NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ899419
Record Type: Journal
Publication Date: 2007-Feb
Pages: 8
Abstractor: ERIC
Reference Count: 70
ISBN: N/A
ISSN: ISSN-1544-0389
Increasing Parental Involvement in Our Schools: The Need to Overcome Obstacles, Promote Critical Behaviors, and Provide Teacher Training
Flynn, Gregory V.
Journal of College Teaching & Learning, v4 n2 p23-30 Feb 2007
An ever growing body of research indicates that parental involvement is a key factor in the success of children in school. Studies have shown that children whose parents take an active interest in their education benefit in a number of ways. These children generally have higher academic achievement, better attendance, a sense of well-being, a readiness to do homework, and better self-regulatory skills. These positive effects are not confined to elementary school but continue through high school. Less publicized, but still important, are the ways in which teachers profit from developing alliances with parents. Teachers who promote partnerships with parents report reduced stress levels, experience empowerment to teach more effectively, and realize higher professional status and authority. Parental involvement is attributed to a greater recognition of teachers' skills and better evaluations. This paper examines critical parental behaviors for student success as well as the major obstacles for parental involvement. Suggestions are given for improving preservice training in teacher education programs.
Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Goals 2000; No Child Left Behind Act 2001