Parental Involvement: Practices, Improvement Strategies and Challenges

Nurit Kaplan Toren, PhD (Editor)
Oranim Academic College of Education, University of Haifa, Haifa, Israel

Gertina J. van Schalkwyk (Editor)
Faculty of Social Science, University of Macau, Macau

Series: Family Issues in the 21st Century
BISAC: FAM034000

The book titled Parental Involvement: Practices, Improvement Strategies and Challenges is a collection of papers focusing on different challenges and practices to obtain greater involvement of parents in the schooling of children and youth. The authors espoused, to varying degrees, the unique and complex patterns of parent-school relationships pointing out two significant areas where parents should become involved, namely home-based and school-based. In their exposition of these two areas, the authors of the various chapters point out both macro and micro antecedents of how parents are involved both at home (home-based) and at school (school-based) supporting their children towards achieving success.

At the macro-level, the authors who contributed to this book reflected upon policy issues whereby the Ministries of Education in various countries (i.e., New Zealand, Israel, Finland, South Africa, and the United States) instigated strategies for parental involvement with varying degrees of success. There is also evidence of socio-cultural perspectives and teachers’ ethnic and professional identities impacting on attitudes towards parental involvement both at school and at home. In addition, the authors point to the impact of gender differences (fathers and mothers) and at-home engagement with children’s educational success. In sum, there are many and variable barriers, obstacles, and challenges towards enabling parents for greater involvement in their children’s academic achievements, and a need for more consistency and collaboration across home and school systems. Presenting their most up-to-date research findings, the authors of the various chapters espouse their viewpoints pertaining to parental involvement from the perspective of the parents themselves, the perspective of the teachers, and the views of students both in the home and at the school. For the most part, however, the authors advocate the belief that strengthening parent-teacher relationships will promote the child’s development and success in school and in life.
(Imprint: Nova)



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Table of Contents




Chapter 1. Involving Parents in Curriculum: Expectations, Supports and Challenges
(Robin Averill, Victoria University of Wellington, Wellington, New Zealand)

Chapter 2. Parent-Child Homework Interactions: Beginning an Assignment
(Francesco Arcidiacono and Esther González-Martínez, University of Teacher Education Bejune, Biel/Bienne, Switzerland)

Chapter 3. Exploring Parent-Teacher Trust and School Involvement: A Finnish Perspective
(Viola Penttinen, Eija Pakarinen and Marja-Kristiina Lerkkanen, University of Jyväskylä, Jyväskylä, Finland)

Chapter 4. Processes and Pathways of Parental Involvement in Education in Israel
(Nurit Kaplan Toren and Revathy Kumar, University of Haifa and Oranim Academic College of Education, University of Toledo, Toledo, Ohio, US)

Chapter 5. The Determinants of Paternal and Maternal Involvement in Childcare
(Mariana Pinho and Ruth Gaunt, University of Lincoln, Lincoln, England)

Chapter 6. Teachers’ Perspectives of the Parent Involvement Hexis in Under-Resourced Urban Schools
(Nyna Amin, University of KwaZulu-Natal, South Africa)

Chapter 7. Primary School Teachers’ Experiences of Parental Involvement in a Township School: A South African Case Study
(Mantsose Jane Sethusha, University of South Africa)

Chapter 8. Immigrant Teachers in Schools: A Strategy to Improve Parental Involvement of Immigrant Parents
(Florence Nyemba, University of Cincinnati, Cincinnati, OH, US)

About the Editors and Authors


Parental Involvement: Practices, Improvement Strategies and Challenges pioneers a scientific research-based book that demonstrates the effect of strengthening parent-teacher relationships in promoting the child's development and success in school and in life. Derived from studies in various countries (Australia, Finland, Israel, New Zealand, South Africa, and the United States), this book reflects strategies for parental involvement and mediation factors from various cultural perspectives and teachers' ethnic and professional identities in influencing parental involvement in their children’s growth both at school and at home. A must-read for educators, school psychologists, school counselors, and researchers around the world!” - Anastasia Lijadi, PhD, Research Scholar World Population Program, International Institute for Applied Systems Analysis, Austria

“Extensive research has clearly established that parental involvement is one of the keys to student academic success. But how does one promote parent involvement? Parental Involvement: Practices, Improvement Strategies and Challenges explains how. This innovative book by editors Kaplan-Toren and van Schalkwyk provides an up-to-date overview of cutting edge international research on parent involvement. It contains valuable recommendations for overcoming the wide range of challenges that act as barriers to parent involvement. This book is a must-read for teachers, teacher educators, school administrators, and school-based mental health professionals.” - Brian Gerrard, PhD, Chief Academic Officer, Western Institute for Social Research Berkeley, California

“While by its wording it applies to parents, in practice parental involvement relates to both parents and teachers and particularly to the joint relationships between them. Given the universality of schooling yet manifold educational objectives and practices, parental involvement has multiple meanings translated into various culture-contingent modes employed by both parents and teachers in diversified socio-ethnic settings. Drawing on their research, in this volume, Nurit Toren-Kaplan and Gertina van Schalkwyk and their colleagues offer a broad perspective on the practices, benefits and challenges of parental involvement as carried out in five different countries, in fact representing five different continents. As borders open and countries become multi-cultural, this volume offers highly valuable knowledge to practicing teachers, teacher educators, and educational policy makers and prompts new questions for researchers across different parts of the world.” - Rachel Seginer, PhD, Emeritus professor of Development and Education, Faculty of Education, University of Haifa; Chairperson Department of Psychology and MA Educational Psychology Program, Yezreel Valley College, Israel

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