Approaches to Parent Involvement for Improving the Academic Performance of Elementary School Age Children
By C. Nye, H. Turner, Jamie Schwartz. 2006
86 citations recorded by the source corpus.
The impact of parent involvement in a child’s growth and development is generally accepted (Sheldon, 2003). However, educators, parent groups, and policy makers continue to debate the issue of whether or not parent involvement has a beneficial effect on the academic achievement of children (Epstein, 2001). A key element in these debates is how parent involvement is defined (Epstein, Sanders, Simon, Salinas, Jansorn, & Voorhis, 2002). Therefore, it is important to understand how parent involvement is defined before conclusions are drawn on the impact of parent involvement. In addition, it is important to understand what aspects of parent involvement have the greatest impact and whether the impact is consistent across children's characteristics such as socioeconomic status, race, and the child’s grade level, age, and gender. During the past several decades, there have been numerous primary studies investigating various aspects of parent involvement and the effect it has on children’s learning. The No Child Left Behind Act (NCLB) has served to focus attention on the need and importance of parent involvement in their child’s education.This systematic review synthesizes findings from this research. For this review, parent involvement is defined as the active engagement of a parent with their child outside of the school day in an activity which centers on enhancing academic performance. This review is intended to provide evidence to policymakers that can guide their decisions about the level of investment in parent involvement, to educators that can guide the development of parent involvement programs for their school improvement plans, and to researchers in designing studies to rigorously investigate the effectiveness of parent involvement for improving elementary school children’s academic performance in schools.
Subfields: Clinical Psychology, Education
View Paper: https://www.semanticscholar.org/paper/a1c944f237b30fb71c027915f31e58de73f60b0f
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In Clinical Psychology
In Education
- Samantha E. Goldman
- M. Burke
- Martin Giesen
- A. Isen
- Brenda S. Cavenaugh
- Michele C. McDonnall
- Alexander M. Gelber
Citations in the corpus
- Children's schooling and parents' behavior: Evidence from the Head Start Impact Study (2013, background): “Randomized control trials of efforts to involve parents in children’s lives have often found positive impacts on children, including on children’s cognitive scores (Nye et al. 2006).”
- The Relationship Between Parental Involvement and Mathematics Achievement for Students With Visual Impairments (2012, result): “…studies of students in the general population documenting a positive relationship between parental involvement in homework and math achievement (Nye et al., 2006; Patall et al., 2008), despite the negative relationship documented in correlational studies and findings from a successful math…”
- The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis (2017, methodology): “In a recent meta-analysis, Nye, Turner, and Schwartz (2006) synthesized results from 18 randomized controlled trials (RCT) to evaluate the effectiveness of parent involvement CONTACT Samantha Goldman s.goldman@assumption.edu Assumption College, Department of Education, 500 Salisbury St., Worcester,…”