Teachers Involving Parents (TIP): results of an in-service teacher education program for enhancing parental involvement

Hoover‐Dempsey, Kathleen V.; Walker, Joan; Jones, Kathleen P.; Reed, R. P.

doi:10.1016/s0742-051x(02)00047-1

Cited by 197 publications

(129 citation statements)

References 46 publications

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“…Therefore, as the occasion arises, it might be necessary to teach parents in using specific instructional techniques (cf. Hoover-Dempsey et al 2002).…”

mentioning

confidence: 99%

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

Oostdam

Hooge

2012

Eur J Psychol Educ

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Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe distance. At the same time, parents are increasingly becoming better informed, more critical and thus are more strongly positioned towards school. They address teachers more directly in case of problems or disappointing results of their child. Clearly, this might lead to a negative impact on the mutual relationship especially when parents' emotional involvement conflicts with a professional and detached attitude of teachers. Based on the results of several studies that provide ample evidence that parental involvement in the learning process can improve learning outcomes, it is argued that there is much to be gained in forming educational partnerships between parents and schools. Different dimensions of active parenting are discussed, as well as prerequisites for successful implementation.

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“…Therefore, as the occasion arises, it might be necessary to teach parents in using specific instructional techniques (cf. Hoover-Dempsey et al 2002).…”

mentioning

confidence: 99%

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

Oostdam

Hooge

2012

Eur J Psychol Educ

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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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“….12.3 eISSN: 2357//dx.doi.org/10.15405/epsbs. -1330 The following stage consisted of collecting 75 statements from various questionnaires that refer to these areas (Shamay, 2008, Hoover-Dempsey al, 2002, King et al, 2003, Ingber & Dromi, 2010, McAnuff & Gumbs, 2006, Burke, 2012. Initial classification and arranging of statements, as well as the wording corrections, reduced the statements to 60.…”

Section: Process Of Constructing the Questionnairementioning

confidence: 99%

Israeli Teachers' Attitudes Assessment regarding Parental Involvement of Children with Special Needs

Alaluf¹,

Ungureanu²,

Rusu³

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Benefits of collaboration between parents and teachers in general and parents of special needs children in particular seem allegedly obvious, but apparently the implementation of this concept in everyday life is rather complex. Interpretations regarding parental involvement (PI) and its applied implications might differ between parents and professionals. A questionnaire aiming to assess teachers' attitudes toward the involvement of parents of children with special needs in the inclusion in Israel was developed, based on three significant areas: teachers' attitudes toward the general implications of PI, toward the role of PI in decision making and toward the communication needed with the parents. 75 statements from various questionnaires were collected and analysed by experts. After this analysis, a pilot phase was performed (i.e. the questionnaire was administered to 58 Israeli teachers). The internal reliability measure was calculated to evaluate the level of correlation between each item belonging to the same dimension. Explorative factor analysis revealed internal dimensions that connect to each other. Finally, a questionnaire with 41 statements was compiled. The construction of the questionnaire is part of more extensive research, during which the reliability and the validity of the instrument will be re-examined on a larger sample of 138 participants.

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Teachers Involving Parents (TIP): results of an in-service teacher education program for enhancing parental involvement

Cited by 197 publications

References 46 publications

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

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

Immigration and the school system

Israeli Teachers' Attitudes Assessment regarding Parental Involvement of Children with Special Needs

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