Parent-school Partnership Research Articles

The Perceptions Parents of Dyslexic Children Have on Barriers to Meaningful Parent–School Partnerships in Australia

ABSTRACT The relationship between schools and parents has evolved over recent years and is now recognized as a valuable and bi-directional partnership in the educative process. This partnership is of particular significance for parents with a dyslexic child, playing a vital role in ensuring success within the school and beyond. Using a unique conceptual lens of parental allyship, this paper reports on an investigation that employed semi-structured interviews to investigate the experiences of ten Australian parents of dyslexic children and the actions they undertook to meet their child’s needs within the school. Using qualitative content analysis, we explored the nature and impact of these experiences on both the parents and the parent–school partnership. Findings indicate that parents develop a level of expertise in their allyship to their child and this expertise is not always welcomed by the school. In addition, parents perceived interpersonal and systemic barriers that hindered both the parent–school partnership and the support provided to their dyslexic child. The paper contributes unique insights into the perspectives of parents on how parent–school policy is enacted at a school level, and raises consideration for a greater focus on parent–school partnerships for the future educational success of dyslexic children.

The Dimensions of Parent-School Partnership

Bibliography of the reviewed special issue: Pusztai, G., & Engler, Á. (Eds.) (2020). Value-Creating Pedagogy in School and Family. Kapocs, Special Issue. Maria Kopp Institute for Demography and Families (KINCS).

The future of parent-school partnership and the digital exclusion conundrum: A comparative analysis of the experiences of primary-school parents in Northern Ireland during the pandemic and the implications for inclusivity in education

The future of parent-school partnership and the digital exclusion conundrum: A comparative analysis of the experiences of primary-school parents in Northern Ireland during the pandemic and the implications for inclusivity in education

Parent Involvement to Enhance Students’ Learning in Lingmethang Cluster Schools of Bhutan

Research has consistently demonstrated the influential role of parental involvement in the academic success and overall well-being of students at various grade levels. This paper synthesizes and analyzes findings from a multitude of studies that underscore the significance of parents' active participation in their children's education.
 Parental involvement and parent-school partnership strategies are critical factors to children’s academic success. In this qualitative case study, parents’, teachers’, and administrators’ perceptions of parental involvement and parent-school partnership strategies were examined in Lingmethang cluster schools under Mongar District, Bhutan. The study also focused on exploring the parents’ understanding of their involvement in schooling processes based on the six typologies of Epstein.
 This study adopted a qualitative case study employing interview, observation and document analysis tools. A purposeful sampling method was used in the study. Nine parents, nine teachers, and nine administrators participated in the study. Data was collected and analyzed. The findings revealed that most parents are more involved in non-academic activities than academic activities. Barriers that parents, teachers, and administrators encountered in relation to school involvement and support are also noted. It was perceived that parental, school, and community involvement were important for children’s academic success and that parent-school partnerships and support were critically necessary.
 By synthesizing and critically examining these findings, this paper contributes to a better understanding of the vital role parents play in shaping the educational journey of their children. It emphasizes the importance of fostering strong partnerships between schools and families to promote student success and holistic development. The implications of the research findings are also suggested for future research.

Enhancing Parent-School Partnership Through a General Parents’ Orientation Program

Based on Bronfenbrenner's Bioecological Systems Theory, this study seeks to assess the effectiveness of the General Parents' Orientation Program at Emilio Aguinaldo College - Manila, High School Department. The program targeted parents of Junior and Senior High School students, offering them an in-person orientation to familiarize them with school processes. Subsequently, feedback was collected from parents who attended the event via Google Forms, with 190 out of 439 participants responding. This research follows a descriptive design, with the quantitative aspect of the survey concentrating on evaluating the program's objectives, execution, and overall atmosphere. The study addresses parents' concerns and queries regarding their children's education. These concerns encompassed topics such as the voucher program, in-person class conduct, access to books and uniforms, documentation requirements, various curriculum-related issues, payment procedures, student discipline, and related matters. The study serves as a foundation for planning future events of a similar nature. Furthermore, the findings enhance services, instructional strategies, and the overall quality of education within the department, ultimately benefitting both parents and students alike. Keywords: parents, parents’ orientation program, Junior and Senior High School, parents and school partnership

Parents' Challenges of Home-Schooling Children with Autism Spectrum Disorder: A Special Journey

This phenomenological research analysed the experiences, challenges, and coping mechanisms of parents in the home schooling of children with autism spectrum disorder in the City of San Fernando La Union. The participants were eight (8) parents with children clinically diagnosed with autism spectrum disorder during the School Year 2020-2021. The data gathered using a semi-structured interview guide was thematically analysed. It was found that the participants were fully involved in the home-schooling of their children. Difficulties in the area of rules and authority, schedules and procedures, behaviour management, and parental worry and stress were the challenges encountered by the parents during the home education process. They addressed these transitional difficulties by capitalizing on a positive disposition, gaining support from family members, and through professional consultation. It was concluded that a renewed Parent-School Partnership is deemed necessary for the learning continuity of children with ASD. Based on these findings, the researchers have developed a thematic model which can be used as a guide to enhance home-schooling. In addition, a colloquium scheme as a support program was crafted to up skill parents’ home-schooling of children with ASD.

"No one could calm him down": Mothers' experience of autism diagnosis and obtainment of resources in an urban public school district.

Introduction: The purpose of this study was to explore the experience of accessing autism diagnosis and resources in a Midwest urban public school district for diverse mothers of children with autism spectrum disorder. Method: We employed thematic analysis using narrative inquiry methodology to analyze the data from 9 mothers (n = 5 African American, n = 2 Hispanic, and n = 2 White) who participated in a focus group. Results: Three themes were identified by the researchers: (a) late medical diagnosis (subthemes: problems that parents didn't perceive as signs of autism spectrum disorder, making comparisons to other siblings or children), (b) negative communication experiences (subthemes: husband and wife, parent and educational professionals), and (c) coping strategies (subthemes: resources, prayer). Discussion: The mothers' narratives indicated a strong need for advocacy and parent-school partnership. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Better outcomes for children in treatment foster care through improved stakeholder training and increased parent-school collaboration

The parent-school partnership serves as the foundation for attaining educational success for foster children with therapeutic needs. The authors adopt Christenson & Sheridan’s 4 A’s contextual process to present the conditions and actions required to launch effective partnerships. The school environment can be a haven for treatment foster children to build social connections, develop academic skills, and experience measures of achievement that promote confidence and efficacy. In order to attain better student outcomes; foster parents and school agents must value their respective roles and intentionally collaborate within the guidelines of federal policy.

Accesibilidad y alfabetización digital: barreras para la integración de las TIC en la comunicación familia/escuela

<p>Los recursos tecnológicos han ido apareciendo en los centros escolares como potenciales instrumentos para mejorar la información y la comunicación con las familias. Una comunicación que es esencial para mejorar la relación entre ambos agentes e incrementar la implicación y participación de los progenitores en la educación de sus hijos y en el centro. En este contexto, el presente trabajo tiene como objetivos identificar los factores que influyen negativamente en el uso comunicativo de las TIC, y determinar si los estudios realizados en el campo pedagógico (de aplicación de las TIC en los procesos educativos de aula) pueden aplicarse en el ámbito comunicacional con las familias. Para ello se ha llevado a cabo un estudio etnográfico en 20 centros de educación primaria (realizado en cuatro Comunidades Autónomas españolas), seleccionados por tener indicadores positivos de implicación de las familias en los centros. Los resultados muestran que el acceso de las familias, así como la formación y actitudes de padres y docentes hacia las TIC condicionan el uso de las nuevas tecnologías en la comunicación familia-escuela.<br />La investigación evidencia, pues, que no sólo se debe mejorar la formación de las familias, sino también la de los docentes, especialmente para reducir su resistencia a utilizarlas (se requiere, sobre todo, una formación en actitudes).</p>

Influence Of Parent-School Partnership And Community-School Partnership On Lower Primary School Social Behaviour In Southwestern Nigeria.

Influence Of Parent-School Partnership And Community-School Partnership On Lower Primary School Social Behaviour In Southwestern Nigeria.

Influence of parent-school partnership and community-school partnership on lower primary schools pupils academic performance in southwestern nigeria

The study examined the influence of parent-school partnership on pupils’ academic performance of lower primary school in Southwestern Nigeria. It also investigated the influence of community-school partnership on pupils’ academic performance in lower primary schools in the region and finally investigated the joint influence of parent-school and school-community partnership on their academic performance. These were with a view to provide information on the roles of parent-school and community-school performances in enhancing performance of lower primary school pupils in Southwestern Nigeria. The study employed survey research design. The population for the study comprised lower primary school class III pupils, their parents, teachers and head teachers in Southwestern Nigeria. The sample which comprised 1,980 participants (900 primary III pupils, 90 primary III teachers, 90 head teachers and 900 parents of the pupils) was selected using multi-stage sampling technique. Three research instruments were used for data collection, namely: Test of Numeracy and Verbal Reasoning (TNVR), Parents-School Partnership Questionnaire (PSPQ), and Community-School Partnership Practices Questionnaire (CSPPQ). The data collected were analyzed using, chi-square statistics and multiple regression analyses. The results indicated that parent-school partnerships significantly influenced primary school pupils’ academic performance (I‡ 2 = 13.977, p 0.05) of the pupils. Finally, the results showed that there was joint influence of both on their academic performance (F = 1.329, p > 0.05). The study concluded that parent-school and community-school partnerships had significant roles to play in enhancing performance of lower primary school pupils in Southwestern Nigeria.

Litigation and Special Education

As we prepare for the upcoming reauthorization of the Individuals With Disabilities Education Act (IDEA), recommendations about restructuring dispute resolution options will likely surface. Conflict between parents and school districts has been a topic of high importance during previous IDEA reauthorizations, with Congress focused on the implementation of dispute resolution procedures that encourage meaningful problem solving and shared decision making. Studies indicate due process hearings can reach extreme costs and diminish opportunities to repair the parent–school partnership. These outcomes are not productive for any of the parties involved, especially the student. Over the past decade, due process hearing rates have decreased and researchers have identified a number of promising conflict prevention and resolution practices. This article provides a discussion of the changing relationship between litigation and special education through the interpretation of IDEA regulations, national data, and research. Recommendations for future research, policy, and practice are presented.

Involvement of Roma parents in children’s education in Croatia: A comparative study

This article compares Roma and mainstream parents’ involvement in the education of their children, based on Epstein’s six-dimensional model of parent–school partnership. The survey was conducted in Croatia on two sub-samples: 60 Roma parents and 908 mainstream parents. Results suggest that Roma parents show lower interest in participating in volunteer work and school decision making than do mainstream parents, they rate their children’s achievement and school satisfaction lower, and they have lower academic aspirations for their children.

Parent?School Partnership Formation through the School Council in Korea

Official involvement of parents in school education has been very limited until recently within the highly centralized educational administration and school management system in Korea. But, the educational reform in 1995 has brought fundamental changes in educational administration and school management system of Korea. The main approach of the reform is decentralization, which tries to turn over the power of the central government in educational administration and school management to the hands of regional education offices and site schools. According to the reform, the school council was introduced to enforce autonomous and responsible school-based management through broad participation of various stakeholders of education. In this article, I examined the background, roles, and characteristics of the school council, focusing on the new pattern of parent–school participation formation. And based on the findings, I discussed the issues of parents’ participation and future prospects of the school council and suggested policy implications for better implementation of parent–school partnership through the school council.

The Parent-School Partnership: Shared Responsibility for the Education of Children

The Parent-School Partnership: Shared Responsibility for the Education of Children

Parent-School Partnership in Pre-Kindergarten

Parent-School Partnership in Pre-Kindergarten