Socio‐economic background, parental involvement and teacher perceptions of these in relation to pupil achievement

Bakker, J.T.A.; Denessen, Eddie; Brus-Laeven, M.E.A.

doi:10.1080/03055690601068345

Cited by 115 publications

(113 citation statements)

References 36 publications

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“…For example, teacher perceptions of parental involvement in school have been associated with student achievement [28]. Because school counselors were delivering the present intervention, their perceptions of parental involvement were assessed as a predictor of their own practices for delivering the intervention.…”

Section: Provider Variablesmentioning

confidence: 99%

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Factors associated with the implementation of the Familias Unidas intervention in a type 3 translational trial

George

Huang

Vidot

et al. 2015

Behav. Med. Pract. Policy Res.

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This study highlights how Familias Unidas, a Hispanicspecific, evidence-based, family centered preventive intervention, progressed from intervention development (type 1 translation; T1) through rigorous evaluation (T2) and examines the role of intervention fidelity-adherence and competence-in a T3 trial. Effects of participant, provider, and organizational variables on direct (observational) and indirect (self-reported) fidelity were examined as were effects of fidelity. Two structural equation models were estimated using data from 367 Hispanic parent-adolescent dyads randomized to Familias Unidas. Facilitator perceptions of parental involvement in schools, school performance grade, and school socioeconomic status predicted indirect adherence ratings, which were positively related to adolescent substance use. Facilitator openness to evidence-based practices was associated with indirect competence ratings, school performance grade and size were associated with direct competence ratings, and direct competence ratings were negatively associated with substance use. Findings highlight unique contributions of direct and indirect fidelity ratings in the implementation of Familias Unidas.

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Section: Provider Variablesmentioning

confidence: 99%

“…Facilitator perceptions of parental involvement in their schools were assessed at baseline using a 20-item measure [28].…”

Section: Provider Variablesmentioning

confidence: 99%

Factors associated with the implementation of the Familias Unidas intervention in a type 3 translational trial

George

Huang

Vidot

et al. 2015

Behav. Med. Pract. Policy Res.

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show abstract

“…This framework refers mainly to school-initiated parental involvement, but is also characterized as a holistic approach to student learning: parents or families, schools and communities should work together as a partnership to create a positive learning environment for children (Mattingly et al 2002). Epstein (1992) defined six types of parental involvement that can be influenced by the school; these also contain the three types of parental involvement identified by Bakker et al (2007). Epstein (1992) stated that to increase the involvement of parents, schools and teachers should:…”

Section: Measuring Parental Involvementmentioning

confidence: 99%

“…Most studies tend to focus on parental involvement at home, at school or at both places (Powell et al 2012). Bakker et al (2007) discerned three types of parental involvement: (1) parents' behavior towards and activities with their child at home (home-based involvement), (2) parents' participation in school (school-based involvement), and (3) communication between parents and school (home-school communication). An additional distinction sometimes used is school-initiated parental involvement versus parent-initiated involvement (Driessen et al 2005).…”

Section: Measuring Parental Involvementmentioning

confidence: 99%

“…Encouraged by studies showing a positive relationship between parental involvement and student attainment, educational policy makers in the USA, and in western European countries such as the UK and the Netherlands, have initiated and stimulated parent participation programs over the last 15 years (Mattingly et al 2002;Driessen et al 2005;Bakker et al 2007;Patall et al 2008;Selwyn et al 2011). Schools are increasingly using digital technologies to support and promote the involvement of parents, by providing laptop computers, online intranets or learning platforms (Selwyn et al 2011).…”

Section: Theories About the Importance Of Parental Involvement For Stmentioning

confidence: 99%

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Literature Review

Punter

Glas

Meelissen

2016

IEA Research for Education

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Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

van Leest,

Hornstra,

van Tartwijk

et al. 2024

British Educational Res J

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In some tracked educational systems, track recommendations are formulated by primary school teachers to determine the secondary school level that students will be allocated to. While teachers mostly base their track recommendations on students’ prior achievement, the extent to which teachers also consider perceived student attributes, such as students’ perceived work habits or parental involvement, and the extent to which these perceived student attributes are predictive for secondary school performance is unclear. Therefore, we first investigated the extent to which teachers consider their perceptions of student attributes in their track recommendations (RQ1). Differences between students from different backgrounds and differences between teachers were taken into account. Second, we examined the extent to which primary school teachers’ perceptions of student attributes are predictive for their secondary school performance (RQ2). Participants were 17,953 Grade 6 students from 1105 Dutch primary school teachers (RQ1) and 4150 Grade 9 students from 1289 Dutch secondary school classes (RQ2). Data used in this research were analysed using multilevel models. Findings indicated that teacher‐perceived student attributes played only a minor role in track recommendations and secondary school performance. Yet the extent to which these attributes were considered by teachers differed based on students’ background and differed between teachers. For secondary school performance, teacher‐perceived student attributes to have limited predictive value. The limited predictive value of teacher‐perceived student attributes for students’ performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.

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Socio‐economic background, parental involvement and teacher perceptions of these in relation to pupil achievement

Cited by 115 publications

References 36 publications

Factors associated with the implementation of the Familias Unidas intervention in a type 3 translational trial

Factors associated with the implementation of the Familias Unidas intervention in a type 3 translational trial

Literature Review

Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

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