School and home connections and children's kindergarten achievement gains: The mediating role of family involvement

By C. Galindo, Steven B. Sheldon. 2012

444 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1ef48ef36d62d3d4d415547aadf7b5b5d602e52c

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In Clinical Psychology

In Education

Citations in the corpus

A Meta-Analysis of the Relationship Between Learning Outcomes and Parental Involvement During Early Childhood Education and Early Elementary Education (2015, background): “Table 5 (continued) Study Grade Outcomes N ES Galindo and Sheldon (2012) K Reading 16,430 .12 Galindo and Sheldon (2012) K Math 15,960 .18 Graves (2006) K Math 11,741 .00 Graves (2006) K Math 3210 −.01 Graves (2006) K General knowledge 11,741 .00 Graves (2006) K General knowledge 3210 −.01 Graves…”
Family Socioeconomic Status, Parent Expectations, and a Child's Achievement (2013, background): “Further, in a study of state-funded kindergarten students in the US, 61 per cent of whom were white, Early et al. (2006) found few associations between teacher characteristics and student outcomes.”
Survey on the State of the Art (2016, background): “For instance, using a large and representative sample of kindergartners from the United States, Galindo and Sheldon (2012) found that, on average, family involvement at school and parents ’ educational expectations were correlated with gains in mathematics achievement in kindergarten.”
Still Misused After All These Years? A Reevaluation of the Uses of Bronfenbrenner's Bioecological Theory of Human Development (2016, methodology): “Galindo and Sheldon (2012) stated that they used both Bronfenbrenner’s ecological theory and Epstein’s (2001) work on home and school linkages to focus on family–school connections, family involvement, and children’s school achievement.”
School–family relationships, school satisfaction and the academic achievement of young people (2017, unknown): “For example, Galindo and Sheldon (2012) established that schools’ efforts to engage families was associated with higher levels of student achievement in reading and mathematics at the end of kindergarten.”
No Parent Left Behind: Predicting Parental Involvement in Adolescents' Education Within a Sociodemographically Diverse Population (2013, background): “The use of pooled standard deviation units takes into account the variability of all of the covariates (Galindo & Sheldon, 2011).”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, methodology): “Finally, there were no significant associations between a general, composite measure of family involvement at home with student math and reading gains in kindergarten (Galindo and Sheldon, 2012).”
Transitions in Mathematics Education (2016, background): “For instance, using a large and representative sample of kindergartners from the United States, Galindo and Sheldon (2012) found that, on average, family involvement at school and parents’ educational expectations were correlated with gains in mathematics achievement in kindergarten.”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “Parents’ involvement at school, regardless of their racial/ethnic group, is associated with children’s academic development (e.g., Galindo & Sheldon, 2011; Lee & Bowen, 2006).”
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, methodology): “…and their involvement in their children’s general educational development, particularly at school, are associated with children’s academic achievement (Fan & Chen, 2001; Galindo & Sheldon, 2012; Hill & Taylor, 2004; Jeynes, 2005; Sonnenschein, Stapleton, & Metzger, 2014; Yamamato & Holloway, 2010).”