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ERIC Number: ED256863
Record Type: RIE
Publication Date: 1984-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
Effects of Teacher Practices of Parent Involvement Change in Student Achievement in Reading and Math.
Epstein, Joyce L.
To study the effects over time of teacher practices concerning parent involvement on student achievement test scores, longitudinal data from 293 students (in Baltimore, Maryland, Grades 3 and 5) who took the California Achievement Test in the fall and spring of the 1980-81 school year, were analyzed. The students were in the classrooms of 14 teachers who ranged in their emphasis from confirmed leaders to infrequent users to non-users of parent involvement in learning activities at home. Results show that, from the fall to the spring, students whose teachers were leaders in the use of parent involvement made greater gains in reading achievement than did other students. However, there were no effects on math achievement for students whose teachers involved parents. These results are the first to link particular teaching practices concerning parent involvement to the actual responses of the parents and the change in achievement of their children. Apparently, important consequences can occur when teachers make parent involvement in learning activities at home part of their regular teaching practice. (KH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).