Parental Involvement In Education Research Articles

Parental involvement in school-based sexuality education in the WHO European Region: findings from a scoping review and expert consultations

ABSTRACT There is a major political commitment at the European Union level to providing good quality sexuality education in schools. Multiple studies in the World Health Organization (WHO) European Region have demonstrated the importance of sexuality education for the health and well-being of children and adolescents. Parents’ role in providing information about sex, sexuality and relationships has also been widely recognised, though we know little about the involvement of parents in school-based sexuality education and the possible outcomes. We conducted a scoping review to systematically identify initiatives within the WHO European Region that involve parents in school-based sexuality education. We identified five programmes – four of which had been implemented in the UK and one in Turkey. In addition, online expert consultations provided professional insights and resources related to the topic. This review indicates that initiatives to involve parents in school-based SE exist within the region. Although our results refer to the benefits of involving parents in school-based sexuality education, such as improving communication between parents and children and contributing to parental trust in a school’s approach to sexuality education, it also indicates barriers, for example, lack of time on the part of parents and teachers.

Examining the Effect of Parental Support and Education Provided to Parents

The study aims to investigate parental involvement in children's mathematics education, with a particular focus on the subject of circles, in the absence of tailored support programs for parents in this area. In this study, the action research method was used. The study sample consisted of voluntary participants among the parents of 6th-grade students. The data collection tools of the study consisted of achievement tests administered to students and their parents, semi-structured interviews with students and parents after the program, and observations of the participants. We found that parents could learn the subjects depending on their level of education, they could be helpful to their children through their existing knowledge, they understood their children better and their beliefs that they could help their children increased. Likewise, children's belief that their parents could help them strengthened, and their academic success in the subject of circles also increased. Consequently, children experience greater happiness in student-centered lessons and display increased proficiency. Moreover, when faced with parts of the subject that they did not understand, they could quickly seek assistance from their parents. Furthermore, the children and parents expressed satisfaction with this study and a desire to continue training.

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement.

Migrant workers from rural China often leave their children at home to be raised by grandparents or other family members. This study explored the relationship between parents' educational expectations, parental involvement, and the academic performance of left-behind children in China. A total of 19,487 student samples were obtained from the China Education Panel Survey (CEPS), and 5078 of these met the criteria for being considered as 'left behind' children. Results indicated: (1) a significant positive correlation between parents' educational expectations and left-behind children's academic achievement; (2) parental education involvement plays a partial mediating role between parents' educational expectations and left-behind children's academic performance; (3) a significant negative correlation between parental intellectual involvement and educational expectations of left-behind children; (4) parental management involvement was not significantly correlated with parents' educational expectations and left-behind children's academic performance; and (5) a significant positive correlation between parental emotional involvement and educational expectations of left-behind children. The findings highlight the important role of parental educational expectations and have implications for the improvement of educational outcomes in China.

Identifying and Navigating the Barriers of Parental Involvement in Early Childhood Education

Parental involvement in early childhood education significantly impacts children's academic, socio-emotional, and behavioral outcomes. Extensive research indicates that parental involvement plays a more influential role in a child's academic success compared to socioeconomic status, race, ethnicity, or educational background. However, a noticeable gap exists between the desired and actual levels of parental involvement, often attributed to identifiable barriers. This study aims to delineate these obstacles and proposes cost-effective, actionable steps to overcome them. We introduce specific strategies that enhance the home-school partnership and recommend that schools actively teach and promote these activities. These practices highlight the dual importance of parental support for school-based learning and school support for home-based activities.

Stepping into the shoes of absent parents to provide educational support

Parental involvement is recognised as a significant factor in education globally. However, evidence suggests a scarcity of research focusing on parental involvement in education of vulnerable children in South Africa. Therefore, this study aimed to explore the perspectives of house parents at Sunshine Haven Children’s Home regarding parental involvement in the education of vulnerable children. Informed by Epstein’s theory of overlapping spheres of influence, the qualitative study adopted an interpretivist paradigm and a case study design. Data were obtained through focus group interviews with a group of five purposefully selected house parents at Sunshine Haven Children’s Home. The data were analysed using thematic analysis. The findings of the study reveal that, according to house parents’ perspectives, parental involvement in education for vulnerable children is not satisfactory. House parents experienced challenges in offering educational support, including lack of resources, lack of confidence in assisting with children homework and lack of effective communication between school and home. Therefore, the study recommends the forging of a viable partnership between teachers and house parents, the development of targeted interventions and training programmes and the allocation of resources to enhance parental involvement and ultimately improve the academic performance and wellbeing of vulnerable children.

Parental Involvement in Secondary Education: A Comparative Study Between Private and Government Schools

This paper explores parental involvement in secondary education through a comparative study between private and Government schools in India. Acknowledging the crucial role of parental engagement in children's educational journey, the study seeks to understand how parents contribute to their children's schooling experiences in different educational settings. Drawing upon historical contexts, the emergence of private schools in India, and the objectives of the study, the research employs a mixed-methods approach, including surveys, interviews, and academic performance analysis. The results reveal differences in the extent and nature of parental involvement between private and Government schools, influenced by factors such as socioeconomic status, parental education level, and school culture. While both types of schools benefit from parental involvement, private schools often exhibit more direct engagement from parents in shaping school policies and programs. The findings underscore the importance of recognizing and addressing variations in parental involvement to promote equitable opportunities for all students to thrive in school. Government

Physical fitness levels and trends of kindergarteners in Hong Kong during the COVID-19 pandemic

Background/objectivesThe study aimed to examine the physical fitness and activity levels of kindergarteners in Hong Kong during the coronavirus disease 2019 pandemic. MethodsA total of 2052 kindergarteners (48% girls; 32.9% Grade 1, 34% Grade 2, and 33.1% Grade 3) were recruited from July 2020 to November 2021. Participants completed the physical fitness tests, including body composition, flexibility, lower-limb muscle strength, upper-limb muscle strength, lower-limb muscle endurance, and agility. Children's physical activity and overall well-being were examined using parental proxy reports. Parents also reported their physical activity and parental support to children's physical activity engagement, as well as their perception of children's kindergarten physical activity environment. Fitness differences by age and gender were analyzed using one-way ANOVA and ANCOVA measuring effect size with partial eta-squared. Additionally, correlations assessed the relationship between children's fitness and parents' proxy reports. ResultsThe results of the physical fitness tests were higher than those in previous studies conducted by the Physical Fitness Association of Hong Kong in 2015–2018. Gender-based differences were observed in most tests for children aged 4 years and older, with boys showing higher scores in the standing long jump, shot put, and balance tests, while girls had higher scores in the sit-and-reach test. Parents' proxy questionnaire answers indicated that children's continuous jump test performances were significantly related to their frequency of physical activity per week (r = 0.19, p < 0.001), and that children's health was significantly and positively correlated with their fitness level (r = 0.179, p < 0.009). Inadequate school physical activity was associated with poor upper-limb strength (r = 0.078, p < 0.005). Moreover, a high level of parental support for their children's participation in physical activity was correlated with a high level of parental participation in vigorous-intensity physical activities (r = 0.167, p < 0.005). ConclusionThe physical fitness of children in Hong Kong was less affected by the epidemic. Parents' healthy behaviors and support were related to children's participation in PA. Efforts to improve children's physical fitness and motor development should include parent education and physical activity involvement.

PARENTAL INVOLVEMENT LAWS IN CHILD EDUCATION: A USA AND AFRICAN REVIEW

This research explores the legal frameworks and implications of parental involvement in child education in both the United States and African countries. The study recognizes the crucial role that parents play in shaping a child's academic success and well-being and aims to compare and contrast the diverse approaches adopted by the USA and various African nations. In the United States, the analysis delves into the landscape of federal and state-level parental involvement laws, examining their historical development and their impact on fostering collaboration between parents, educators, and schools. The research investigates the effectiveness of these laws in promoting student achievement, addressing educational disparities, and ensuring equitable access to quality education across diverse socioeconomic backgrounds. Concurrently, the study extends its focus to the African context, acknowledging the unique socio-cultural, economic, and political factors that influence the implementation of parental involvement laws in different nations on the continent. With a diverse range of educational systems, the research seeks to identify commonalities and disparities in parental involvement strategies across African countries. It explores the extent to which cultural norms and governmental policies influence parental engagement in the educational process, and how this, in turn, impacts student outcomes. Furthermore, the research investigates the challenges faced by both the United States and African countries in implementing and enforcing parental involvement laws. It scrutinizes potential barriers, such as socioeconomic disparities, cultural differences, and infrastructural limitations, and explores strategies to overcome these obstacles. The comparative analysis presented in this study contributes to a nuanced understanding of the global landscape of parental involvement in child education. By shedding light on the successes and challenges faced by both the USA and African nations, policymakers, educators, and researchers can glean valuable insights to inform the development and refinement of parental involvement laws, ultimately striving for educational systems that empower parents and optimize the learning experiences of children worldwide.&#x0D; Keywords: Parental, Laws, Child, Education, USA, Africa, Review.

Exploring elementary teacher education students’ perception on parental involvement

&lt;span lang="EN-US"&gt;This study concerned with elementary teacher education students not prepared to have competency in parental involvement in education. The research aimed to explore their perceptions of the importance of parental involvement in elementary education. A 30-item online survey questionnaire, which employed a series of Likert-style statements in five types of parent involvement, was utilized to measure their perceptions. The study involved 1,459 undergraduate students majoring in elementary teacher education as participants, representing 72 study programs of universities and college schools in Indonesia. Descriptive and mean score comparison analyses were employed to make the obtained data meaningful. The finding revealed that the students rated parental involvement as an urgent aspect of elementary school education. The study discovered no significant difference between male and female students, significant differences among sophomore, junior, and senior students, and significant differences among students of public and private higher education institutions. The findings indicated that all respondents agreed on the importance of involvement and revealed implications for the elementary education study program.&lt;/span&gt;

Parental Perceptions of STEAM Education of Early Childhood Education for Social Development:A Case of St. Joseph Kindergarten Asmara Eritrea

In the twenty-first century, parents face the most intense competition in raising gifted kids with high STEAM (Science, Technology, Engineering, Art, and Mathematics) quality who are prepared to take on difficulties, and kindergarten is the foundation for this holistic life of the child. However, there can be no meaningful social development without parental involvement in the child's STEAM education. The current study examines how parents view STEAM education for young children in Asmara, Eritrea's St. Joseph STEAM-integrated kindergarten to ensure healthy social development. The study used mixed techniques to identify parents' perspectives toward STEAM education and how it affects their kindergarteners' academic and social/emotional growth. It also investigated the barriers that prevent parents from becoming involved in their children's education. The quantitative data was gathered from thirty parents (n=30). On the other hand, semi-structured interviews with fifteen parents involved them. The results showed that in the kindergarten used in the case study, parents were seen as being involved at home and paying for the child's transportation and school expenses. Furthermore, it was discovered that parents encourage their kids' social and emotional growth. In addition, the study discovered a few characteristics that influence parents' perceptions of STEAM education in kindergarten, including a lack of STEAM education knowledge and awareness, a lack of time for a child's follow-up, low parental income, low educational attainment, and a lack of someone to watch the other kids. Furthermore, the current study recommends further research that incorporates various types of kindergartens with different parents to enrich the data on parental perception of STEAM education in Eritrea.

Keterlibatan Orang Tua Dalam Pendidikan Anak Usia Dini Perspektif Orang Tua Dan Guru

process, both at school and at home. The contribution of parents can optimize children's learning abilities and have an impact on the next stage. This study aims to determine parents' involvement in early childhood education based on the results of a perception survey related to their level of involvement in parent involvement programs in PAUD units. In addition, to determine the level of resilience of each family of learners and to find out the form of parental involvement activities implemented in several PAUD units in Banten. The approaches used were quantitative and qualitative approaches. The population in this study were parents of learners and PAUD teachers. The research sample was taken using a non-probability sample with random sampling technique, so that 152 respondents were obtained. Data collection was obtained from the distribution of instruments on the perception of family resilience level and the level of involvement in parent involvement programs in PAUD and Focus Group Discussions (FGDs) with teachers in schools that were used as respondents. Descriptive statistics data processing was analyzed using Microsoft Exel and based on the results of the Focus Group Discussion (FGD). Descriptive statistics measured include mean and standard deviation. The results of the data analysis were categorized and the percentage was sought. For the scale of parental involvement in PAUD and family resilience of learners in PAUD units, 5 categories were made, namely very low, low, medium, high, and very high. Meanwhile, the teacher's perspective on parental involvement in children's education is made into 3 categories, namely low, medium, and high. The results of data analysis based on the identification of the level of resilience of the families of learners in the 8 PAUD institutions and the level of parental involvement in parental involvement programs organized by the 8 PAUD institutions are on average in the medium to high category. This indicates that parents of learners perceive their families to have been able to work together as a team to deal with various life difficulties quite effectively and are able to maximize the utilization of their protective factors to help overcome difficult situations or risk factors. Parents have played an adequate role in supporting and facilitating their children's lives and development.

Effects of Parental Involvement in Education on the Academic Achievement of Students in Ghana

The study investigated the effect of parental involvement in education on students’ academic achievement in the Sekyere South District of Ghana. The study through purposive sampling technique sampled 363 parents. The study used a questionnaire to collect primary data from the parents. Secondary data on students’ academic achievements over two years (2020/2021 and 2021/2022 academic years) were obtained from the Academic Units of the selected schools. Results show that the majority of parents were not communicating vital information to school authorities or teachers from time to time, did not support student ICT learning in the schools, did not help their students with their home learning and failed to discuss their students’ academic performances with teachers. However, the majority of parents attended school programmes, provided learning materials for their students, requested extra classes for their students, and were involved in the selection of textbooks for their students. This study found a strong significant positive correlation between parental involvement in education and students’ academic achievement. All the components of parental involvement in education impacted students’ academic achievement.

The role of parental involvement in academic and sports achievement

According to previous research results and our systematic review on this topic (Kovács et al., 2022), the positive impact of parental involvement on academic achievement was revealed. However, it is unclear how parental involvement in sports contributes to sports performance and academic achievement. In this study, our main questions are about the differences in academic achievement, in participation in sports activity, and in sports results among pupils of parents involved or not involved in sports and education. To answer these questions, a questionnaire survey was conducted among 7th and 8th-grade students learning in three primary schools in a Hungarian city (N = 121). Based on the scale of parental involvement, three groups were differentiated: 1) children of parents not involved in either education or sports (N = 33), 2) children of parents involved in education only (N = 38), and 3) children of parents involved in both education and sports (N = 47). In order to examine this data, cluster and factor analysis, a Chi-square test and ANOVA, and linear regression were used. Our results showed, children of parents involved in both sports and education are overrepresented among students who received awards because of their sports performance (59.6%), among members of sports talent management programs (29.8%), and among those who achieved first place in national sports competitions (47.8%). They also seem to be the ones most intent on staying engaged, in the future, in regular and competitive sport activities (57.4% and 55.3%). On the contrary, the highest percentage of children of parents involved in education belongs to those who were given awards because of excellent academic achievement (71.1%). As far as personality traits are concerned, obsessive passion (OP) is the most characteristic of pupils with non-involved parents (M = 0.37, SD = 0.95) and least characteristic of children with parents involved in education (M = −0.17, SD = 0.94). Belonging to both groups with involved parents can be considered a negative predictor of OP (βt = −0.259* [−1.019, −0.078], βt + s = −0.237* [−0.930, −0.030]). In conclusion, it can be detected that there exists a positive interrelation between parental involvement in sports and education, and the academic and sports performance of their children.

Sustainable Parental Resources of Organic Urban Teaching (SPROUT): An Innovation to Upgrade 4Ps Parents’ Livelihood Sustainability

Parental involvement in education has long been recognized as a crucial factor in determining a child’s academic success and overall well-being (Hill et al., 2004). In many developing countries, such as the Philippines, government programs like the Pantawid Pamilyang Pilipino Program (4Ps) have been implemented to provide conditional cash transfers to low-income families, with the aim of improving their livelihood sustainability (Adhikari et al., 2017). However, sustainability also entails long-term empowerment and the development of skills for parents to become self-reliant. This action research study introduces the Sustainable Parental Resources of Organic Urban Teaching (SPROUT) innovation as a means to upgrade the livelihood sustainability of 4Ps parents. SPROUT, founded on the principles of sustainable development and organic urban teaching, aims to provide 4Ps parents with the necessary resources and knowledge to enhance their self-reliance and livelihood opportunities. By incorporating sustainable agriculture practices and urban gardening techniques, SPROUT offers parents the chance to grow their own organic produce, both for personal consumption and potential income generation (FAO, 2013). This approach not only enhances the nutritional status of families but also promotes environmental stewardship and encourages a shift towards healthier and sustainable lifestyle choices. The empowerment of parents through sustainable practices has yielded positive outcomes in various contexts. A study conducted by Hirai and Fujii (2019) found that engagement in sustainable livelihood activities led to increased self-confidence and a sense of agency among participants. Additionally, Oyelaran-Oyeyinka and Sanni (2020) demonstrated that sustainable livelihood initiatives can contribute to poverty reduction and improved standard of living in rural communities. By adapting and applying these concepts to the urban setting and specifically targeting 4Ps parents, the SPROUT innovation has the potential to significantly uplift the livelihood sustainability of this vulnerable population. Furthermore, the incorporation of organic urban teaching methodologies aligns with the growing demand for sustainable and eco-friendly practices within the global educational landscape (ITO, 2014). This approach not only equips parents with important agricultural skills but also fosters a sense of pride and cultural heritage. By tapping into traditional and indigenous knowledge systems, SPROUT emphasizes the importance of intergenerational knowledge transfer and community engagement, offering a holistic approach to sustainable parental resources. The SPROUT innovation holds immense promise as a means to upgrade the livelihood sustainability of 4Ps parents. By combining sustainable agriculture practices and organic urban teaching methodologies, SPROUT seeks to empower parents, enhance their self-reliance, and contribute to poverty reduction. This action research study will explore the implementation, impact, and potential challenges of the SPROUT intervention, aiming to provide valuable insights for policymakers, educators, and communities seeking innovative approaches to uplift the lives of vulnerable populations.

Exploring knowledge, attitude, and practice in sexuality education across the general population in Saudi Arabia

Objective: This research explored the vital role of the general population in Saudi Arabian sexuality education, recognizing cultural conservatism. Methods: It was an observational cross-sectional quantitative study conducted in Saudi Arabia. A non-probability sampling method with a sample size of 385 was employed. Data collection was done by an online questionnaire. Results: The current study on parental involvement in sex education in Saudi Arabia included 386 participants, predominantly females (60.1%), aged 25-34 years (30.1%), married (58.3%), with the Eastern region representing the most (36.3%). About 59.8% had children, mainly aged 10-15 years (22.8%), and held university degree (54.7%). Noteworthy findings include that 64% recognized media\&amp;apos;s impact on children\&amp;apos;s sexual behavior and 80.3% preferred sex education discussions at home. Motivations revealed that 68.9% aimed to reduce sexual assault risks. University-educated parents and those with a monthly income of 15,000-19,999 SAR had higher knowledge scores (p &amp;lt; 0.05). Regional variations significantly influenced attitude scores, with the Western region least favorable and the Central region most positive (p &amp;lt; 0.05). Having children increased practical application scores, with the Southern region scoring the highest and the Central region the lowest (p &amp;lt; 0.05). Conclusion: The current study sheds light on the vital role of general population in Saudi Arabia\&amp;apos;s sexual education landscape. Regional and demographic factors significantly influenced attitudes, emphasizing the need for targeted interventions.

Parental involvement in children's education: Concept and models

Parental involvement in children's education: Concept and models

Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected Schools offering ECE in Southern and Central Zambia

While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein’s theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators.

The Role of Parents in Their Children’s Artistic Education: The Effect of Parental Involvement in the Transgenerational Process

Little is known about the methods and effects of parental involvement in art education. The aim of our systematic literature review is to explore the types of parental involvement in four branches of art (music, dance, visual arts, and theatre). We conducted our research with the help of the EBSCO database, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) procedure. We found that the share of the different artistic fields is highly disproportionate in the literature on parental involvement. Compared to music, theatre, dance, and visual arts, coverage is negligible. During our study, we managed to classify types of parental involvement and found that it showed variety across different branches of art.

학부모 참여적 학교 문화 조성의 ‘교육적’ 효과: 경제･문화적 취약계층 학생을 중심으로

This study emphasizes the role of parental involvement as a valuable school-level resource rather than just a private matter. As previous studies have explored the benefits of parental involvement, this study focuses on a broader view of parental involvement in school education as a shared educational asset for all students. Specifically, this research explores the positive impacts of cultivating a parent-inclusive school culture, with a particular focus on students facing economic and cultural disadvantages. Using South Korean subset of PISA 2018 dataset, this study conducted multi-level logistic regression analysis for 839 students from 169 schools. As a result of the study, this study suggests that actively promoting and supporting parental involvement at school level can help alleviate some of the educational challenges faced by these disadvantaged students. In the context of South Korea, where addressing the educational disparities related to families' economic and cultural backgrounds is a significant societal concern, this study offers valuable insights for future educational reforms.

Konseptualisasi Pendidikan Keluarga berbasis Syariah sebagai Strategi Meningkatkan Ketahanan Keluarga di Era Globalisasi

This research will focus on sharia-based education, to offer a conceptualization of sharia-based family education as a strategy to increase family resilience. Several formulations will be discussed in this research. First: The concept of sharia-based family education. Second; Sharia-based family education strategy in improving the quality of family resilience. Third: sharia values ​​and principles as the conceptual basis of family education. This research uses a qualitative approach, using literature as the primary source of research. The conceptualization strategy for Sharia-based family education can be carried out by internalizing Islamic values, including internalizing Islamic values, Sharia-based character education, role empowerment, Sharia-compliant gender, Islamic financial education, Islamic-based children's education, parental involvement in education, use Technology Wisely, and a Flexible Approach to Social Change.