Improving Student Behavior and School Discipline with Family and Community Involvement

By Steven B. Sheldon, J. Epstein. 2002

338 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8ee51e17ad561de9ec51bdc66730d21f8a437579

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

Parents' Educational Involvement: A Developmental Ecology Perspective (2006, background): “…home-based involvement (Epstein, 1990, 2001; Van Voorhis, 2003), (2) reduces school absenteeism (Epstein & Sheldon, 2002) and discipline problems (Sheldon & Epstein, 2002), and (3) fosters parent – teacher cooperation, mutual respect of values, and greater parents’ endorsement of school…”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “Sanders, M. G., & Harvey, A. (2002).”
The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations (2013, background): “Additionally, family and community involvement and cooperation with the school reduce disciplinary actions, improve student behaviour, and facilitate a school climate that promotes learning (Sheldon & Epstein, 2002).”
Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement (2005, background): “Studies have confirmed this, showing that school outreach to families predicts greater parent involvement (Dauber & Epstein, 1993; Simon, 2004) and improves student outcomes such as math achievement, attendance, and behavior (Epstein & Sheldon, 2002; Sheldon & Epstein, 2002, 2004, 2005).”
Identifying Barriers: Creating Solutions to Improve Family Engagement. (2016, background): “As relationships between schools and families improve, teachers gain a more positive view of their students’ families and feel more supported in their work with students (Amatea & Dolan, 2009; Hoover-Dempsey et al., 2005; Sheldon & Epstein, 2002).”
A Case Study of the Partnership Schools Comprehensive School Reform (CSR) Model (2005, neutral): “…to positive results for students, including improved achievement, attendance, and behavior (Catsambis, 2002; Catsambis & Beveridge, 2001; Epstein & Sheldon, 2002; Epstein, Simon, & Salinas, 1997; Ho & Willms, 1996; Lee, 1994; Sheldon, 2003; Sheldon & Epstein, 2002; Simon, 2004; Van Voorhis, 2003).”
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (2005, background): “Sheldon and Epstein (2002) examined school officials’ efforts to implement family and community involvement activities to reduce the number of disciplinary actions and ensure school climates focused on learning.”
Augmented Reality-assisted Pictorial Storybook: Media to Enhance Discipline Character of Primary School Students (2019, result): “This was in accordance with the opinion of Sheldon & Epstein (2002) stating that collaboration between the school and parents could facilitate the formation of students’ discipline character.”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “…in children’s education has received considerable attention from researchers, educators, parents, politicians, and the media (Dearing et al. 2006; Desforges and Abouchaar 2003; Epstein et al. 2009; Fan and Chen 2001; Hill and Chao 2009; Hoover-Dempsey et al. 2001; Sheldon and Epstein 2002).”
Parental Involvement as a Protective Factor During the Transition to High School (2009, background): “Decades of research have established the positive association between parental involvement and students’ educa- tional outcomes (e.g., Seginer, 1983; Sheldon & Epstein, 2002).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “…school-community partnership is inviting to parents and community members and promotes the development of mentoring programs, business partnerships, and safety patrols that can have a positive effect on student achievement and behavior (Epstein et al. 1997; Sheldon and Epstein 2002a, b, 2005).”
Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. (2004, neutral): “…& Van Voorhis, 2004), higher percentages of students pass standardized achievement tests (Sheldon, 2003a), and schools take fewer disciplinary actions with students (Sheldon & Epstein, 2002). ere is, then, good reason to believe that the development of partnership programs can decrease absenteeism.”