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Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation. But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
Cover -- Title -- Copyright -- Contents -- Acknowledgements and dedication -- List of illustrations -- 1 Introduction -- Style of this book -- Overall aim -- Why should we care that there is an achievement gap? -- The costs of child poverty -- Overview of the book -- Parents - an inclusive term -- Caveat -- 2 Learning, education and schooling - clarifying the terms -- Learning -- Formal, informal and non-formal learning -- Education as generally understood -- Schooling -- Three premises -- 3 Premise 1: the achievement gap is significant -- The achievement gap in England -- Free school meals as a binary measure -- Gains in closing the gap(s) to date -- The gap starts early -- What causes the gap(s) -- One gap or many? -- Causes of the gaps -- Poverty and disadvantage -- Ethnicity -- School effects -- School readiness -- Expectations and aspirations -- 4 Premise 2: the achievement gap is systemic and malleable -- Social and cultural capital -- Parenting -- Parents' engagement with their children -- Parents mean fathers, too -- Theoretical understandings of parenting and parental engagement -- Social and sociocultural learning theories -- The importance of context -- Concepts of parental self-efficacy -- The ecological view -- Social capital and parenting -- Parenting styles -- Parents' engagement with their children's learning -- 5 Parental engagement for all parents -- Problematising parenting research -- Frameworks for parental involvement -- The Hoover-Dempsey framework -- Epstein's model -- Continued engagement -- Home learning environment -- With schools or with learning: the importance of culture -- Deficit models -- Relationships with schools -- Determinants of engagement -- Barriers to parental engagement -- Conclusion -- 6 Premise 3: parental engagement with children's learning offers the best lever to narrow the achievement gap
This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.