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"This study compared the relationship of student and parent perceptions of school climate to the student's academic performance and school problem behaviors (disciplinary referrals, unexcused absences, and tardiness. A sample of students (n=531), grades 7-12, completed the School Climate Survey (Haynes et al., 1996). Additional information was obtained regarding each student's academic performance and school problem behaviors. A randomly selected sample of parents were sent the School Climate Survey, Parent Edition and were asked to voluntarily return them (n=45). Correlation results found no significant relationship between parent and student perceptions of school climate. A significant relationship was found between Parent Involvement and academic performance and also between Achievement Motivation and academic performance and school problem behaviors. The Multiple Regression analyses that were conducted indicated that Parent Involvement, disciplinary referrals, and tardiness best predicted their child's academic performance"--Abstract.
School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Research has shown that risk behaviors such as substance abuse and school violence negatively impacted both students and their schools. The data has demonstrated a need for an education that strengthens a student’s ability to make choices that benefit themselves, their school, and their community. Studies have shown that effective character development can increase academic achievement and decrease undesirable behaviors, but also that it improves the quality of the school. Improving the quality of the school is beneficial as there is a proven relationship between parents’ perceptions of a positive environment and parents’ motivation to become involved in the school. In turn, studies demonstrated that when parents become involved at school, there are increases in academic achievement and student motivation, as well as decreases in retention and drop-out rates. This study examined the impact the character development program The Leader in Me has on parent perceptions of a positive school environment. The results of two years of parent satisfaction surveys were compared, specifically examining the responses to the survey statement “Overall school environment is positive”. Parents responded to this statement on a Likert scale of one to five, one being strongly disagree and five being strongly agree. When compared to the survey results from the year prior to The Leader in Me Implementation, the 2012-2013 parent satisfaction survey, the fourth year of The Leader in Me participation, demonstrated statistically significant decreases in the number of parents strongly agreeing that the overall school environment was positive.
Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.
It seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The surprising discovery is that no clear connection exists between parental involvement and student performance. Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. While some of the associations they found were consistent with past studies, others ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned about education--or that "Tiger parenting" among Asian Americans gets the desired results. Many low-income parents want to be involved in their children's school lives but often receive little support from school systems. For immigrant families, language barriers only worsen the problem. In this provocative work, Robinson and Harris believe that the time has come to reconsider whether parental involvement can make much of a dent in the basic problems facing American schools today.
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.
This case study was designed to investigate the factors of school climate and how they influence an elementary school. The elementary school that participated in the study is located in South Central Pennsylvania. The school is comprised of diverse populations and varied socio-economic background. The research project focused on responses from 21 teachers and staff who completed The School Culture Inventory. This inventory analyzed school climate characteristics and examined the perceptions of teachers and staff on those characteristics. An additional four teachers and one staff member participated in an individual interview. Observations in classroom settings from the researcher provided triangulation of the data. Results of this study revealed that factors such as leadership, problem solving support, role clarity, personal and professional self-worth, student behavior, recognition of success, and faculty-student expectations all affect the school climate. All of these factors have an impact, positively or negatively, on school climate. From the data collected teachers and staff believed that these factors had the most impact on school climate. It was also determined, through the interviews, that outside variables could affect the climate of the school. These factors include parent involvement in their child's education, family socio-economic conditions, district and state financial status, and the family structure of the home.