Varieties of Parent Involvement in Schooling

Anfara, Vincent A.; Mertens, Steven B.

doi:10.1080/00940771.2008.11461635

Cited by 15 publications

(20 citation statements)

References 18 publications

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“…In addition, in education, federal policy (Title 1 of the No Child Left Behind Act) mandates that participating state agencies must include parents as active participants in devising educational plans for their children and that the agency must provide parents with an annual report summarizing their child’s progress (a difficult task often complicated by language barriers; Landsverk, 2004). Parents, meanwhile, identify obstacles to becoming engaged in their children’s schooling, including minimal opportunities for involvement, lack of respect, and poor communication from schools (Anfara & Mertens, 2008). …”

Section: Parental Involvement In Education Mental Health and Child mentioning

confidence: 99%

The challenge and opportunity of parental involvement in juvenile justice services

Burke¹,

Mulvey²,

Schubert³

et al. 2014

Children and Youth Services Review

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The active involvement of parents – whether as recipients, extenders, or managers of services - during their youth’s experience with the juvenile justice system is widely assumed to be crucial. Parents and family advocacy groups note persisting concerns with the degree to which successful parental involvement is achieved. Justice system providers are highly motivated and actively working to make improvements. These coalescing interests provide a strong motivation for innovation and improvement regarding family involvement, but the likely success of these efforts is severely limited by the absence of any detailed definition of parental involvement or validated measure of this construct. Determining whether and how parental involvement works in juvenile justice services depends on the development of clear models and sound measurement. Efforts in other child serving systems offer guidance to achieve this goal. A multidimensional working model developed with parents involved in child protective services is presented as a template for developing a model for parental involvement in juvenile justice. Features of the model requiring changes to make it more adaptable to juvenile justice are identified. A systematic research agenda for developing methods and measures to meet the present demands for enhanced parental involvement in juvenile justice services is presented.

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Section: Parental Involvement In Education Mental Health and Child mentioning

confidence: 99%

The challenge and opportunity of parental involvement in juvenile justice services

Burke¹,

Mulvey²,

Schubert³

et al. 2014

Children and Youth Services Review

View full text Add to dashboard Cite

show abstract

“…What teachers do and the climate they create, is decisive to what parents may do (Sumpter, 2001). According to Anfara & Mertens (2008), a less than a welcoming atmosphere in the school and the classroom can discourage parents from being involved.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

The State and Level of Involvement among Jordanian Kindergarten Parents and its Relationship to Teachers' Efforts of Outreach

Fayez

Sabah

Rudwan

2011

Contemporary Issues in Early Childhood

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This study explored both the school-and home-based involvement practices of parents of children attending kindergarten in the city of Zarqa, Jordan. The study also examined the effect of some selected parental demographic variables (i.e. socioeconomic levels and levels of education) on parent involvement and the relationship between kindergarten parental involvement practices and parents' perceptions of teachers' efforts of outreach. Data were collected from 310 kindergarten parents using a 33-item questionnaire. Results of the study revealed that kindergarten parents involve themselves in different ways and assume different roles in their children's education at home and school. In general, parents were more participatory in home than in the school. Furthermore, there were no significant effects of parents' socioeconomic levels and levels of education on their home and school involvement practices. On the other hand, the results indicated a weak but significant relationship between parents' perceptions of teachers' efforts of outreach and both their home and school-based involvement practices. Different suggestions and recommendations for enhancing the involvement of kindergarten parents were addressed and presented based on the findings of this study.

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“…Also, parents' perceptions of how involvement materializes and the available time to actualize their idea of involvement are determining factors that are tertiary in the Hoover-Dempsey and Sandler model (Green et al, 2007). It is important to note that Anfara (2008) Though many researchers are proponents of parent involvement, others have asked critical questions pertaining to how educators and parents define it differently.…”

Section: Parent Involvement / Engagementmentioning

confidence: 99%

“…Furthermore, Greene, et al (2007) take the position that successful implementation of school site parent involvement programs will increase parent engagement at school and at home. Though, Anfara (2008) Lightfoot (1978) states the tensions between parents and schools arise out of competing agendas and when parents are not empowered.…”

Section: Parent Involvement / Engagementmentioning

confidence: 99%

“…Ethnically diverse parents are often marginalized by the traditional types of parent involvement activities implemented at schools (Auerbach, 2007;Olivos, 2003). Furthermore, barriers faced by parents include an unwelcoming school atmosphere and limited ability of school officials and teachers to communicate with parents in the home language (Anfara, 2008). Plevyak (2003 cites that parent involvement can be mitigated when cultural differences exist between the home and the school.…”

Section: Parent Involvement / Engagementmentioning

confidence: 99%

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A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era

Kaye¹

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In the case of stakeholders and educators in Elías Piña the study suggests that, for the most part, few had the experience and background to understand the complexity of Haitian immigrant students and families who expressed living in fear of the authorities, suspicion of who to trust, and despair with regards to living day to day. While education for their children was seen as a positive need for survival in the Dominican Republic, Haitians' lack of understanding of the Dominican educational system leads to the perception that Haitian immigrant parents were not engaged in the education of their children.

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Varieties of Parent Involvement in Schooling

Cited by 15 publications

References 18 publications

The challenge and opportunity of parental involvement in juvenile justice services

The challenge and opportunity of parental involvement in juvenile justice services

The State and Level of Involvement among Jordanian Kindergarten Parents and its Relationship to Teachers' Efforts of Outreach

A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era

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