Abstract
An extensive international literature now supports the potential of parental involvement for improving children’s academic achievements and social outcomes. This research also suggests that naturally occurring parental involvement in schools is generally more effective than externally initiated home–school programs (Pomerantz, Moorman, & Litwack, 2007). It is therefore important to investigate parental involvement practices in schools so that guidance on effective involvement can be based on actual evidence from schools. The focus of this chapter is on the findings of surveys of parental involvement practices in elementary schools in New Zealand, as well as case studies of parental involvement practices in elementary schools in England and Barbados.
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