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Abstract
ABSTRACT This study uses a qualitative comparative approach to examine parental involvement in education in the U.S. Japan, and Iran, selected for their diverse cultural and educational contexts. Data is sourced from documents, reports, and official publications. The analysis employs the documentary method, Bereday’s four-step approach, and Epstein’s six-type model. Findings show a correlation between higher education levels and increased parental involvement in the U.S. reliance on teacher support among lower socioeconomic mothers in Japan, and the importance of community collaboration in Iran. The study highlights the significance of parental participation, communication, and community cooperation, recommending strategies to address challenges.
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