Benefits Of Parental Involvement Research Articles

The role of parents of students with disabilities in the special school in the process of communication development

Through this paper we aim to emphasize the advantages and benefits of parental involvement in the development process of communication of their own child, as well as other behaviors Adaptive . Having the following objectives: 1. Identifying parents who are effectively (intensively) involved in the process of developing communication of children with disabilities. 2. Identifying the relationship between parents' involvement in the communication development process and school development. 3. Identify the relationship between school-parent collaboration and the process of communication development.

Collaborative School-Family Relationships using the Expansive Learning Cycle to Enhance Parents Empowering in Helping their Child in the Context of a New Reading Method

The benefits of parental involvement in literacy have been well documented over the years. It has also been shown that when introducing new ways of doing things, parents often show resistance. It is with a view to improving school-family collaboration in the context of La Planète des Alphas, a new reading method, that we conducted a research-intervention. This paper aims to describe how teachers question their own practices and interact with parents to give help and to put forward new models of pedagogical actions. This research-intervention employed the Cultural-Historical Activity Theory and the Change Laboratory methodology. We take a close look at the evolution of the discursive manifestations of transformative agency during the Change Laboratory sessions and the discussion topics they were related to. This approach deepens our understanding of the decision making process in the selection of new solutions and the notion of relational agency in fostering collaboration and communication throughout the expansive learning cycle. Five Change Laboratory sessions were coded and analyzed using MAXQDA 2018 software. We highlight the activity system boundary crossing that allowed teachers, parents and school principal to elaborate, implement and reflect upon new instrument- producing activities aiming at empowering parents in helping their child in schooling. Obviously, the relevance of this intervention and research process can be well extended to the overall field language construction and the overall literature on family-school relationships.

School Management Strategies to Improve Parental Involvement: Insights from School Principals in Southern Tshwane Primary Schools

Parental involvement plays a very important role in the development of a child's formal education. Even though there are many benefits of parental involvement, there are many factors that constrain parental involvement. This study explored various management strategies that might serve as guidelines to improve parental involvement in Southern Tshwane primary schools. The conceptual framework that informed this study was Factors that Determine School Effectiveness by Heneveld and Craig as well as Epstein's theory of overlapping spheres and her typology on parental involvement that served as the theoretical framework for this study. A qualitative research approach was the method used for this study, as it allowed the researcher to conduct in-depth interviews with six principals in Southern Tshwane primary schools. An extensive literature study and relevant documents were also examined to collect rich and comprehensive information. The research indicates that most schools comprehend the importance of parental involvement, yet lack structured implementation frameworks for parental involvement. The study recommends that schools need to plan, manage and implement a parental involvement programme according to the unique circumstances of the school.

The meanings and ways of parental involvement among low-income Filipinos

Parental involvement in children's education is an integral component of young children's academic achievement. Although there is clear evidence regarding the benefits of parental involvement, little is known regarding its impacts, manifestations, and conceptualizations in non-Western societies. Given that parenting and child rearing are imbued with cultural meaning in many profound ways (Super & Harkness, 1986), this study employed a phenomenological approach and used pakikipagkwentuhan, a data collection procedure drawn from indigenous Filipino Psychology to closely examine how low-income Filipino parents conceptualize parental involvement and its role in their children's education. Thirty-one parents/caregivers were engaged in conversation and qualitative data analysis showed that Filipino parents believe that helping their children with schoolwork, motivating them, and providing structure at home help their children succeed in school, consistent with the extant literature. However, responses regarding academic socialization, communicating with teachers, and volunteering in school reflect cultural beliefs and practices in the Philippines related to traditional parenting and extreme poverty. Results from this study expand our current understanding of parental involvement and highlight the role of the ecocultural context on parenting. Findings have implications for how parents and educators can support the academic success of children in culturally grounded ways. This study can also help inform educators and school programmers on how to help low-income parents support their children's education.

Academic Benefits from Parental Involvement are Stratified by Parental Socioeconomic Status: A Meta-analysis

SYNOPSIS Objective . The present study critically evaluates the assumption that parental involvement benefits students’ achievement regardless of their socioeconomic status (SES). Design . A meta-analysis of 98 studies published 2000–2017 examines if patterns of associations between 11 specific parental involvement variables and the academic achievement of K-12 students vary with parental SES as measured by educational level. Results . Results showed that (1) six specific aspects of parental involvement, namely parental academic expectations, parental support for child learning, parent-child discussion of school matters, parental participation in school governance and events, parent and child reading together, and parental emphasis on education, were positively associated with student achievement; (2) subtle forms of parental involvement were most strongly associated with student achievement, followed by home- and school-based involvement; (3) parental learning support at home, parental academic emphasis, and parent-teacher communication had stronger association with the achievement of students whose parents were more educated; (4) parent-teacher communication and parental academic emphasis for college-educated parents did not additionally benefit student achievement when compared to these involvement activities for parents with at most Grade-12 education; and (5) parental involvement was more strongly associated with the linguistic achievement of students with highly educated parents. Conclusions . These results provide evidence that some benefits of parental involvement are stratified by familial SES.

Parental Involvement in Primary School Education: its Relationship with Children’s Academic Performance and Psychosocial Competence through Engaging Children with School

The benefits of parental involvement in children’s education have been well established but increasing evidence suggests that overparenting may have adverse effects on children. The question of whether excessive parental involvement hinders children’s academic and psychosocial development warrants further investigations. This study examined the associations of parental educational involvement at home and in school with academic performance and psychological health of 507 Chinese Grade 3 schoolchildren in Hong Kong. Parents reported on their level of involvement in children’s schooling and their children’s psychosocial issues. Children were surveyed to determine their school engagement, and their Chinese language and mathematics attainment was assessed. We also explored the underlying mechanism by testing children’s engagement with school as a mediator of the relationships. Our results showed that home-based parental educational involvement was positively associated with children’s language competence and psychosocial wellbeing, and the associations were linked through engaging children with school. However, the benefits reached a plateau at higher level of parental involvement in children’s learning at home. School-based parental involvement had an indirect effect on children’s prosocial behavior through school engagement. These findings highlight the significance of optimal level of parental involvement in children’s education at home for children’s development.

Fostering parental involvement in writing: development and testing of the program Cultivating Writing

Learning to read and write efficiently is of the utmost importance in elementary school. However, writing is frequently difficult and can be demotivating for beginning writers. Fortunately these barriers can be partially alleviated with parental help. Many studies showed that parental involvement influences children’s competence and motivation in reading, but little is known about the benefits of parental involvement in writing. We report on an intervention program to promote parental involvement in writing and a test of its efficacy. Forty-eight second graders were randomly assigned to an intervention group (n = 22) or to a waiting list (n = 26). Parents in the intervention group attended the program Cultivating Writing in which they discussed how to better support their children towards writing. Parents also trained an interaction sequence for effectively praising and making suggestions concerning their children’s texts. Over 10 weeks, teachers asked students to write four stories as home assignment. While children in the waiting list composed texts alone, children in the intervention group composed texts with their parents. When compared to children in the waiting list, those in the intervention group improved in some transcription measures and wrote longer and better texts. These findings indicate that parental involvement in writing is important and seems effective in fostering children’s writing skills.

Early Parental Support as Predictor of Early Literacy Skills: A Study from Four Administrative Districts in Ghana

<p>This study from four administrative districts in Ghana suggest that early parental involvement<br />in their children’s literacy practices is likely to predict better effects on these children in basic<br />reading skills. The benefits of parental involvement and support as predictor of literacy and<br />educational achievement are enormous. They go beyond early academic achievement in<br />pre-school. Early exposure to reading with parents from the homes predisposes children for<br />formal basic literacy instruction. Indeed, early involvement of parents in their child’s reading is<br />found to be the number one critical factor contributing positively to language and emergent<br />literacy. Home reading activities in which parents are involved significantly influence<br />achievements in reading as well as in language comprehension and expressive language skills.<br />This report also points to possible link between educational background of parents and<br />children’s reading achievement at the pre-school: the higher the parental education background,<br />the higher the level of home involvement predicting children’s early achievement in literacy<br />skills.</p>

Music therapy trios with child, parent and therapist: A preliminary qualitative single case study

There is an increasing body of literature within music therapy that describes the possible benefits of parental involvement in music therapy sessions with a child. This article describes a preliminary study into existing music therapy practice in this area within an NHS Child Development Service. The qualitative study, using video elicitation interviews, investigates a single music therapy trio of child, parent and therapist, exploring the ways in which the parent and therapist describe their experiences of music therapy. A thematic analysis of the interview data demonstrates that the music therapy trio of child, parent, and therapist, is experienced by the parent and therapist as a fluid, dynamic web of musical and interpersonal relationships, rather than a fixed entity. Within this emergent network, individuals, pairs and the triad itself assume greater or lesser significance at different points.

Parental Involvement & Child Development

The researcher seeks to investigate the methods, types and frequency of parental involvement and to address which among the many intervention processes is most influential to the child’s development. Parental involvement in their child’s development is a more powerful force compared to other family variables including social class and status, family size or level of parental education. Parental involvement affects child’s learning and higher academic performance that could optimistically lead to higher academic achievement, greater cognitive competence, greater problem-solving skills, greater school enjoyment, better school attendance and fewer behavioural problems. However, parents have different positions regarding the need for involvement and the degree of involvement policies and educational systems require them. In addition, there are many factors to consider for parents (e.g. financial status, educational level, work, etc.) prior to their participation. The issue is decided to be investigated to provide a bigger picture regarding parental involvement in the family as well as child’s social environment. There is a drive to investigate the increase in child’s progress in terms of effective parental involvement. The rationale of this study is to basically explore the implications of parental involvement in their children academic as well as social development. This research may be useful for parents who are seeking clarifications on their participatory role and how they can contribute; for teachers who are working in close collaboration with the parents and for the children who are the main receivers of direct benefits of parental involvement.

Effect of School-Initiated Parent Outreach Activities on Parent Involvement in School Events

Parent involvement is a cornerstone of special education policy and best practice. Parents of students with disabilities participate in school events in a manner similar to parents of students without disabilities, and the benefits of parent involvement are widely recognized for all students. Recent legislation and federal funding opportunities have targeted parent outreach programs as an area of improvement for schools. Using data from the Special Education Elementary Longitudinal Study, this study examined the effect of school-initiated parent outreach activities on parent involvement in school. Parents reported greater involvement in schools that offered a greater number of outreach activities. Parent involvement was lower for older students, non-Caucasian students, students from non-two-parent households, and students from lower income households, and these lower participation rates were not differentially higher in schools that offered a greater number of parent outreach activities. Patterns and trends of parent involvement and school-initiated outreach programs are discussed, with suggestions for practitioners and future research.

Implement a “Connecting Parents with Learning Project” in Your School

According Education, Education research over the past three decades has established a direct correlation between increased parent involvement and increased student achievement.1 Diana Hiatt-Michael, an emeritus professor of education at the University of California, Los Angeles, found that teachers' efforts to involve families promote better student attendance, higher graduation rates from high school, fewer retentions in the same grade, increased levels of parent and student satisfaction with school, reduced number of negative behavior reports, and higher achievement scores on reading and math tests.2 The benefits of parental involvement are obvious, but it is important to take a look at how we involve our parents. Most likely, the parents of our students really want to be involved but often do not know how to get involved beyond attendance at concerts and volunteer efforts. Do we as music educators know how to involve our parents in the learning process? The fact is that we do a pretty good job of keeping parents informed about our programs and involving parents through volunteer efforts, such as booster clubs. As valuable as these efforts are, why not seek ways to go beyond public relations and try a teaching approach that involves parents in actively learning content along with their children? As part of a graduate course I taught last year, music teachers in the class involved parents with learning by implementing Connecting Parents with Learning Projects (CPLPs).

Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors

Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community- centered strategies for parent involvement. These strategies respect community culture and parents' abilities to contribute to their children's education.

Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors

Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.

Culturally Diverse Parents' Experiences in Their Children's Transition

Despite the benefits of parental involvement in a student's transition planning process, the reality is that parents of students with disabilities are often not adequately involved. This problem is particularly salient with regard to culturally diverse parents. The purpose of this study was to gather in-depth information about parents' experiences in the transition planning process. Nineteen African American, Asian American, European American, and Hispanic parents of 19 high school students with disabilities were interviewed by telephone regarding their knowledge and involvement in their children's transition planning process. Emergent themes included a lack of knowledge regarding transition planning, the importance of attending Individualized Education Program and transition meetings, the importance of employment, the importance of home support, and parental emotions as barriers.

Social Support and Risky Sexual Behavior among Adolescents: The Protective Role of Parents and Best Friends

Parents and best friends provide social support to adolescents that can protect them from risky sexual behaviors. Although past research has examined various factors related to parents, the benefits of parental involvement in an adolescent's life as it relates to risky sexual activities have not been examined. Past studies have also examined peer influence on adolescent behaviors, but have largely ignored the effect of best friends. The National Longitudinal Study of Adolescent Health (1995) reports that higher levels of family involvement and best friend interaction were related to lowering the odds of engaging in risky sexual activities. Higher levels of family involvement and best friend interaction increased the likelihood of using contraception during intercourse and early sexual activity among adolescents. The effects varied by gender. Programs that are intended to reduce the chances of sexual risk can potentially encourage activities with parents and close friends. Also, programs might focus on best friends, not necessarily peers, as a possible deterrent to behavior among adolescents.

Conjoint behavioral consultation: An emerging and effective model for developing home-school partnerships.

Abstract Conjoint Behavioral Consultation (CBC) is discussed as an emerging and effective model of home-school collaboration and shared problem solving. A case study is presented to demonstrate how practitioners can use CBC to deliver high quality consultation and intervention services to students, teachers, and parents in a real world setting. An evidence-based intervention (EBI) was implemented in the context of CBC to enhance the on-task and compliant behavior of a student referred for consultation. Results indicated a significant increase in teacher ratings of behavioral control (on-task and compliant behavior) following consultation. Positive treatment effects were maintained at a 4-week follow-up. Norm referenced measures produced statistically reliable and clinically meaningful changes in teacher perception of externalizing problem behavior. Consultees validated CBC as an acceptable and effective model of service delivery across home and school contexts. Limitations, future research, and implications for evidence-based practice are discussed. Keywords: behavioral consultation, ecological-systems theory, home-school partnerships, self-management. ********** The role of consultation in clinical and educational practice has expanded significantly over the past two decades. Consultation has become an important component in the shift from traditional assessment-driven structures to an ecological and problem solving paradigm of practice (Kratochwill & Stoiber, 2000; Sheridan & Gutkin, 2000). Research has established a preference for behavioral consultation (BC: Kratochwill & Bergan, 1990) among consumers and practitioners of psychological services, as well as the efficacy of this approach when compared to other consultation models (e.g., mental health, instructional, organizational). Reviews, meta-analyses, and case studies (e.g., Bramlett & Murphy, 1998; Kratochwill, Elliott, & Busse, 1995; McLeod, Jones, Sommers, & Havey, 2001; Medway & Updyke, 1985; Sheridan, Welch, & Orme, 1996; Wilkinson, 1997, 2003) have consistently documented the effectiveness of behavioral consultation as a vehicle for delivering interventions to students with a wide variety of learning and behavioral problems. The model is considered a powerful tool in remediating children's learning and behavioral problems and for delivering preventive interventions in general education settings. Family-School Mesosystem The empirical support for developing home-school relationships is quite strong. The benefits of parental involvement in the educational process are unequivocal (Sheridan and Gutkin, 2000). Two decades of research clearly indicate that students benefit when families are involved in collaborative relationships with educators and that a strong home-school partnership maximizes the potential for children's success in the classroom (Christenson, 1990). Active parent participation is related to positive student outcomes such as increased student achievement and less discipline problems in the school and at home (Christenson, 1995; Christenson, Rounds, & Franklin, 1992). Moreover, positive interactions between parents and school personnel based on a common interest enhance the likelihood that behavioral interventions will be effective (Clark & Fiedler, 2003). Gains in student performance are greatest when interventions focus on the reciprocal relationship between home and school rather than focusing only on the classroom or home environment (Christenson & Sheridan, 2001). Conjoint Behavioral Consultation Despite the support for collaborative home-school efforts, few structured models of parent consultation are available. For example, traditional behavioral consultation involves the psychologist as consultant and teacher as consultee. The model does not typically include parents or caregivers in the behavior change process, thus omitting a valuable resource and opportunity to improve treatment generalization. …

Choosing abortion: Teens who make the decision without parental involvement

In the landmark case of Bellotti v. Baird, the Supreme Court assumed both that pregnant teens lack the capacity to make the abortion decision for themselves, and that parental involvement serves as a beneficial counterweight to youthful immaturity. Since this decision, the Court has not wavered from its belief in the interconnected assumptions about teen decisional incapacity and the benefits of parental involvement, despite the growing body of literature documenting the decisional abilities of teens. Compounding this omission, the Court has also failed to consider the fact that minors possess significant medical self-consent rights, particularly when it comes to pregnancy and other sensitive medical decisions.

Abortion among adolescents.

In most countries, adolescents' access to abortion is limited by restrictions on legal abortion. Abortion is legal in the United States, but many states require parental consent or notification. Legislation mandating parental consent has been justified by several assumptions, including high risk of psychological harm from abortion, adolescents' inability to make an adequately informed decision, and benefits of parental involvement. Empirical data raise questions about the first 2 assumptions: Studies suggest a relatively low risk associated with abortion, and adolescents seeking abortion appear to make an informed choice. Less is known about effects of parental involvement. The authors review available research and discuss policy debates over parental consent in the United States and the international context.

Effects of a Parent-Implemented Intervention on the Academic Readiness Skills of Five Puerto Rican Kindergarten Students in an Urban School

Despite strong research support for the benefits of parent involvement, Hispanic parents typically are less involved with their children's education and perceive more barriers to involvement than many other ethnic groups. Although this low level of involvement has been interpreted by some as reflecting a lack of caring for their children's education, an alternative explanation may be simply that Hispanic parents have limited knowledge of how to help their children. The purpose of this study was to evaluate the effects of a parent-implemented academic drill intervention on Puerto Rican children's academic readiness skills. Participants were five individual Puerto Rican parents and their kindergarten children identified by the teacher as having difficulty learning the letters of the alphabet. Results showed that all the parents, regardless of their English proficiency or educational level, were able to consistently implement the drill intervention. In addition, all five children made marked improvements on identifying letters with the parent-implemented intervention.