The Relation of School Structure and Social Environment to Parent Involvement in Elementary Schools

Griffith, James

doi:10.1086/461916

Cited by 133 publications

(137 citation statements)

References 41 publications

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“…Furthermore, higher levels of parent engagement have been associated with an overall school climate perceived by parents as safe, trustworthy, respectful, friendly, inclusive and collaborative (Day, 2013;Goldkind & Farmer, 2013;Griffith, 1998;Whitaker & HooverDempsey, 2013). Conversely, disengaged parents have cited a negative school climate as a barrier to their becoming more involved with the school and engaged in their child's learning (Barr & Saltmarsh, 2014;Day, 2013;Hanafin & Lynch, 2002).…”

Section: School Climatementioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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In an increasingly globalised and technological world, job market success in developed countries such as Australia depends on the attainment of post-secondary qualifications. However, young Australians do not all have an equal opportunity to attain this necessary level of education. As it currently stands, approximately two-and-a-half years of schooling separates the achievement scores of students in the highest and lowest socioeconomic quartiles, and student achievement differs significantly according to location (e.g. rural or metropolitan) and cultural background. All Australian governments have recognised the need to increase quality and equity in Australian schooling and one of the key ways in which they are currently seeking to achieve this is through improving parent-school partnerships and parent engagement in child learning.The critical importance of engaging parents in their child's learning and building parent-school partnerships has been established in the international literature but research in the Australian context is limited. It is well documented that disadvantaged parents, which in Australia would include Indigenous parents and those from lower socio-economic statuses, tend to have lower levels of engagement in their child's school and learning, and face additional barriers to engagement when compared to more advantaged parents. Our results are consistent with these previous findings.Although Principals from disadvantaged schools were just as likely as those from more advantaged schools to report using a range of engagement strategies, they were significantly less likely to find many methods effective in involving parents in their school. Furthermore, a less positive culture of parent volunteerism was reported by P&C Presidents from disadvantaged schools. This suggests that those schools in which the children stand to gain the most from increasing levels of parent engagement, are the same schools finding their efforts to engage parents the least effective. These findings highlight the need to identify what does work in disadvantaged schools and to ensure that interventions are tailored to the specific needs of these schools, as applying uniform strategies across all schools may only compound the advantage of those already doing well. Principals in this study emphasised different barriers to parent involvement according to the school's level of advantage. Time-pressure factors such as work and family responsibilities were more likely to be identified in more advantaged schools, whereas parent factors such as a lack of interest and a lack of confidence, along with transportations problems, were more likely to be identified in disadvantaged schools. This information can be used to guide the future development of interventions.

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Section: School Climatementioning

confidence: 99%

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Povey

Campbell

Willis

et al. 2016

International Journal of Educational Research

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“…Los padres que acudieron a varias sesiones del programa tienen actitudes más negativas hacia el consumo de drogas, lo que funciona como factor de protección para el consumo de sus hijos, que de hecho consumen menos. Estos padres también han tenido experiencias previas y satisfactorias con algún tipo de intervenciones preventivas, un factor muy destacado en el modelo de Spoth y Redmond (1995), y reciben con gran interés las convocatorias provenientes del centro escolar, resultado acorde con lo obtenido por Al-Halabí et al (2006), Griffith (1998) y Post et al (2003. Parece coherente, por lo tanto, que sean este tipo de padres los que acuden al programa de prevención ya que las experiencias beneficiosas en otro tipo de actividades preventivas y el interés en las actividades del centro escolar parecen aspectos motivantes para participar en el programa.…”

Section: Discussionunclassified

“…Algunas de esas características hacen referencia a las creencias de los padres y sus actitudes hacia el colegio, la percepción paterna acerca de la información que reciben sobre sus hijos o la calidad de la instrucción académica (Griffith, 1998;Post, Galanti, Gilijam, 2003). Esta relación entre las actitudes de los padres hacia el centro escolar y su implicación en conductas relacionadas con la salud se ha estudiado en otro tipo de actividades relacionadas con la prevención de comportamientos sexuales de riesgo (Kirby, 2002) o la prevención de la hepatitis b mediante la administración de vacunas (Seid, Simmes, Linton, Leah, Edwards, y Peddecord, 2001).…”

Section: Los Programas De Prevención Familiar En El Aulaunclassified

El colegio y los factores de riesgo familiar en la asistencia a programas de prevención familiar del consumo de drogas

Al‐Halabí

Pérez²,

Hermida³

et al. 2009

Adicciones

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Several studies have indicated that certain aspects of schools may influence parents' decision to participate in preventive interventions related to the health of their children. Objectives: 1) To study the relationship between parental rating of calls for participation sent from the school and family risk factors. 2) To study differences in parents' attendance and drop-out for a family-based drug-use prevention programme according to their rating of the calls for participation sent out by the school. Sample: 339 families of children aged 12-14 from 3 state (public) secondary schools in the region of Asturias (Spain). Results and conclusions: It is noteworthy that parents with higher educational level present better parenting practices, and therefore, fewer risk factors in relation to drug use in their children. Furthermore, the presence of fewer risk factors correlated with the items related to attendance and calls for participation and the interest shown in such calls, indicating that the children least likely to use drugs are those whose parents are most actively involved in their education. As regards the effect of the calls for participation on programme attendance and drop-out, we found that parents who attended several sessions have had previous and satisfactory experience of some kind of preventive intervention, and receive with great interest the calls for participation from the school. Key words: adolescent, drug, family participation, family prevention, schools, family risk factors.Varios estudios señalan que ciertos aspectos de los centros escolares pueden influir en la decisión de los padres de participar en intervenciones preventivas relacionadas con la salud de sus hijos. Objetivos: 1) Estudiar la relación entre la valoración parental de las convocatorias remitidas desde el centro escolar y los factores de riesgo familiar. 2) Estudiar la existencia de diferencias en la asistencia y abandono de los padres de un programa de prevención familiar del consumo de drogas en función de su valoración de las convocatorias remitidas desde el centro escolar. Muestra: 339 familias de alumnos de 1º y 2º de ESO procedentes de 3 I.E.S. de Asturias. Resultados: cabe destacar que los padres con mayor formación académica tienen mejores prácticas parentales y, por lo tanto, menores factores de riesgo para el consumo de drogas de sus hijos. Así mismo, la presencia de menos factores de riesgo correlaciona con los ítems relacionados con la asistencia a las convocatorias del centro escolar y el interés de tales convocatorias, lo que indica que los chicos menos consumidores son aquéllos cuyos padres están más involucrados en su educación escolar. Respecto del efecto de las convocatorias sobre la asistencia y abandono del programa, encontramos que los padres que acudieron a varias sesiones han tenido experiencias previas y satisfactorias con algún tipo de intervenciones preventivas y reciben con gran interés las convocatorias provenientes del centro escolar. El colegio y los factores de riesgo familiar en la asistencia a pr...

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“…Penglibatan ibu bapa di sekolah seperti yang dibuktikan oleh kajian-kajian Baker dan Stevenson (1986), Ho-Sui Chu dan Willms (1996), Lareau (1987), Ramsay et al (1992) dan Reay (1999; tidak mungkin berkesan tanpa usaha secara langsung daripada pihak sekolah. Penglibatan ibu bapa dalam pendidikan anak juga didapati meningkat apabila pihak sekolah mempunyai pandangan yang positif terhadap ibu bapa dan sanggup bekerjasama dengan mereka (Bauch & Goldring, 2000;Griffith, 1998). Maka, peranan pihak sekolah sebagai faktor pendorong penglibatan ibu bapa dalam pendidikan anak perlu diberi tumpuan dalam kajian-kajian mengenai penglibatan ibu bapa dalam pendidikan anak.…”

Section: Kajian Lepasunclassified

Kerjasama Pihak Sekolah Dan Penglibatan Ibu Bapa India Dalam Pendidikan Anak Di Sekolah Kebangsaan

Vellymalay¹

2016

APJEE

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Abstrak: Kajian ini bertujuan untuk mengenal pasti kerjasama antara pihak sekolah dan ibu bapa dalam meningkatkan penglibatan ibu bapa India dalam pendidikan anak. Sebanyak 150 murid India yang sedang belajar di Sekolah Kebangsaan di daerah Kerian, Perak Darul Ridzuan dipilih menggunakan persampelan rawak berlapis. Sampel ini terdiri daripada 50 murid dari Tahun Tiga, 50 murid dari Tahun Empat dan 50 murid dari Tahun Lima. Soal selidik telah digunakan oleh penyelidik untuk memperoleh data kuantitatif daripada ibu bapa murid berkaitan dengan kerjasama pihak sekolah-ibu bapa dan strategistrategi penglibatan ibu bapa dalam pendidikan anak mereka. Hasil kajian menunjukkan bahawa terdapat hubungan yang signifikan dalam kerjasama pihak sekolah-ibu bapa dalam meningkatkan penglibatan ibu bapa India dalam pendidikan anak mereka. Lebih tinggi ibu bapa berasa bahawa kedatangan mereka ke sekolah dihargai oleh pihak sekolah, lebih tinggi pula penglibatan mereka dalam pendidikan anak. Ibu bapa juga menunjukkan penglibatan yang lebih tinggi dalam pendidikan anak apabila pihak sekolah bekerjasama dalam membincangkan hal-hal berkaitan anak mereka. Tambahan lagi, hasil kajian juga menunjukkan bahawa ibu bapa menunjukkan penglibatan yang lebih tinggi dalam pendidikan anak apabila ibu bapa terus dimaklumkan tentang mesyuaratmesyuarat, aktiviti-aktiviti dan program-program yang perlu dihadiri oleh ibu bapa di sekolah.

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The Relation of School Structure and Social Environment to Parent Involvement in Elementary Schools

Cited by 133 publications

References 41 publications

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

Engaging parents in schools and building parent-school partnerships: The role of school and parent organisation leadership

El colegio y los factores de riesgo familiar en la asistencia a programas de prevención familiar del consumo de drogas

Kerjasama Pihak Sekolah Dan Penglibatan Ibu Bapa India Dalam Pendidikan Anak Di Sekolah Kebangsaan

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