Parental Involvement In Schools Essay

There has been extensive research done in this area and extensive research and literature is now readily available for teachers on improving parental involvement. The body of literature includes things such as templates for various parental involvement activities, meetings, programmes and workshops. (Bastiani 1989; Blank and Kershaw 1998; Boult 2006; Grant and Ray 2010; Hornby 2000; Henderson et al. 2007). (Hornby, Lafaele, 2011). Alongside that, a great number of theoretical models of parental involvement have been developed. The models range from “Lueder’s (2000) more complex “energy-in and energy-out” model, which argues for an expansion of the traditional roles of family support for schools and for schools reaching out to families.” (Hornby,

Epstein’s (2001) framework includes the overlapping spheres of influence focused on the three areas of family, school and community. In the article Hornby and Lafaele have chosen to adapt these three spheres of influence to become: “broader societal factors, which influence the functioning of both schools and families; parent–teacher factors; individual parent and family factors; as well as an additional focus on child factors.” (Hornby, Lafaele,

These sections are; individual parent and family factors, child factors, parent – teacher factors and societal factors. To start with the individual parent and family barriers. These barriers focus on parental beliefs regarding parental involvement. Often if a parent has a negative attitude towards parental involvement and disregard its importance this may lead to them becoming less and less involved in their child’s education. Under the same bracket falls, “parents’ current life contexts, parents’ perceptions of invitations for involvement, and class, ethnicity and gender.” This study shows the importance of how you “invite” or approach a parent about parental involvement. Often when parents believe that their involvement is not valued and encouraged by teachers or schools they are less likely to get involved (Hoover-Dempsey and Sandler 1997). Epstein (2001) has found when teachers actively encourage and promote parental involvement that parents are most effectively involved. This belief shows that one thing is unable to work without the other and in this instance an open. Co-operative relationship must be available. “Teachers with positive, facilitating attitudes toward involving parents encourage more parents to become involved and increase the effectiveness of parental involvement” (Eccles and Harold 1993). Parents’ must feel welcome to become involved and the door must always be seen to be