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Theories of parenting style
Theories of parenting style
parenting styles
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The purpose of this quantitative case study is to understand the factors that contribute to parent disengagement in an alternative education setting and what can alternative education schools need to put in place to increase parental engagement. Alternative education, in this case, consists of a student population that is on formal probation and has been expelled from their home district. Dropping out of school, however, is only the end of the more general process of school disengagement, a process that typically begins earlier in the educational career. A strategy is needed to recognize early school disengagement and potential dropout (Henry, Knight, & Thornberry, 2012). The parents of successful students were involved at school significantly …show more content…
Two questions were developed to understand why parental engagement is low in an alternative education setting and what factors need to be in place at a school site to ensure parent engagement. The research questions for the study are: 1. What factors attribute for parent disengagement at an alternative school site? 2. Is student expulsion process a barrier for parental student involvement? 3. What factors are in place at the school site that welcome or are barriers for parental involvement? 4. Do teacher’s perceptions of students engage or disengage students? Data Types Do to the nature of the study four types of data, qualitative inquiry frameworks were considered; Ethnography, Grounded Theory, Realism and System Theory (Patton, 2015); • Ethnography was considered because research focuses on a specific type of culture, high-risk students and their families who are on probation and/or expelled. This type of data focuses on cultural biases, their peoplehood focusing on an ethnographic approach to …show more content…
Surveys will ask parents, teacher and students about school engagement and how they foresee their role/behavior to affect parental engagement. Students attendance, grades, behavior records will be used to see if there is a pattern of academic success and parental involvement, as well as teacher perception having an effect. Interviews will be conducted to help find a pattern on what parents, students, and teachers/school staff see as an obstacle or a welcoming for parents. Interviews with parents will collect data on what factors attribute to parent disengagement and what can teachers and school staff do to make them feel welcome and engage in their child’s
Arias and Morillo-Campbell (2008) explain that Non-traditional models of ELL parental involvement are focused on developing a reciprocal understanding between families and schools. These non-traditional approaches that promote parent involvement include the following elements: parental empowerment and integration of community. Arias and Morillo-Campbell (2008) describe the six areas from the traditional model of parental involvement as follows: 1) Assisting families with parenting skills, and ideas to create at home conditions conducive to learning. 2) Communicating with families in a two-way fashion in order to inform them about school activities and
Much research has also been done on the impact that parental involvement has on an adolescent’s development and education. One study done viewed parental involvement as a multidimensional concept that includes school-based involvement, home-based involvement, and academic socialization. (Wang & Sheikh-Khalil, 2014). The researchers defined school-based involvement as communication between the parents and teacher, attending school events, and volunteering at the adolescent’s school. Home-based involvement was defined as setting up a structured time for homework and leisure, and monitoring the child’s progress. Academic socialization was defined as the parents communicating to their child their expectations and encouraging their children to form their own educational and career goals. (Wang & Sheikh-Khalil,
In the effort to support a growing population of diverse students, states are encouraging schools to promote family engagement and education equality. To help with this promotion schools need to have a welcoming and friendly environment for students, family, and staff members. The purpose for family engagement is to get families evolved in education to help support the academic success of their children. The most common family engagement opportunity is an open house right before school starts and parent/teacher conferences. However, family engagement events should be promoted throughout the year just not 3 times a year.
While disengagement is the ‘official’ term for disconnection from school (Smyth & Fasoli, 2007), students who are disengaged may be variously described as ‘alienated’, ‘disaffected’, ‘detached’ or ‘at risk’ (Murray et al. 2004, p. 5). Regardless of the terminology used, disengagement is not necessarily a rejection of learning, but often a rejection of the curriculum that is taught in schools (Atweh et al. 2007). The lack of motivation is a real and pressing problem. The students are focused on “doing school” and not on mastering the material. Upwards of forty percent of high school students are chronically disengaged from school, according to a 2003 National Research Council report on motivation. The two key motivators are value and expectations. Improving meaningful learning depends on the ability of the teacher to engage the student’s imagination by building upon what they already know, believe, care about and hope for.
In the world today there are many stereotypes concerning alternative schools. Many people believe the work done at alternative schools is not the same curriculum and is all around easier for the students. However, research shows this is not the case. In the U.S., 7,000 students drop out each day. Every year that adds up to 1.2 million students without degrees (Alliance 10). In some cases, the students who “drop out” from public schools are acutally transfering to alternative schools. The reason kids leave public schools is because of the structure and the environment which is backed on page 49 of the book titled Preserving the ‘Public’ in Public Schools written by Phil Boyle and Del Burns which states, “Adolescents drop our of the school for
Wilson, G. (2011, March 1). Parental Engagement- Oxford School Improvement. Retrieved March 20, 2012, from YouTube: http://www.youtube.com/watch?v=SqxYooapk6k
Parent involvement is a major topic of concern among policy makers, educators, and researchers (Brooks-Gunn, Duncan, & Maritato, 1997; Rouse & Barrow, 2006; Young, Austin, & Growe, 2013) for more than 20 years. School districts, educational leaders, and researchers all agree with the premise that strong school-family partnerships improve children’s learning and outcomes. Parents and schools, separately or together, represent noteworthy influences on the essential sources of support for children’s learning and development. Children develop within multiple contexts, and development and learning are optimal when effective networks and permanencies among these systems are created. Semke and Sheridan (2012) affirm methods
Parental involvement promotes the social growth of a child. Children whose parents are involved in their education have many advantages. They have better grades, test scores, long-term academic achievement, attitudes and behavior than those with disinterested mothers and fathers (Gestwicki, 2001). Parents becoming involved in their child's schooling creates extra sources of social constraint to influence the child's behavior (McNeal, 2001). For example, parents talking to their children and becoming involved in the school conveys a message to the child of education being important. Parents should be talking with your children's teacher and letting her know about your family. The more she knows about your child, the better she will be able to connect with your child.
When it comes to parental involvement, most people agree with the “why”; it’s the “how” that poses the challenge. The vast majority of parents want to be involved, but face significant barriers in doing so. The vast majority of schools welcome parent involvement, but with short parent meetings (for which both sides struggle to find time), it’s hard to know exactly what to do.
Hickman, C. W., Greenwood, G. E., & Miller, M. D. (1995). High school parent involvement: Relationships with achievement, grade level, SES, and gender. Journal of Research and Development in Education, 28, 125-134.
Parent involvement affects all aspects of a child’s education. Parents must be involved as teachers, learners, supporters, and advocates of their child’s learning (Hopkings). Studies show that kids who know that their parents are involved and interested tend to take more responsibility for their own learning and behavior. Schoolwork and grades improve. Work habits improve. Less work is handed in late. Fewer referrals for behavior problems are made. Attendance increases, and fewer kids show up late for class (Hopkings). With all this information documented it shows the true importance of parent involvement in education. The more involved the parents are, the better off each child will be. So when you become a parent, get involved in your child’s education!
To conclude, my research shows a clear link between parental involvement and children performing better in school. Children who's parents are involved in their education are showing better performance and are achieving higher grades. They also show better behaviour, more enthusiasm, ambition and higher levels of engagement. compared with children who's parent are not involved in their education. My research also shows that parental involvement has great benefits for both children and parents in many ways, so much so that the most effective schools are those who encouraged parents to be involved.
Involving parents with school activities will benefit the school parent and the child. Teachers will have more help and will know the children closely if the parents are involved. Children feel happy and secure to see their parents around and it makes them confident too. We can start the involvement by inviting parents as volunteers for story reading and school outings. The importance of parental involvement is stressed in Lev Vygotsky's Sociocultural Theory which states parents, caregivers, peers, and the culture at large were responsible for developing higher order functions. On the other hand, parents will also have a sense of inclusion in their child’s development process. Parents will share more family time and bonding with their young kids which supports the child’s psychological needs
Around twenty years ago the National Center for Education Statistics asked, “What are the Most Serious Problems in Schools”. I will link to every article referenced at the end of this newsletter. Parent involvement was a much larger issue in public schools. I think this shows it often is not the parent’s fault they are not more involved. Financial motives often can be cited by parents who don’t attend their students’ events. In Public Schools teachers said parent involvement was a serious problem: 25.5% overall, 20.6% in Elementary School, and 30.7% in High School. In contrast the Private School
Parent involvement is one of the most influential aspects of student motivation. The parents are the initial teachers of the child before the child goes to school and encounters education through a teacher. If a parent is completely engaged in the learning process with a child, there can be growth between the child and the parent simultaneously. The parents set an example for the child, so that the child understands that help is in the classroom and at home. Alma Wright, a first and second grade teacher, believes that parents in the classroom are a good way to stimulate children. She says, “Their active participation is a positive influence. The school is open for parents to share their talents and motivate their children” (Drew, Olds, and Olds, 1974, p. 71).