Home and School Factors Impacting Parental Involvement in a Title I Elementary School

2010 ◽  
Vol 24 (3) ◽  
pp. 209-228 ◽  
Author(s):  
Virginia B. Bartel
Keyword(s):  
Elementary School ◽  
Parental Involvement ◽  
Title I ◽  
School Factors ◽  
Home And School

scholarly journals School Outcomes among Elementary School-Aged Inuit Children in Inuit Nunangat

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rubab G. Arim ◽  
Benita Tam ◽  
Evelyne Bougie ◽  
Dafna E. Kohen
Keyword(s):  
Elementary School ◽  
Aboriginal Peoples ◽  
School Outcomes ◽  
Ecological Framework ◽  
Regression Analyses ◽  
Post Secondary Education ◽  
School Factors ◽  
Post Secondary ◽  
Factors Associated ◽  
Individual Family

The objective of this study was to examine factors associated with school outcomes among elementary school-aged Inuit children in Inuit Nunangat through a socio-ecological framework. The associations among children’s school outcomes and various individual, family, and school factors were examined using the 2012 Aboriginal Peoples Survey. Logistic regression analyses suggest that an Inuk child who is healthy and not hungry, whose parents obtained a post-secondary education, who is attending a school with a climate conducive to learning and at which parents are given opportunities to be involved, and who is exposed daily to the Inuit language has better odds of succeeding at school.

Assessing the Effects of the Reading Success Level A Program with Fourth-grade Students at a Title I Elementary School

2007 ◽  
Vol 30 (1) ◽  
pp. 45-68
Author(s):  
Jaclyn M. Reed ◽  
Nancy E. Marchand-Martella ◽  
Ronald C. Martella ◽  
Russell L. Kolts
Keyword(s):  
Elementary School ◽  
Title I ◽  
Fourth Grade ◽  
Reading Success ◽  
Fourth Grade Students

scholarly journals Exploring the Meaning of Parental Involvement in Physical Education for Students With Developmental Disabilities

2013 ◽  
Vol 30 (2) ◽  
pp. 147-163 ◽  
Author(s):  
Jihoun An ◽  
Samuel R. Hodge
Keyword(s):  
Developmental Disabilities ◽  
Physical Education ◽  
Parental Involvement ◽  
Collaborative Partnerships ◽  
School Environments ◽  
Phenomenological Inquiry ◽  
Elementary Aged Children ◽  
Big Picture ◽  
Additional Support ◽  
Home And School

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

scholarly journals The Power of Parental Contact: Strategies for Teaching in Highly Transient, Urban Classrooms

2020 ◽  
Vol 4 (1) ◽  
pp. p93
Author(s):  
Donna R. Sanderson, Professor
Keyword(s):  
Parental Involvement ◽  
High Mobility ◽  
Practicing Teachers ◽  
School Connection ◽  
Teachers And Students ◽  
Single Strategy ◽  
The Many ◽  
Home And School Connection ◽  
Urban Classrooms ◽  
Home And School

Research states that parental involvement is associated with student success and achievement. Research also documents that currently in our society students are transferring in and out of schools at an alarming rate. Urban schools, in particular, are subject to high mobility subpopulations, and the student movement can penetrate the interaction of teachers and students around learning. This purpose of this article explores the many ways practicing teachers in an urban school in Pennsylvania are reaching out to parents of highly transient students in an effort to foster a stronger home and school connection and increased student learning. The results show that teachers use a myriad of strategies to connect with parents and not one single strategy proves to work best.

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