NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947503
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
School and Home Connections and Children's Kindergarten Achievement Gains: The Mediating Role of Family Involvement
Galindo, Claudia; Sheldon, Steven B.
Early Childhood Research Quarterly, v27 n1 p90-103 2012
Children's home and school are the most influential contexts in which learning and development occur, especially during early childhood. This paper builds on Bronfenbrenner's ecological theory and Epstein's theory of overlapping spheres of influence to examine school and family connections and their relationships to family involvement and students' achievement gains. We used a nationally representative sample of kindergartners (16,425 students from 864 schools) and found that schools' efforts to communicate with and engage families predicted greater family involvement in school and higher levels of student achievement in reading and math at the end of kindergarten. We also found that, on average, family involvement at school and parents' educational expectations were associated with gains in reading and math achievement in kindergarten. We discuss the implications of our findings for policy makers, researchers, and practitioners. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A