Citation

Parental Involvement in School Life and Reading Literacy – Findings and Suggestions from PIRLS 2011 data

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Abstract:

Objectives or purposes of the paper:
General objective of the paper is to explore the relationship between parental involvement in school life and student achievements in reading. It will use student and teacher/school contextual and achievement data from the IEA Progress in Reading Literacy Study (PIRLS) 2011.
More specifically:
1. Provide information on the strength of the relationship between school and students’ families in regard to:
a. The frequency school asks parents to volunteer in school projects, programs, trips and serve school committees;
b. The extent to parents support their children in learning and their involvement in school activities;
2. Suggest ways to improve the involvement in school life and interaction with parents.
3. Recommend the “best” options to involve parents in school life.

Main perspective or theoretical/conceptual framework used:
Sociologists’ attention on schools, families, and communities has changed dramatically over the past 40 years – from studies that were conducted as if families, schools, or communities were separate or competing contexts to studies investigating connections between or overlapping those contexts (Epstein, Sanders 2002, pp. 525-526). Nowadays this is known mostly as the Epstein’s theory of overlapping spheres of influences in educational partnership, which combines psychological, educational and sociological perspectives on social institutions to describe and explain the relations between parents, schools and local environments in an integrated manner (Driessen, Smit, & Sleegers, 2005, p. 511). Involvement of parents in school life is seen as important for development of social and cognitive aspects of students and improves the quality of education. Interaction between school and students’ parents can improve the academic development of students from disadvantaged groups as ethnic minorities or those coming from low-socioeconomic status (SES) families (Driessen, Smit, & Sleegers, 2005). Additionally, higher levels of parental involvement can improve overall students’ attitude toward school as well (Dearing, Kreider, & Weiss, 2008; Jeynes, 2005; Jeynes, 2007; Taylor, Pearson, Clark, & Walpole, 2000; all in: Mullis, Martin 2013,p. 72).
Most of the secondary analyses from different international large-scale student assessments are trying to investigate the association between different factors and academic achievements. Regarding the reading literacy very well-known positive correlations with different factors were investigated: e.g. availability of books, differences in achievement by gender, home language, urban-rural locations, etc.
From the triangle schools-families-communities we will focus on the involvement of families (and more precisely parents/guardians) in school life and learning of students. Prospectively our theoretical assumptions will base on Epstein theory that different types of involvement leads to different outcomes for students. Regarding different types of parental involvement in the school life we will focus mainly on student achievements.

Analytical methods, research design:
For exploring the relationship between parental involvement in school life and student reading achievement we will focus on teachers’ and principals’ perceptions. Thus teacher and school questionnaires will be used together with student achievement scores. We are interested mostly in studying international patterns regarding different parent involvement in school life associated with student achievement in reading.
The strength of the association between parental involvement and student achievement will be explored using Pearson correlation and linear regression models controlling for SES-related variables.

Data sources or evidence:
For the secondary analyses we will use IEA’s PIRLS 2011 international database: variables administered to the teachers and principals (parental involvement in different activities at school) and student.

Results and/or conclusions:
Preliminary results show that, in general, there is an association between parental involvement in school life and student achievements, although different in strength across countries. Certainly, the most important results would be the international patterns across the educational systems and groups within them. From the analyses we are also expecting some possible suggestions to improve the involvement in school life and interaction with parents and recommend the “best” options to involve parents in school life to promote better connections that would foster achievement. The latter can also benefit the national policy making in education.

Significance of the study to the field of comparative or international education:
These results would promote the discussion within comparative and international education audience in terms of evidence-based policy making in education as well as more theoretical discussion on globalization of knowledge and improving best educational practices- as borrowing from others, in a meaning of awareness of culturally/socially/politically specific dimensions of educational systems around the globe.

Author's Keywords:

international large-scale student assessments, reading literacy, parental involvement
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p709563_index.html
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MLA Citation:

Klemencic, Eva. and Mirazchiyski, Plamen. "Parental Involvement in School Life and Reading Literacy – Findings and Suggestions from PIRLS 2011 data" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p709563_index.html>

APA Citation:

Klemencic, E. and Mirazchiyski, P. V. , 2014-03-10 "Parental Involvement in School Life and Reading Literacy – Findings and Suggestions from PIRLS 2011 data" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p709563_index.html

Publication Type: Panel Paper
Review Method: Peer Reviewed
Abstract: Objectives or purposes of the paper:
General objective of the paper is to explore the relationship between parental involvement in school life and student achievements in reading. It will use student and teacher/school contextual and achievement data from the IEA Progress in Reading Literacy Study (PIRLS) 2011.
More specifically:
1. Provide information on the strength of the relationship between school and students’ families in regard to:
a. The frequency school asks parents to volunteer in school projects, programs, trips and serve school committees;
b. The extent to parents support their children in learning and their involvement in school activities;
2. Suggest ways to improve the involvement in school life and interaction with parents.
3. Recommend the “best” options to involve parents in school life.

Main perspective or theoretical/conceptual framework used:
Sociologists’ attention on schools, families, and communities has changed dramatically over the past 40 years – from studies that were conducted as if families, schools, or communities were separate or competing contexts to studies investigating connections between or overlapping those contexts (Epstein, Sanders 2002, pp. 525-526). Nowadays this is known mostly as the Epstein’s theory of overlapping spheres of influences in educational partnership, which combines psychological, educational and sociological perspectives on social institutions to describe and explain the relations between parents, schools and local environments in an integrated manner (Driessen, Smit, & Sleegers, 2005, p. 511). Involvement of parents in school life is seen as important for development of social and cognitive aspects of students and improves the quality of education. Interaction between school and students’ parents can improve the academic development of students from disadvantaged groups as ethnic minorities or those coming from low-socioeconomic status (SES) families (Driessen, Smit, & Sleegers, 2005). Additionally, higher levels of parental involvement can improve overall students’ attitude toward school as well (Dearing, Kreider, & Weiss, 2008; Jeynes, 2005; Jeynes, 2007; Taylor, Pearson, Clark, & Walpole, 2000; all in: Mullis, Martin 2013,p. 72).
Most of the secondary analyses from different international large-scale student assessments are trying to investigate the association between different factors and academic achievements. Regarding the reading literacy very well-known positive correlations with different factors were investigated: e.g. availability of books, differences in achievement by gender, home language, urban-rural locations, etc.
From the triangle schools-families-communities we will focus on the involvement of families (and more precisely parents/guardians) in school life and learning of students. Prospectively our theoretical assumptions will base on Epstein theory that different types of involvement leads to different outcomes for students. Regarding different types of parental involvement in the school life we will focus mainly on student achievements.

Analytical methods, research design:
For exploring the relationship between parental involvement in school life and student reading achievement we will focus on teachers’ and principals’ perceptions. Thus teacher and school questionnaires will be used together with student achievement scores. We are interested mostly in studying international patterns regarding different parent involvement in school life associated with student achievement in reading.
The strength of the association between parental involvement and student achievement will be explored using Pearson correlation and linear regression models controlling for SES-related variables.

Data sources or evidence:
For the secondary analyses we will use IEA’s PIRLS 2011 international database: variables administered to the teachers and principals (parental involvement in different activities at school) and student.

Results and/or conclusions:
Preliminary results show that, in general, there is an association between parental involvement in school life and student achievements, although different in strength across countries. Certainly, the most important results would be the international patterns across the educational systems and groups within them. From the analyses we are also expecting some possible suggestions to improve the involvement in school life and interaction with parents and recommend the “best” options to involve parents in school life to promote better connections that would foster achievement. The latter can also benefit the national policy making in education.

Significance of the study to the field of comparative or international education:
These results would promote the discussion within comparative and international education audience in terms of evidence-based policy making in education as well as more theoretical discussion on globalization of knowledge and improving best educational practices- as borrowing from others, in a meaning of awareness of culturally/socially/politically specific dimensions of educational systems around the globe.


Similar Titles:
Exploration of Parent Involvement and Home Education Resource Influence on Literacy Development Using the Progress in International Literacy Study (PIRLS 2006)

The Effect of Teachers’ Education in Teaching Reading on Students Reading Score in Primary School: Examining Data from Botswana PIRLS 2011


 
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