Practicing School-Family Relations in Urban Settings

Gotts, Edward E.; Purnell, Richard F.

doi:10.1177/0013124587019002009

Cited by 8 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Third, the longitudinal design allowed us to conduct a more valid assessment of the commonly reported decline in parent involvement as children get older (Epstein, 1991;Gotts & Purnell, 1987;Stevenson & Baker, 1987). This decline is believed to occur because of the greater opportunities for involvement in the earlier grades (Dauber & Epstein, 1993), and to parents feeling less competent to help with the more advanced instruction in the higher grades (Eccles & Harold, 1993).…”

mentioning

confidence: 99%

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

Izzo

Weissberg

Kasprow³

et al. 1999

American J of Comm Psychol

342

200

View full text Add to dashboard Cite

This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third-grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent-teacher contact, quality of the parent-teacher interactions, participation in educational activities at home, and participation in school activities. As predicted, the frequency of parent-teacher contacts, quality of parent-teacher interactions, and parent participation at school declined from Years 1 to 3. Every parent involvement variable correlated moderately with school performance and parent involvement in Years 1 and 2, and accounted for a small, but significant amount of variance in Year 3 performance after controlling for initial performance level. Participation in educational activities at home predicted the widest range of performance variables. Results suggest that enhancing parental involvement in children's schooling relates to improvements in school functioning.

show abstract

mentioning

confidence: 99%

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

Izzo

Weissberg

Kasprow³

et al. 1999

American J of Comm Psychol

342

200

View full text Add to dashboard Cite

show abstract

“…Some studies related to the theme of elementary school change has been carried out along with its findings that should be used as a reference for developers and education practitioners, including Lezotte et al who examined the effect of effective school characteristics on learning achievement (Creemers & Reezigt, 2005;Lezotte, 1989); Purnell & Gotts who examined the involvement of parents in guiding children at home (Gotts & Purnell, 1987a, 1987b Smith who examined effective schools by emphasizing specific teaching programs (Purkey & Smith, 1983); Rutter who examined the key role of principals in improving the quality of student output (T. J. et al Sergiovanni, 1987);…”

Section: Principal As Model Strengthening Institutional Charactersmentioning

confidence: 99%

School Principal’s Strategies in Strengthening Institutional Characters as Educational Leaders for Global Era: A Theoretical Context

2020

View full text Add to dashboard Cite

The development of education and schooling from time to time not only been on the aspect of their institutions, but also on the role and core of the content carried out and taught, in accordance with the direction of government policy and global trends. The empowering the character had been becoming an issue the government to be realized. Each learner must be integrating the character values for their nowadays and future era. As a change agent, the principal strategic positions must guarantee to make it happen. The school principal is the key figure and strategically having strong position to strengthen the character. Therefore, it is important to principals to know various strategies to strengthen the students' character, especially in accordance with the global trends and development.

show abstract

“…Interns reflected that parents of older students seemed less engaged than parents of elementary students. This is concerning, as extant literature shows that family engagement declines significantly in the secondary years (Anfara & Mertens, 2008;Carnegie Council on Adolescent Development, 1989;Gotts & Purnell, 1987), but continued family-school engagement still has significant benefits for older children (Archer-Banks & Behar-Horenstein, 2008;Catsambis, 2001) and maybe even more beneficial in secondary school (Froiland & Davison, 2014;Pattall et al, 2008). Thus, exposure to effective models for secondary school partnerships and in vivo practical experience are needed to ensure that trainees can successfully partner with families across the developmental spectrum.…”

Section: Practical Implicationsmentioning

confidence: 99%

School psychology interns’ characterizations of family–school partnerships

Soutullo

Sanders-Smith

Smith-Bonahue

2019

Psychology in the Schools

View full text Add to dashboard Cite

School psychologists are encouraged to establish family–school partnerships with culturally and linguistically diverse families across the spectrum of child development. Partnerships and collaborations have been described in prior literature as bidirectional, nonhierarchical relationships between families and schools, expanding on the more traditional but limited concept of unidirectional parent involvement in school. This qualitative study describes five specialist‐level school psychology interns’ experiences facilitating family–school partnerships with culturally diverse families during their internship year. Findings focus on defining and identifying characteristics of family–school partnerships from interns’ recollections of their lived experiences. Five salient elements characterized the practical experience of a partnership: requisite situations for partnering, stakeholder involvement, intern's actions, intern's emotional responses, and the outcome or quality of the family–school partnership. These findings have implications for the training of school psychologists and the ways that family–school interactions are conceptualized both in training programs and in school settings.

show abstract

Practicing School-Family Relations in Urban Settings

Cited by 8 publications

References 1 publication

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance

School Principal’s Strategies in Strengthening Institutional Characters as Educational Leaders for Global Era: A Theoretical Context

School psychology interns’ characterizations of family–school partnerships

Contact Info

Product

Resources

About