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Parental Involvement In Schools Essay

1166 Words5 Pages

There has been extensive research done in this area and extensive research and literature is now readily available for teachers on improving parental involvement. The body of literature includes things such as templates for various parental involvement activities, meetings, programmes and workshops. (Bastiani 1989; Blank and Kershaw 1998; Boult 2006; Grant and Ray 2010; Hornby 2000; Henderson et al. 2007). (Hornby, Lafaele, 2011). Alongside that, a great number of theoretical models of parental involvement have been developed. The models range from “Lueder’s (2000) more complex “energy-in and energy-out” model, which argues for an expansion of the traditional roles of family support for schools and for schools reaching out to families.” (Hornby, …show more content…

Epstein’s (2001) framework includes the overlapping spheres of influence focused on the three areas of family, school and community. In the article Hornby and Lafaele have chosen to adapt these three spheres of influence to become: “broader societal factors, which influence the functioning of both schools and families; parent–teacher factors; individual parent and family factors; as well as an additional focus on child factors.” (Hornby, Lafaele, …show more content…

These sections are; individual parent and family factors, child factors, parent – teacher factors and societal factors. To start with the individual parent and family barriers. These barriers focus on parental beliefs regarding parental involvement. Often if a parent has a negative attitude towards parental involvement and disregard its importance this may lead to them becoming less and less involved in their child’s education. Under the same bracket falls, “parents’ current life contexts, parents’ perceptions of invitations for involvement, and class, ethnicity and gender.” This study shows the importance of how you “invite” or approach a parent about parental involvement. Often when parents believe that their involvement is not valued and encouraged by teachers or schools they are less likely to get involved (Hoover-Dempsey and Sandler 1997). Epstein (2001) has found when teachers actively encourage and promote parental involvement that parents are most effectively involved. This belief shows that one thing is unable to work without the other and in this instance an open. Co-operative relationship must be available. “Teachers with positive, facilitating attitudes toward involving parents encourage more parents to become involved and increase the effectiveness of parental involvement” (Eccles and Harold 1993). Parents’ must feel welcome to become involved and the door must always be seen to be

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Harpo Allen’s current culture and climate is one of “you stay on your side of the property line, and I will stay on mine”. Parents must feel welcomed and needed when they walk into the doors of the school or classrooms. If parents do not feel valued, or are made to feel less than adequate, they will not make an effort to participate, and to be honest, why should they? It is critical that Principal Allen and his staff begin to reshape the perceptions of the parents and begin to treat the parent/student/teacher dynamic as a partnership. Programs should be implemented both related to social aspect of school as well academic aspect in which parents are invited to come in and participate in a non-threatening environment.

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Lareau’s concept of division of responsibilities illustrates the reasons why middle-class children do than working class children. As Lareau argues, the division of responsibilities occurs between teachers and parents, meaning teachers focus on education and parents focus on home activities. In working class families, the common approach to education comes in the form of separation between family and school, meaning school life and home life are threated as two separate entities. Likewise, Lareau presented her argument in terms of parental criticisms. In working class families, parents feel intimidated at school because they do not possess needed information about schools.

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One strategy to help parents would be to conduct a workshop, or multiple session workshops, for parents in help them learn how to participate in their children’s learning process. It is also stated that schools must empower parents who may feel “less useful in school work due to lack of formal literacy skills” (Njeru, 2015). Many parents in low SES communities do not have the skills to work with their children at home. Classes should be held in order to teach the skills that parents need. Once parents are given the training that they need they can help their students succeed.

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This article shows this goal by advocating for greater parent-teacher involvement to influence student success. This shows how teachers are willing to work with parents and families to help influence a student to succeed. This goal was also shown in Erin E. Adkins’ project “Literacy-Supportive Environments”. This paper shows this goal by explaining how teachers can set up literacy supportive environments for children.

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Additionally, high-income and highly educated parents are more likely to be involved in their children’s education, which is a key factor in adolescents’ educational successes”. (Pennsylvania State University) The key takeaway here is the acknowledgment that parents with higher income and who are better educated will have much more of an

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Parent involvement is a very important. What types of

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The Harvard Graduate School of Education states in 2001 the university reviewed research on parental involvement in children’s homework, and about 72% of parents are involved in the children's education and homework.8”In difficult times, it's so hard to look around and to see what to be grateful for.” Said, Alice Barrett. Joan M. T. Walker, and Kathleen V. Hoover-Dempsey issued two types of test to two different groups of parent to see which group was more successful and involved in the student’s education. The first group was monitored through the 1 month period of time to see if parents would set up a schedule and monitor children's lifestyle. While the second group had the same test except the second group had responsible parents who took the time to set up schedules and rules for homework.

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We can notice students ' academic achievement are increasing when parents involve in the education of their children (Ramirez, 2003). On the other hand, some parents do not make any effort to help their children at home although "the family is the most influential context for learning" (Copple & Bredekamp, 2009). Maybe they think teachers have a better understanding of how to educate their children, therefore they avoid of becoming involved in the classroom or talking with teachers too much. As Latino parents mention that, we have to help our children in every way possible.

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My definition, as a parent myself, of an involved parent differs from the schools typical parental engagement frames. I don't volunteer in the classroom although most schools recommend this option that has no impact on students academic achievements. We have a key voice in our children's education, a voice more important to be heard outside the classroom I go to the school if the teacher requests and I attend meetings on the district level, occasional school events, activities and both of us, [parents] go to the teacher-parent conference. The teacher knows of my

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There will alway be things that stop us from achieving what we want. Parents have their own lives, they have to go to work, and may not have time to be involved. Some parents lack something they need, example: someone lack transportation or time, others are single parents. Some might have had bad experiences with schools or teachers and are reluctant to trust school for teachers(Greene, pg 242). However, there are ways to overcome these roadblocks.

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Dietz(1997) argued that when a school limits parental involvement to a particular type of involvement (e.g. fundraising, committee membership) then only a small proportion of parents become involved. As a result the school neither really involves parents, nor reaps the potential benefits from involvement. Instead, a more comprehensive model of parental involvement which elicits a wide variety of parental involvement is advocated (Dauber & Epstein, 1993). Epstein and colleagues (Epstein, 1992) thus developed a typology which aimed to comprehensively categorise the variety of involvement activities in which could potentially engage. These are summarised in the table below.

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The latter is one fundamental aspect of a child’s life that is always affected by the increasing emergence of single-parent households in the USA and other parts of the world. Accordingly, the structure of the family always has a direct impact on both the ability of children to attend school and their subsequent academic achievements.

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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