Developing an equitable measure of parent engagement in early childhood education for urban schools

Gross, Deborah; Bettencourt, Amie F.; Finch, W. Holmes; Plesko, Corinne; Paulson, Rachael E; Singleton, Demetria L.

doi:10.1016/j.childyouth.2022.106613

Cited by 7 publications

(8 citation statements)

References 60 publications

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“…However, when treated as a single scale, the four items have demonstrated good internal consistency (Cronbach's alpha = .85), indicating that they are measuring a common construct. Validity is supported by evidence of concordance between these 4 items and parent-reported parent engagement has been reported elsewhere (Gross et al, 2022).…”

Section: Methodssupporting

confidence: 59%

“…Given the complex interaction between SDOH, parent engagement, and student attendance, the current norms and expectations regarding parent engagement may disadvantage families at risk for educational disparities. In a previous study, we reported that teachers’ global ratings of parent engagement were not consistently related to parents’ self-ratings of engagement (Gross et al, 2022), raising the question of what factors influence teachers’ ratings of parent's engagement. While there is extensive research on the topics of parent engagement in education, chronic absence, and SDOH, there is less research concerning teachers’ perceptions of parents.…”

Section: Research Aims and Hypothesesmentioning

confidence: 91%

“…Data were collected as part of a larger cross-sectional study to develop a measure of parent-reported engagement in children's early education that would be relevant for families with limited resources and urban school districts serving a large proportion of students from low-income families (Gross et al, 2022). City Schools is a large urban district serving 79,187 students (76.6% African American, 13.5% Latinx, 7.6% White, and 1.0% Asian), and ∼70% of City Schools are designated as Title I schools (Baltimore City Public Schools, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Although consensus exists regarding the importance of parent engagement, there is significant variation in how it is defined and executed (Gross et al, 2022; Iruka et al, 2014). Three broad domains of parent engagement have typically been identified including school-based engagement (e.g., volunteering in the classroom, attending meetings, or serving on committees), home-based engagement (e.g., reading to the child or promoting the importance of education), and parent–teacher communication (e.g., phone, text, email, written notes, or in-person contact; Fantuzzo et al, 2013).…”

Section: Expectations and Barriers To Parent Engagementmentioning

confidence: 99%

See 3 more Smart Citations

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Paulson

Plesko

Gross

et al. 2021

The Journal of School Nursing

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This study examined associations between four indicators of social determinants of health (SDOH; parent education, poverty, material hardships, and child health problems), chronic school absence, and teachers’ ratings of parents’ engagement in their children's education. Surveys were collected from 304 parents and 26 teachers from eight Baltimore City Public Schools. Results revealed that teachers’ ratings of parent engagement were consistently lower among families experiencing adverse SDOH and/or whose children were chronically absent; however, there was no significant relationship between teachers’ ratings of parent engagement and child health problems. Additionally, chronic absence partially mediated the relationship between three SDOH indicators (total material hardships, parent education level, and child health problems) and teacher-rated parent engagement. Poverty was excluded from mediation analysis due to evidence of multicollinearity suppressive effects. Addressing the SDOH assessed in this study may be an effective strategy to reduce chronic absence, promote parent engagement, and foster equity in education.

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Section: Methodssupporting

confidence: 59%

Section: Research Aims and Hypothesesmentioning

confidence: 91%

Section: Methodsmentioning

confidence: 99%

Section: Expectations and Barriers To Parent Engagementmentioning

confidence: 99%

See 2 more Smart Citations

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Paulson

Plesko

Gross

et al. 2021

The Journal of School Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

“…Three of the five survey items on this measure were adapted from an existing teacher‐rated parent engagement scale (Arnold et al, 2008). The survey has demonstrated strong internal consistency ( α = 0.85) and has been significantly related to kindergarten readiness and parent‐reports of education engagement levels (Gross et al, 2022; Paulson et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Understanding the role of parents' social connectedness in children's behavioral wellbeing in low‐income communities: A study protocol

Plesko

Tobin

Gross

2022

Research in Nursing & Health

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Group-based parent-training (PT) is one of the most common and well-established approaches for strengthening parenting skills and reducing child behavior problems.When offered in school settings, the social connections formed among participants may generate additional benefits for parents, schools, and children. However, to date there has been limited research on the potential benefits or harms associated with social connectedness (SC) in group-based PT. This paper describes the study protocol for an ongoing National Institute of Nursing Research-funded mixed-methods study that aims to examine the extent to which group-based PT, delivered in elementary schools serving families from predominantly low-resource communities, generates SC among parents and if SC is associated with greater (a) reduction in child behavior problems and (b) engagement in their child's education. Using a prospective descriptive design, the study is nested within an ongoing quasi-experimental parent study evaluating the group-based PT intervention, the Chicago Parent Program (CPP) in Baltimore City schools. Challenges for this study include recruitment and retention of parents with constraints caused by the COVID-19 pandemic. The study uses multiple methods and informants to understand the potential mechanisms underlying PT group effects and results have the potential to serve as an important foundation for future studies focused on SC, its impacts on parent-child outcomes in low-resource settings, and strategies for strengthening SC in health promotion interventions. Patient or Public Contribution: Chicago Parent Program was developed with input from an advisory board of parents. Additionally, the parent study protocol was written and is co-led in partnership with a community organization.

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Mapping the Theoretical Landscape of More-Than-Parental Involvement

Sadownik

2023

International Perspectives on Early Childhood Education and Development

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This chapter presents an overview of the conceptual toolkits used to theorise relationships between ECEC settings and families in academic journal articles, published in English, between the years 2000–2010 and 2021–2022. The reconstructed overview of the theories employed by researchers from different regions of the world creates a base for classification of the theories as positivistic (i.e., interested in measuring PI for prediction and control of academic achievement), interpretative (i.e., aiming at deeper contextual understandings of the perspectives of all social actors that have a part PI), or critical (i.e., delving into the socio-economic conditions and power relations constituting diverse understandings of the world of PI, in conjunction with the desire for change). The chapter concludes with an outline of the theories discussed in further chapters, which are of an interpretive and critical nature and embrace the understanding of more-than-parental involvement presented in Chap. 1.

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Developing an equitable measure of parent engagement in early childhood education for urban schools

Cited by 7 publications

References 60 publications

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Associations Between Social Determinants of Health, Chronic Absence From School, and Teacher Ratings of Parents’ Engagement in Early Education

Understanding the role of parents' social connectedness in children's behavioral wellbeing in low‐income communities: A study protocol

Mapping the Theoretical Landscape of More-Than-Parental Involvement

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