Family Involvement Questionnaire Research Articles

Multiple dimensions of family engagement in early childhood education: Evidence for a short form of the Family Involvement Questionnaire

The primary aim of this study was to develop and validate a short form of the 42-item Family Involvement Questionnaire (FIQ) for use in preschool. Empirical evidence derived from a representative sample of preschool programs in a large city in New York State with the original version of the FIQ was used to select the items for a 21-item short form. A representative sample of 590 Head Start families was also identified from a large Head Start program in Pennsylvania to serve to validate the short form. Confirmatory factor analysis of the short form substantiated the three robust dimensions of family involvement from the original FIQ. Concurrent measures of parental satisfaction and assessments of children's literacy and mathematics skills along with an examination of family demographic variables supported the validity of the confirmed dimensions. Implications for the use of this multidimensional, short form of family involvement in large-scale program evaluation were discussed.

Case management the panacea for aged care

Aims: The aim of this study was to evaluate the influence of case management on family member or other caregivers involvement in residential aged care settings; staff?family relationships and family satisfaction with residential care. Method: This was a controlled before and after study involving pre and post intervention testing and comparison between intervention and control groups from two 30 bed rural high care residential aged care facilities. Staff from the intervention facility underwent case management training and resources were allocated to implement case management. General demographic information was collected about the family member and the residents. The Family Involvement Questionnaire and the Family Perception of Care Tool was used pre and post intervention to determine the level of family involvement and their perception of care provided. Results: Visiting levels increased in the intervention site but not the control site. No significant differences were found for the two sites over the two phases but increases were seen in correspondence, attendance at social activities, overseeing staff interactions, attendance at case conferences and rate of family member decision-making about treatments or care for the intervention site. The overall satisfaction with care and the relationships increased at the intervention site but the changes were not significant. Conclusion: Although there were no statistically significant results due to the sample size, there were positive changes at the intervention site. Case management is a potentially suitable model of care in the aged care setting.

A multidimensional examination of New Zealand family involvement in education

The purpose of this study was to preliminarily examine family involvement with the primary caregivers of a specific population of New Zealand primary school students through a pilot validation of a New Zealand version of the Family Involvement Questionnaire, Elementary Version (FIQ-E; Manz, Fantuzzo, & Power, 2004). Participants were 285 primary caregivers of children attending primary school in Dunedin, New Zealand. Confirmatory and exploratory factor analyses were conducted to determine the factor structure of the New Zealand version of the FIQ-E. Exploratory factor analysis revealed a factor structure similar to the original FIQ-E; however, fewer and different items loaded onto the common factors. Implications for these findings, including differences in the factor structure and intercultural family involvement research, are explored.

Multidimensional assessment of family involvement among urban elementary students

Family involvement in children's education is fundamental for academic success. This study extended the research on the Family Involvement Questionnaire for Early Childhood (FIQ-EC) by further developing the measure and testing its use with low-income urban elementary students. Exploratory and confirmatory factor analyses affirmed three salient and reliable family involvement dimensions for a large sample of urban first- through fifth-grade students: Home-based Involvement, School-based Involvement, and Home–School Communication. Multivariate analyses demonstrated the significance of caregiver educational background, family characteristics, and child gender to involvement dimensions. Caregiver age or children's grade level did not significantly relate to family involvement dimensions. This study contributes to evidence for a multidimensional understanding of family involvement.

Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

Development and application of the Family Involvement Questionnaire in brain injury rehabilitation

This article reports the development and implementation of a new instrument, the Family Involvement Questionnaire (FIQ), for determining perceptions about family involvement needs in the rehabilitation process of traumatically brain-injured (TBI) clients. Factor analysis results indicate a four-factor solution to be optimal both in terms of parsimony and psychological meaningfulness, providing empirical evidence for the factorial structure of the FIQ. Additional statistical analyses using the factor-based scores of the four FIQ subscales revealed that professionals and family members differ significantly in their perceptions regarding family involvement in TBI rehabilitation in three of the four subscales. Specific activities where family members and professionals differed significantly are explored and implications of the study are discussed.

Parent Involvement: A Survey of Teacher Practices

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the