scholarly journals Content Validity of a Questionnaire to Assess Parental Involvement in Education

2021 ◽  
Vol 4 (2) ◽  
pp. 83-95
Author(s):  
Maria Gabriela ◽  
Mirta Susana
Keyword(s):  
Parental Involvement ◽  
Confidence Intervals ◽  
Content Validity ◽  
Expert Judgment ◽  
Parental Participation ◽  
Parental Involvement In Education

<p style="text-align: justify;">The objective of this study was to design an instrument to evaluate parental involvement in the education of their children, and, subsequently, to investigate the content validity of that instrument. The questions on the questionnaire have been written according to the dimensions that shape the construct of parental participation: parenting, learning supervision, communication, parental networks, and relationships with the community. Further, for the study of content validity, expert judgment has been used, and the Aiken V coefficient has been estimated. The results indicate a wide degree of agreement among the judges, showing evidence of content validity regarding the criteria of clarity, relevance, and sufficiency of the questions with Aiken V values that ranged between 0.73 and 1, with confidence intervals of 99 %. It was concluded that the instrument can be used successfully in the evaluation of parental involvement in education.</p>

Importance of parental involvement in education for children with ADHD

2013 ◽  
Author(s):  
T. J. Power ◽  
J. A. Mautone ◽  
S. L. Soffer ◽  
A. T. Clarke ◽  
S. A. Marshall ◽  
...  
Keyword(s):  
Parental Involvement ◽  
Children With Adhd ◽  
Parental Involvement In Education

What does the state know (and want to know) about parental involvement in children’s school education?

2021 ◽  
Vol 604 (9) ◽  
pp. 49-60
Author(s):  
Joanna Kołodziejczyk ◽  
Bartłomiej Walczak
Keyword(s):  
Decision Making ◽  
Parental Involvement ◽  
Educational Level ◽  
Survey Study ◽  
Parental Participation ◽  
School Type ◽  
Educational Law ◽  
Level Of Satisfaction ◽  
Group Interviews ◽  
High Level

The article poses a question about the scope of information concerning parental involvement, the collection of which results from the provisions of the educational law. The characteristics of the “Parents are school’s partners” requirement have been referred to the framework proposed by Epstein (1995). The analysis of the amendments of the Regulation demonstrates some slight changes in the approach to parental participation, limited to the four types in Epstein’s model (out of the six proposed by this researcher): parenting, communication between the school and the students’ homes, parental volunteering and decision-making participation. The changes are aimed at subtly limiting the of parents' influence, there are no attempts to extend the provisions of the Regulation to include other forms of participation. Then, based on the data collected during external evaluations in 94 schools (survey study on a non-random sample of 6676 parents and 86 group interviews with parents), a descriptive and comparative analysis of individual indicators was carried out, as well as thematic coding of fragments of the transcription of group interviews. Parents declare a relatively high level of satisfaction with the received support and decision-making participation, slightly lower with communication. These results vary depending on educational level and school type, which may be explained by the connection between involvement and child’s age and the differentiation in class allocation. The qualitative analysis shows that the decision-making participation, in most cases, does not exceed the minimum required by the educational law, and the exceptions to this rule are mostly artifactic activities.

Parental Involvement in Education Measure

2014 ◽  
Author(s):  
Rosario Ceballo ◽  
Laura K. Maurizi ◽  
Gloria A. Suarez ◽  
Maria T. Aretakis
Keyword(s):  
Parental Involvement ◽  
Parental Involvement In Education
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