Citation

International comparision of the relationship between school organization and parent involvement

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Abstract:

Parent involvement has become a hot topic in educational field. Numerous studies show that parent involvement is correlated with greater student motivation to learn, higher students’ academic achievement, better student attendance, and more positive student and parent attitudes toward education. Therefore, attempts to increase parent involvement have become a regular feature of national education policies. In the United States, parent involvement is one of the six targeted areas in the No Child Left Behind Act of 2001. Schools receiving Title I funding are required to spend part of that money on parent participation programs. In South Korea, one division related to parent involvement was created in the Department of Education. Other nations also have polices to increase parent involvement.
However, there has been little comparative research on parent involvement at the national level. We assume that some nations which have high parent involvement have common features; in particular, organizational characteristics of schools, such as a school’s physical environment and climate. Also, other nations with low-level parent involvement have common characteristics. Therefore, we would like to induce common influential factors of parent involvement in high- and low-level parent involvement nations.
To investigate this research, we use 8th grade teacher and principal questionnaires in the 2007 Trends in International Mathematics and Science Study (TIMSS). Because parent involvement is influenced by teacher-level variables and school-level variables, we employed hierarchical linear modeling (HLM). Results would imply the influential factors for parent involvement and thus provide an empirical basis to increase parent involvement.

Author's Keywords:

parent involvement
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494011_index.html
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MLA Citation:

Kwon, Dohee. and Lee, Hyemi. "International comparision of the relationship between school organization and parent involvement" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494011_index.html>

APA Citation:

Kwon, D. and Lee, H. , 2011-05-01 "International comparision of the relationship between school organization and parent involvement" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494011_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Parent involvement has become a hot topic in educational field. Numerous studies show that parent involvement is correlated with greater student motivation to learn, higher students’ academic achievement, better student attendance, and more positive student and parent attitudes toward education. Therefore, attempts to increase parent involvement have become a regular feature of national education policies. In the United States, parent involvement is one of the six targeted areas in the No Child Left Behind Act of 2001. Schools receiving Title I funding are required to spend part of that money on parent participation programs. In South Korea, one division related to parent involvement was created in the Department of Education. Other nations also have polices to increase parent involvement.
However, there has been little comparative research on parent involvement at the national level. We assume that some nations which have high parent involvement have common features; in particular, organizational characteristics of schools, such as a school’s physical environment and climate. Also, other nations with low-level parent involvement have common characteristics. Therefore, we would like to induce common influential factors of parent involvement in high- and low-level parent involvement nations.
To investigate this research, we use 8th grade teacher and principal questionnaires in the 2007 Trends in International Mathematics and Science Study (TIMSS). Because parent involvement is influenced by teacher-level variables and school-level variables, we employed hierarchical linear modeling (HLM). Results would imply the influential factors for parent involvement and thus provide an empirical basis to increase parent involvement.


Similar Titles:
Understanding Parent Involvement Expectations in Formal School Spaces: An Analysis of Immigrant Parent and School Staff Interactions

Symbolic violence in parent school relationship- Experiences of Caribbean Anglophone parents in Francophone elementary schools in Quebec

What can parent organizations do?: Parent-School Relationships and Education Markets


 
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