EDU4096-N Combining Professional and Academic Practice
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Parent Partnership0 Title: A critical commentary of professional development carried out Assignment Name: Student Name: Course Name and Number: Professor: Date:
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Parent Partnership2 Introduction Parents are the first teacher of a kid. They are responsible for making the kid learn about the basic things before the kid is enrolled in a school. The responsibility of parents starts from the day of birth of their kid by the time the kid starts going to school. But the responsibility of parents never ends, they have to work in collaboration with their kid’s teachers, so as to provide the kid with effective learning. These early days of learning embark a foundation for the kid that would help in building a solid future. Parent partnership is a process of combined efforts, in which the parents and the teacher help each other in different ways, so as to offer the kid with a great learning experience. So, as a person who will be turning into a teacher soon, it is crucial that I understand the different aspects associated with parent partnership and understand the different tactics that can be applied in helping the parent and the kid, in this learning process. There is an attitude that prevails amongst many parents that their responsibility ends as soon as their kid goes to school. As a future teacher, I have to end this attitude of parents towards their kid education and learning. I have the responsibility to make the parents understand that parents have a role that has to be played in and outside the classroom and the home. They are the main educators and that the role of a teacher is of a strong supporter.. Thus, there are certain goals that I have to fulfill from this critical commentary, which will be beneficial to me as a future teacher. The goals are – To understand parent partnership deeply, along with the various tactics that can be used for formulating a better relationship with the parents and to increase the involvement of the parents in the classroom. To critical analyze my journey and learn about different aspects. To increase the awareness of parents about parent partnership, along with deepening my knowledge too about the complete approach.
Parent Partnership3 Lastly, to utilize the different tactics of parent partnership in the better development of the child. Professional Development We live in a fast-changing world, thus it is paramount that we should also keep changing and developing. The changes are inevitable and thus, as teachers, we should adapt them for our benefits. In the opinion ofBellanca & Brandt, it is vital to have a professional learning experience and with the time limitations that teachers have, online platforms can help the teachers in professional development (Bellanca & Brandt, 2010). In my opinion, online programs for professional development can help teachers who lead a busy life and does not have time for traditional practices. In my opinion, due to effective professional development, teachers are facilitated with the opportunity to keep advancing their skills and knowledge, which is essential for providing the students with high standards of learning. According to Levstik, Tyson & Hover, the main components of professional development are instructional practices, a deeper focus on the learning communities, the growth of content knowledge and the student’s achievement (Levstik, Tyson & Hover, 2008). In my view, professional development has the main focus on the needs of a teacher, which includes sharing ideas, forming relationships, reflection, and teaching. But, it should be noted that all professional development does not necessarily help in progress, some can have an adverse effect too. Though initially many educators faced immense issues to attain quality professional development. But with the main focus laid on the students learning and to prepare the students for bigger goals, professional development became paramount, and thus, teachers were provided with the pedagogy and content knowledge that will help students in a better way (Colbert, Brown, Choi, & Thomas, 2008; Patton & Parker, 2015; Wei, Darling-
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Parent Partnership4 Hammond, Andree, Richardson, & Orphanos, 2009). Thus, it is an interrelated practice, which depends on a various different aspect. Due to this professional development, cannot be conducted only with the efforts of the teacher. According to Grimm, Kaufman, & Doty, initially, teachers were not consulted at all regardingtheirdevelopmentalneedswhenthetraditionalapproachesofprofessional development were in practice (Grimm, Kaufman & Doty, 2014). Though with time this has changed still, there is not an accurate model for professional development. There are studies that have also highlighted the fact that professional development programs that have an approach of “one size fits all” cannot cater to the needs and growth of individual teachers and it is crucial that the professional development programs should be diverse and multifaceted, as they will address the individual needs of all the teachers that will be in sync with the classroom needs of the teachers (Koretz, 2008; Patton & Parker, 2015). In my opinion, some of the important aspects of professional development are the content focus, collaborative participation, and active learning. All these features provide teachers with effective professional development. Content Focus According to Lee & Buxton, a content focus showcases the requirement for professional development activities, which have a main focus on the subject matter content, that is, it focuses on increasing the content knowledge of the teachers and also their skills that support student’s growth, along with the focus on the student’s learning (Lee & Buxton, 2013). Thus, content focus pays more attention to the knowledge and skills of the teacher, so that the students can be provided with better learning. Active learning
Parent Partnership5 According to Darling-Hammond, Orphanos, Richardson, Andree & Wei, effective professional development is possible only if the teachers are involved actively in the complete experience. This experience can be through any type of collaborationorbyaprofessionaldevelopmentcommunity(Darling-Hammond, Orphanos, Richardson, Andree & Wei, 2009). Collaborative participation According to Dufour, many of the researches have highlighted the fact that educators’ benefits even more through combined and collaborative participation. It is due to the collaborative wisdom of different colleagues that are part of the community (Dufour, 2014). Critical Commentary In the opinion of Selwyn, Banaji, Hadjithoma-Garstka & Clark, the participation of parents in the holistic development of the child is considered as a crucial malleable factor, which was identified by the educational economists’ years back and this lead to the incorporation of parent partnership in the different educational policies around the world (Selwyn, Banaji, Hadjithoma-Garstka & Clark, 2011). In the United Kingdom, the various policy formulators identified the advantages of parent partnership in the better development of the child, which forced them to formulate new strategies for offering a better learning experience to the children. The educational economists in the United Kingdom initiated the participation of parents in the child’s learning with various different programs from the last fifteen years. During these days, with the advancement in the technological sector, the teachers have been facilitated with better and convenient opportunities to connect with parents through online intranets, e-learning platforms and university websites, and many
Parent Partnership6 other (Ballam & Stanley, 2009). In the United Kingdom, there are many schools that push the parentstoincreasetheirinvolvementintheirkidslearningbycreatingamandatory agreement with the parents, forcing the parents to actively participate in kid’s homework, parent-teacher meetings, and many more activities. This has been made mandatory due to the attitude of many parents, as they do not want to participate in any school activities. In my opinion, if the educational system of the United Kingdom is increasing their efforts for the betterment of students then it is also the duty of parents to acknowledge these efforts by participating in their child’s learning process. As a future teacher, I also have to acknowledge these efforts by understanding the latest trends that can be used for a better parent-teacher relationship (Brereton, 2010). I also feel that though many of the schools have made it mandatory for the parents to regularly participate in their child’s development process, the agreement that is formulated between the schools and parents should also be flexible for parents who are both working and have a strict working schedule. The other thing which I feel and have examined parent partnership is that the involvement of the parent should also be conducted in different ways (Choi & Kim, 2014). Thus the Epstein model includes– Parenting – This process helps in the parents in understanding the child in a better manner,theirdifferenttraitsandalsohelpstheparentsinsettingalearning environment at home inspired by the strengths and weaknesses of their child. Communicating – The process of telling parents about the school programs and also discussing the progress of the child. The process of communication happens between home to school and vice-versa. Volunteering – It is the duty of the teacher and the school to improve the schedules that would help in increasing the volunteers for parent partnership.
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Parent Partnership7 Learning at home – The other duty of the teachers is to increase the participation of parents in the child’s homework. This should be initiated by building activities and practices that involve compulsory involvement of parents in activities that are to be performed at home. Decision Making – This parental involvement requires the increase in participation of parents in school decisions. In this approach, a committee should be formulated that provides the parents with the power to take a decision on the school administration and governance. Increase in collaboration with the society – This parental involvement requires the collaboration of communities, schools, and agencies that will help in strengthening the family practices and the school programs for better parent partnership. In my opinion, these different types of parental involvement will be beneficial for the kids, but there are various aspects that can also create many issues. It is a good initiative to provide the parent with the power to help the school in the decision-making process, but giving them the power to make a decision on the school governance and administration can create hindrance in the other school activities (Gonida & Cortina, 2014). The other aspect which all these parental involvement is missing is the attitude of the teacher and parents towards the kids during the various different learning activities. In the early childhood learning days, kids have a fast grasping power and thus, they are often seen copying their parent's habits, thus parents have to be more conscious about what they say and do in front of their kids. The key reason that has forced educational institutions to elevate parent’s participation in their child’s development, is the huge positive impact it has on the child’s growth (Gordon & Cui, 2014). There are various aspects that massively impact the progress of the child in
Parent Partnership8 school and the parental model of Hoover-Dempsey covers and elaborates the different aspects. The various aspects have been divided into five levels, they are – The first level is the decision of the parents to participate in their child’s better development. This is conducted through the decision that parents take on school invitation and school agreements. The other aspect that helps in involvement is the choice of the parents. This is determined by the skills which the parents possess, the time availability, and the amount of knowledge that parents possess. The ultimate result of the involvement of the school’s outcome. For example, modeling, reinforcement, and construction. The different variables that can be helpful for tempering and mediating. These variables should have the potential to fulfill the school expectation and the actions taken by the school for parent’s involvement. The last level of this model is the child’s outcome. The achievement and progress made by the child (Ice & Hoover-Dempsey, 2010). AfteranalyzingandunderstandingthedifferentaspectsproposedbytheHoover- Dempsey model is that through the various aspects that have been highlighted all are crucial for effective parent involvement, but the model focuses more on the third level, which is the school outcome. In my opinion, for an effective parent partnership, there are three main basic aspects that are communication, the behavior of the teacher and parent towards the child, and a strong bond (Kaur, 2017). The fact that this model has also ignored the behavior aspect highlights the fact that many scholars have still not explored this aspect. In my opinion, the student outcome is also affected by three mechanisms. The first one is socializing. The process of socializing can be explained as the involvement of the
Parent Partnership9 parents at home in their child’s education. This involves the different ways through which a parent supervises their kid’s homework and the different way through which the parent contributes to the homework (Kuan & Chuen, 2017). The second aspect that affects student outcome is the development of social control with the help of school-based participation. The school-based pariticpation provides the parents with the chance to build a strong bond with the teacher. This also provides the teachers with valuable information about the child from the parents. The teacher also comes to know about the approaches that are being practiced by the parents and the vision of the parents for their child (Lalayants, 2015). So as a future teacher, it will be my duty to have regular discussions with the parents, asking them about the various activities that are practiced by the child at home, the child’s attitude at home, and also the different behavior and reactions that a child displays during different circumstances at home. As a teacher, I will require all this information for analyzing the traits of the child’s for implementing activities that are crucial for bringing a positive change in the child. The third mechanism that impacts the student’s outcome is communication, which takes place between the parent and the school. According to me, this is the most important mechanism for the effectivedevelopmentofthechild(McAfee&Vergason,2018). Thecommunication between both the parties will facilitate the parents with the various techniques that the parents can use for changing the behavior of the child. The parents will learn a lot about the child and will also attain professional help for controlling the behavior and mood swings of their child. The reason I consider this aspect most crucial that it addresses the three core aspects of parent partnership, which are communication, behavior, and a strong bond (Petro, 2013). The parents will acquire the knowledge to implement productive methods that do not demotivate the children. As in early childhood learning, the one thing that has to be constant is encouraging the child for the betterment. The reason that makes me give such high preference to the behavior of the parent and teacher is that, in the current busy world, there are many
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Parent Partnership10 parents that have the habit of releasing their stress and frustration on their kids in the form of misbehavior, which demoralizes the child and at such an early age, the child loses the power to express himself openly (McGowan, 2018). According to the opinion of Hill & Taylor, social control and attaining information from an insider, both help in elevating the social capital (Hill & Taylor, 2010). I feel that many of the scholars have this perception about social control and gaining information from an insider for better child development, as it helps in increasing the involvement of the parents in the school activities. Also, it is through this engagement that the parents learn about the school’s expectations from the parents and the child’s homework (Xu & Wu, 2013). This helps the parents to shape the child’s work in a better way and in sync with the expectation of the school. Thus, both these aspects help in attaining better school and student outcomes. The other advantage of this aspect to the parents is that during the regular involvement in the school-based activities the parents also learn from the other participating parents. The exchange of information between different parents helps in learning about different techniques that can be undertaken for improving the performance of the children. The fact that parent partnership is a process in which teachers learn about a lot of things from the parents about the kids and the school expectations. In the same manner, during the various school-based activities, the teachers also learn about the various expectations of the parents from the child and the school. Thus, this can be formulated that the approach of parent partnership is a two-way process of communication (Yates & Gatsou, 2017). The theory of parenting style also highlights the fact that the main factors that determine the progress of the child are the behavior of the parents at home. This does not only include the behavior while teaching the child but during the entire day. The theory of parentingstyleconsistsofthreedimensionsandallthesedimensionscontributein understanding the child’s attitude and behavior. The first aspect of this theory is the
Parent Partnership11 encouragement and support of autonomy. This dimension of the theory states every parent should always encourage their child to become independent from an early stage (Chen & Fish, 2012). This can be practiced by forcing the child to voluntarily and independently solve its various problems. These problems can be a minute day to day issues but it is the responsibility of the parent to let the child become independent from an early age. This will provide the child with confidence and they will attain the power to formulate better decisions. The second part of the theory is direct parental involvement. This aspect helps in determining the extent to which a parent will get for their child’s growth. This aspect also helps in measuring the interest level of parents in the future of their child. The third aspect of the theory is the provision of the structure. This aspect is associated with the guidelines that have been provided to the parents in the homework, the different school engagement activities, and other activities that are helpful in early childhood learning (Duan, Guan & Bu, 2018). The biggestadvantageofthistheoryisthatithelpsinbuildingabridgebetweenthe encouragements of autonomy and the achievements of students. In saying that, I also identified a negative trait of this theory lies in the second dimension that is direct parental involvement. This is due to the fact that the relationship between the achievements of the child and direct parental involvement, does not seem to be productive in the current competitive world. This aspect will be very harmful to the children who will under-perform, the parents of those students will get involve regressively in their child’s learning, which will impose humongous pressure on the child. This will also increase the stress level of the child that will degrade the child’s performance even more. Also, for the children who did perform well, their parents might reduce their involvement and will mostly rely on the support from autonomy. Thus, in my opinion, the main focus of the parents and the autonomy should be on equal involvement and also it should be influenced by the child’s outcomes. It is crucial that
Parent Partnership12 the parents should only focus on productive measures rather than getting influenced by the other child’s performance (Gordon, 2017). In the opinion of Patall, Cooper, & Robinson, the engagement of the parents in the child's homework, has a great effect on the child’s performance (Patall, Cooper & Robinson, 2009). This encourages the child to work more efficiently and also pushes the child to aim for bigger goals (Kaplan Toren, 2013). In my opinion, the fact that parents take out time for helping their kids with their homework also provides the child with an opportunity to have quality time with their parents, especially if both the parents are working. Also, the child learns about self-regulation through these independent ways of learning. The other benefits of making the child independent are that they understand the importance of time management, develop better planning skills and many more (Williams, Swift, Williams & Van Daal, 2017). Amongst all these benefits, there are some negative traits too, that cannot be ignored. In my opinion, in the current times, the children have a mind of their own and they like conducting their work in different ways, which may not match with the parent’s methods. Thus, this will create tension and stress between parent and child. This has also been highlighted by Dumont et al. that due to the parent's involvement in the child’s homework, tensions can also be built between the two parties (Dumont et al., 2012). In my view, tension will also be created if the child underperforms. In the case of parents, who are over- controlling and wants the child to follow their methods blindly and the parents do not provide any freedom to the children, this can lead to a rebellious child. In the current competitive world, the parents of today have very high expectations from their child, and due to this, the child does not get the appropriate encouragement and appreciation that will help in pushing the child to do better (Iline, 2017).
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Parent Partnership13 SWOC Analysis From my complete journey of exploring the parent partnership, I would like to conduct a SWOC analysis on myself – Strengths – I have the potential to identify the core cause of the problem. I have knowledge about the current behavior that should be exhibited in front of children for their better development. I also believe in pushing the parents to formulate changes according to the changing times (Kocayörük, 2016). Weaknesses – I have the habit of getting overly involved in any practice. This will reduce the practices that parents want to implement for their child’s better development. I also still believe in old school methods. This will be the biggest barriers, as though I am ready to change with time, but this will make the process of transformation slow. I will take an ample amount of time to acquire the change completely. Opportunities – I possess the knowledge about the latest technologies and that will be very helpful in utilizing various different gadgets and software for an effective parent partnership. I am also a strong believer in utilizing the strengths of the children for improving their weaknesses (Kung, 2016). Challenges – The most challenging aspect for me will be to build a bond with diverse people, especially when I am an introvert. I find it difficult to freely communicate with people and it takes me quite a few meetings to exhibit my opinion easily.
Parent Partnership14 The other challenge that I will definitely face is mine over lenient behavior. This will provide the children with the opportunity to not take me seriously (Lokanadha Reddy, David & Susmitha, 2014). Action Plan The action plan that will help to increase the involvement of the parent in the classroom are – Building a strong foundation from the beginning. As a future teacher, I should have the attributes to build a strong foundation with all the parents from the beginning of the academic year. It is my duty to ensure that there should be transparency between the opinion of the parents and mine. It is crucial that the foundation of the relationship between a teacher and parent should be strong as this helps in the overall development of the child throughout the year. For people like me who have difficulties in taking to diverse people and are introvert, it is crucial that I work on this trait and bring the necessary changes because as a teacher I will have to take the initiative in building a relationship. In this approach, I should also send positive notes to the parents that will enlighten them about their child’s progress. These notes should be provided with the necessary feedback from the parents and the teacher should also provide parents with a feedback (Snell, Miguel & East, 2009). Inviting the parents in the school with open arms. Most of the parents have this perception that teachers do not want the interference of parents in the classroom and it is one of the biggest challenge of parent partnership which can be tackled only through changing perception. The traditional culture of learning has instill this opinion in the parent's mind. As a future teacher, it
Parent Partnership15 is my duty to change this opinion of the parents. The other aspect associated with this is the parents are unaware of the comfort level of the teacher. So, with so many strong perceptions still prevailing amongst parents, it is crucial that this mindset should be changed by inviting the parents in different classroom activities (Loughlin-Presnal & Bierman, 2017). It is crucial that the goals for the children should be decided during the beginning of the session with parent’s involvement. The collaboration of teacher and parent for deciding the goals of the children will exhibit the expectations of both the parent and the teacher to each other. Also, this will build trust amongst both the parties from the beginning. This will also provide the parent and the teacher with the necessary direction that is crucial for better development of the child. Apart from this, this will provide me with the opportunity to inform the parents about the different activities that they should conduct with the child at home.There are a number of parents who live a busy life and does not possess the time to meet me every month. The other challenge of parent partnership is the shortage of time especially with both the working parents. Thus, deciding the goals, in the beginning, will provide the parents with a schedule that they can easily incorporate into their busy lives. Also, this will help the busy parents to decide the different terms and methods that can be used for regular parent involvement like through the internet and the school official portal (May, Chai & Burrows, 2017). Formulating activities that increase the involvement of parents in school. As a future teacher, I believe that planning activities on a monthly basis will be convenient for both the teacher and the parent. These activities should not be restricted only to school, but the teacher has the responsibility to direct the parents at home too. It will be my duty to pre-inform parents about different activities. Also, it
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Parent Partnership16 will be my duty to inform the parents about the necessary resources that they have to bring to school. I can use e-mails to inform the parents about all the necessary information (McNeal, 2012). The communication standards have to be improved regularly. The communication aspect is the main driving force to successfully practice parent partnership. It is crucial that the communication between both the parties increase and improves as the session progresses (Wilder, 2013). The communication can be improved only if there is a transparency between both the parties. This can be conducted through the regular parent-teacher meeting, inviting the parents on special days to celebrate with the kids, and many more. The process of parent partnership is a two-way process and the same has to be conducted between parent and teacher (Myrberg & Rosén, 2009). Increasing the knowledge of the parents about the activities inside the classroom. In my memory, when I was a kid, my parents were mostly clueless about the activities that use to be conducted in the classroom until I use to tell them. All children do not have the habit of informing about their daily activities in the classroom. The parents should be provided with an insight into the class (Puccioni, 2018). Thus, it is crucial that I regularly invite parents in the class, so they can also provide their suggestions to different functions of the class. In this approach, inviting all the parents will be difficult and impossible, thus, I believe that inviting a parent, every third day will be a more convenient and appropriate method (Powell, Son, File & Froiland, 2012). Conclusion From the complete analysis, I would like to conclude that as a future teacher, I completely believe in the concept of parent partnership. It is an effective approach for both
Parent Partnership17 the student and the teacher. This concept helps in the development of both, which many of the educational approaches fail to do so. Also, I have identified different areas that I have to work on to effectively implement the parent partnership. In the end, I would like to conclude that with the advancement in the field of technology, the practices and approaches for parent partnershipwillbecomemoreconvenient.Also,thetechnologywillhelpinbetter collaboration of parents with teachers. References Ballam, N., & Stanley, P. (2009). Book Review: Nurturing Gifted and Talented Children: A Parent-Teacher Partnership.Teachers and Curriculum,11(1), 12-65. Bellanca, J., & Brandt, R. (2010).21st century skills : rethinking how students learn(1st ed.). Bloomington, IN: Solution Tree Press. Brereton, A. (2010). Extending thought in young children: a parent-teacher partnership, 2nd Ed.Early Years,30(1), 96-97. Choi, M., & Kim, J. (2014). Associated Factors in Pediatric Nurse Parent Partnership.Child Health Nursing Research,20(3), 176.
Parent Partnership18 Chen, Y., & Fish, M. (2012). Parental Involvement of Mothers with Chronic Illness and Children’s Academic Achievement.Journal of Family Issues,34(5), 583-606. Darling-Hammond,L.,Orphanos,S.,Richardson,N.,Andree,A.,&Wei,R. (2009).Professional Learning in the Learning Profession: A Status Report onTeacher Development in the United States and Abroad(1st ed., pp. 45-65). Dallas: National Staff Development Council. Duan,W.,Guan,Y.,&Bu,H.(2018).TheEffectofParentalInvolvementand Socioeconomic Status on Junior School Students’ Academic Achievement and School Behavior in China.Frontiers in Psychology,9(2), 15-68. Dufour, R. (2014). Harnessing the power of PLCs.Educational Leadership,71(8), 31-35. Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012). Doesparentalhomeworkinvolvementmediatetherelationshipbetweenfamily backgroundandeducationaloutcomes?ContemporaryEducational Psychology,37(1), 55-69. Gonida, E., & Cortina, K. (2014). Parental involvement in homework: Relations with parent andstudentachievement-relatedmotivationalbeliefsandachievement.British Journal of Educational Psychology,84(3), 376-396. Gordon, M., & Cui, M. (2014). School-Related Parental Involvementand Adolescent Academic Achievement: The Role of Community Poverty.Family Relations,63(5), 616-626. Gordon, M. (2017). Self-perception and relationship quality as mediators of father's school- specific involvement and adolescent's academic achievement.Children and Youth Services Review,77(3), 94-100.
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Parent Partnership19 Grimm, E., Kaufman, T., & Doty, D. (2014). Rethinking classroom observation.Educational Leadership,71(8), 24-29. Hill, N., & Taylor, L. (2010). Parental School Involvement and Children's Academic Achievement.Current Directions in Psychological Science,13(4), 161-164. Ice, C., & Hoover-Dempsey, K. (2010). Linking Parental Motivations for Involvement and Student Proximal Achievement Outcomes in Homeschooling and Public Schooling Settings.Education And Urban Society,43(3), 339-369. Iline, C. (2017). An Ecological Panorama on How Parental Involvement Affects Academic Achievement of Secondary School Pupils in Masvingo.IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526),6(3), 275. Kaplan Toren, N. (2013). Multiple Dimensions of Parental Involvement and Its Links to Young Adolescent Self-Evaluation and Academic Achievement.Psychology in the Schools,50(6), 634-649. Kaur, K. (2017). Achievement in Mathematics of Ninth Class Government School Students in Relation to Their Parental Involvement.Issues and Ideas in Education,5(1), 59-71. Kocayörük, E. (2016). Parental Involvement and School Achievement.International Journal of Human and Behavioral Science,2(2), 10-40. Kuan, N., & Chuen, T. (2017). A Study on Parental Involvement and Academic Achievement in Elementary School Students.Sains Humanika,9(3-2), 20-30. Kung,D.(2016).TheRelationshipsamongParents’SocioeconomicStatus,Parental InvolvementandAcademicAchievementinTaiwaneseMiddleSchool Students.Journal of Education and Human Development,5(3), 15-70.
Parent Partnership20 Lalayants,M.(2015).Partnershipbetweenchildprotectiveservicesandparent representatives.Child & Family Social Work,22(1), 40-50. Lee, O., & Buxton, C. (2013). Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners.Theory Into Practice,52(2), 110- 117. Lokanadha Reddy, G., David, B., & Susmitha, G. (2014). Psycho-Social Variables of Elementary School Children with Spelling Difficulties in relation to their Academic Achievement.Issues and Ideas in Education,2(1), 39-52. Loughlin-Presnal, J., & Bierman, K. (2017). Promoting parent academic expectations predicts improved school outcomes for low-income children entering kindergarten.Journal of School Psychology,62(4), 67-80. May, C., Chai, L., & Burrows, T. (2017). Parent, partner, co-parent or partnership? The need for clarity as family systems thinking takes hold in the quest to motivate behavioural change.Children,4(4), 29. McAfee, J., & Vergason, G. (2018). Parent Involvement in the Process of Special Education: Establishing the New Partnership.Focus On Exceptional Children,11(2), 20-60. McGowan, M. (2018). The Parent Trap: Equality, Sex, and Partnership in the Modern Law Firm.SSRN Electronic Journal,1(1), 12-60. McNeal, R. (2012). Checking In or Checking Out? Investigating the Parent Involvement Reactive Hypothesis.The Journal of Educational Research,105(2), 79-89. Myrberg, E., & Rosén, M. (2009). Direct and indirect effects of parents' education on reading achievementamongthirdgradersinSweden.BritishJournalofEducational Psychology,79(4), 695-711.
Parent Partnership21 Patall, E., Cooper, H., & Robinson, J. (2009). Parent Involvement in Homework: A Research Synthesis.Review of Educational Research,78(4), 1039-1101. Patton,K.,&Parker,M.(2014).“ILearnedMoreatLunchtime”:Guidepostsfor Reimagining Professional Development.Journal Of Physical Education, Recreation & Dance,86(1), 23-29. Petro, M. (2013). A Platform for Partnership: Preparing Student Teachers for Parent-Teacher Participation.Journal of Educational and Social Research,1(1), 19-45. Powell, D., Son, S., File, N., & Froiland, J. (2012). Changes in Parent Involvement across the TransitionfromPublicSchoolPrekindergartentoFirstGradeandChildren's Academic Outcomes.The Elementary School Journal,113(2), 276-300. Puccioni, J. (2018). Parental Beliefs about School Readiness, Home and School-Based Involvement,andChildren’sAcademicAchievement.JournalofResearchin Childhood Education,32(4), 435-454. Selwyn, N., Banaji, S., Hadjithoma-Garstka, C., & Clark, W. (2011). Providing a platform for parents?Exploringthenatureofparentalengagementwithschoollearning platforms.Journal of Computer Assisted Learning,27(4), 314-323. Snell, P., Miguel, N., & East, J. (2009). Changing directions: participatory action research as a parent involvement strategy.Educational Action Research,17(2), 239-258. Wilder, S. (2013). Effects of parental involvement on academic achievement: a meta- synthesis.Educational Review,66(3), 377-397. Williams, K., Swift, J., Williams, H., & Van Daal, V. (2017). Raising children’s self-efficacy through parental involvement in homework.Educational Research,59(3), 316-334.
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Parent Partnership22 Xu, J., & Wu, H. (2013). Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level.The Journal of Educational Research,106(1), 1-13 Yates, S., & Gatsou, L. (2017). Enhancing Family Communication in Families Where a Parent has a Mental Illness.Journal of Parent and Family Mental Health,2(3), 15-45.