The role of invitations to parents in the completion of a child’s home reading challenge

Colgate, Orla; Ginns, Paul; Bagnall, Nigel

doi:10.1080/01443410.2016.1165799

Cited by 6 publications

(2 citation statements)

References 50 publications

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“…Parents who participated and got involved with the activities organized by the school show better performance compared with parents who do not engage in activities organized by the school [6,8] . Colgate, et al [9], Harris and Goodall [10], Jeynes [11] and also found that parents who play the role of teachers at home and have a positive stance against children would prefer to engage in cognitive activities of children. The lower parental involvement shown by parents from the beginning will leave a lower academic aspirations for their children [12].…”

Section: Predictors Towards Science Achievementsmentioning

confidence: 97%

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Ismail¹,

Samsudin²,

Amin³

et al. 2018

IJET

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The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

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Section: Predictors Towards Science Achievementsmentioning

confidence: 97%

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Ismail¹,

Samsudin²,

Amin³

et al. 2018

IJET

View full text Add to dashboard Cite

show abstract

“…A disconnect in expectations between the two groups can create a barrier to communication (Lawson, 2003). Parental perceptions of teacher invitations for involvement can increase both school-based (Green et al, 2007;Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005) and home-based involvement (Colgate, Ginns, & Bagnall, 2016).…”

Section: Parental Role Constructionmentioning

confidence: 99%

Exploring parental attitudes and behaviors towards involvement in STEM education: supporting learning across settings

Francis¹

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There is an abundance of research on family STEM learning in community spaces such as museums and zoos which identifies the ways in which families interact during visits and provides best practices for program developers (Tuttle et al., 2017; Wood & Wolf, 2010; Zimmerman & McClain, 2016). However, little is known about early childhood family STEM learning in public schools and the ways in which these programs influence parental beliefs about and behaviors towards STEM education. Using Bronfenbrenner's (1995) bioecological model this qualitative study explores parental perceptions about the micro and macrosystems, the relationships of the persons within and between these contexts, and the processes occurring. Data were collected through face to face interviews with nine parents who participated in a Family STEM program with at least one child between the ages of 3-5. The results identified two themes and six sub-themes. The two themes are microsystems and parent behaviors. Parents identified attributes of the microsystem which they believed enhanced their enjoyment and their children's STEM learning. These findings confirm the importance of the microsystem on proximal processes and outcomes. Additionally, parents shared how STEM programming influenced what they believed their role to be in their children's education, their participation in child-centered activities, and the specific ways in which they interacted with their children. These findings are significant because they highlight how early childhood family STEM programs can positively influence parents' behaviors in their children's STEM education.

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Recognizing Family Engagement as a Core Practice

Walker

2018

The Wiley Handbook of Family, School, and Community Relationships in Education

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The role of invitations to parents in the completion of a child’s home reading challenge

Cited by 6 publications

References 50 publications

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Exploring parental attitudes and behaviors towards involvement in STEM education: supporting learning across settings

Recognizing Family Engagement as a Core Practice

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