A Meta-Analysis of the Efficacy of Different Types of Parental Involvement Programs for Urban Students

By W. Jeynes. 2012

756 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c1d2987b51312857e86ed9a737f05617f49c8bf5

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In Clinical Psychology

In Education

Citations in the corpus

The Need to Distinguish Between Quantity and Quality in Research on Parental Involvement: The Example of Parental Help With Homework (2015, background): “…years (No Child Left Behind Act of 2001, 2002) and that a number of meta-analyses have been published in the last decade showing that parental involvement may indeed have positive effects on children’s academic development (Fan & Chen, 2001; Hill & Tyson, 2009; Jeynes, 2003, 2005, 2007, 2012).”
Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement (2016, background): “School programmes geared towards increasing parental involvement might also communicate these findings directly to parents; parents who have a deeper understanding of how their efforts may impact their adolescent may be more likely to engage in parental involvement programmes, which are likely to be”
Meta-Analysis of Parental Involvement and Achievement in East Asian Countries (2020, background): “…number of meta-analytic studies that have accumulated over the decades (Castro et al., 2015; Erion, 2006; Fan & Chen, 2001; Hill & Tyson, 2009; Jeynes, 2003, 2005, 2007, 2012; Kim & Hill, 2015; Ma, Shen, Krenn, Hu, & Yuan, 2016; Mattingly, Prislin, McKenzie, Rodriguez, & Kayzar, 2002; Patall,…”
Parental involvement of immigrant parents: a meta-synthesis (2019, background): “Parental involvement programmes are increasingly used by policy-makers to deal with achievement gaps (Jeynes 2012; Robinson and Harris 2013), while the narrative of the “good parent” (Thomas, Keogh, and Hay 2015) was refashioned to create more independent and entrepreneurial parents (Nawrotzki,…”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Many studies have also found that parent education is positively associated with achievement (e.g., Froiland, Powell, Diamond, & Son, 2013; Jeynes, 2012; Powell, Son, File, & Froiland, 2012), and there is also evidence that the effects of parent education on achievement are partially indirect via…”
Identifying Barriers: Creating Solutions to Improve Family Engagement. (2016, background): “1) as well as participating in prescribed activities that the school organizes (Jeynes, 2013).”
Parental involvement on student academic achievement: A meta-analysis (2015, methodology): “…combinations, but limited in time to studies published between 2000 and 2013, with the purpose of giving some continuity to syntheses performed previously by aforementioned authors such as Fan and Chen (2001), Mattingly et al. (2002), Jeynes (2003, 2005b, 2007, 2012), and Hill and Tyson (2009).”
A practical model for school leaders to encourage parental involvement and parental engagement (2018, background): “Second, they learn to value the company of their parents and enjoy doing things together with them (Higgins 1996; Jeynes 2012).”
The Effects of Teacher Training on Teachers’ Family-Engagement Practices, Attitudes, and Knowledge: A Meta-analysis (2019, background): “When parents and teachers work collaboratively, consult, and problem solve with one another, students experience increased social-emotional competencies and academic achievement, have positive gains in reading acquisition, complete homework at higher rates, and have fewer homework problems (Sheridan”
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): “Of the intervention studies, five were meta-analyses that included intervention and nonintervention studies of home-based reading programs and shared/dialogic reading strategies (Mol, Bus, de Jong, and Smeets, 2008; Sénéchal and Young, 2008; van Steensel, Herppich, Kurvers, and McElvany, 2011; Jeyne”
Implications for educational practice of the science of learning and development (2019, methodology): “The largest effect sizes were for programs that encouraged parents to engage in shared reading with their children, including strategies in which teachers offered questions that parents could ask about the readings; those that involved parents and teachers working together as partners to develop com”
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Prior achievement is a robust predictor of later achievement among youth and is a key control variable for longitudinal studies examining achievement (Froiland & Oros, 2014; Froiland et al., 2013; Jeynes, 2012).”