Parental involvement to parental engagement: a continuum (original) (raw)
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Parental involvement as a convergence of understanding by teachers and parents
Interdisciplinary journal of sociality studies, 2024
This qualitative interpretative study aimed to investigate parents' and teachers' understanding of parental involvement and its implications for improving relations between schools and parents. The study employed the theoretical framework of Community Cultural Wealth, which emphasises the importance of listening to and including multiple educational stakeholders in order to leverage their expertise. This framework helped us analyse the existing literature on parental involvement and the responses we received from participants. For data collection, we conducted individual interviews with three parents and three teachers who were purposefully selected from three different schools in the Mangaung Metropolitan Municipality, Free State, South Africa. We prompted participants to articulate their understanding of parental involvement using an open-ended question. Through thematic analysis, we found that both teachers and parents perceive parental involvement as encompassing communication, parenting, participation in extracurricular activities, and assistance with learning activities. Based on our findings, we recommend that schools and parents engage in ongoing discussions to (re)negotiate and (re)formalise their understanding of parental involvement to enhance collaboration and efficiency between schools, teachers, learners, and parents.
Parental Involvement: Why is Important and How to Involve Parents in Schools?
Učitel/Teacher, 2024
This article is an in-depth qualitative literature review on the importance, benefits, and ways of parental involvement in the education of their children. It highlights the fact that parental involvement in their child's learning process offers many opportunities for successimprovements in the child's academic achievement, and social and emotional adjustment. The collaboration between the parent and the teacher is an important prerequisite for encouraging the full development of the child. It is therefore, parental involvement should be seen as an important tool for the advancement of the quality of education that should be part of regular school practice. The paper also analyzes the possibilities for parent participation in the various aspects of school life. Parental involvement can have different types, from simple informational conversation, and consulting parents, to active and passive participation of parents in curricular and extracurricular activities.
Parental Involvement: Teachers' And Parents' Voices
2006
Parents have been involved in the education of their children since the early days of our nation. Their roles have evolved from teaching the basics of reading writing and arithmetic in Colonial times to overseeing the selection of teachers and designing the curriculum during the early 1800s to providing academic support in the home up through the present time. Although educators are generally viewed as professionals and in charge of their students’ education, the importance of parental involvement is readily acknowledged. Confusing to both parents and educators is what constitutes parental involvement. The research revealed numerous definitions for the term, but none that were universally agreed upon. This lack of a clear delineation of roles has both parties struggling to make sense of their separate and joint responsibilities. Add to this confusion the complex issues surrounding linguistic and cultural diversity and both sides become mired in their differences rather than building...
Parent engagement in education
2015
Parent engagement in children’s upbringing and education is crucial for a child’s holistic development. Awareness of the importance of parent engagement in Singapore is high but research is limited. This working paper aims to lay the foundation for a policy conversation about the role of parent engagement in education. It provides a synopsis of international and local literature on parent engagement: its nature, rationales, global trends, benefits and dilemmas. It reviews some influential conceptual models that have influenced both academic work and policies worldwide. It also presents examples of successful parent engagement practices internationally, which may provide inspiration for Singapore’s own initiatives and policies, while cautioning against the uncritical and wholesale transfer of foreign practices. The paper concludes by suggesting future directions for public policy and educational research. It highlights the directions of a system-wide research that we are undertaking ...
Aims: Neoliberal policies demand that parents be more involved in their children's academic and personal development, particularly their school education. This has brought increased social and political interest in parental involvement (PI) as a factor in attainment levels among both children and schools (e.g., Boonk et al., 2018; Gillis, 2012; Hamlin, & Flessa, 2018). This study seeks to map out and characterize the current state of research on PI in the form of a literature review. Methodology and Findings: The sample was drawn from leading (Q1) journals published 2014-2018 by searching for the following keywords in the Web of Science platform: parent participation, PI, parental engagement, parental empowerment, parent-teacher cooperation, parent-teacher relationships, parental entrepreneurship, parent involvement, parent-school partnership, parents-school collaboration. We found 75 articles, of which 65 were relevant, and analyzed them in three stages: First, each article was coded using a range of parameters (e.g., main theme, target population, age/school level, socioeconomic background, methodology). Second, based on the coding, descriptive analyses (not presented) and a cluster analysis were conducted. Four distinct clusters emerged: The first (n=5) is concerned with inequality, primarily inequality deriving from education policies, some of which are implemented in a way that targets "different" or "non-normal" groups (e.g. immigrants, specific ethnic groups). The second (n=26) relates to academic and non-academic impacts (on the child, especially) of PI, mainly in the form of initiatives to cultivate parental input in the home setting. The third (n=27) focuses on the school-parent relationship, particularly educator practices (e.g., teachers, principal).
2019
Introduction Focus of the study Conceptual framework Approach to the study Organisation of the report Summary of key points Chapter 2: Methods Given the focus of the EEF on closing the attainment gap there was particular interest in how best to support parents from more disadvantaged backgrounds. Findings from both parts of the study were used to inform the development of a guidance report produced and disseminated by the EEF for schools in England. Chapter 3: The relationship between parent engagement practices and children's academic attainment, related learning outcomes and behaviour
Principals' and Teachers' Practices about Parent Involvement in Schooling
Parent involvement has an influence on children’s educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators’ and teachers’ perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.