el Equipo de Gestión Escolar en una Escuela Municipal chilena

López¹,

Pollak²

2018

Comunitania

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“…Flemmings (2013) points out that the relationship between parental involvement in schooling and student learning achievement is not a new concept. Yoder & Lopez (2013) explain parental involvement as an element in children's education by which children's academic achievement can be enhanced at the same time as positive behavior is promoted. Involving parents in school activities is a real challenge, and, consequently, Hornby and Lafaele (2011, p. 39) developed a model delineating barriers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Parents' Perception of Their Involvement in Schooling Activities: A Case Study from Rural Secondary Schools in Bangladesh

Hasnat¹

2016

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The primary purpose of this study was to explore parents' perceptions of their involvement in their children's education. This study was conducted in secondary schools in a rural area of Bangladesh. People from this area mostly have low literacy and income rates. A qualitative case study research design was used. Five parents from five different schools in the rural context were interviewed. The findings from this study show that parents are not comfortable approaching the school and many parents do not consider their role as encompassing parental involvement in their children's education. The study concluded that parental attitudes and beliefs about involvement are the result of a lack of information about how they could be involved. This study recommends that policymakers and school administrators address parents' perceptions and not only make them aware of how they can become involved in schooling, but also create opportunities for them to do so.

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“…These scholars contend that forms of engagement, opportunities for engagement, and schools' responses to engagement are unequal, and disproportionately favour some parents and families over others (Vincent, 2017;Fennimore, 2016Fennimore, , 2017. Parents from cultural, linguistic, and socioeconomic backgrounds that differ from those of socially dominant groups, for example, have been shown to be at significant disadvantage in their dealings with schools by comparison to parents from non-dominant social groups (Vincent, 2017;Fennimore 2016Fennimore , 2017Quinn & Han, 2014;Yoder & Lopez, 2013;Auerbach, 2007).…”

Section: Introduction: Parent-school Engagement In the Australian Edumentioning

confidence: 99%

Anecdotes, Experience, and ‘Learning By Osmosis’: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement

Saltmarsh

McPherson

Chakrabarty

et al. 2019

AJTE

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Initial teacher education and experiences of the professional cultures of teaching contribute to teachers' understandings about how to engage with parents. Drawing on qualitative research data, and informed by Michel de Certeau's theory of culture and everyday life, this paper explores how everyday beliefs and professional practices that shape relationships between teachers and parents can remain relatively stable despite changing expectations of policy-makers and communities. The paper argues that equipping pre-service, beginning and experienced teachers and school leaders with research-based understandings about these cultural dynamics is crucial to informing professional practices that support meaningful and effective parent-school engagement.

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Parent’s Perceptions of Involvement in Children’s Education: Findings from a Qualitative Study of Public Housing Residents

Cited by 43 publications

References 32 publications

El involucramiento familiar en el marco de la relación Familia-Escuela. Un análisis desde el Equipo de Gestión Escolar en una Escuela Municipal chilena

El involucramiento familiar en el marco de la relación Familia-Escuela. Un análisis desde el Equipo de Gestión Escolar en una Escuela Municipal chilena

Parents' Perception of Their Involvement in Schooling Activities: A Case Study from Rural Secondary Schools in Bangladesh

Anecdotes, Experience, and ‘Learning By Osmosis’: The Role of Professional Cultures in Preparing Teachers for Parent-School Engagement

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