Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

Brown, Amber; Harris, Mary; Jacobson, Arminta; Trotti, Judy

doi:10.1080/08878730.2014.887169

Cited by 36 publications

(40 citation statements)

References 30 publications

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“…Staff educational level was the only variable with effects on parent engagement that were consistent with our hypotheses. Results support existing literatures that show a positive link between teacher education, especially those related to learning to engage and involve parents, and parent involvement among staff who teach during regular school hours too (Brown et al., ). Contrary to our hypotheses, poorer program quality and greater staff turnover were associated with higher parent engagement.…”

Section: Discussionsupporting

confidence: 86%

“…Studies in the field of early education show that teacher education, parent–teacher relationships, teacher self‐efficacy, and teacher attitudes are factors that are linked to parent involvement during school hours (Grolnick, Benjet, Kurowski, & Apostoleris, ; Hoover‐Dempsey, Bassler, & Brissie, ). Teacher education, particularly education geared toward parent involvement (Brown, Harris, Jacobson, & Trotti, ; Greenwood & Hickman, ), and total number of years teaching have been linked to a number of positive outcomes, including increased levels of parent involvement in Head Start programs (Castro, Bryant, Peisner‐Feinberg, & Skinner, ).…”

Section: Introductionmentioning

confidence: 99%

“…Research finds that teachers with higher degrees, more education in engaging parents, and more years in the classroom or after‐school program tend to do a better job of creating an environment that is welcoming to parents, including making explicit requests and creating opportunities for involvement (Brown et al., ; Hoover‐Dempsey, Walker, Jones, & Reed, ; Murray, Mereoiu, & Handyside, ; Quezada, Alexandrowicz, & Molina, ). Additionally, teacher self‐efficacy plays a significant role in whether parents feel invited to engage or whether parents are actually invited to participate in school activities (Greenwood & Hickman, ; Epstein & Dauber, ; Skaalvik & Skaalvik, ).…”

Section: Introductionmentioning

confidence: 99%

“…teacher self-efficacy plays a significant role in whether parents feel invited to engage or whether parents are actually invited to participate in school activities (Greenwood & Hickman, 1991;Epstein & Dauber, 1991;Skaalvik & Skaalvik, 2010). Teacher education levels can improve the self-efficacy and confidence of teachers (Brown et al, 2014;Tichenor, 1998), which in turn increases the likelihood that teachers will engage parents in programs (Brown et al, 2014;Hoover-Dempsey et al, 1987;Hoover-Dempsey et al, 2002).…”

mentioning

confidence: 99%

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Associations of parent and staff factors with parent engagement in after-school programs

Malm

Hufsteler

Dietz

et al. 2017

J. Community Psychol.

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This 2‐study research examined staff and parent predictors of parent engagement in after‐school programs. A parent engagement measure tailored to after‐school programs was developed based on existing theory and literature. Two distinct factors, parent engagement and parent participation, emerged from factor analyses and were subsequently tested. A 2‐level model was run on 4 program/staff and 6 parent predictors using staff and parent data from 26 after‐school program sites (Study 1) and nine sites (Study 2). Program quality, staff educational levels, and length of employment in the after‐school program were significantly associated with parent engagement and parent participation but in opposite directions, with other findings contrary to hypotheses. For parent factors of engagement and participation, there was a significant positive association between parental age and parent engagement, while having more than 2 children in a program was significantly and positively associated with parent participation only. Results and implications are discussed.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Associations of parent and staff factors with parent engagement in after-school programs

Malm

Hufsteler

Dietz

et al. 2017

J. Community Psychol.

View full text Add to dashboard Cite

show abstract

“…Of the 17 included articles, eight featured qualitative analysis only (Able et al, 2014;Amaro-Jimenez, 2016;Amatea et al, 2013;Bofferding, Hoffman, & Kastberg, 2016;Bottoms, Ciechanowski, Jones, de la Hoz, & Fonseca, 2017;McHatton et al, 2013;Murray et al, 2008;Waddell, 2013;Zeichner, Bowman, Guillen, & Napolitan, 2016); four featured quantitative analysis only (Accardo & Xin, 2017;Bingham & Abernathy, 2007;Brown et al, 2014;Jacobbe et al, 2012), and three featured a combination of quantitative and qualitative methods or described their study as mixed methods (Bergman, 2013;McCullough & Ramirez, 2012;Ramirez et al, 2016).…”

Section: Study Characteristicsmentioning

confidence: 99%

Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review

Daczewitz

Meadan

Swanson

et al. 2020

JETS

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Parental involvement in P-12 education could lead to social and academic success for students; however, parents often experience barriers to their involvement. Different or additional barriers exist for parents of children with a disability. School staff can positively influence parents to become involved in their children’s education. Family-centered practices, common in early intervention under special education law (Part C of IDEIA), may foster parent involvement in P-12 schools. In this scoping literature review, we examined 17 studies of teacher preparation programs (TPPs) in higher education in the US who have implemented programs to prepare preservice teachers (PSTs) to collaborate with parents/families. Studies varied by analytic method, participants, purposes, format, and measures. We present a synthesis of the included articles and discuss recommendations for teacher preparation programs.

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Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices

Hendricker

Bender

Ouye³

2023

Psychology in the Schools

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The National Association of School Psychologists emphasizes consultation, collaboration, and family-school-community collaboration as domains within school psychology practice. Family engagement is defined as caregiver participation in children's learning and instruction. While research outlines best practices in engaging and collaborating with families across multitiered systems of support (MTSS), there has been little examination of the current practices of school psychologists within this domain. This study investigated family engagement practices in schools, school psychologists' involvement in these practices, and their perceived effectiveness. Results indicated that while family engagement and problem-solving consultation methods were used within MTSS, school psychologists were less involved in implementation. Implications and future research are discussed.

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Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement

Cited by 36 publications

References 30 publications

Associations of parent and staff factors with parent engagement in after-school programs

Associations of parent and staff factors with parent engagement in after-school programs

Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review

Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices

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