ANNOTATED BIBLIOGRAPHY H&S
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement a meta-analysis. Urban education, 42(1), 82-110.
This study analyzes the findings of 52 studies to investigate the impact of parental involvement on the academic performance of urban secondary school children. This statistical analysis is aimed at determining the overall impact of parental involvement as well as specific components of parental involvement. Four measures of assessment of students’ performance including grades, standardized tests, teacher’s rating scales, and academic attitudes and behavioral indices are used to determine students’ performance. The study found a significant impact of overall parental involvement for secondary school children. This impact of parental involvement is found on all variables of academic achievement.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban education,40(3), 237-269.
Jeynes (2005) in this earlier study investigates the relationship of parental involvement and students’ academic achievement in urban elementary school students. This meta-analysis involves 41 prior studies to determine the impact of overall parental involvement and its subcategories on students’ academic achievement in elementary schools. This study also found significant impact of parental involvement with all variables of academic achievement. This study will provide findings about impact on elementary schools students’ achievement unlike the previous source which was about secondary school students.
Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review,33(4), 467-480.
This research investigated data of 144 urban head start children to examine the relationship between various dimensions of family involvement in early childhood education and classroom outcomes. The research used a multidimensional survey questionnaire to collect data from parents on family involvement. The study particularly focused the relationship between various dimensions of family involvement in relation to end of the year results, learning approaches, conduct problems, and receptive vocabulary. The study also investigated the impact of home-based involvement simultaneously with school-based involvement on various dimensions of students’ outcomes. Home-based involvement alone was a strong predictor of low conduct problems and better achievement scores and learning motivation, while the simultaneous approach did not show significant relationships.
Henderson, A. T. (1987). The Evidence Continues to Grow: Parent Involvement Improves Student Achievement. An Annotated Bibliography. National Committee for Citizens in Education Special Report.
This research analyzes the findings of 49 research studies on the effects of parental involvement on students’ academic achievement and level of school performance. Most of the research concludes that positive learning environment at home is strongly related to positive students’ outcomes. The study also finds that school-based programs to involve and train parents to involve with their children education, improves language skills, test performance, and school behavior. The study also investigates community involvement but that is out of scope for my review.
Izzo, C. V., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American journal of community psychology, 27(6), 817-839.
This study examines how parental involvement the children’s education changes with time and how does it affect the students social and academic outcomes. This is a longitudinal study where teachers provided data for 3 consecutive years on parental involvement for 1205 urban students studying kindergarten to 3rd grades. The data also included students’ outcomes for analysis purposes. The study explored the impact of four components of parental involvement on students’ outcomes. The four components were frequency of parent teacher contact, quality of parent teacher interactions, participation of parents in educational activities at home and their participation in school activities. The components of involvement and students outcomes were found to be moderately significant. This study will add more dimensions to my review and will be used to provide another view on the involvement.
Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child development, 63(5), 1266-1281.
This article investigates data on 6400 American adolescents age 14-18 years to find the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on their school performance. The selected sample was ethnically and socio-economically heterogeneous. Data on various aspects of on adolescents’ school engagement and school achievement were collected for analysis. Authoritative parenting predicted better school performance and stronger school engagement among adolescents. Non-authoritative parenting showed attenuation in the beneficial impacts on adolescents’ achievement and engagement at school. The study supports several previous sources to strengthen the argument in addition to providing an analysis of some new dimensions.