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Sandler's Parent Involvement Model

1086 Words5 Pages

Hoover-Dempsey and Sandler’s parent involvement model The Hoover Dempsey and Sadler model provide educated with a cognitive viewpoint to help them understand the motivation parents must become involved or uninvolved in the children’s education. The model consists of 5 levels dealing with parent belief system, motivations, and cognitive behaviors as part of their mental reasoning in their decision-making when it comes to their level of participation in their children 's education (Tekin, 2011). Level I examine parent 's circumstances reasoning and behaviors on their understanding of why they involvement is essential to the children 's education. Level I the focus is on parents but 's perceptions and the level motivations their skills …show more content…

The ESEA was the first of its kind to recognize the importance of parent involvement for English Language Learners (ELL) and parents (Tekin, 2011) The ESEA also mandated schools to reach out to parents of various ethnic and racial backgrounds, and languages. Schools had the responsibility find and develop materials in various languages and make every effort to employ a diversified staff to be able to communicate with parents. The No Child Left Behind Act 2002 (NCLB) describes parent involvement as a parent’s roles in the educational support of their children’s regarding their academic learning and school activities (U S Department of Education, 2002). The No Child Left behind Act provided parents with a policy that ensured public schools provided parents with multiple opportunities to become involve in their children’s school activities and programs …show more content…

Under NCLB parent are to be provide with opportunities to engage in their children’s education. Parents are to be provided information predominately in their home language and schools are also required to hold meetings that specifically address the need of the English Language Learner. Schools parent involvement plans must provide activities that provide ELL parents with training that will help to build open communication between parents and schools (Tekin, 2011, Bower & Griffin, 2011). The no child left behind law also regulated larger school districts to develop family centers that provides parents with training(tekin,2011). The family centers were created to foster home school partnerships along with early literacy programs to increase students’ academic achievement (Tekin,2011). Bowen & Griffin (2011) parent centers were also beneficial in building the social network and parents organization. these family enters promoted social capital that encouraged the increased of parent involvement in school. Before the NCLB schools were not legally obligated to provide parents with opportunities to become involve in their children’s education (Altschul,

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