Parental Involvement Evaluation

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Review of researches/Parental Involvement and Learning Outcomes Positive impacts of parental involvement on student academic outcomes have not only been recognised by school administrators and teachers, but also by policy-makers who have interwoven different aspects of parental involvement in new educational initiatives and reforms (Graves and Wright,2011; Larocque, Kleimen & Darling,2011; Mattingly et al,2002; Topor et al, 2010). “The idea that parents can change their children’s educational trajectories by engaging with their children’s schooling has inspired a generation of school reform policies” (Domina, 2005). The importance of parental involvement in schools has been supported by research revealing benefits for students and schools (Epstein,…show more content…
Parental involvement in the children’s education has become widely recognised as a predictor of positive academic outcomes (Berwegen & Joyce, 2004). Parental involvement is a valuable tool for increasing the likelihood of improving childhood academic success and a construct amenable to influence by intervention (Christenson & Nicholas, 2005). As the parental involvement research has evolved, it has also become clear to most researches that parental involvement is a multidimensional rather than homogeneous construct (Fishel, Carolyn & Susan, 2005). Epstein’s parental involvement framework is by far the most referenced, tested and widely- accepted conceptual model of parental involvement (Fisher, 2007). The six sub-constructs are: parenting, communicating, volunteering, learning at home, decision-making and collaborating with community. Parenting refers to parents’ actions that foster the children’s learning and cognitive development, not necessarily tied to school. Communicating covers all home-to-school communication regarding children’s academic development and other academically relevant information. Volunteering includes parental attendance in a variety of school events ranging in scope from classroom activities to school wide…show more content…
Forero & Quevedo (2006) also discuss how parents and children used written productions in L1 and L2 to make sense of the world by expressing perceptions, feelings, suggestions and expectations. Similarly, Gao (2006) proposes that the family may influence children’s L1and L2 study directly and indirectly; directly when family members work as language learning advisors, coercers, and nurturers, training their children to be good language learners and indirectly when family members act as language learning facilitators and teacher’s collaborators, creating learning discourses and motivating students to learn language. The concepts above had a bearing on designing the inquiry and proposing an intervention in which teachers, parents and learners

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