School Involvement Research Articles

Improving stakeholder participation in schools: Intentionally inviting practices of school heads in Cape Coast and Ajumako school districts, Ghana

A sequential mixed-method design adopting a non-experimental survey and a basic interpretive study was used to explore the intentionally inviting practices of school heads of the Cape Coast metropolis and Ajumako district. Data were collected using 2 X 2 Intentionally-Inviting Matrix and semi-structured interview protocols.
 Data collected from the survey were analysed using frequency counts, while the data from the interview were analyzed and put into themes that provided a description on how the adopted practices promote stakeholder participation. The study findings revealed that school heads in Cape Coast metropolis and Ajumako district adopt intentionally inviting practices that address the physical frame of the school, communication with stakeholders, and building relationship with stakeholders to promote stakeholder involvement in schools. The study further revealed that the adopted practices of the school heads foster a sense of pride in the stakeholders to be connected to the school. The practices also increase stakeholder confidence and trust in the school head. The Ghana Education Service should replicate the study in other school districts to identify the practices that support stakeholder participation in schools and also conduct a similar study to elicit the perceptions of stakeholders on practices that enhance their participation in schools.
 
 

Collaborative learning intervention associated with small increases in home-based school involvement for lower SES families in deprived neighbourhoods

ABSTRACT This study investigated the impact of the Dutch family-oriented Collaborative Learning intervention, characterised by a partnership approach and provision of personalised support. We assessed effects on parents’ home-based school involvement, perceived quality of the parent-teacher relationship, and parenting skills. Fifty-six families with children in grades 1–4 (aged 4–9) were randomly assigned to an intervention or waiting list condition. Results of two path models, using cluster-robust standard errors to adjust for nesting within our data, and controlling for baseline values of our outcome variables, indicated small improvements in home-based school involvement among families in the intervention group, but no differences in the perceived quality of the parent-teacher relationship nor in parenting skills. Our findings provide preliminary evidence for the idea that, under conditions of a partnership approach and provision of personalised support, efforts to support and strengthen the capacities of lower SES parents to promote child development can be fruitful.

Parent–Teacher Conferences: Teachers' Information Provision and Parents' Involvement in Children's Schooling

Parent–teacher conferences are considered an important bridge between home and school, but there are little data on what teachers discuss during these conferences and whether it is linked to parents' involvement in children's schooling. Parent–teacher conferences (N = 431) with parents of young elementary school children (mean age 7.68 years) were audio-recorded and coded. A subset of 255 parents reported on their involvement in children's schooling approximately 5 months later. Teachers mainly discussed children in the academic context, with little attention to the curriculum or parents' involvement. Teachers concentrated less on math than literacy and adopted less of a process orientation (e.g., a focus on strategies and motivation) for math. Only teachers' process orientation was associated with parents' involvement: The more teachers adopted such an orientation, the more parents were involved.

Parental engagement in international schools in Cyprus: a Bourdieusian analysis

ABSTRACT Work-related temporary migration became more common recently among privileged groups of global professionals. This globally mobile middle-class cohort typically place their children in international schools. Such international schools usually teach in English, follow a different curriculum from local schools, and have a wide cultural mix. Our study provides new data on the barely documented parental involvement of this emerging cohort of the globally mobile middle classes. We examine, using Bourdieu’s framework, how these parents seek to maintain their status and advance the cultural capital of their children despite their loss of nationally based class reproduction strategies. Our analysis applied a qualitative approach, using data from 28 interviews with parents from five international schools in Limassol, Cyprus. We show how variations on traditional middle class school involvement at international schools help families accumulate cultural, social, and cosmopolitan capital.

Pengambilan Keputusan Dan Kebijakan Peningkatan Mutu Pendidikan Di SMP Negeri 15 Islam Terpadu Binjai

Quality education basically produces quality human resources as well. The quality of education is determined by various elements, namely school, community, and family involvement. In making a quality school, it is necessary to have a quality policy in schools. Quality policy in schools is an official and written policy of a school where school members are committed to realizing the policy. In making decisions and policies on the quality of education at SMP Negeri 15 Islam Terpadu Binjai, the principal together with the teachers develop and improve the quality of the school by conducting deliberation to formulate the vision, mission and goals of the school to be achieved. Then a better policy is made that serves as a guide for the direction of long-term school policies in terms of continuous quality improvement. Thus, in decision making and policies at SMP Negeri 15 Islam Terpadu Binjai, there is a process in improving the quality of education in order to achieve school education goals as expected.

The Synergy of Parents and School Involvement in Children Consumer Education since Early Childhood

Children consumer education since their early childhood is important to be done by involving parents and school. Children learn to become consumers; and consumer education on children is obtained from their parents and school. This paper is based on a continuous research on children consumers which is aimed at building the synergy of parents and school involvement in children consumer education since their early childhood. The research was conducted in Malang City, involving elementary schools in a Forum Group Discussion. This research uses qualitative paradigm and is in the method of phenomenology research. The research findings yield a school program that involves parents, namely canteen monitoring; the control of canteen menu and snacks which is conducted by schools; the education of healthy snacks for parents; involving students’ parents who would like to sell snacks in the canteen; make the children have their breakfast; include the materials of healthy snacks and food additives in the materials of Physical Education and Health curriculum; educating children so that they choose healthier food; empowering children more with the emphasis and learning about the effects of food; giving information about the ingredients and contents of food as well as the expiry date and interesting children education materials.

Reimagining the Needs of Rural Schools: Teachers’ and Parents’ Experiences of Parental Involvement in School Activities

The nature of the relationship between parents, teachers, and the school are continuously important because of teachers’ changing social expectations. While formal education is traditionally viewed as the job of teachers, they cannot be expected to address all educational issues that are influenced by multifaceted social issues. We explore parents’ and teachers’ understanding and experiences of parental involvement, and the nature of parental involvement in rural schools. We used the phenomenological approach; semi-structured interviews were administered to comprehend teachers’ and parents’ experiences of parental involvement in school activities. Complex parental views of schooling shaped the manner of involvement in school activities, and the nature of partnerships that were imbalanced. Teachers’ discourses of parental involvement were unsurprisingly influenced by associating classroom spaces with professional qualifications and curriculum pressure, resulting in the exclusion of parents from classroom activities. The dominant nature of parental involvement that teachers mentioned was that parents’ participation was limited to helping outside the classroom to ensure the upkeep of the schools. The findings also revealed that parents’ dominant experiences relate to viewing schools as inaccessible spaces without invitation or permission, as they view themselves as outsiders, and questioned the nature of communication channels.

Does Student Involvement in Practical Learning Strengthen Deeper Learning Competencies?

The rapidly changing world of work requires graduates to have the skills to adapt to new work environments. According to employers, the main weaknesses of vocational school graduates are their poor communication skills, inadequate problem-solving ability, and inability to learn how to learn. These shortcomings indicate the low level of students' deeper learning competencies (DLC). Learning activities at schools should strengthen students' DLC. This study describes students’ involvement in practical learning, its impact, and the extent to which students’ involvement in practical learning strengthens DLC. This research was conducted over four semesters at a referral vocational school in Jombang Regency, East Java, Indonesia. Descriptive analysis was used to uncover the data on students’ involvement in practical learning and its various impacts, and students’ DLC. It was found that the implementation of practical learning fosters students' involvement in schooling. The participation of students in practical learning affected the development of various learning behaviors and attitudes, which can strengthen DLC further. Project-based learning and school-based enterprise are two practical learning models that have a strong impact on the development of students' DLC. The effects of internship and learning through practice were in the strong category. Thus, learning activities in schools should be carried out by combining theoretical studies and practical learning. It is recommended that vocational schools strengthen their learning activities with project-based learning or school-based enterprise approaches.

Longitudinal linkages among immigrant mothers’ language proficiency, parental self-efficacy, and school involvement

In this study, the longitudinal relationships among language proficiency, parental self-efficacy, and parental school involvement for immigrant mothers in South Korea were examined. A data set comprised of a three-wave longitudinal sample from the Multicultural Adolescents Panel Data was analyzed; it consisted of 1,344 immigrant mothers (2011 to 2013). Language proficiency, parental self-efficacy, and parental school involvement were assessed by the self-reports of immigrant mothers. An autoregressive, cross-lagged model was used and the results pointed to longitudinal associations between language proficiency and parental school involvement as well as between parental self-efficacy and parental school involvement. Language proficiency had a longitudinal effect on parental self-efficacy, while parental self-efficacy had no longitudinal effect on language proficiency. Parental self-efficacy was a longitudinal mediator between language proficiency and parental school involvement. Results from this study support the idea that enhancing parental self-efficacy may reduce the negative effect of a language barrier and it may lead to promoting immigrant mothers’ parental school involvement.

Construction and Analysis of College Students' Entrepreneurship Guidance Model from the Perspective of Ideological and Political Education under Big Data

The idea of infusing entrepreneurship into education has incited much enthusiasm in the last few decades. A myriad of effects have been stated to result from this, including economic growth, job creation, and increased societal resilience, as well as personal growth, increased school involvement, and improved equality. However, in addition to the purported favorable consequences, putting this theory into practice has presented major challenges. The study aims to improve the success rate of college students' entrepreneurship and strengthen their entrepreneurship education. First, two aspects of the current state of political and ideological education are examined: ideological education and entrepreneurship education, and ideological education and big data technology. Next, ideological education, entrepreneurship education, and big data are integrated to implement an impact index evaluation model of college students' entrepreneurship education from the perspective of the Internet under big data. Finally, based on the implemented model, seven influencing indicators of entrepreneurship education curriculum, practical education, educational equipment, educational awareness, basic ability, social ability, and data usability are obtained. Through detailed analysis experiments, it is found that three factors have the greatest impact on college students' entrepreneurship education, including basic ability, data usability, and psychological pressure resistance in the face of difficulties. The results show that the cultivation of basic entrepreneurial ability and the development of psychological quality should be enhanced in college students' entrepreneurship education, providing a definite reference base for college students' entrepreneurship education.

Teaching Facilitation of Family Participation in Educational Institutions.

The participation of families in schools where their children study is a recurring research topic. This field tends to address the perception of parents or teaching staff. This work is novel in that it considers what teachers, and not families, do to facilitate this participation. The purpose of this work has been to contrast a theoretical model with a multidimensional questionnaire designed to obtain information on the assistance provided by teachers to improve parental involvement in schools. It will allow us to lay the foundations for the content necessary for the initial and permanent training of teachers. Then, an initial questionnaire was created and, after being subjected to expert judgment, it was applied to 225 Spanish teachers, using a quantitative and a non-experimental methodology. After calculating the exploratory and confirmatory factor analysis and applying the structural equation model, a questionnaire (QFIS-TP) was obtained that had satisfactory construct validity and reliability.

Inviting Parents to the Middle. A Proactive Stance for Improving Student Performance

When teachers and administrators express concerns about middle schools, they frequently cite a lack of parental involvement as a major problem. (Office of Educational Research, 1992). As students enter middle school, parents become less involved. The end of the elementary years seems to coincide with a decreasing attendance by parents in school activities as well as a general decline in their school involvement. The question is, "Do parents drop out, or are they pushed out?"

Too Much of a Good Thing? Testing the Curvilinear Relationship between Parental Involvement and Student Outcomes in Elementary School

Abstract Most scholars, parents, and educators agree that parental involvement is beneficial for children’s academic and developmental outcomes. However, a small but growing body of scholarship suggests that intensive parental involvement may potentially hinder children’s development. In this study, we examine the “more is less” assumption in parental involvement research and formally test the argument of parental overinvolvement. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS-K), we examine whether high levels of involvement are associated with unintended negative child development in elementary school. Analyses based on curvilinear mixed effects models show that elevated parental expectations, intensive participation in extracurricular activities, and increased parental school involvement are associated with diminishing returns to children’s outcomes. The most meaningful parental overinvolvement pattern is found for internalizing problems. These patterns are generally consistent for children from all socioeconomic levels. We conclude with a discussion of the research and policy implications of these findings.

NGUY CƠ BỎ HỌC VÀ HOẠT ĐỘNG HỖ TRỢ HỌC SINH DÂN TỘC THIỂU SỐ CÓ NGUY CƠ BỎ HỌC TẠI TRƯỜNG THPT MINH QUANG – TUYÊN QUANG

The article mentions the reality of the risk of dropping out and activities to support ethnic minority students who are at risk of dropping out at Minh Quang High School, Tuyen Quang province. The research results were collected based on the scale of student involvement in school (SEI) of 234 students at the research desk, which showed that 17.9% of students had the opinion to give up. passed in the previous semester. Besides, with a survey of 29 teachers in the school, the study also pointed out activities to support at-risk ethnic minority students at Minh Quang High School. The results of those support activities show that it is necessary to further promote school social work and the role of school social workers, thereby helping to improve the effectiveness of prevention activities. and support ethnic minority students at risk of dropping out of Minh Quang High School.

Allergists are interested but lack training in approaches for how to prepare schools for allergy emergencies

Although school involvement interests many allergy specialists, little formal education exists to prepare clinicians for this. We sought to create training for clinicians so they could then teach Targeted Education About Medicine for Schools (TEAMS), specifically teaching schools about anaphylaxis. To prepare to create such education, we developed a survey to learn clinicians’ attitudes on this topic.

Analysis of Factors Influencing Parental School Involvement

본 연구의 목적은 학부모의 학교참여에 영향을 미치는 요인을 분석하기 위하여 수행되었다. 이를 위해 대구교육종단자료 1~3차년(2017-2019)도까지 초등학교 4학년, 중학교 1학년, 고등학교 1학년을 각 3,000명 내외로 표집된 데이터를 활용하여 확률효과 모형과 이원 확률효과모형을 적용하여 학부모의 학교참여에 영향을 주는 요인을 통계적으로 분석하였다. 분석 결과는 다음과 같다. 첫째, 사회인구학적 특성요인으로는 부모의 교육수준이 높고, 소득이 높을수록, 어머니의 직업이 없을수록 학부모의 학교참여가 더 활발한 것으로 드러났다. 둘째, 자녀 특성요인으로는 여자 자녀를 가진 부모일수록, 저학년의 자녀를 둔 부모일수록, 학업성취도가 높은 자녀를 둔 부모일수록 학교참여에 더 적극적이었다. 셋째, 학부모 효능감 요인으로는 자녀에 대한 기대 교육수준이 높고, 학교만족도와 교육만족도가 높은 부모일수록 학교참여에 더 활발하다는 것이 나타났다. 마지막으로 교사·학교특성요인으로는 학교풍토가 좋은 학교일수록 학부모의 학교참여가 높은 것으로 분석되었다. 분석 결과를 바탕으로 본 연구는 저학년 학부모와 전업주부들을 위한 학교참여 프로그램을 초점화하여 마련하고, 학부모의 기대 수준과 학교 및 교육만족도를 높일 수 있는 학부모 연수를 지원하며, 좋은 학교풍토를 형성하는 것을 학부모 학교참여 촉진 방안으로 제안하였다.

Psychopathologies mediate the link between autism spectrum disorder and bullying involvement: A follow-up study

Youths with autism spectrum disorder (ASD) are at a high risk of involvement in school bully. The study investigated whether comorbid psychopathologies mediated the link between ASD and bullying involvement. We assessed 353 youths (mean age, 11.8±3.1 years), including 121 youths with ASD and 232 typically developing (TD) controls, using semi-structured diagnostic interviews on ASD and other psychiatric conditions. Follow-up assessments took place 2-5 years (37.6±15 months) later. Meanwhile, their parents reported on the Social Adjustment Inventory for Children and Adolescents about bullying involvement statuses. We identified significant mediators by simple mediation models, followed by multiple mediation models to scrutinize the mediation effects of selected mediators. The results showed a sevenfold increased risk of bullying involvement among youths with ASD compared with TD controls at follow-up. In general, psychopathologies mediated the link between ASD and bullying involvement, even independent of age and sex. Specifically, we found mediating effects of social problems on victimization-only and aggressive behaviors on victimization-perpetration. Our findings strongly suggest the link between ASD and later bullying involvement is mediated by pre-existing comorbid psychiatric conditions, besides the direct effect of ASD on bullying victimization. Hence, early identification and intervention of these psychopathologies are highly suggested.

Parental Involvement in Children's Online Education During COVID-19; A Phenomenological Study in Saudi Arabia.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. This study focused on parental involvement in children’s education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data. The study found that parental involvement in children’s schooling has been affected by the COVID-19 pandemic. Furthermore, the interviews revealed that parents would prefer to keep to their chosen role rather than fulfil the teaching role imposed on them by COVID-19. This paper contributes to the application of Hoover-Dempsey and Sandler’s model of parental involvement in children’s schooling, illustrating that an external force drives parental involvement. More specifically, many parents have been forced to change the form of their participation due to the unforeseen shift to e-learning.

Parents involvement in elementary schools learning through flipped classrooms in Indonesia

ABSTRACT A learning model that provides space for parents through flipped classrooms at the elementary school level was developed based on the results of field studies and literature studies. The model is implemented and the results are compared with a flipped classroom without parental involvement. Many participants were involved consisting of teachers, parents, and students from public and private schools. The competence and character of students in the learning group that involves parents are better than the learning group without parental involvement. The group of participants in the learning involving parents generally showed positive attitudes and perceptions towards the implemented learning model. However, to ensure a more appropriate form of practice based on various parental backgrounds, further studies are needed.

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments

Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments