All the research I've read has concluded the most important factor in a child's education, healing or even just growing up is the involvement of the parents. The Internet is full of tips and ideas for professionals about how to get parents more involved in both their children's schools and in his/her healing. The problem is most of these efforts are attempts to get parents to do what the professionals want done, in the way the professionals want. The net result is that parents are still relatively powerless, with limited responsibilities, and they often act accordingly - with lukewarm involvement. Not only do parents in this situation sometimes feel powerless and thus show modest interest, they sometimes also get the sense of entitlement - which means they think they deserve the service without having to do anything on their own.
Surely those successful parents had more to offer the school system and the students than simple duty as short order cooks, waiters and waitresses! However, at this time this was the only way the local educators would allow parents to be actively involved. In essence, parent involvement was structured to be limited and controlled. A similar dynamic occurs in most public funded programs for troubled teens. The parents, knowing they have little or no say tend to get into the mindset of expecting the professionals to "fix" their child and that it has little or no relationship to their own parenting.
The dynamics are entirely different when parents have responsibility in both the selection of a service and in the treatment or education of a child. When parents see that they have some say and responsibility in the situation, most parents will rise to the occasion and take more responsibility for the success of their child. And if the parents are reluctant to exercise responsibility, it is the responsibility of the program to help educate the parents in how to work with the program and to explain the advantages to both parent and child of this parent involvement. At least this has been what the schools and programs in the network I work with have found. Of course some parents will not or cannot participate, but this is no excuse to exclude all parents and eliminate the positive effect of having those parents actively involved.
These schools and programs have found the best way to get parent involvement is to start by having the parents exercise a vital say in the selection of a school or program for their child. Parents can choose the program they want their child to be in, and if they are disappointed with the performance of the staff, they have the power and responsibility of changing their mind and finding a different place for their child. Although there are exceptions, most of the time parents make good decisions, especially when they take advantage of professional help like engaging a competent professionally trained and experienced independent educational consultant or the program takes on the task of educating the parent in what they can do to help their child by working with the program. What initiates all these positives is the ability of parents to choose to place their child on their own, without needing to ask permission from some professional or to allow a situation to deteriorate until the State needs to take action.
Essay Parent Involvement in School - 1390 Words | Cram
Using free sample research papers on parental involvement in schools can give you some useful ideas on writing a successful research proposal on the topic. As a vivid example we can remember the suggestion about creation of a representative organ at school-board level where the parents would be equal partners. In the 80th, the government of Margaret Thatcher introduced democracy in the education management, to weaken the positions of pro-labour local administrations: with this purpose, the parents were engaged the school management via membership in school-boards.
Essay Parent Involvement in School
Certainly, the parents are mainly involved in administrative events, abandoning the process of educating to the professionals. However, such involvement gradually acquires all new forms in school functioning.
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Importance of Parental Involvement in Schools Essay.
Epstein's framework suggests many different ways for families tobe involved in children's education, and also challenges schools to engage in practices that reach out to diverse families. Trumbull et al. (2001) note, however, that schools may not always apply the framework in ways that reflect the needs, values, and abilities ofdiverse families. For example, schools that offer parentinginstruction may not recognize cultural differences in child-rearing practices. Similarly, some parents may not possess the time orthe skills to assist children with schoolwork at home; others comefrom cultures in which schooling is considered to be strictly theteacher's responsibility. If schools are to be successful in engaging diverse families, Trumbull and others argue, they will need to reevaluate traditional models of involvement and include families in discussions of how they would most like to be involved (Mapp, 2002; Trumbull et al., 2001; Voltz, 1994). To be effective,involvement efforts must become more collaborative, more inclusive,and more culturally relevant (Gomez & Greenough, 2002).
Also referred to as parent involvement, school-family collaboration, and school-family partnerships, family involvementrefers to a wide range of activities through which parents,grandparents, older siblings, tribal members, and other membersof students' extended family contribute to and supportstudent learning. Under the widely-used framework developedby Joyce Epstein (Epstein, 1995; Epstein et al., 1997), there aresix main categories of involvement: parenting, communicating with schools, volunteering at school, supporting learning at home, participating in school governance and decision-making, and taking part in school-community collaborations, such asadult literacy classes or tutorial services. In this model, providinga quiet study environment for students at home, expressingvalue for learning, setting high expectations, helping withhomework assignments, chaperoning school events, attendingparenting classes, and serving on the school board are all consideredvaluable contributions to students' learning.Although the legislation provides guidelines and provisionsfor schools to follow as they develop family involvementpolicies, schools may also face challenges in complying withthe law, especially in how to strengthen relationships withfamilies whose needs and concerns have not been addressed. Clearly, if families and schools are to form partnerships that work, there must first be a foundation of mutual trust, confidence, and respect. The goal of this booklet is to provide some starting points for schools to address these challenges.Recent immigrants to the United States may have little knowledgeof the public school system, much less a particular district'sexpectations regarding family involvement in their child'seducation. They may also hold very different beliefs aboutthe roles of teachers and parents than those assumed atschool (Trumbull et al., 2001). As Antunez (2000) notes,