Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education.

Abstract

The study developed and evaluated the Family Involvement Questionnaire (FIQ), a multidimensional scale of family involvement in early childhood education. The FIQ was guided by theory and coconstructed with parents and teachers in preschool, kindergarten, and Ist-grade programs in a large urban school district. Demographic and FIQ data were collected from 641 parents. Factor analyses revealed 3 involvement constructs: school-based involvement, home-school conferencing, and home-based involvement. Multivariate analyses of demographic and program differences in these constructs revealed that parents with education beyond high school were engaged in higher levels of school-based involvement and home-school conferencing than parents with less than high school education. There were higher levels of home-school conferencing and home-based involvement in 2-parent families than in singleparent households. Head Start evidenced the highest levels of school-based involvement activity. However, higher school-based contact was not associated with higher levels of home-school conferencing or home-based involvement.Educators and policymakers are pressed to respond to the current crisis in American public education. High rates of grade failure and school dropout reflect unprecedented levels of low educational achievement and high student and parent disengagement in education (Steinberg, 1996). In international studies that compare the performance of U.S. students with students from other western nations, high school students in the United States are ranked very low in mathematics and science (Takahira, Gonzalez, Frase, & Salganik, 1998). Of 21 western nations, only 2 nations were significantly lower than the United States in both mathematics and science achievement. These deficiencies are most severe in large, low-income urban settings, where children are living in neighborhoods that are characterized by a disproportionate number of family and community risk factors and overburdened school and public service agencies (Children's Defense Fund, 1997; U.S. Department of Education, 1996).Concerns about the crisis in public education have led to the establishment of the National Education Goals (U.

A família e a escola como contextos de desenvolvimento humano

“…Em todos estes fatores, a família exerce uma poderosa influência. Embora um sistema escolar transformador possa reverter esses aspectos negativos, faz-se necessário que a escola conte com a colaboração de outros contextos que influenciam significativamente a aprendizagem formal do aluno, incluindo a família (Fantuzzo, Tighe & Childs, 2000).…”

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

“…Home-based involvement includes educational activities in which family members actively participate in support of a child's learning at home (Fantuzzo et al, 2000;Hoover-Dempsey & Sandler, 1997). Examples of such activities include helping with homework and creating a space for learning activities.…”

“…For this study, family involvement is conceptualized along three dimensions: homebased involvement, school-based involvement, and home-school communication (Epstein, 1995;Fantuzzo et al, 2000). Home-based involvement includes educational activities in which family members actively participate in support of a child's learning at home (Fantuzzo et al, 2000;Hoover-Dempsey & Sandler, 1997).…”

“…Family involvement is defined as the active engagement of family members in activities and behaviors at home and at school to benefit their child's learning and development (Fantuzzo, Tighe, & Childs, 2000). Family involvement in children's learning is related to a number of positive academic, psychological, social, and behavioral outcomes for all children, including those with disruptive behaviors (Aeby, Manning, Thyer, & Carpenter-Aeby, 1999;Barnard, 2004;Grolnick & Slowiaczek, 1994;Ma, 1999;Marcon, 1999;Miedel & Reynolds, 1999;Trusty, 1999).…”

Kerjasama Pihak Sekolah Dan Penglibatan Ibu Bapa India Dalam Pendidikan Anak Di Sekolah Kebangsaan

“…Begitu juga halnya dalam program-program yang dijalankan di sekolah memberi peluang kepada ibu bapa untuk melibatkan diri. Kajian ini konsisten dengan kajian Fantuzzo et al (2000) dan Jeynes (2005) yang mendapati hubungan yang terbentuk dengan pihak sekolah mendorong ibu bapa melibatkan diri dalam pelbagai aktiviti ibu bapa yang diadakan di sekolah. Malah, konsisten dengan kajian Anderson dan Minke (2007), permintaan daripada guru untuk melibatkan diri di sekolah mendorong penglibatan ibu bapa dalam pendidikan anak di rumah dan juga di sekolah.…”