Parental Involvement After the Implementation of Effective Communication Practices in a Low Income, High English Learner Populated School in California PDF Download
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Author: Christina Sanchez
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
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Book Description
City View Elementary, which is a pseudonym, is a Title 1 low income school with a high English Language Learner population. Students in high need areas, particularly Latinos and ELL students are underperforming in both Math and ELA. The students at City View lack the opportunity to succeed due to numerous factors, including a lack of parent involvement. Research on parental involvement identifies its benefits, factors that deter parents from being involved, and ways to improve parental involvement. This case study aimed to increase parental involvement through the implementation of a new communication system. Quantitative and qualitative data collection and analysis methods were used to find a correlation between this new system and parental involvement.
Author: Christina Sanchez
Publisher:
ISBN:
Category :
Languages : en
Pages : 58
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Book Description
City View Elementary, which is a pseudonym, is a Title 1 low income school with a high English Language Learner population. Students in high need areas, particularly Latinos and ELL students are underperforming in both Math and ELA. The students at City View lack the opportunity to succeed due to numerous factors, including a lack of parent involvement. Research on parental involvement identifies its benefits, factors that deter parents from being involved, and ways to improve parental involvement. This case study aimed to increase parental involvement through the implementation of a new communication system. Quantitative and qualitative data collection and analysis methods were used to find a correlation between this new system and parental involvement.
Author: Henry Tran
Publisher: Rowman & Littlefield Publishers
ISBN: 1475854900
Category : Education
Languages : en
Pages : 181
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Book Description
This book focuses on the topic of the multiple-stakeholders that comprise the education community across the P-20 continuum. In various ways and forms, the authors of the chapters found within this book promote the importance of engaging with the diverse array of stakeholders in order to truly improve education in an increasingly interconnected world. The book itself is divided into two major arcs, the first of which covers community relations and stakeholder engagement in P-12 schools, while the second addresses those same issues in higher education. When one considers the activities that take place within education institutions, there is a realization that they are influenced and driven by much more than just the educators and administrators who occupy the schools. In the editors’ own work, (e.g., see Tran & Bon, 2016), the importance of the inclusion of the viewpoints and inputs of multiple-stakeholders in school decisions when appropriate has been consistently argued, given that the school is considered by many to be a social and communal environment. To address these issues, in this text, this book is lucky to have a collection of peer-reviewed writing that explore various aspects of how multiple-stakeholder input can be used to improve school decisions.
Author: Teresa Lucero
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
The number of English learners in California's public schools continues to increase as does the gap in their academic achievement. The state requires districts to meet the academic needs of all students and allocates increased funding to specifically meet the high needs of EL students. One approach to closing the EL achievement gap is by seeking parent involvement and parent engagement. The purpose of this study was to determine in what ways parents and teachers engage in communication to support EL student achievement in a dual language immersion program and not in a dual language immersion program. A qualitative case study was conducted to determine ways parents and teachers engage in communication to support student achievement and whether barriers to communication exist. Four teachers and 24 parents were anonymously surveyed, and responses were analyzed for themes and compared to previous research. Results showed parents and teachers feel increasing parent-teacher communication increases student achievement. Barriers to communication were revealed including time constraints and parents' poor digital literacy. The results were analyzed through a cultural proficiency lens and indicate there are cultural barriers to parent-teacher communication. Results also revealed a disconnect between teachers' and parents' perception of effective communication. Additional research is needed to be able to generalize what parents perceive as effective forms of communication. Based on the results from this study, schools and districts would benefit from better understanding parents' perspectives on the home-school connection, specifically on effective parent-teacher communication.
Author: Illinois State University. Center for the Study of Education Policy
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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Book Description
The research is clear that parents' involvement in their child's education improves outcomes in areas such as learning, attendance, behavior, and graduation rates. Although almost any parent involvement brings improvements in student outcomes, parent involvement with their child's learning at home is most helpful in increasing student learning. Increased and meaningful communication between home and school enhances parent involvement. Illinois schools are using various forms of technology to increase school/home communication, including voice mail, e-mail, school and classroom websites, and web access to individual student information such as attendance, grades, and student portfolios; however, this use is not consistent or widespread. In February 2003, Governor Rod R. Blagojevich called on all Illinois schools to adopt the National PTA standard for parental involvement to ensure that communication between home and school is frequent and meaningful. The Illinois Century Network (ICN) provided funding to the Center for Application of Information Technology (CAIT) at Western Illinois University to develop applications and the Center for the Study of Education Policy at Illinois State University to survey schools across Illinois to determine the extent of the use of technology for communicating with parents of students in Illinois schools. The major findings are presented in this paper. Based upon the findings from the literature, state data, cost study, surveys, interviews, and focus groups, seven recommendations are given: (1) Improved school/home communication would benefit students, their families and schools; however, multiple communication methods and formats are needed to meet the varying capacities and communication needs of Illinois families; (2) Illinois can promote cost-effective solutions that build upon the variety of existing student information systems, parent communication tools, and grading systems already in place rather than mandating a one-size-fits-all system. The State should seek to provide communication solutions that meet interoperability standards and are compatible with as many current school communication systems and vendor products as is feasible; (3) Illinois should make use of the existing ICN infrastructure to provide a menu of support services from which schools may selectively choose based upon their priorities, capacity, and needs. Steps toward implementation include assuring a basic level of access and capacity for all schools; providing services to support the activities for which technology is most useful to increase parental involvement; and helping schools share best practices related to school/home communication; (4) State-sponsored school/home communication initiatives must recognize the current financial constraints under which Illinois schools are operating. To address cost issues, the state could provide financial support through targeted grants tied to specific goals that seek to increase the frequency of school/home communications from current levels; (5) School/home initiatives will need to address issues related to personnel time for training and implementing home/school communication systems. Support will be required for schools to train personnel and parents in order to accomplish reasonable goals to increase the frequency and extent of school/home communication; (6) In collaboration with parents and families, schools should establish policies and practices that establish a framework for school/home communication related to student academic performance and development to ensure consistent expectations. Explicit policy goals would also help schools identify budget priorities; and (7) Any new statewide program/initiative must recognize the cultural and economic differences in the schools and homes across the state and the potential for technology to widen the digital divide rather than close it. Appendices include: (1) School to Home Survey; (2) Cost Study; (3) Parent Focus Group; (4) Principal Interview Sets of Questions; (5) Technical Representative Interview Script; (6) Resources for Schools; (7) Hardware and Software Requirements; and (8) Software Vendor List. (Contains 14 tables and 9 figures.) [Funding for this paper was provided by the Illinois Century Network.].
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Edward Earl Gotts
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 32
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Book Description
Communicating effectively with parents and the wider community is important to schools for a number of reasons. Community members are more supportive of schools that they feel they understand, and the significant role parents play in their children's education can only be affected by the schools if effective communication exists. Four methods of communication are especially useful with groups of parents: newsletters, open houses, handbooks, and parent organizations. Communicating with parents individually may involve parent-teacher conferences, home visits, interviews, and phone calls or letters. Efforts to inform parents should be continued through their children's secondary school years because parental interest remains high even though their active participation is often reduced. Effective use of the kinds of communication covered here can serve as a starting point for broader school-community relations efforts. These efforts include soliciting citizen involvement as volunteers in the schools and developing partnerships with community businesses. Resource materials providing useful information on various aspects of school-community relations are cited throughout this publication. (PGD)
Author: Violeta Rios
Publisher:
ISBN:
Category :
Languages : en
Pages : 140
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Book Description
Collaborating with parents to establish a better home-school connection is tantamount to academic success. Teachers and administrators often search for effective ways to involve parents in their children's education. Venues, such as workshops, can provide an excellent opportunity for parents and teachers to interact in a positive manner. The purpose of this project was to determine whether or not using Parents' Workshops could increase parental collaboration and promote a better home-school connection. This project focused on improving collaboration with Latino families to develop more positive communication between parents and educators during their child's academic years. Furthermore, it aimed to show how Latino parents could be taught to help their children to achieve academic success. The workshops were designed to teach Spanish-speaking Latino families how to help their child with Literacy tasks at home. The parents completed questionnaires and the information provided was analyzed to help improve future workshops. The workshops created a place where parents and children could interact with the teacher while learning about Literacy strategies. The importance of parental involvement in their child's academic success became evident throughout the series of workshops. This project shows the benefits that can be obtained when schools collaborate with Spanish-speaking Latino parents to make a better home-school connection. Key words: English Learners, Home-School Collaboration, Latino Families, Literacy Workshop, Parental Involvement
Author: John Wesley Hooper
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 117
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Book Description
Students benefit greatly from strong partnerships among parents, schools, and communities (Epstein, 2008). Heightened communication between schools and families increases students' ability to achieve in school (Ferrara, 2015) through the completion of assignments, improved engagement in class, and better overall attitudes toward school (Shirvani, 2007). Ross (2016) connected positive parental involvement to the completion of high school and advancement into postsecondary education for students identified as at risk of dropping out. Epstein (1995, 2008) categorized parental involvement into six types: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. However, parents do not become involved automatically. Hoover-Dempsey, Walker, and Sandler (2005) named three contributing factors in parents becoming involved in schools: parents' role construction, invitation to become involved, and life context. The purpose of this study explored the current communication practices between parents and school in a rural secondary school and how parents and school personnel perceived the effectiveness of those practices in facilitating positive parental involvement in school. In this study, parents and school personnel were interviewed to determine their perceptions of the communication practices of a rural high school regarding its impact on parental involvement. Artifacts were also gathered from the school's automated call-out system for review. The findings of this study revealed seven themes: Methods for Mass Communication, Types of and Reasons for Individual Communication, Communication's Impact on Parental Involvement, How Parental Involvement Impacts Student Achievement, How Parental Involvement Changes as Students age Into High School, Perception of Current Parental Involvement Within the School, and Impact of Rural Setting on Parent Involvement. Schools should be diligent in not only using various methods to communicate with parents, but should also seek feedback as to the effectiveness of their methods, and be willing to change as the need arises. However, simply communicating information may not be enough to motivate parents to involvement. Schools should be conscious of the content they communicate in order to provide appropriate invitations to all types of involvement.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 20
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Book Description
Author: Fredricka Brown
Publisher:
ISBN: 9781124707600
Category :
Languages : en
Pages : 186
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Book Description
Parent involvement is a topic of interest to school administrators; research and their own experience indicate that parent participation at the school site can have a significant influence on student achievement. Recent efforts to increase parent involvement through school-based and federally-funded programs have focused on helping schools and parents learn and routinize meaningful school and home roles for parents to play. Despite several attempts to develop means to increase parental involvement, administrators of Southern California inner-city schools continue to be faced with the problem of how to develop programs and strategies that will promote the kinds of productive parental involvement activities that can lead to increased student achievement for the specific student body in these schools. The majority of programs that have been implemented have been offered in general sessions with no particular grade-level focus. In response to the critical need for parent involvement, the Grade Level Parent Workshops program was created at a Southern California Elementary School. This program, in its fifth year of operation at the time of this study, allowed for parents to learn grade level skills of their own children in a series of grade-specific workshops. Because the majority of students at the site came from Spanish-speaking households, Spanish-speaking parents were given the opportunity to receive this information from bilingual teachers. Using Bronfenbrenner's Ecological Theory Model, this study explored the formation, practice, and impact of the program on parent and teacher participants and its influence on the individual practice and behavior of students, teachers, and parents and their relationship to one another. Data were gathered during a series of three focus group meetings with Latino and African-American parents and school site teachers and from six individual interviews with selected focus group participants. Data revealed that the Grade Level Parent Workshops created a welcoming environment for parents to come to the school and consult with their children's teachers, encouraged parent-teacher collaboration, provided needed assistance for parent-supported homework help, discredited stereotypes about inner-city parents not being interested in their children's academic success, and led teachers to redesign some of their in-class teaching and homework assignment practices.
