Making the difference with active parenting; forming educational partnerships between parents and schools

Oostdam, Ron; Hooge, Edith

doi:10.1007/s10212-012-0117-6

Cited by 45 publications

(26 citation statements)

References 35 publications

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“…Our survey results revealed that more of the parents chose to be involved in their child's education at home than chose not to, that most of the parents were rarely involved in their child's education at school, and that the teachers were more likely to exclude than they were to include parents in the child's education at school. Our results confirm the view expressed by Oostdam and Hooge (2013) that, sometimes, instead of creating a dialogue with parents, teachers tend to tell parents what they should do or to keep them at a distance.…”

Section: Discussionsupporting

confidence: 94%

Parental Involvement in Inclusive Education of Children with Special Educational Needs

2015

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We investigated the involvement in their children's education at home and at school of 170 parents (148 mothers, 22 fathers) of Lithuanian children with special educational needs. The children, aged 12-16 years, were receiving their schooling in an inclusive educational environment. Participants completed measures of their perceptions of parental involvement with their child's schoolwork and with teachers, and of teacher involvement with parents. We found that 68.8% of the parents were able to identify their child's specific learning problem, and that just over half were involved in the education process at home. Further, one-third of the parents perceived that they were equal partners when communicating with teachers, and more highly educated parents devoted more time to communicating with their children than did parents with a lower level of education.

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Section: Discussionsupporting

confidence: 94%

Parental Involvement in Inclusive Education of Children with Special Educational Needs

2015

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“…Naar welke vormen van ouderbetrokkenheid van belang zijn voor het prestaties van leerlingen, wordt nog volop onderzoek gedaan (e.g. Oostdam & Hooge, 2012;Sheldon, Epstein & Galindo, 2010). In de PIRLS-en TIMSS-schoolvragenlijst zijn er drie vormen van ouderbetrokkenheid aan de schoolleider voorgelegd: contact met ouders over individuele leerlingen, deelname van ouders aan schoolactiviteiten en activiteiten gericht op het voorlichten en informeren van ouders.…”

Section: Ouderbetrokkenheidunclassified

PIRLS- en TIMSS-2011: Trends in leerprestaties in Lezen, Rekenen en Natuuronderwijs

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et al. 2013

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Overname van gegevens uit deze publicatie is niet toegestaan, tenzij de bron wordt vermeld. Beginnende geletterdheid vóór groep 3, volgens de schoolleider, 119 in percentages 8. 4 Beginnende geletterdheid vóór groep 3, door de ouders, in percentages 119 8.5 Inhoudsopgave Overzicht van figuren en tabellen iiiBeginnende gecijferdheid voor groep 3, volgens de schoolleider, 120 in percentages 8. 6 Beginnende gecijferdheid, door de ouders, in percentages 120 8.7Ouderbetrokkenheid, door de ouders, in percentages 121 8.8Ouderbetrokkenheid, door de leerlingen, in percentages 122 8.9Mening over school van kind, door de ouders, in percentages 123 8.10 Verwachtingen opleidingsniveau kind, door de ouders, in percentages 123 8.11 Attitude t.o.v. lezen, door de ouders, in percentages 125 9.1 Mate waarin de schoolleiders gebreken of onvolkomenheden in de 128 infrastructuur belemmerend vinden voor het onderwijs, in percentages 9.2Mate waarin de leerkrachten gebreken of problemen ten aanzien van hun 129 werkcondities belemmerend vinden voor het onderwijs, in percentages 9.3 Activiteiten schoolleider, volgens de schoolleider, in percentages 130 9. 4 Wijze van evaluatie instructiepraktijken docenten 131 9.5Ouderbetrokkenheid volgens de schoolleider, in percentages 132 9.6Leerklimaat volgens de leerlingen in gemiddelden en standaarddeviaties 133 9.7Veiligheid op school volgens de leerlingen, in percentages 133 9.8Ernst probleemgedrag volgens schoolleiders, in gemiddelden en 134 standaarddeviaties viii PIRLS-en TIMSS-2011 9.9Veiligheid op de school volgens de leerkrachten, in gemiddelden en 134 standaarddeviaties 9.10 Oordeel van de leerkrachten groep 6 en schoolleiders over het leerklimaat 135 op hun school, in gemiddelden en standaarddeviaties 9.11 Tevredenheid van de docent over zijn beroep in gemiddelden en standaard-135 deviatie 10.1 Significante ranglijstpositie Nederland in PIRLS (2001-2011) en 138 TIMSS (1995-2011 Voorwoord Voor u ligt het verslag van het Nederlandse aandeel in Progress in International ReadingLiteracy Study (PIRLS-2011) en Trends in International Mathematics and Science Study (TIMSS-2011). PIRLS werd voor het eerst uitgevoerd in 2001 en TIMSS in 1995. In 2011 is het voor het eerst in de geschiedenis dat zowel PIRLS als TIMSS in hetzelfde jaar plaatsvinden. Dit heeft geleid tot een gezamenlijk Nederlands rapport, waarin zowel de leesresultaten als de resultaten op het gebied van rekenen en natuuronderwijs gepresenteerd worden.PIRLS en TIMSS worden uitgevoerd onder auspiciën van IEA, de International Association for the Evaluation of Educational Achievement. De IEA is een internationale onafhankelijke organisatie die internationaal vergelijkende studies naar opbrengsten en contexten van onderwijs verricht. De Programmaraad voor het Onderwijsonderzoek (PROO) van de Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO) heeft het Nederlandse aandeel in deze studies gesubsidieerd.Aan PIRLS en TIMSS hebben in Nederland vele mensen een bijdrage geleverd. In de eerste plaats zou dit rapport niet...

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“…Ross (1994) shows that teachers with a higher perceived efficiency level exhibit enhanced student mastery of cognitive and affective goals. The wide-spread research and government programs on how to enhance family-school partnerships are entirely based on this positive link between parental and school motivation (Garcia 2004;Flynn 2011;Sanders 1996;Hoover-Dempsey et al 2002;Oostdam and Hooge 2013 among many others). To capture this positive link formally, we postulate:…”

Section: If Both the Schools And The Child's Parent L Choose A Positimentioning

confidence: 99%

Immigration and the school system

2017

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This paper presents a tractable model to study the effect of immigration on host countries' school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on "parental motivation" (parents' concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students;We thank Paula Calvo for excellent research assistance. We thank Roberto Burguet, Jesus (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition.

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Making the difference with active parenting; forming educational partnerships between parents and schools

Cited by 45 publications

References 35 publications

Parental Involvement in Inclusive Education of Children with Special Educational Needs

Parental Involvement in Inclusive Education of Children with Special Educational Needs

PIRLS- en TIMSS-2011: Trends in leerprestaties in Lezen, Rekenen en Natuuronderwijs

Immigration and the school system

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