Parent Resource Centers: An Innovative Mechanism for Parental Involvement in School Choice Decisions

School choice advocates maintain that parents who choose their schools will be satisfied with those schools. This study examines the nature of the interrelationships between parents’ satisfaction with public schools of choice and (a) parents’ empowerment, (b) parental involvement, and (c) the congruence between what parents expected of the school when deciding to enroll their child and the actual school program. Findings from a study of school choice in Israel reveal that socioeconomic status is a major factor in understanding the relationships between parent satisfaction and choice.

Download Full-text

Envolvimento parental no contexto de escolas públicas diferenciadas: uma análise dos contextos de ação

Simbiótica. Revista Eletrônica ◽

10.47456/simbitica.v7i3.33704 ◽

2020 ◽

Vol 7 (3, jul.-dez.) ◽

pp. 298-322

Author(s):

Harlon Romariz Rabelo Santos

Keyword(s):

High School ◽

High School Students ◽

Public Schools ◽

School Choice ◽

Parental Involvement ◽

Sociology Of Education ◽

School Students ◽

Logic Of Action ◽

Palabras Clave ◽

State Schools

Analisam-se aqui quatro casos de envolvimento parental, pesquisados em escolas públicas diferenciadas no Ceará. Casos oriundos de uma pesquisa com estudantes de ensino médio e seus pais, de duas das Escolas Estaduais de Educação Profissional (EEEP), em 2016. Análise é feita por meio da sociologia disposicionalista de Bernard Lahire, que foca nas ações e práticas dos indivíduos a partir da noção de esquemas disposicionais, contextos e lógicas de ação. Perspectiva que enfrenta a tensão entre o passado incorporado e o presente da ação. Os dados e a análise permitem reconhecer quadros contextuais externos que mobilizam ou inibem esquemas disposicionais incorporados, especificamente, em relação ao maior ou menor envolvimento parental entre pais de diferentes capitais socioeconômicos e culturais. Palavras-chave: Envolvimento parental; escolha escolar; escolas diferenciadas; sociologia da educação Abstract Four cases of parental involvement are analyzed here, surveyed in different public schools in Ceará. Case studies from high school students and their parents, from two of the State Schools of Vocational Education (EEEP), in 2016. Analysis is made through the dispositional sociology of Bernard Lahire, which focuses on the actions and practices of individuals to from the notion of dispositional schemas, contexts and logic of action. Perspective facing the tension between the corporate past and the present of action. Data and analysis allow us to recognize external contextual frameworks that mobilize or inhibit dispositional schemes embodied, specifically in relation to greater or lesser parental involvement among parents from different socioeconomic and cultural capitals. Keywords: Parental involvement; school choice; differentiated schools; sociology of education. Resumen Se analizan aquí cuatro casos de participación parental, investigados en escuelas públicas diferenciadas en el Ceará. Casos de los estudiantes de enseñanza media y sus padres, de dos de las Escuelas Estaduales de Educación Profesional (EEEP), en el año 2016. El análisis se hace por medio de la sociología disposicionalista de Bernard Lahire, que se centra en las acciones y prácticas de los individuos a la sociedad a partir de la noción de esquemas disposicionais, contextos y lógicas de acción. Perspectiva que enfrenta la tensión entre el pasado incorporado y el presente de la acción. Los datos y el análisis permiten reconocer cuadros contextuales externos que movilizan o inhiben esquemas disposicionais incorporados, específicamente, en relación al mayor o menor envolvimiento parental entre padres de diferentes capitales socioeconómicos y culturales. Palabras clave: Participación parental; elección escolar; escuelas diferenciadas; sociología de la educación.

Download Full-text

Parents’ Involvement in their Children’s Education: The Value of Parental Perceptions in Public Education

The Qualitative Report ◽

10.46743/2160-3715/2018.3216 ◽

2018 ◽

Author(s):

John Duman ◽

Hasan Aydin ◽

Burhan Ozfidan

Keyword(s):

School Climate ◽

School Choice ◽

Parental Involvement ◽

Parental Perceptions ◽

Structured Interviews ◽

Study Approach ◽

School Climate And Culture ◽

Data Collection Process ◽

Field Notes ◽

Secure Place

The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions’ about school climate and their child’s school choice. Our comprehensive in-depth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.

Download Full-text

Kindergartens education influence on primary school students' educational success in the parent's assessments

World of Science Pedagogy and psychology ◽

10.15862/22psmn521 ◽

2021 ◽

Vol 9 (5) ◽

Author(s):

Zoya Proshkova

Keyword(s):

School Choice ◽

Parental Involvement ◽

Primary School ◽

Educational Process ◽

Educational Success ◽

Primary School Students ◽

School Students ◽

Kindergarten Education ◽

Primary School Student ◽

The Family

The article examines the influence of kindergarten education on primary school students' success in the students' parents' assessments. The research relevance is explained by the need to comprehend the family factor in the educational process at the early stages of personality development. The following issues are discussed: family ideas about primary school student educational success, the relationship between school choice and kindergarten attendance, parental involvement in kindergarten, and primary school education of children. In the study's empirical part, 40 informal interviews were conducted with informants whose children studied in public and private kindergartens. The author presents a parental assessments comparative analysis of kindergarten education effectiveness. When studying the interviews, Russian computer programs for processing unstructured texts were used. It was found that the majority of parents believe that kindergarten education has a positive impact on the child's school success in primary grades. Parents who have sent their children to a private kindergarten rate the education benefits they receive most highly. The main criteria for the primary school student's success in the family are the child's academic performance. Among other indicators of success, the interviewed parents named friendship with classmates, respect for the first teacher, work in study clubs, participation in an intellectual academic competition, and a child's good mood for attending classes. No connection was found between school choice and the preschool education type. The school choice is influenced by the parental involvement style in the child's education in the early educational socialization stages: mentoring or liberal. It turned out that families whose children attended a public kindergarten tended to be mentoring behavior, as opposed to a more liberal attitude towards the children education of parents who chose a private kindergarten. The prospect of the study is to expand the empirical base of the project and include in the sample informants who choose to homeschool their children.

Download Full-text

Homeschooling: A Growing School Choice Option for Meeting Special Educational Needs

International Journal of Educational Reform ◽

10.1177/105678791802700203 ◽

2018 ◽

Vol 27 (2) ◽

pp. 156-172 ◽

Cited By ~ 2

Author(s):

Mary L. Morse ◽

Sherry Mee Bell

Keyword(s):

School Choice ◽

Parental Involvement ◽

Quantitative Study ◽

Private School ◽

Online Survey ◽

Educational Needs ◽

Special Educational Needs ◽

The Past ◽

Parental Involvement In Education ◽

Choice Option

The unexplained, rapid growth of homeschooling over the past two decades provides the context for this quantitative study. The relation between parental involvement in education, special educational needs, and the school choice option of homeschooling is examined via completion of an online survey. Of the 309 homeschooling families that responded to the survey, more than half (50.8%) had a child who attended public or private school before they made the decision to homeschool, and 60.6% of these families indicated they were currently homeschooling a child who had special educational needs (SEN). Results suggest that when parents perceive needs of a child with SEN are not being met in a public or private school, the child's SEN is an important factor in their decision to homeschool. Furthermore, for all participating homeschooling parents (those with and without children with special educational needs) in this sample, the desire to be more involved in their children's education was rated as the most important factor in the decision to homeschool.

Download Full-text

Parental Involvement in Language Development: The PAL Program

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0402.82 ◽

1973 ◽

Vol 4 (2) ◽

pp. 82-85

Author(s):

Cathy Bush ◽

Mary Bonachea

Keyword(s):

Language Development ◽

Parental Involvement

Download Full-text

Effects of Gender, Parental Role, and Time on Infant- and Adult-Directed Read and Spontaneous Speech

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-s-19-0047 ◽

2019 ◽

Vol 62 (11) ◽

pp. 4001-4014

Author(s):

Melanie Weirich ◽

Adrian Simpson

Keyword(s):

Parental Involvement ◽

Gender Identity ◽

Spontaneous Speech ◽

First Year ◽

Space Size ◽

Vowel Space ◽

Potential Impact ◽

Phonetic Features ◽

And Gender ◽

Description Task

Purpose The study sets out to investigate inter- and intraspeaker variation in German infant-directed speech (IDS) and considers the potential impact that the factors gender, parental involvement, and speech material (read vs. spontaneous speech) may have. In addition, we analyze data from 3 time points prior to and after the birth of the child to examine potential changes in the features of IDS and, particularly also, of adult-directed speech (ADS). Here, the gender identity of a speaker is considered as an additional factor. Method IDS and ADS data from 34 participants (15 mothers, 19 fathers) is gathered by means of a reading and a picture description task. For IDS, 2 recordings were made when the baby was approximately 6 and 9 months old, respectively. For ADS, an additional recording was made before the baby was born. Phonetic analyses comprise mean fundamental frequency (f0), variation in f0, the 1st 2 formants measured in /i: ɛ a u:/, and the vowel space size. Moreover, social and behavioral data were gathered regarding parental involvement and gender identity. Results German IDS is characterized by an increase in mean f0, a larger variation in f0, vowel- and formant-specific differences, and a larger acoustic vowel space. No effect of gender or parental involvement was found. Also, the phonetic features of IDS were found in both spontaneous and read speech. Regarding ADS, changes in vowel space size in some of the fathers and in mean f0 in mothers were found. Conclusion Phonetic features of German IDS are robust with respect to the factors gender, parental involvement, speech material (read vs. spontaneous speech), and time. Some phonetic features of ADS changed within the child's first year depending on gender and parental involvement/gender identity. Thus, further research on IDS needs to address also potential changes in ADS.

Download Full-text

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

American Journal of Speech-Language Pathology ◽

10.1044/2020_ajslp-19-00071 ◽

2020 ◽

Vol 29 (4) ◽

pp. 1987-1996

Author(s):

Sherine R. Tambyraja

Keyword(s):

Parental Involvement ◽

Online Survey ◽

Speech Therapy ◽

Speech Sound ◽

Speech Sound Disorders ◽

Speech Sound Disorder ◽

Speech Language Pathologists ◽

School Based ◽

Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Download Full-text