School, family, and community partnerships

By J. Epstein. 2009

856 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b89c7dfba7210c0b59c98b7e7a8b6601c7814651

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Citations in the corpus

The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement (2007, methodology): “This fact largely contributes to a dearth of knowledge about which aspects of parental involvement help urban student achievement and just what kind of parental involvement is most important (Christian, Morrison, & Bryant, 1998; Epstein, 2001; Henderson & Mapp, 2002).”
The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, background): “Considering that a broad definition of parental involvement represents a wide variety of parental behaviours and practices, researchers have supported the use of a multidimensional definition and have argued against a unidimensional understanding of parental involvement (Epstein, 1995; Grolnick & Sl”
Barriers to parental involvement in education: an update (2018, background): “Extensive research literature published over a period of 50 years indicates that parental involvement (PI) is an important element of effective education for children of all ages (Epstein 2001; Hill and Tyson 2009; Hornby 2000, 2011; Jeynes 2005, 2007; Wilder 2014).”
A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students (2012, methodology): “That is, the types of parental involvement programs were based on the components of parental involvement as described by Epstein (2001) and others.”
Neighborhood, Parenting, and Adolescent Factors and Academic Achievement in Latino Adolescents from Immigrant Families (2008, background): “cation focus on building active parental engagement (Epstein, 1995), the current results show that sym bolic involvement is important.”
Parental Involvement Research: Moving to the Next Level (2011, background): “For many years, educators, parents, and social scientists have conceptualized engaged parents as those who frequently attend school functions, help their children with their homework, and maintain household rules that dictate when their young engage in schoolwork and leisure (Domina, 2005; Epstein, ”
Barriers to parental involvement in education: an explanatory model (2011, background): “There is now an extensive research literature indicating that PI is advantageous for children of all ages (Cox 2005; Desforges and Abouchaar 2003; Eccles and Harold 1993; Epstein 2001).”
Individual and Social Factors Related to Urban African American Adolescents' School Performance (2008, unknown): “Research has also shown that parental involvement is particularly crucial for minority children (Epstein, 2001; Henderson & Mapp, 2002; Xu, 2002).”
The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs (2010, background): “For many years, educators, parents, and social scientists have conceptualized engaged parents as those who help their children with their homework, frequently attend school functions, and maintain household rules that dictate when their young engage in schoolwork and leisure (Domina, 2005; Epstein, ”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “their children’s education perform higher than their peers whose parents do not (Epstein, 2001).”