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School Disengagement

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According to Kymberly Henry (2012) school disengagement is seen as a trajectory that unfolds over time and movement along that trajectory is related to movement along other trajectories and age-graded transitions, such as a successful or unsuccessful transition to adulthood. Consistent with these expectations, we find that early school disengagement is strongly related to the likelihood of school dropout, as well as to movement along problem behavior trajectories of drug use and crime. Several indicators of disengagement point to parent–teen difficulties: teen anger, parent–teen conflict, and possibly authoritarian parenting (Hooven, Pike, & Walsh, 2013). Attachment to parents decreased risk for externalizing problems, while friends’ delinquency …show more content…

Caring relationships that instill a value in education, and that high expectations might be the most important form of capital parents need to be effectively involved and students to be academically successful (Vongprateep, 2015). If parents and students feel supportive and engaged we hope this will transfer over to student engagement and school performance, thus parents will take an active role in their child’s education.
How do we help parents and student have not had successful interactions with school and have been disengaged? Parents and students, due to school issues, have had a negative experience at school that involved dealing with law enforcement and face legal process. They often see the school as the enemy; both parent and students disengage and are not actively evolved. This research provides the opportunity to understand why parents disengage and what strategies schools can provide to re-engage parents in their child’s education.
Contribution to the …show more content…

Is student expulsion process a barrier for parental student involvement?
3. What factors are in place at the school site that welcome or are barrier for parental involvement?
4. What do parents want to see in place for them to become more involved in their students education?
Significance of the Study This study has implications for educators, school districts parent and students. Parent engagement intervention and prevention studies occur in comprehensive schools but parent engagement research in an alternative education setting is minimal to non-existent. As a result of this study school districts will recognize a need to create and reengage parents in their students education as a means for student academic success. The significance of this study will allow at risk youth who are on probation and/or have been expelled to bond and engage in their education. Students will graduate from high school and be ready for the workforce or college. Allowing these students to the opportunity for a better future.
Definition of Terms The following terms are frequently used thorough the study. The definitions are intended to provide context and clarity for this

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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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Recently, diversion programs have cropped up in many states. The programs keep adolescents out of detention by using the communities around them to support them. The text states, that, “William S. Davidson II created the Adolescent Diversion Project, a project which pairs undergraduate students and adolescents found guilty of breaking and entering, and other crimes. These relationships have been found to cut the youths' rate of ending up back in jail for more offenses in half” (Source 4, 2). The diversion system is used by the courts to get juvenile offenders involved in their community and away from crime by showing them that there is another way to succeed in life, instead of a life of criminal activity.

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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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Many struggling readers in middle school are disengaged from reading. In addition to low achievement, these students can have low motivation for reading. Many factors contribute to disengagement in middle school. Reading instruction is often disconnected from content, making reading tedious. Textbooks are formidable, and students are expected to respond to text with formal criticism or outlining rather than personal reactions.

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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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This model is a model for improving juvenile justice through community integration. This model also brings the juvenile court, substance abuse treatment and the community to improve the alcohol and drug treatments for the teens, which also brings has them do positive activities with adults that show how much they care for them. When it comes to the school system, the first thing teachers do when a child acts up is send them to the principles office instead of actually disciplining them and stenting to there needs by actually asking them what’s going on to show them they care. The policy and discipline rules that these schools have pushed kids out of school and into the juvenile justice system. “Recent research by the Council of State Governments Justice Center that tracked nearly 1 million 7th graders in public school for 6 years showed that 60 percent of these students were removed from class at least once, and 15 percent had 11 or more suspensions or expulsions between the 7th grade and 12th grades.”

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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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Studies show media and games may have indirect or direct relationship with delinquency. Educational and rehabilitative programs in Turkey focus on give young offenders opportunity to develop academically and individually. For example, the program's mission is to prepare convicts for life after being discharge to enable to develop better personalities, strengthen their education and gain new skills. Eventually, these convicts will lose their tendency for delinquent

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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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If their child does poorly in school they will blame the teacher for not doing their job. In contrast, parents apart of a higher social class tend to be more involved in their child’s school work resulting in high expectations of their children 's success in the classroom. Children become more self driven and motivated to complete their assignments and pass classes in hopes of not disappointing their parents. From my own experience, my parents have always been involved in my school activities. This not only has assisted me in the learning process, but also taught me assertiveness and confidence.

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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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