Family Involvement in Education. Bulletin No. 8926 / Gay Eastman.
This paper addresses research on the role of the family in determining children's intelligence and school achievement, observing at the outset that existing research demonstrates clearly that students whose families have certain educationally supportive attitudes and behaviors are most successf...
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| Language: | English |
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Distributed by ERIC Clearinghouse,
1988.
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MARC
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| 100 | 1 | |a Eastman, Gay. | |
| 245 | 1 | 0 | |a Family Involvement in Education. Bulletin No. 8926 / |c Gay Eastman. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1988. | |
| 300 | |a 29 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 520 | |a This paper addresses research on the role of the family in determining children's intelligence and school achievement, observing at the outset that existing research demonstrates clearly that students whose families have certain educationally supportive attitudes and behaviors are most successful in school. In regard to evidence of the relationship of family involvement in school activities to children's academic performance. The paper notes that while research on parent involvement is somewhat limited, a strong correlation between parent participation in school activities and children's achievement and interest in school has been demonstrated in the research that does exist. The document concludes with suggestions drawn from the research literature for the implementation of effective home-school relationship programs. This resarch has indicated that parent involvement programs are most effective when they include opportunities for a variety of parent involvement and when parental roles are characterized by a balance of power with the school. It has been further indicated that most interactions between families and schools are most likely to be successful when there are increased opportunities for such interactions, when parents and teachers receive training in interpersonal skills, when parents and teachers recognize that they have separate, but complementary role responsibilities for children's well-being, and when schools incorporate families' cultures into their curricula. (ABL) | ||
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Family Involvement. |2 ericd. |
| 650 | 0 | 7 | |a Intelligence. |2 ericd. |
| 650 | 0 | 7 | |a Parent Child Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 0 | 7 | |a Parent School Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Research. |2 ericd. |
| 710 | 2 | |a Wisconsin State Department of Public Instruction, Madison. | |
| 710 | 1 | |a Wisconsin. |b Department of Public Instruction. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED316802.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED316802 |h Other scheme |i web |n 1 |