Types of Parental Involvement and Support that Boost Young Children’s Academic Performance
Introduction
That there is a link between parental support and involvement and students performance is almost incontrovertible. Many studies agree to this and statistical data reveals that most researchers have the same thoughts on the matter (Jeynes, 2015; Wilder, 2013). However, it is not clear as to which kinds of parental involvement and support are effective for which ages and the types of academic performance they affect. This research seeks to find out the kind of parental support and involvement… Continue Reading...
Parental Involvement and Student Success: Article Review
Although parental involvement is usually encouraged by schools, its precise effects upon student achievement remains controversial. In the article, “A New Framework for Understanding Parental Involvement: Setting the Stage for Academic Success,” published in the RSF: The Russell Sage Foundation Journal of the Social Sciences, Harris and Robinson (2016) offer a new framework for understanding parental involvement to permit greater systematization in comparisons of studies; their framework is called stage setting, based upon the premise that, “Stage-setters create a life space—the parameters within… Continue Reading...
Improving student achievement and parental involvement can be achieved by creating an action plan that incentivizes both groups, provides support for each, and promotes positive interactions. This action plan will describe how student achievement and parental involvement can be boosted in the school.
To improve student achievement, the first step is to offer them incentives to want to be successful. Incentives could be as simple as this: Perfect attendance for the quarter earns a student a ticket to a community event or a free pizza or a gift card to a local book store.… Continue Reading...
Socioeconomic Status, Family Structure, and Parental Involvement: The Correlates of Achievement
Eagle, Eva
Do class/socioeconomic status, the attention of a parent, the working patterns of the mother, and familial structure have any impact on a student's academic performance? This particular study seeks to, specifically, describe "the relationship between educational attainment and the components of the SES index as used in the National Longitudinal Surveys conducted by the National Center for Educational Statistics." The 1980 High School and Beyond senior cohort was utilized in the undertaking of this study, with more than fifty eight thousand high… Continue Reading...
is indeed a significant statistical connection or affiliation between the academic performance of a child and parental involvement. In the authors' own words, "findings from the present study demonstrated that increased parental involvement, defined as the teacher's perception of the positive attitude parents have toward their child's education, teacher, and school, was significantly related to increased academic performance, measured by both a standardized achievement test and teacher ratings of a child's classroom academic performance."
Section 2: Critical Analysis of the Article
It is important to note that the findings of this present study does generate a number of opportunities for future research. To begin with there… Continue Reading...
media in promoting dual credit in a positive light, which raises awareness and increases parental involvement in student education too (Andrews, 2001). A holistic approach to dual credit programs has elicited substantial general support for the integration of these programs throughout a state’s educational system (Andrews, 2011; Tobolowsky & Allen, 2016).
Leadership is a key to providing the structural and institutional support pathways for dual credit course options. Literature also shows how dual credit programs have universally been “state-driven” initiatives in postsecondary reform, indicating the fusion of educational philosophies and educational practices (Walsh, Brake & Choi, 2005, p. 199). While federal funding is critical,… Continue Reading...
