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Parent Involvement (What is parental involvement? (Multidimensional model,…

- - - - Actions - being there
      - Parent teacher meetings
    - - Your cog ability to help with learing
      - Books + guidance
      - Learning + homework
    - - Positive
      - Child's affective experience - parent cares about school, discussions
      - Attitude
- - - - Definition - parents see definitions of child problems as secondary
      - Attribution - may attribute problems to different causes
      - Responsibility for action - parents feel expected but school isn't
      - Perceived parental apathy
        
        Parents who do not go to school meetings or engage may not be apathetic
        
        Can be related to personal feelings about/experiences of school
      - Roffey (2004)
        
        Partnership with parents = optimal outcomes
        
        Different constructs regarding roles and behaviour
        
        +ive outcomes when teachers con-construct shared reality with parents
  - - - Most common model
      - Parent and Professionals
      - Serve separate functions
    - - Education professionals as experts
      - Largely unquestioned
      - Feel expertise are important
    - - Paretns as resources
      - Professional expertise transmitted to parents
      - Parents carry out interventions with child at home
    - - Parental expertise (something to offer) used to enhance curriculum
      - Different from teachers
      - Parents + teachers can learn form each other
      - Directly feed in knowledge
    - - Parents as consumers
      - Professionals as consultants (providing service)
      - Parents in control of decision-making
    - - Professional = experts in ed
      - Parents = experts in children
      - Balance of subjectivity + objectivity
  - - - Flat
        
        Inflexible - pop fighting for diminnce
        
        Slippery - misunderstandings + apathy
        
        Subject to individual caprice - greatly affected by individuals' varying attitudes/skills
        
        Teacher vs parent constructs = separate
        
        Lack of consistency
      - Plugged in
        
        Consistently and effortfully reach out to parents
        
        Attume to parents perceptions, needs and concerns
        
        Share responsibility
        
        Flexible + responsive
        
        Mutually supportive
        
        Should be aimed for
  - - - People try to interpret based on what they know
      - Parents = interpret in light of current understanding
      - May take time for constructs to change
  - - - Whole-school, not bolt on
      - Parent needs
      - Staff needs/training
      - Effective use of ICT
    - - Literacy, numeracy, etc
      - Multi-agency working
    - - Family learning - workshops
      - Literacy
    - - Intervention cost benefit, sustainability, generalisability
      - Parental home practices
  - - - Parenting styles
      - Social learning thoery
      - Attachment
      - Social/community factors
- - - - Parental involvement linked with academic success
      - Regardless of
        
        How involvement defined
        
        Indicator of academic achievment
        
        Ethnicity
      - Important
        
        Parents' academic expectations of child
        
        Parents' communication with child about school activities
    - - Inner-city children 3-6yrs
      - Parental involvement linked to
        
        Reduced no. grade retentions at 14 yrs
        
        Reduced no. years in special education
        
        Increased reading achievment
        
        Lower rates of high school drop-out + highest grade completed (controlling for family background/risk factors)
      - Important component to help promote LT effects
  - - - Learn about school's expectations for performance and behaviour
      - Learn from other parents how best to interact with school
      - Involvement increases parents' skills + info
    - - Parents + teachers agree consensus on behavioural expectations
      - Parents meet other parents, consistency across peer group promoted
      - Children receive clear + consistent expectations
  - - - High warmth, high control
      - Setting clear limits + enforcing rules
      - Warm + justifying rules/decisions
      - Talk things though rather than harsh punishment
    - - Less affection
      - Children expected to follow rules "because I said so"
      - Low warmth, high control
      - Punishments = strict but not abusive
    - - Link (outcomes + authoritative parenting) found in White families
      - African American
        
        Authoritative may make no difference
        
        Authoritarian may be better
    - - Parental enthusiasm + parenting style best predicted overall involvement
      - +ive parenting style greater predictor than enthusiasm for child reading ability + learning problems
      - Children with diverse background
      - Parent school involvement associated with +ive ed outcomes
      - Programmes often in vain
      - More effective if focus on underlying constructs
    - - Achievement associated with parenting styles
      - Authoritative, authoritarian, permissive, neglectful
      - Authoritative
        
        Adaptive
        
        Low levels of failure expectations
        Low task irrelevant behaviour/passivity
        Self enhancing attributions
      - Neglectful
        
        Maladaptive
        
        High levels of task irrelevant behaviour/passivity
        Lack of self enhancing attributions
      - Influence = present
- - - - 45% see ed as equal school-parent responsibility (non-white = greater responsibility)
      - 73% = extremely important to help with hw (Confident 33% in 2007 vs 41% 2001)
      - 51% feel 'very involved'
      - Informal staff discussions about progress valued most
  - - - Conversations to identity barriers/needs
      - Flexibility + tech for communication
      - Tech/other strategies for raising skills
      - Tech/other strategies for nudging (reminders)
      - Respect
      - Realistic goals, shared understanding, manage expectations
      - Communication strategies (translation)
      - Unconscious bias training
    - - Ability - lack of knowledge/skill
      - Time/avaliability
      - Teacher attitudes - unfair assumptions
      - Lack of comuication
      - Negative experiences/perceptions
      - Over aspirations
  - - - Results
        
        Small positive impact on maths attainment and on decreasing absenteeism
        
        Cost of text = low
        
        Intervention = highly cost effective
      - Ps: 15,697 students in Year 7, 9, 11 from 36 English secondary schools
      - Texts informed
        
        Upcoming tests
        
        Whether hw was submitted on time
        
        What child was learning