Lee Shumow - Academia.edu (original) (raw)

Papers by Lee Shumow

School Community Journal, Apr 1, 2014

Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which t... more Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which they allegedly demonstrate that parent involvement rarely helps and more often hinders students' achievement in school. As identified in this editorial, basic conceptual, methodological, and analytical flaws in their study severely limit any conclusions that can be drawn about the role of parent involvement in education. In this brief essay, I will highlight some of the problems with their work. Time and space do not allow a complete pointby-point rebuttal. Counterexamples illustrate broader criticisms and are only a few of many possible examples. Analyses from four large, publicly available data sets were presented and interpreted in the book. The first data set utilized was the National Educational Longitudinal Study of 1988 (NELS88), which began following students in eighth grade. In the analyses presented in the book, parent involvement and achievement control variables came from wave 1 (Grade 8) and outcomes from wave 3 (Grade 12). They also used the more recent Education Longitudinal Study of 2002 (ELS, N = 15,362), which began following students in 10 th grade. Their third source was the Child Development Supplement (CDS) to the Panel Study of Income Dynamics (CDS Wave 1 = 3,563 & CDS Wave 2 = 2,908 families). Wave 1 focused on children between 0 and 12 years of age, so a considerable number of preschool children were included; Wave 2 follow-up achievement data were collected five years later. Finally, they used the Maryland Adolescent Development in Context Study which followed 1,407 Black and White students residing on the Eastern Seaboard of the U.S. from middle school entry to beyond high school.

School Community Journal, 2001

This paper addresses the qualities of a learning organization and the ways in which educational l... more This paper addresses the qualities of a learning organization and the ways in which educational leaders should promote schools to become learning organizations for the community. The lines of who is an educational leader have blurred as organizations have restructured and learning has become a lifelong endeavor. A learning community is one in which all members acquire new ideas and accept responsibility for making the organization work. The educational leader's task is to change the goals of the organization so that learning is rewarded for all participants. In business, market competition has changed from individual competition of nineteenth century to group collaboration of twenty-first century. This means that all the workers-school gardener to school district leader-must feel that their insights are valued and taken into account in community life. In addition, parents and students have to be seen as participants in the life of the school, not simply recipients of services that the professionals deemed important.

The Middle Grades Research Journal, Oct 1, 2015

Journal of Research in Science Teaching, May 8, 2020

Out-of-school-time programs for youth that are focused on STEM content are often seen as affordin... more Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In

Information Age Publishing eBooks, 2009

... Eccles McKeachie Collegiate Professor of Psychology, Women's Studies, and Education Univ... more ... Eccles McKeachie Collegiate Professor of Psychology, Women's Studies, and Education University of Michigan Catherine M. Hands Assistant Professor, Leadership Studies University of San DiegoHolly Kreider Vice President, Sociometrics Joan Lampert Concordia University ...

The Journal of Early Adolescence, 2008

This study examines characteristics of young adolescents who experience self-care, associations b... more This study examines characteristics of young adolescents who experience self-care, associations between self-care and academic achievement, and whether associations of self-care with academic adjustment vary by child, family, or community characteristics. Using data from the nationally representative 1999 National Household Education Survey, hierarchical log-linear models assessed how self-care was associated with several academic and behavioral measures for 9- to 13-year-olds. Overall, more self-care was significantly associated with lower academic performance and with school behavior problems, although those associations varied by gender, parent-child communication, and whether young adolescents in self-care also participated in some supervised out-of-school activities. Findings are discussed in light of Bronfenbrenner's ecological systems theory.

School Community Journal, 2014

Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which t... more Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which they allegedly demonstrate that parent involvement rarely helps and more often hinders students' achievement in school. As iden- tified in this editorial, basic conceptual, methodological, and analytical flaws in their study severely limit any conclusions that can be drawn about the role of parent involvement in education. In this brief essay, I will highlight some of the problems with their work. Time and space do not allow a complete point- by-point rebuttal. Counterexamples illustrate broader criticisms and are only a few of many possible examples.Analyses from four large, publicly available data sets were presented and in- terpreted in the book. The first data set utilized was the National Educational Longitudinal Study of 1988 (NELS88), which began following students in eighth grade. In the analyses presented in the book, parent involvement and achievement control variables came ...

The Wiley Handbook of Family, School, and Community Relationships in Education, 2018

School Community Journal, 2014

By high school, parent engagement is likely to differ not only by grade, but by subject. This stu... more By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9 th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students in higher grades. There were some differenc es in which background factors predicted parent engagement with freshmen and with older high school students. Overall, parent engagement contributed to students’ motivation and performance in science. Controlling for background characteristics, parent engagement at home contributed to students’ perceptions of their skill and their academic grades differently for ninth graders than for students in higher grades. Parent engagement at school contributed to ninth graders’ valuing of what they were learning in science class but did not impact students in higher grades.

PsycEXTRA Dataset

Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) ha... more Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) have proliferated recently because they are seen as having potential to appeal to youth and enhance STEM interest. Although such programs are not mandatory, youth are not always involved in making the choice about their participation and it is unclear whether youth's involvement in the choice to attend impacts their program experiences. Using data collected from experience sampling, traditional surveys, and video recordings, we explore relationships among youth's choice to attend out-of-school time programs (measured through a pre-survey) and their experience of affect (i.e., youth experience sampling ratings of happiness and excitement) and engagement (i.e., youth experience sampling ratings of concentration and effort) during program activities. Data were collected from a racially and ethnically diverse sample of 10-16 year old youth (n = 203; 50% female) enrolled in nine different summer STEM programs targeting underserved youth. Multilevel analysis indicated that choice and affect are independently and positively associated with momentary engagement. Though choice to enroll was a significant predictor of momentary engagement, positive affective experiences during the program may compensate for any decrements to engagement associated with lack of choice. Together, these findings have implications for researchers, parents, and educators and administrators of out-of-school time programming.

The Open Family Studies Journal, 2008

This study analyzes the PISA 2003 data to describe the family demographic and educational process... more This study analyzes the PISA 2003 data to describe the family demographic and educational process characteristics of immigrant adolescents in Canada, France, Germany and the United States of America (USA) and investigates the relationship between family circumstances and the adolescents' educational success. The four countries are among those that receive the most immigrants, have the highest percentage of foreign born among the total population, and where the discrepancy between the immigrant and native students varies dramatically between countries. Adolescent immigrant students within each country were diverse but different patterns were seen in the family characteristics between Canada, the USA and the European countries. Family demographic and educational process characteristics were related to educational achievement of adolescent immigrant students but the associations varied somewhat between countries. Results are discussed in terms of relevance for educational policy, practice, and future research. DEMOGRAPHIC CHARACTERISTICS OF IMMIGRANT FAMILIES Policy makers, scholars and journalists often appear to assume that "immigrants" are a homogenous group in discussions of important educational issues [4, 13, 14]. Bronfenbrenner [15] has discussed this as the "social address"

Infant and Child Development, 2000

Journal of Latinos and Education

Journal of Applied Developmental Psychology

Contemporary Educational Psychology

School Community Journal, Apr 1, 2014

Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which t... more Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which they allegedly demonstrate that parent involvement rarely helps and more often hinders students' achievement in school. As identified in this editorial, basic conceptual, methodological, and analytical flaws in their study severely limit any conclusions that can be drawn about the role of parent involvement in education. In this brief essay, I will highlight some of the problems with their work. Time and space do not allow a complete pointby-point rebuttal. Counterexamples illustrate broader criticisms and are only a few of many possible examples. Analyses from four large, publicly available data sets were presented and interpreted in the book. The first data set utilized was the National Educational Longitudinal Study of 1988 (NELS88), which began following students in eighth grade. In the analyses presented in the book, parent involvement and achievement control variables came from wave 1 (Grade 8) and outcomes from wave 3 (Grade 12). They also used the more recent Education Longitudinal Study of 2002 (ELS, N = 15,362), which began following students in 10 th grade. Their third source was the Child Development Supplement (CDS) to the Panel Study of Income Dynamics (CDS Wave 1 = 3,563 & CDS Wave 2 = 2,908 families). Wave 1 focused on children between 0 and 12 years of age, so a considerable number of preschool children were included; Wave 2 follow-up achievement data were collected five years later. Finally, they used the Maryland Adolescent Development in Context Study which followed 1,407 Black and White students residing on the Eastern Seaboard of the U.S. from middle school entry to beyond high school.

School Community Journal, 2001

This paper addresses the qualities of a learning organization and the ways in which educational l... more This paper addresses the qualities of a learning organization and the ways in which educational leaders should promote schools to become learning organizations for the community. The lines of who is an educational leader have blurred as organizations have restructured and learning has become a lifelong endeavor. A learning community is one in which all members acquire new ideas and accept responsibility for making the organization work. The educational leader's task is to change the goals of the organization so that learning is rewarded for all participants. In business, market competition has changed from individual competition of nineteenth century to group collaboration of twenty-first century. This means that all the workers-school gardener to school district leader-must feel that their insights are valued and taken into account in community life. In addition, parents and students have to be seen as participants in the life of the school, not simply recipients of services that the professionals deemed important.

The Middle Grades Research Journal, Oct 1, 2015

Journal of Research in Science Teaching, May 8, 2020

Out-of-school-time programs for youth that are focused on STEM content are often seen as affordin... more Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In

Information Age Publishing eBooks, 2009

... Eccles McKeachie Collegiate Professor of Psychology, Women's Studies, and Education Univ... more ... Eccles McKeachie Collegiate Professor of Psychology, Women's Studies, and Education University of Michigan Catherine M. Hands Assistant Professor, Leadership Studies University of San DiegoHolly Kreider Vice President, Sociometrics Joan Lampert Concordia University ...

The Journal of Early Adolescence, 2008

This study examines characteristics of young adolescents who experience self-care, associations b... more This study examines characteristics of young adolescents who experience self-care, associations between self-care and academic achievement, and whether associations of self-care with academic adjustment vary by child, family, or community characteristics. Using data from the nationally representative 1999 National Household Education Survey, hierarchical log-linear models assessed how self-care was associated with several academic and behavioral measures for 9- to 13-year-olds. Overall, more self-care was significantly associated with lower academic performance and with school behavior problems, although those associations varied by gender, parent-child communication, and whether young adolescents in self-care also participated in some supervised out-of-school activities. Findings are discussed in light of Bronfenbrenner's ecological systems theory.

School Community Journal, 2014

Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which t... more Keith Robinson and Angel L. Harris recently published a book titled The Broken Compass in which they allegedly demonstrate that parent involvement rarely helps and more often hinders students' achievement in school. As iden- tified in this editorial, basic conceptual, methodological, and analytical flaws in their study severely limit any conclusions that can be drawn about the role of parent involvement in education. In this brief essay, I will highlight some of the problems with their work. Time and space do not allow a complete point- by-point rebuttal. Counterexamples illustrate broader criticisms and are only a few of many possible examples.Analyses from four large, publicly available data sets were presented and in- terpreted in the book. The first data set utilized was the National Educational Longitudinal Study of 1988 (NELS88), which began following students in eighth grade. In the analyses presented in the book, parent involvement and achievement control variables came ...

The Wiley Handbook of Family, School, and Community Relationships in Education, 2018

School Community Journal, 2014

By high school, parent engagement is likely to differ not only by grade, but by subject. This stu... more By high school, parent engagement is likely to differ not only by grade, but by subject. This study surveyed students enrolled in high school science classes and found that parents of freshmen (9 th graders) are more involved at home, less involved at school, and equally involved in educational planning compared to parents of high school students in higher grades. There were some differenc es in which background factors predicted parent engagement with freshmen and with older high school students. Overall, parent engagement contributed to students’ motivation and performance in science. Controlling for background characteristics, parent engagement at home contributed to students’ perceptions of their skill and their academic grades differently for ninth graders than for students in higher grades. Parent engagement at school contributed to ninth graders’ valuing of what they were learning in science class but did not impact students in higher grades.

PsycEXTRA Dataset

Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) ha... more Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) have proliferated recently because they are seen as having potential to appeal to youth and enhance STEM interest. Although such programs are not mandatory, youth are not always involved in making the choice about their participation and it is unclear whether youth's involvement in the choice to attend impacts their program experiences. Using data collected from experience sampling, traditional surveys, and video recordings, we explore relationships among youth's choice to attend out-of-school time programs (measured through a pre-survey) and their experience of affect (i.e., youth experience sampling ratings of happiness and excitement) and engagement (i.e., youth experience sampling ratings of concentration and effort) during program activities. Data were collected from a racially and ethnically diverse sample of 10-16 year old youth (n = 203; 50% female) enrolled in nine different summer STEM programs targeting underserved youth. Multilevel analysis indicated that choice and affect are independently and positively associated with momentary engagement. Though choice to enroll was a significant predictor of momentary engagement, positive affective experiences during the program may compensate for any decrements to engagement associated with lack of choice. Together, these findings have implications for researchers, parents, and educators and administrators of out-of-school time programming.

The Open Family Studies Journal, 2008

This study analyzes the PISA 2003 data to describe the family demographic and educational process... more This study analyzes the PISA 2003 data to describe the family demographic and educational process characteristics of immigrant adolescents in Canada, France, Germany and the United States of America (USA) and investigates the relationship between family circumstances and the adolescents' educational success. The four countries are among those that receive the most immigrants, have the highest percentage of foreign born among the total population, and where the discrepancy between the immigrant and native students varies dramatically between countries. Adolescent immigrant students within each country were diverse but different patterns were seen in the family characteristics between Canada, the USA and the European countries. Family demographic and educational process characteristics were related to educational achievement of adolescent immigrant students but the associations varied somewhat between countries. Results are discussed in terms of relevance for educational policy, practice, and future research. DEMOGRAPHIC CHARACTERISTICS OF IMMIGRANT FAMILIES Policy makers, scholars and journalists often appear to assume that "immigrants" are a homogenous group in discussions of important educational issues [4, 13, 14]. Bronfenbrenner [15] has discussed this as the "social address"

Infant and Child Development, 2000

Journal of Latinos and Education

Journal of Applied Developmental Psychology

Contemporary Educational Psychology