Parent Involvement

The interactive attribution of school success in multi-ethnic schools

by Mariette de Haan

The study shows how explanations for school success are expressed and dialogically constructed during teacher–parent... more The study shows how explanations for school success are expressed and dialogically constructed during teacher–parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups ‘have’, the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other’s attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily ‘re’-act on each other’s claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child’s academic potential across home and school.

Learning in Families: A review of research evidence and the current landscape of Learning in Families with digital technologies

by Lyndsay Grant

‘I’m a completely different person at home’: using digital technologies to connect learning between home and school

by Lyndsay Grant

Parent Expectations of Collegiate Teaching and Caring and its Relationship to their Financial Profile

by Justin Alger

Dissertation

Parents have been referred to in the popular media as being over-involved and expressing this over-involvement by... more Parents have been referred to in the popular media as being over-involved and expressing this over-involvement by allegedly boasting they pay the costs of their student's higher education. Literature regarding parent expectations and its relationship to the mechanics of how parents pay for college has not been studied. The purpose of this study was to determine the expectations parents have of higher education institution and its relationship with their financial profile.

This quantitative study merged the Parent Expectations of Collegiate Teaching and Caring (PECTAC) instrument with the COFHE 2007 Parent Survey. This web-based survey explored the expectations of parents of residential, first-year students at a large, public, research university in the north. The web-based merged survey was utilized to collect data from 351 parents at the beginning of the Spring 2011 semester. Parents were asked to rate their expectations using PECTAC teaching and caring item concept and then asked their expectations regarding financial profile concepts. Expectations were analyzed using a one-way MANOVA examination.

Findings suggest parental expectations and financial profile were statistically related for the PECTAC Teaching concept of Technology Resources Provided in Support of Learning. Additionally, the study found similar parent expectation scores from the PECTAC Teaching and Caring constructs as the two other applications of the instrument.

Finally, this study discussed recommendations for future research including further study of the mechanics of how parents are paying for college, maintenance and further use of the PECTAC, and identifying other independent variables to determine their relationship to Parent Expectations of Collegiate Teaching and Caring.

Campuses Help Support Parents and Families with Rising Costs of Higher Education

by Justin Alger

NASPA's Knowledge Community Publication "Fall 2011 - Excellence in Practice" Pages 51-51

This article provides a brief look at the importance of parent socioeconomic status and parents as funding sources for... more This article provides a brief look at the importance of parent socioeconomic status and parents as funding sources for higher education, followed by highlights of how two institutions are supporting students and their families. Socioeconomic status is an important driving force behind whether a student attends college, because students and their families are financially responsible for funding higher education costs (CarneyHall, 2008). Also, parents and students generally expect that parents will pay for their children to attend college (Bozick, 2007).

The well-being of children, the limits of paternalism, and the state: can disparate interests be reconciled?

by Michael Merry

Definições, Dimensões e Determinantes da Parentalidade (Definitions, Dimensions and Determinants of Parenting)

by Ricardo Barroso

Published in "Psychologica, 2010"

Parental acceptance of digital game-based learning

by Jeroen Bourgonjon

Family and Community Engagement in Charter Schools

by Lindsey Jakiel

Parenting interventions for male young offenders: a review of evidence on what works.

by Candida Fenton

Buston K, Parkes A, Thomson H, Wight D, Fenton C.
Journal of Adolescence (in press).

CHANGE IN CHILD HEALTH AND SOCIOECONOMIC STATUS: EXAMINING THE MODERATING EFFECTS OF DIFFERENTIAL PARENTING

by Dillon T. Browne

The stranger danger: Exploring Surveillance, Autonomy and Privacy in Children's Use of Social Media

by Melanie McBride

Authors: Jason Nolan, Ryerson University; Kate Raynes-Goldie, Curtin University, Melanie McBride, Ryerson University

The threat of online ‘stranger danger’ is a dominant theme in mainstream media reporting about children and the... more The threat of online ‘stranger danger’ is a dominant theme in mainstream media reporting about children and the Internet. A rising climate of fear and moral panic has many parents seeking increasingly restrictive measures to keep their children ‘out of harm’s way’ (Barnes, 2006; boyd & Jenkins, 2006; Marwick, 2008). While the stranger danger meme has proven profitable for companies selling parental surveillance software (i.e. ‘censorware’), research indicates that children are safer now than a decade ago (boyd & Jenkins, 2006; Lumber, 2009; StatsCan, 2003; Wastler, 2010; Wolak, Finkelhor & Mitchell, 2004; Wolak, Finkelhor, Mitchell & Ybarra, 2008). It is the concern about risk, rather than an increase in actual risk, is the story behind the headlines (Kelley, Mayall & Hood, 1997).

Miscellaneous Data

by Historically Digitized

Reflecting on racism: School involvement and perceived teacher discrimination in African American mothers

by Meeta Banerjee

Racial/Ethnic Socialization and Parental Involvement in Education as Predictors of Cognitive Ability and Achievement in African American Children

by Meeta Banerjee

Defining the Chaperone's Role as Escort, Educator or Parent

by Elee Wood

http://visitorstudies.org/resources/journal-and-archive/current-reflection
Currently available as a sample article in Visitor Studies

The concept of family learning in museums emphasizes the interaction between related adults and children through the... more The concept of family learning in museums emphasizes the interaction between related adults and children through the process of free-choice learning. The complexity of family learning in the context of school visits presents new questions for museum staff on the role of chaperones and the extent to which chaperone-led groups might function as family units. Do chaperones operate as escorts, educators, or parents on a museum field trip? This article provides a brief overview of existing field trip and chaperone research findings, raises some critical questions on the role of parents as chaperones, and describes the results from a study on chaperone behavior in the museum. Results from observations of 289 chaperones in a children's museum setting suggest that chaperone behavior is not necessarily influenced by exhibition context, but parents and chaperones do differ in preferred family learning interactions with children in museum exhibitions.

When Parents Stand Back is Family Learning Still Possible?

by Elee Wood

Co-author, Barbara Wolf

The family learning initiative at The Children’s Museum of Indianapolis emphasizes adult-child interaction in... more The family learning initiative at The Children’s Museum of Indianapolis emphasizes adult-child interaction in exhibitions and programs. Across four years of exhibition evaluation, data reveal a consistent pattern of adults standing back, apparently not interacting with their children. However further examination of the data reveal that some, but not all, parents are closely watching their children, marveling at how they change from visit to visit. Even though a children’s museum is family oriented, parents and children operate in many different ways and so too do staff expectations of their behavior. In this article the authors present a meta-interpretation of family engagement in a children’s museum that reviews on-going preferences for parent-child involvement, expectations for behaviors and exhibition goals. The authors explore the intentional design efforts to build family engagement and discuss the reasons that families may choose not to engage with each other while in the museum.

The Role of Parent Gesture in Children's Spatial Language Development

by Shannon Pruden

Family Partnerships that Count

by JoBeth Allen

Diverse Families, Welcoming Schools: Creating Partnerships that Support Learning

by JoBeth Allen

in Compton-Lilly's Breaking the Silence: Recognizing the Social and Cultural Resources Students Bring to the Classroom