Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education

2006 ◽  
Vol 24 (1) ◽  
pp. 80 ◽  
Author(s):  
Yan Guo
Keyword(s):  
Parent Involvement ◽  
Second Language ◽  
Secondary Schools ◽  
Parent Participation ◽  
Relevant Literature ◽  
Teacher Communication ◽  
Children's Education ◽  
The Past ◽  
Children’S Education ◽  
K 12

When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.

scholarly journals Teachers’ Perception of Parents' Involvement and Students' Performance in English in Rural Schools in Nakhonratchasima, Thailand

2019 ◽  
Vol 7 (03) ◽  
Author(s):  
McWinner Yawman ◽  
Justice Appiah-Kubi ◽  
Rachelle Gavino ◽  
Jopet Solis
Keyword(s):  
Second Language ◽  
Rural Schools ◽  
Esl Students ◽  
Children's Education ◽  
The Past ◽  
Level Of Satisfaction ◽  
Language Data ◽  
Children’S Education ◽  
Parents Involvement

The involvement of parents in education within the past decade has been found to positively influence students’ performance. However, the relationships among variables involved are not well understood yet. This present study was conducted out to find the correlation between the extent of parents’ involvement in their children’s education and their level of satisfaction with students’ proficiency in English as a second language. Data were gathered with questionnaires. This study showed that when parents of ESL students are ‘often involved’ in their children’s education, they are likely to be ‘moderately satisfied’ with their children’s proficiency in English as a second language. For schools teaching ESL to improve students’ proficiency in English, one way to accomplish that is to ensure that parents are at least moderately involved in their children’s education.

scholarly journals The Effect of Parental Economic Expectation on Gender Disparity in Secondary Education in Ghana: A Propensity Score Matching Approach

2019 ◽  
Vol 11 (23) ◽  
pp. 6707
Author(s):  
Prince Donkor ◽  
Ding Ya ◽  
Gideon Adu-Boateng
Keyword(s):  
Propensity Score ◽  
Secondary Schools ◽  
Propensity Score Matching ◽  
Gender Disparity ◽  
Economic Benefits ◽  
Living Standard ◽  
Children's Education ◽  
Children’S Education ◽  
Senior Secondary Schools ◽  
Senior Secondary

Ghana, like most sub-Saharan African countries, continues to face gender disparity at the higher levels of the educational hierarchy. This paper seeks to investigate whether gender disparity in senior secondary schools in Ghana is influenced by the economic expectations that parents have for their children’s education. Using data from Ghana Living Standard Survey round 6 (GLSS 6), the study employs Propensity Score Matching in its analysis. Intra-household income inequality was used as a for measure parental expectations of the economic returns of education. The results revealed that, on the average, Ghanaian parents expect their male children to reap more economic benefits from education than girls. This attitude culminates in higher investment in boys’ education to the disadvantage of their female counterparts at senior secondary schools. It is therefore recommended that appropriate policies should be implemented to ensure that the barriers that prevent women from occupying high-earning positions in the labor market are expunged. With this, parents will believe that girls can have the same economic opportunities as boys and hence will invest equal resources in children’s education irrespective of their gender.

Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice

1995 ◽  
Vol 17 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Patricia A. Bauch ◽  
Ellen B. Goldring
Keyword(s):  
Parent Involvement ◽  
School Choice ◽  
Home School ◽  
School Type ◽  
Schools Of Choice ◽  
Children's Education ◽  
School Connection ◽  
Different Types ◽  
Children’S Education

School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.

scholarly journals Relationship Between Parents’ Attitude Towards their Children’s Education and Level of Students’ Discipline in Public Secondary Schools in Naivasha Sub-County, Kenya.

2018 ◽  
Vol 6 (04) ◽  
pp. 282-291
Author(s):  
Goodeve S.K Mwaniki ◽  
Prof. J. Kanjogu Kiumi ◽  
Dr. M. Ngunjiri
Keyword(s):  
Secondary Schools ◽  
Null Hypothesis ◽  
Positive Attitude ◽  
Positive Relationship ◽  
Response Rate ◽  
Sampling Technique ◽  
Head Teachers ◽  
Children's Education ◽  
Children’S Education ◽  
The Relationship

The purpose of this study was to assess the relationship between parents’ attitude towards their children’s education and level of students’ discipline in public secondary schools in Naivasha sub-county, Kenya. The study targeted a total of 197 respondents (constituting 28 head teachers and 169 teachers). A total of 195 respondents participated in the study (169 teachers and 26 principals) participated giving a response rate of 99%. Purposive sampling technique was used to sample head teachers while Krejcie and Morgan’s (1970) table for determining sample size for teachers. Questionnaires were used as instrument for data collection. SPSS was used to analyze the data where both descriptive and inferential statistics were used. The analyzed data were presented in terms of graphs and tables. The results showed that there was a significant positive relationship between parents’ attitude towards child’s education and students’ discipline (r = .399, p = .000). Therefore, the null hypothesis that there was no significant relationship between parents’ attitude towards child’s education and students’ discipline was rejected at .05 level of confidence. The study therefore concluded that parents’ attitude towards child’s education influences students’ discipline in secondary schools in Naivasha sub-county. It was recommended that parents’ should have more positive attitude towards a child’s education. This can be realized through monitoring the academic performance of their children and taking keen concern on decline on the performance by engaging teachers.

Aboriginal Parental Involvement in Education

1978 ◽  
Vol 6 (4) ◽  
pp. 45-53 ◽  
Author(s):  
J. Budby
Keyword(s):  
Parent Involvement ◽  
Parental Involvement ◽  
Educational Process ◽  
Department Of Education ◽  
Children's Education ◽  
Queensland Department ◽  
The Family ◽  
Children’S Education ◽  
Parental Involvement In Education ◽  
Consultative Group

The Aboriginal consultative group to the Schools Commission in their report, Education for Aborigines, made the following statement about the involvement of parents in the education of their children: We are aware of recent research that emphasises the importance of adult and parent involvement in the educational process. This is particularly relevant in an Aboriginal context, where traditionally the education of children was the responsibility of the family. We are keen to see Aboriginal parents become more active in their children’s education and in turn develop more skills and greater confidence in themselves.These thoughts resound the sentiments of the Queensland Department of Education. We appreciate the need for parents to become more involved in education, in providing guidelines of what they feel should be taught to cater for the needs of the Aboriginal/Islander child.

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