Presentation on theme: "Kimberly Allen, Ph.D. North Carolina State University"— Presentation transcript:
1 HOME/SCHOOL CONNECTION: HELPING FAMILIES SUPPORT THEIR CHILDREN’S SCHOOL SUCCESS Kimberly Allen, Ph.D.North Carolina State UniversityCooperative Extension
2 TODAY’S TALKWhere we have beenWhere we areBenefits of home/school connectionBarriers to family involvementHow to reach families
3 Life ain’t like what it used to be! happened?The ideal of a serene white-picketed fence family was created in television shows when many (now parents) baby boomers were watching TV as kids. That family was not really the norm even then and now it is even further from the norm. Even seeing those images just makes us feel nostalgic. But whose family was actually like the Ozzie and Harriets or Beaver Cleavers?What has happened to families? Why are some children more difficult than others? How can we help parents understand their children? Parenting is hard work and as children grow older, smarter, and larger in size it seems to just get harder and harder!Parents do not just have the single role of raising children. Unfortunately life is happening all around them. Life just keeps getting more and more rushed with work, making ends meet financially, and keeping up with family and community issues, health needs, insurance plans, appointments, grocery shopping, being a good neighbor, getting the car inspected, taking the pets to the vet, remembering mother’s birthday, and the list just goes on and on.We know that finding quality time with our children is critical, there are so many things to take care of. These challenges can add stress to our lives and make us feel overwhelmed!
4 MY HOW THINGS HAVE CHANGED… In small groups, answer these questions:How have families changed?How has education changed?What about community change?What do you know about the role of parents in the educational process?Talk about Annette Lareaur’s research here
5 What was school like when you were young? Subjects Taught?Norms and practices?Out of school activities?
6 COMPARE THAT WITH TODAY’S EDUCATIONAL PROCESS US Trends and Societal InfluencesSeptember 11, 1999No Child Left Behind ActThe World is Flat ( Internet surge in 1990’s)21st Century Learning SkillsHome Schooling is more prominentVirtual High SchoolsMagnet and Charter SchoolsH1N1 National Epidemi
12 A World of Disconnects Disconnections at the Family level Little mealtime and playtime togetherTechno-interferenceDisconnects at the School levelStudent engagementClass size, Accountability standardsDisconnects at the Community levelTransience, knowing your neighbor?Economic survivalCommunity involvement, mentors, role models
13 Did you Know1 in 3 students who start high school in North Carolina does not graduate. Less than 60% of our African American students and 52% of Hispanic students graduate.~ Action for Children, 2008
14 IT CAN GET BETTER IF WEBuild on individual, family and community strengthsHelp parents actively engage in their child’s educationCreate a comprehensive education that provides skill training AND connects with pupil’s stakeholders
15 Community Family and peers Policies supportingdevelopmental andrisk-level tailoredinterventionsNeighborhoodattachment andorganizationFamily and peersFamily cohesionIndividual Temperament, age, developmental level, intelligence, perceived academic competencyFamilyinvolvementLaws andnormsPeer riskybehaviorsSchools andsupportiveagenciesRelationships between systems Student-teacher relationships, supportive youth-adult relationships (e.g. 4-H)
16 Critical Elements in Outreach for Sustainable Parent Involvement Family involvementActive teacher outreachParent involvementSchool-family partnerships
17 HOME/SCHOOL CONNECTION HELPS CHILDREN Earn higher grades and test scoresBe promoted, pass their classes, and earn creditsAttend school regularlyHave better social skills and improved behaviorGraduate and go on to postsecondary school
18 AND…Family participation in education is twice as predictive of students’ academic success as family socioeconomic status.Some of the more intensive programs had effects that were 10 times greater than other factorsIn fact, the moreinvolvement,the better(Walberg, 1984)
19 MAJOR FACTORS OF PARENT INVOLVEMENT 1. Parents’ beliefs about what is important, necessary and permissible2. The extent to which parents believe that they can have a positive influence on their children’s education3. Parents’ perceptions that their children and school want them to be involvedTalk about Leaureau(1997 review)
21 BARRIERS TO PARENTAL INVOLVEMENT TimeKnowledgeSchool policiesNegative PastExperiencesLack of CommunicationLack of TrainingParents/teachers do not easily communicate with each other because of issues regarding race, culture, socioeconomic status, and educationThere is a breakdown in communication when the educational environment is not sensitive to home- language and home cultureParent Involvement programs are school dominatedEconomic security limits the time parents devote to their child’s education
22 Barriers Faced Language/Literacy By Parents Unfamiliar Credit to Behnke, A.,North CarolinaState UniversityLanguage/LiteracyUnfamiliarand intimidatingsystemsAttitudes ofPersonnelLife factorsPast EducationalExperiencesWorkschedulesChild careLack of InformationTransportation
23 What can we do to help the parents we serve? ACTIVITY:Take 5 minutes and discuss this question with your neighbor:What do parents need in order to better connect with their child’s school?What can we do to help the parents we serve?Parents need good, clear information.
24 WORKING WITH PARENTS IS HOW YOU CAN HELP! ECA members can help parents actively engaged in their education byEducating parents on the benefits of parent/school connection andHelping parents developskills & strategies forbeing more involved.
25 SIX TYPES OF FAMILY INVOLVEMENT PARENTINGCOMMUNICATINGVOLUNTEERINGLEARNING AT HOMEDECISION MAKINGCOLLABORATING WITH THE COMMUNITY(EPSTEIN, 1997)
26 RESEARCH ON PARENTING ATTITUDES AND ACTIONS Quality of parent–youth relationships matters—the more connected a child feels to their parent, the better chance of school successMonitoring youth behaviors positively influences adolescent achievementA parent attending school functions tends to yield higher academic success
27 PARENT/SCHOOL COMMUNICATION On-going, two-way communication with school and parents:Builds positive relationships between children and their teachers,Leads to greater parent involvement,Promotes school readiness.
28 HELP PARENTS KNOW HOW TO COMMUNICATE WITH SCHOOLS Parent/teacher conferenceCall/ /textSchedule a meetingVolunteerLunch with student
29 have more interest in school, greater academic self-regulation, DID YOU KNOWWhen adolescents perceive that their parents have high educational goals for them, they:have more interest in school,greater academic self-regulation,higher motivation and goal pursuits
30 VOLUNTEERINGIn or out of school volunteering fosters educational successEncourage parents to find a way to contribute to schoolThree for Me: Three hours of volunteer time each yearA PTA program that helps parents find different ways to volunteer in the home, in the school and in the community, all of which support student learning.
31 Let Parents know how to help from home Send positive messages about schoolDiscuss their classroom activitiesListening carefully to their explanations of whathas been learned
32 PARENTS CAN HELP WITH Reading at home Reinforcing classroom concepts Providing time and a place for doing homeworkEncouraging their children to keep trying when the work becomes difficultMonitoring homework completionTurning off the TVEngaging with their children in educational activities such as field trips, games and activitiesappropriate family games, puzzles, experiments, designing and model building activities that use a variety of mathematics, science and technology skills;Could talk about Unequal Childhood book
33 Decision MakingInclude families as partners in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.
34 WHAT CAN PARENT’S DO? Visit classes Encourage attendance Monitoring ChildrenAdvocate for their childParticipate in parent-teacher conferences
35 Community Collaboration Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.
36 PARENTS CAN Work with YOU about how to help their child succeed Work to inform family-friendly policies at the classroom, school or district levelsNetwork with other children, parents, teachers and administrators
37 PARENT INVOLVEMENT ISN’T THE ANSWER School, family, and community partnerships can replace the term “parental involvement”Parents, educators, and community members must share responsibility for students’ learning and development.
38 IF WE BUILD IT, WILL THEY COME? Early Childhood is a great place to start.Early Childcare Centers in your communityHead Start/Early Head Start in every countyParents as TeachersLocal school districtsFaith-based organizationsAfter school organizationsYouth-serving groupsLow-Income families need this information and empowerment the mostRemind them of Lareaur’s work
39 COMMUNITY DEVELOPMENT IS ABOUT BUILDING RELATIONSHIPS Do you have relationships with centers or agencies that focus on children’s education?If not, you will need to develop a relationship.How would you do that?Also, a bit about working with low-resource families?
40 EASY AS 1, 2, 3.Write down 1 center or agency you will target to implement this program in your communityWrite down 2 dates that you will visit the agency or center.List 3 people that you will call on for assistance and follow through with this program.
41 YOU CAN MAKE A DIFFERENCE. YOU DO MAKE A DIFFERENCE EVERY DAY Thank you for all you have done for children and families in North Carolina! Do call if I can be of assistance! Kimberly Allen, PhD Assistant Professor and Extension Specialist 4-H Youth Development & Family and Consumer Sciences (919)
42 REFERENCESArnold, D.H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent involvement in preschool: Predictors and the relation of involvement to preliteracy development. School Psychology Review, 37(1),Bouffard, S. (2008). Tapping into technology: The role of the Internet in family-school communication. Retrieved May 19, 2010, from involvement/publications-resources/tapping-into-technology-the-role-of-the-internet- in-family-school-communication.Epstein & Sheldon (2006). Moving Forward: Ideas for Research on School, Family, and Community Partnerships in C. F. Conrad & R. Serlin (Eds.) SAGE Handbook for research in education: Engaging ideas and enriching inquiry. Thousand Oaks, CA: Sage Publications.Epstein, J. L. (1987). Toward a theory of family–school connections: Teacher practices and parent involvement. In K. Hurrelman, F. X. Kaufman, & F. Losel (Eds.), Social intervention: Potential and con- straints (pp. 121–136). Berlin, Germany: de Gruyer.Hill, N. E. (2001). Parenting and academic socialization as they relate to school readiness: The role of ethnicity and family income. Journal of Educational Psychology, 93, 686–697.Shumow, L. & Miller, J.D. (2001). Parents’ at-home and at-school academic involvement with young adolescents. Journal of Early Adolescence, 21,Walberg (1984). Review of 29 students of school-parent programs