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Effects of Parent Involvement in Isolation or in Combination With Peer Tutoring on Student Self-Concept and Mathematics Achievement
Abstract
The present study examined the effects of a home-based, parent involvement (PI) intervention and the reciprocal peer tutoring (RPT) intervention on the self-concept and mathematics achievement of academically at-risk urban elementary school students. Seventy-two 4th-hyphen; and 5th-grade students evidencing difficulties in mathematics were selected. Students were assigned randomly to 3 conditions: PI + RPT, PI, and practice control (PC). Student self-concept reports showed that students in the PI + RPT and PI conditions reported higher ratings of scholastic and behavior conduct than controls. Students in the PI + RPT conditions perceived themselves as more socially confident than did PI or PC students. Mathematics findings indicated that students who received PI + RPT displayed higher levels of accurate mathematics computations on a curriculum-based measure than PI or PC students. PI + RPT students also had significantly higher scores on a standardized measure of mathematics computation than PC students. The relationships between the PI intervention components and school adjustment were discussed.
... Despite consensus that parent involvement generally represents an effective, low-risk strategy for improving student outcomes (Fishel & Ramirez, 2005), at this time only two studies have directly examined the impact of math interventions delivered in home environments. Heller and Fantuzzo (1993) and Fantuzzo, Davis, and Ginsburg (1995) examined the effects of reciprocal peer tutoring in the classroom setting combined with a parent-involvement component. Both studies found superior outcomes for students who received reciprocal peer tutoring in combination with parent involvement. ...
... Additionally, students completed the CCC procedures with their parents rather than independently, as has been the case for DPR procedures that are implemented as class-wide interventions in school settings. Finally, the goal setting and contingent reward components were added, which have been utilized in previous research on math interventions that involved parents (Fantuzzo et al., 1995;Heller & Fantuzzo, 1993). ...
... This study offers partial confirmation of previous research that has found parent involvement to be an effective mode of intervention for students when added to school-based math supports (Fantuzzo et al., 1995;Heller & Fantuzzo, 1993). In past math intervention research, parent involvement consisted of the provision of rewards contingent upon progress that was made at school. ...
Fact fluency is an important prerequisite to mastering more complex and abstract mathematics principles. Delivering math interventions in the home setting may be a feasible way to expose students to necessary supports and improve math outcomes. The present study utilized a multiple baseline design across parent–student dyads to examine the impact of Detect, Practice, and Repair, modified to be implemented by parents in the home environment, on the fluency of basic addition and subtraction facts of 4 second-grade students. Video modeling and performance feedback were used to train and support parents during implementation. Math fact fluency improved across all students, with 2 students reaching mastery levels, and progress was maintained following intervention. Video modeling alone was insufficient for parent training, although performance feedback was effective in improving parents' procedural fidelity. Considerations regarding social validity and suggestions for future research are discussed.
... Based on the importance of identifying effective peer-mediated instruction and interventions for students with disabilities, the following criteria for determining the inclusion or exclusion of empirical studies were established: participants between ages 5 and 19 years who were described as learning disabled (LD), educable mentally retarded (EMR), behaviorally disordered (BD), autistic, and severely disabled; data-based experimental or quasi-experimental evaluation of specific peer-mediated interventions; and quantitative measurement of academic (e.g., percent correct, accuracy, fluency) and social variables (e.g., disruptiveness, social skill, social interaction, social acceptance). Fantuzzo, Davis, & Ginsburg, 1995), results have demonstrated the relative effectiveness of PMII on instructional processes and student achievement. As illustrated in Table 1, PMII can offer a number of advantages, compared to conventional teacher-mediated instruction, in facilitating and creating processes known to result in academic outcomes. ...
... The students' responding in RPT is structured by four standard response opportunities for each problem (Try 1, Try 2, Help, and Try 3) (Fantuzzo, Davis, & Ginsburg, 1995). The peer teacher presents the student a problem to solve using a flashcard with the answer on the back. ...
... Recent studies have combined RPT at school with parent involvement at home. Heller and Fantuzzo (1993) and Fantuzzo, Davis, and Ginsburg (1995) reported that superior mathematics results on CBMs and standardized achievement tests were obtained by a group of African-American 4thand 5th-grade students receiving both components compared to either one or a no-treatment control. Student receiving RPT rated themselves as more socially confident with peers than did students in the control group. ...
... Studies on RPT in Mathematics, which are mostly randomised controlled trials, showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. ...
... showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. al., (1995) compared the performance of students in parent involvement (PI)+RPT, PI only and practice control (PC) groups. The study found that the PI+RPT group performed better in a curriculum-based assessment of Mathematics and reported that they are more socially accepted than the PI or PC groups, while PI+RPT and PI students also reported highe ...
... The research also found that overall, students from both ability groups have positive perceptions of the impact of RPT on Mathematics performance, relationships between peers and self-motivation. This is in harmony with previous quantitative research in RPT (Fantuzzo et al., 1992;Fantuzzo et al., 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). ...
Many researchers have attempted to study the efficiency of e-learning and blended learning concepts on teaching and learning processes. One of the most recent developments in technology enhanced method in teaching and learning is a method called flipped learning. It is an approach where the traditional one-way lecture is flipped to make room for active learning opportunities where educators shift learning into the individual learning space facilitated by technology. This study attempts to implement flipped learning approach in the effort to enhance communication and critical thinking skills among accounting students in Tunku Puteri Intan Safinaz School of Accounting (TISSA) in Universiti Utara Malaysia. The study involved 49 students from BKAL1013 Business Accounting Group O class from the first semester of 2016/2017. The objective of this study is to examine how the use of flipped learning can help to improve communication and critical thinking skills in problem solving among students taking the accounting subject. From this study, the results showed that students’ communication and critical thinking skill has developed with the use of flipped learning. Sufficient time however, is needed for students to understand the content from the lectures given in the form of a video used as the media in this project used as an e-learning platform in this project, as well as the ‘catchy’ contents should be created to enhance interest from the students to watch the video
... Studies on RPT in Mathematics, which are mostly randomised controlled trials, showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. ...
... showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. al., (1995) compared the performance of students in parent involvement (PI)+RPT, PI only and practice control (PC) groups. The study found that the PI+RPT group performed better in a curriculum-based assessment of Mathematics and reported that they are more socially accepted than the PI or PC groups, while PI+RPT and PI students also reported highe ...
... The research also found that overall, students from both ability groups have positive perceptions of the impact of RPT on Mathematics performance, relationships between peers and self-motivation. This is in harmony with previous quantitative research in RPT (Fantuzzo et al., 1992;Fantuzzo et al., 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). ...
This study explores and analyses the accounting students’ perception in seeking additional professional accounting qualification besides their accounting degree qualification. A survey analysis conducted on 52 accounting undergraduates in third year with two main questions. The first question is “why the students are seeking additional accounting professional qualification besides their degree qualification” and the second question is “why these students choose one particular accounting professional body
besides others professional bodies ”. The results for the first question mostly the respondents’ report that the requirement of additional accounting professional qualifications is for employment advantage. For the second question, the respondents’ preference is for Association of Chartered Certified Accountants (ACCA) qualification due to its brand image, global recognition and better career opportunity. These
results collected from undergraduates learning perception point of view indicates that the additional international professional accounting qualification becomes a necessity for some undergraduates for career opportunities and advancement. The accountancy degree from public institutions emphasizes on effective teaching and learning, practices students - centered learning and case base learning to groom the undergraduates with strong foundations in academic knowledge and generic skills as strategy to create
work - ready graduates. The findings of this study is important for further development of public institutions to achieve academic excellence that close the gap between the degree qualification from public institutions and professional qualification from other professional bodies.
... Studies on RPT in Mathematics, which are mostly randomised controlled trials, showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. ...
... showed that students in the RPT groups performed better in Mathematics assessments of basic computations and perceived themselves as more socially and academically competent and of better conduct compared to the control group (Fantuzzo, King & Heller, 1992;Fantuzzo, Davis & Ginsburg, 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). Fantuzzo, et. al., (1995) compared the performance of students in parent involvement (PI)+RPT, PI only and practice control (PC) groups. The study found that the PI+RPT group performed better in a curriculum-based assessment of Mathematics and reported that they are more socially accepted than the PI or PC groups, while PI+RPT and PI students also reported highe ...
... The research also found that overall, students from both ability groups have positive perceptions of the impact of RPT on Mathematics performance, relationships between peers and self-motivation. This is in harmony with previous quantitative research in RPT (Fantuzzo et al., 1992;Fantuzzo et al., 1995;Ginsburg-Block & Fantuzzo, 1997;Menesses & Gresham, 2000). ...
In the development of effective pedagogy in English language classrooms, little attention is
given to pronunciation teaching and learning, especially in higher education settings in Malaysia. This
paper attempts to explore this issue by investigating the pronunciation of Chinese learners of English
after receiving an explicit instruction in English phonetics. The subjects were undergraduate Chinese
students of Universiti Utara Malaysia (UUM) who were grouped according to their countries of origin,
i.e., Malaysia and China. 20 participants were recruited for this study and these participants had two
distinct learning backgrounds: [1] English as a second language (ESL) for the Chinese participants from
Malaysia; and [2] English as a foreign language (EFL) for the Chinese participants from China. The
target phones were voiceless dental fricatives /θ/ and rhotics /r/ that are known to be problematic for both
groups of Chinese speakers learning English. The participants’ production of the target phones was
measured in a pre-test and post test design using a word-list reading task and technology-enhanced
materials, i.e., computer-assisted language learning (CALL). The findings revealed that explicit phonetic
instruction facilitated effectively in speech learning improvement. This empirical data will be seen as a
contribution to SOTL research in pronunciation teaching and learning.
... ally social class and gender roles (Lareau, 1989). Thus, historically, it has been acknowledged that theories regarding parental involvement mostly stemmed from sociological perspectives which enriched our understanding of parental involvement (Avvisati et al., 2010). Parental involvement is generally conceptualized as a multidimensional construct (Fantuzzo et. al., 1995;Grolnick & Slowiaczek, 1994;Xu, 2017) and has been defined as parenting behaviors aiming to support and to increase children's educational outcomes (Boyle & Benner, 2020). Thereby, parents are considered to influence their children's cognitive development and school success either directly or indirectly (Fantuzzo et. al., 1995). ...
... imensional construct (Fantuzzo et. al., 1995;Grolnick & Slowiaczek, 1994;Xu, 2017) and has been defined as parenting behaviors aiming to support and to increase children's educational outcomes (Boyle & Benner, 2020). Thereby, parents are considered to influence their children's cognitive development and school success either directly or indirectly (Fantuzzo et. al., 1995). ...
Parental involvement in education is significant for children's schooling experience and their cognitive and academic development. It also plays a role in refugee children's success and integration in the host country. However, understanding refugee parents’ educational involvement can be a complex issue because of their different cultural beliefs and unique challenges as refugees. Drawing on 20 in-depth interviews with Syrian parents in Turkey, this study examines how they are involved in their children's primary education. The findings indicate that the type and degree of parents’ involvement are shaped by their capabilities, resources, and challenges. Focusing only on parents’ perspectives, this study fills a gap in understanding Syrian parents’ involvement in their children's education in Turkey. Syrian parents were interested and involved in their children's education, but home-based involvement, the most frequent type, is often invisible to school staff. They were less involved in other ways because of a variety of challenges and a lack of capabilities and resources.
... Students take on the role of both tutor and tutee (Griffin & Griffin, 1998;Hsiao et al., 2015). Tutor and tutee change their roles in pairs or groups (Alegre et al., 2019;Duran & Monereo, 2005;Fantuzzo, Davis, & Ginsburg, 1995;Fantuzzo et al., 1995). CWPT is designed to work with children in a certain class or age group (Xu, 2015). ...
... Students take on the role of both tutor and tutee (Griffin & Griffin, 1998;Hsiao et al., 2015). Tutor and tutee change their roles in pairs or groups (Alegre et al., 2019;Duran & Monereo, 2005;Fantuzzo, Davis, & Ginsburg, 1995;Fantuzzo et al., 1995). CWPT is designed to work with children in a certain class or age group (Xu, 2015). ...
Our aim, in this study, was to examine the effects of peer tutoring in face-to-face and mobile environments in order to overcome language problems of Syrian refugees studying in second language (L2) learning. The study examined 11 weeks of peer tutoring of 13 Syrian refugees at undergraduate level and 13 undergraduate students who were tutoring them. Data were obtained from diaries, focus interviews, and semi-structured interviews. Data were analysed using Nvivo 12 software and categorized under themes. Findings indicated that students have a perception that peer tutoring helps to solve the problems they experience in their speaking, reading, writing, listening language skills in their undergraduate education. It also supports vocabulary learning, and it is more effective than classroom environment in solving language problems. Students' perceptions also indicated that mobile environments help to solve language problems, change their attitudes towards language and affect their awareness positively.
... For all above mentioned, it can be considered as a methodology that promotes collaborative learning and fosters inclusion in the classroom (Miravet et al., 2013). Peer tutoring is considered to report benefits not only on students' academic achievement (DuPaul et al., 1998;Ryan et al., 2004) but also on psychological, behavioral and attitudinal variables (Fantuzzo et al., 1995;Flores and Duran, 2013;B. W. Griffin & Griffin, 1997;M. ...
... The statistical improvements reported by educational levels in this research are consistent with previous research in the field. On one hand, previous studies by Fantuzzo et al. (1995), Tsuei (2012), Tella (2013), and Tsuei (2014) reported similar results for their Mathematics peer tutoring experiences in Primary Education. Selection of peers, classroom dynamic, and scheduling were also similar with the ones in this study. ...
Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.
... Each pair of students sat together during the implementation of the peer tutoring program. According to different authors ( [16], [17], [18]), this is the best way to make the peer tutoring pairs as the academic achievement gap between students is minimized in all cases. ...
... This study shows how this methodology may benefit 7 th grade mathematics students from an emotional point of view. Quantitative results in this study are consistent with other previous research in the field ( [16], [17], [18], [19]). Although results in this research were not spectacular from a quantitative point of view, it is important to note that they outscored students in the control group. ...
... Left-behind children, whose one or both parents have migrated, are considered as one of the vulnerable groups whose academic performance may perhaps suffer due to the absence of parental involvement. Parental involvement is the set of all parental behaviors that enhance a child's school success (Fantuzzo et al., 1995). Such behaviors include assisting children in doing homework, communicating with the school about the child's academic progress, participating in children's school events, monitoring the child's time usage as well as praise and reward given to the children on behaviors fundamental to varied aspects of school success (Hoover-Dempsey & Sandler, 1995;Sigel, 1990). ...
... Parental involvement refers to parental participating activities related to academic learning at home and in school environment (Fantuzzo, Davis, & Ginsburg, 1995 ...
Although sufficient work on parent-child relationship has been conducted worldwide, the number of studies that focus on parental behavior and perceived meaning are very limited. Additionally, as culture is known to shape human behavior in numerous ways, is necessary to understand this behavior in the context of Bangladesh. The aim of the present study was to understand parent child relationship and their perceived meaning among the children. A qualitative research design using grounded theory approach was adopted in this study to
explore the behavior pattern from narrative collected from both parents and children. Purposive sampling technique was employed to select ten participants among them four were child and six were parent, using predefined inclusion and exclusion criteria. In-depth interview was used to collect data which were audio recorded for ensuring accuracy. Data analysis involved verbatim transcription of the interviews followed by open and axial coding. This study found nineteen specific types of parental behavior and eleven types of perceived meaning of those behaviors in relation to parent-child relationship. The findings provided detailed insight and understanding of parent-child relationship along with process
of creating healthy environment in parent-child relationship. The findings clearly reflect that healthy environment of parent child relationship is developed by how children perceive their parents behavior. Moreover it was also found that in parent-child relationship reciprocity of taking care is developed through the establishment of cooperativeness and internalization of parental rules. Present study can contribute into this through enhanced knowledge from detailed understanding on parent- child relationship. The results suggest practical implications for clinical intervention as creating healthy environment in parent child relationship for Bangladeshi population.
http://repository.library.du.ac.bd:8080/bitstream/handle/123456789/445/Shamima%20Akter.pdf?sequence=1&isAllowed=y
... Twenty of the studies included had an element of peer tutoring and showed positive effect sizes [e.g. Beirne-Smith (1991) where d = 0.82; and Fantuzzo, Davis and Ginsburg (1995) where d was 0.52]. However, results showed that compared with other intervention methods, peer tutoring was less effective (treatment effect À1.66). ...
This paper presents a study which has evaluated the extent to which a sample of elementary special education teachers in Kuwait understand and make use of evidence-informed approaches in the mainstream classroom with children with special educational needs. A questionnaire survey was developed and administered (N = 150), focussing on teacher understanding of and use of two selected evidence-informed approaches: peer tutoring strategy and the JIGSAW strategy. Results revealed a good degree of understand and use of both strategies. Recommendations are made in relation to further research on the evidence-informed practice for the effective inclusion of children with special educational needs in Kuwait and internationally.
... Apart from that were student motivation, socioeconomic status and attendance. This was supported by Fantuzzo, Davis, & Ginsburg, 1995) that found the socioeconomic status of the students and their family shows moderate to a strong relationship with academic performance. Further, research also has found that there was a positive relationship between self-motivation and academic achievement (Burke, 1991). ...
... Apart from that were student motivation, socioeconomic status and attendance. This was supported by Fantuzzo, Davis, & Ginsburg, 1995) that found the socioeconomic status of the students and their family shows moderate to a strong relationship with academic performance. Further, research also has found that there was a positive relationship between self-motivation and academic achievement (Burke, 1991). ...
Purpose
The focus of this research is around education specifically academic achievement of year 10
students in Secondary Schools Brunei. The purpose of this research is to explore the effects of
self-regulated learning, parental involvement, and homework on the academic achievement of
the Year 10 students.
Methods
The collection of data is hoped to provide invaluable insight for teachers, unit of Guidance and
Counseling, parents, students, and individual on the topic concerning the academic achievement
of the students and particularly their children. Therefore, measures can be taken to address any
issues to improve their academic achievement. Before-hand, a pilot study was carried out to
determine the consistency of the questionnaire. The research instrument adopted in this
research, for instance, is the questionnaire and it involves 300 students of year 10 in randomly
selected government schools in Brunei. All the accumulated data were processed using Statistical
Package for the Social Science (SPSS). Multiple regression and MANOVA were used to test the
research questions.
Results
The findings provide evidence that self-regulated learning, parental involvement and homework
have significant impact on academic achievement [R²= .047, adjusted R² = .046; F= (3,220= 3.742
p=0.05). The model explained 4.7% of the variance in the students’ academic achievement. The
findings also showed that self-regulated learning (F = (1, 222 =21.40, p=0.000) and homework (F=(1, 222 = 5.62, p=0.01) has significant effect on gender, except for parental involvement on
students’ academic achievement
Conclusions
Students’ academic achievement was associated with self-regulated learning, parental
involvement, and homework. In addition, gender also plays a role in academic achievement with
girls outperformed boys. Given this, these predictors should be considered in developing and
designing strategies in assisting to increase students’ achievement. However, more research
should be conducted in relation to students’ academic achievement since lack of study regarding
the issue, particularly in Brunei Darussalam.
... The result of this study goes in line with Fantuzzo, Davis and Ginsburg (1995) that assured the degree of participation of parents in their children education enhances children's academic performance. In addition, best practice in the field of early childhood suggests that successful partnership between schools and families increases the involvement of family on varying levels and encourage positive family outcome (Bredekamp & Copple, 1997). ...
The study attempted to assess the current practices and major challenges of Early Childhood
Care and Education (ECCE) in Woldia town private owned 8 KG schools. As a means, mixed research
method was employed to analyze both the collected qualitative and quantitative data. Participants of this
study were 123 KG children, 32 teachers,8 principals,19 caregivers and34 parents who are members of
Teacher Parent Student Association (TPSA). In order to select the participants, purposive, comprehensive,
stratified and simple random sampling techniques were applied. The main data gathering instruments
used in this study was observation, questionnaire and FGD. Moreover, document analysis was also used
to collect supplementary data. Thematic data analysis techniques were also used to analyze the gathered
qualitative data; whereas the quantitative data were analyzed by using statistical technique analysis of
variance and post hoc comparison. The results obtained revealed that the studied private owned KG
schools had no similar educational inputs.
... Teacher ratings are much less time-consuming than direct observation, and sociometric over extended periods of time while they are interacting with other children, and teachers are very familiar with children's social skills and behaviours (Fantuzzo, Davis, & Ginsburg, 1995). ...
New Zealand Association for Cooperative Education 2014 Conference Proceedings. 30th of April – 2nd of May, 2014, Christchurch, New Zealand. Embracing change
... Moreover, differences in parental involvement among LBC has been consistently suggested as a potential explanation to the findings of most previous studies on the impacts of migration on the academic performance of the LBC (Asis and Ruiz-Marave, 2013;Botezat and Pfeiffer, 2014;Chen et al., 2009;Liang et al., 2008;Luecke and Stoehr, 2013;Xu and Xie, 2013;Zhang et al., 2014;Zhao et al., 2014;Zhou et al., 2014). Parental involvement is the set of all parental behaviours that enhance the school success of children, such as assisting children in doing homework (Fantuzzo et al., 1995;Hoover-Dempsey and Sandler, 2005;Sigel, 1990). Coleman (1988) posits that, when the social capital of a family is high, that is, when adult members of the family are committed to interacting with the children and discussing issues related to their schooling, then children may benefit from the human capital of the adults. ...
... Similarly, the result of this study goes in line with Fantuzzo, Davis and Ginsburg (1995) which states that greater participation of parents in their children's education enhances students' academic performance. Further studies assured that parents involvement have been correlated with higher achievement, improved attitudes, increased attendance, fewer discipline problems, fewer grade retention, higher aspiration, fewer drop outs and fewer special education referrals (Chowdhury and Choudhury, 2002;Brudenell, 2004 andGreen, 2007;Brewster et al , 2008;and Morrison, 2012). ...
The study first examined the teachers’ perceived emotional and social developmental value of play based learning in the preschool education. Second it examined and discussed the role of teachers in implementing play based learning. Understanding the significance of play based learning could make teachers to be less worried while implementing it and enable them to answer questions regarding the value of play for social and emotional development of preschool children. Third, it assessed the physical learning environment including the indoor and outdoor play materials and equipment of the preschools. Eventually, the study has assessed the major challenges and opportunities of both the private and government owned preschools. Thus, results of the study might contribute its lions' share in enhancing the effectiveness of play based learning in the preschool education. As a means, mixed research method was employed to analyze both the collected qualitative and quantitative data. The study involved 32 preschool teachers and 4 preschool coordinators. The participants were selected using simple random sampling and purposive sampling techniques respectively. Data were collected using questionnaire from the preschool teachers, interview schedule from the preschool coordinators and observation check list for the preschool physical learning environment. Thematic data analysis techniques were used to analyze the quantitative data whereas the quantitative data were analyzed by using statistical techniques of t-test. The study finds out that there are better indoor and outdoor materials and equipment in the private preschools than the government preschools. However, most teachers in the private of and the government preschools do not fulfill some of the roles specified to them while implementing play based learning. Moreover, the study indicated that there is no proper integration of play based learning in the preschool education system. Besides, the t-test result indicated that there are no statistically significant differences among the government and private preschools in terms of implementing play based learning. Finally, pertinent recommendations were drawn from the findings and conclusions of the study.
... Teacher ratings are much less time-consuming than direct observation, and sociometric over extended periods of time while they are interacting with other children, and teachers are very familiar with children's social skills and behaviours (Fantuzzo, Davis, & Ginsburg, 1995). ...
... However, recent experimental and longitudinal studies have shed even more light on the subject. In a promising set of experiments, researchers found that a parental involvement and peer tutoring intervention was ef- fective in improving the mathematics skills and school adjustment of low- SES African American fourth-and fifth-grade children (Heller & Fantuzzo, 1993;Fantuzzo, Davis, & Ginsburg, 1995). Another convincing study fol- lowed 1,250 urban children (63% African American) from kindergarten to the third grade (Izzo, Weissberg, Kasprow, & Fendrich, 1999). ...
... The missing voices of the parents are important because parental involvement in children's education has been proven to be beneficial. Studies show that parental involvement in children's education is an important influence on children's academic achievement (Zeigler, Parental Expectations 5 1987;Fantuzzo, Davis, & Ginsburg, 1995). Student success can be predicted by the level of family involvement (Henderson & Berla, 1994). ...
Parental attitudes and expectations about the use of the Internet in education are important for local school administrators and teachers to consider when the Internet reaches their classrooms because parental involvement has been shown to have a positive influence on students' academic achievement. The purpose of this study was to gather data on parents' perspectives of the use of the Internet in their children's education. Five parents involved in the Home and School Association at a Philadelphia high school were interviewed; interviews focused specifically on parental attitudes and expectations toward the use of the Internet in education. In addition, a web site questionnaire was designed to elicit data from parents worldwide. Results from both surveys revealed that many of the parents' views fall within the classification of technorealism. Parents were most impressed by the resources of information on the Internet; they also showed concern that the plethora of information would require children to be able to analyze and evaluate materials online. Parents doubted that computers in schools would lead to better academic achievement; however, they expected their children to learn technology skills that would be useful in future work places. Wasting time was another concern expressed by parents, as well as protecting children from inappropriate materials and from strangers. The interview questionnaire and Internet survey forms are appended. (AEF)
... Parental involvement is the set of all parental behaviors that enhance children's school success (Fantuzzo et al., 1995). Such behaviors include assisting children in doing homework, communicating with school about child academic progress, participating in children's school events, monitoring the child's time usage as well as praise and reward given to the children on behaviors fundamental to varied aspects of school success (Hoover-Dempsey & Sandler, 1995;Sigel, 1990). ...
... Regarding the students' mathematics self-concept, two previous peer tutoring experiences by Fantuzzo and Davis, and Topping et al. in mathematics showed increases in this construct [56,57]. Although these studies were conducted in primary education and one of them involved cross-age tutoring, they support the mathematics self-concept results found in this study. ...
This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students’ perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.
... Other researchers attribute the inconsistent relationship between parent involvement and academic outcomes to different sources of parental involvement (Reynolds, 2002), a failure to separate school and home influences in examining effectiveness (Black, 2003), the use of different definitions and outcome measures (Baker and Soden, 2007;Christenson, Rounds and Franklin, 2002;Keith et al., 2003) and the use of non-experimental research designs (Baker and Soden, 2007;Fantuzzo et al., 2005). ...
This study investigated the relationship between parental involvement in children's education and the academic achievement of primary six pupils in Edo State, Nigeria. The expost facto research design was employed in this study. The sample consisted of 1895 primary six pupils (1024 males and 863 females drawn from 37,908 primary six pupils in Edo State, Nigeria. An instrument labeled (PIRS) was used to collect data from the sample. Data analysis indicated that parental involvement significantly influenced pupils' academic achievements in three core subjects, English Language, Mathematics and Integrated Science, in primary school and that the higher the parental involvement, the higher the achievement of pupils in the three core subjects. Based on these findings, it was recommended that parents be more involved in the education of their children/wards and that parents monitor their children's school attendance. In addition, school counsellors and educational psychologists should employ diverse approaches to achieve greater parental involvement in their schools.
... The effectiveness of this method with respect to the tutee is now a given (Lloyd, Forness & Kavale, 1998;Sinclair & Beverley, 1989) for scholastic motivation (Johnson, Johnson & Smith, 1981;Wentzel & McNamara, 1999) from the point of emotions (Berk, 1999;Van Velsor, P., 2009), for the development of social competencies (Garfinkle & Schwartz, 2002;Ivory & McCollum, 1999) and to combat premature school abandonment (Phelan, Davidson, Locke & Yu, 1998). Research has also shown that there are positive effects for the tutor (Simmons et al., 1995;Fantuzzo, Davis & Ginsburg, 1995;Mathes et al., 2005), that is in part a very surprising reflection. Fuchs et al. (2000) attribute it to the fact that the tutor, being helpful and knowledgeable, is seen differently than their teachers, from which an improved image of the tutor results. ...
Considering recent social and, coherently, legislative changes, the school, as an institute of educational professionals, must recognize one common objective by way of a common practice should it realize maximum effectiveness; each professional (teachers, senior figures, managerial staff, students, and families) must generate a transition from a culture of " self-referential " (i.e. focused on personal beliefs and operative methods) to a culture of " teamwork " (i.e. focused on how roles interact toward a shared aim) becomes strategic. This paper will present an operative method, known as the project (P.R.O.M.O.S.S.I., Promoting an Organizational Model of Teamwork in the Scholastic System), in which will form the basis of how this transition can be achieved by each professional, and thus the school. The methodology P.R.O.M.O.S.S.I supports the development of an interactions net, coherently with the principles of development of competencies and intervention portability by the organization. The following actions have been defined: organizational consulting to management and staff roles, training for teachers, a peer tutoring project, support to the class councils, training in a working team for all the peer-tutors of the school, coaching for the role of the referring teacher of the tutors. The results point out that the effectiveness of a school is realizable according to the responsibilities of all roles, including parents and students. Moreover, they allow the creation of a permanent condition of sharing strategies and operational modalities and activate an assumption of responsibility by students to facilitate the formative distance of the other students.
... (Tansy, Santos de Barona, McWhirter, & Herrmann, 1996;Arreaga-Mayer, 1998;Keller, 2002). Rakan sebaya sebagai tutor akan memperbaiki interaksi sosial, konsep kendiri (Fantuzzo, Davis, & Ginsburg, 1995), motivasi dan mengubah sikap ke arah pembelajaran atau sekolah (Roswal et al., 1995), status rakan sebaya dan melibatkan keseluruhan aktiviti sekolah (Tansey, Santos de Barona, McWhirter, & Herrmann, 1996;Cushing & Kennedy, 1997). Konsep rakan sebaya sebagai tutor merupakan salah satu program yang penting dalam sistem pendidikan kita. ...
... La percepción que los niños tienen de la actitud de los otros significativos hacia ellos, en cuanto capaces de ofrecer seguridad y aceptación, hace que se sientan queridos, apreciados y valorados como seres humanos. En la formación del autoconcepto intervienen, por tanto, aspectos familiares, sociales y del mundo académico o escolar (Fantuzzo, Davis y Ginsburg, 1995;Scott, Murray, Mertens y Dustin, 1996). ...
... However, parents and teachers reported that there was also increased communication because parents called teachers to ask questions regarding the FLB program (Dever & Burts, 2002). This finding is consistent with another study, which experimentally manipulated home and school communication; thereby demonstrating the benefits of increasing positive teacher reports of student behavior (Fantuzzo, Davis, & Ginsburg, 1995). ...
The purpose of this literature review was to identify effective early childhood literacy and language programs that were developed for Dual Language Learners (DLLs), and their families, or could be adapted for this population. A search of ERIC and PsychInfo databases from the earliest date to the winter of 2008 yielded over 300 abstracts, of which 10 programs met inclusion criteria and three of those programs including six treatment conditions were considered to have met criteria for effectiveness. Overall these programs were found to yield significant positive effects for children’s early literacy and language outcomes at post-testing and one year follow-up. Program effectiveness varied by time point and outcome measure. A significant relationship was found between program duration and effectiveness at follow-up. Program components requiring further evaluation are discussed.
Parents’ underlying beliefs concerning pedagogical issues may be an indispensable key to understanding the diverse activities that parents engage in with their children. Assessment, as a multifunctional educational mechanism, has long engaged the minds of not only teachers and students but also their parents. Thus, this study sought to delve into parents’ conceptions of their children’s assessment with respect to external variables including gender, major, and degree. In doing so, Parents’ Conceptions of Assessment (PCoA) was administered to a subset of 180 parents. The construct validity of the inventory was substantiated via Structural Equation Modeling (SEM). Analyzing the data, it was found that ‘Improvement’ was the parents’ dominant view toward assessment. Moreover, running MANOVA, parents’ educational degree played a significant role in the assessment-related conceptions of ‘Relevance’ and ‘Affect’. The results are discussed and implications are provided in the context of education.
It is a known fact that humans form many relationships over the course of the life span.
The study sought to investigate whether adolescent classroom peer interactions impact on students academic work either positively or otherwise. This was done through a case study of students’ interactions during the teaching and learning process in three senior secondary schools (S.S.S.). The study involved 92 mid and late adolescent boys and girls ranging from 16-20 years, the mean being 18 years for both genders. The results from the case study revealed that the quality of peers’ interaction in the classroom impact on students academic work. The major findings were three in all, namely, a) In single sex schools, both boys and girls were equally supportive of one another academically while in the co-educational schools, girls were more supportive of one another academically, b) Unaccepted and victimized students were often subjected to peers teasing and ridicule which made them withdraw from academic activities) c) Peer tutoring was a regular feature among peers in the classroom as a complementary work to formal classroom instructions.
This study aimed to contextualize the teaching and learning approach of Purposive Communication syllabus for the Bachelor of Physical Education students in the Philippines. Needs analysis survey by Chatsungnoen (2015) was administered to 130 Bachelor of Physical Education students at a State University in the Philippines to determine weaknesses in their English communication skills to which it serves as a basis in contextualizing the syllabus. The researchers adopted Bell (1981) ESP Language Teaching Syllabus Design and utilized Delphi Method in conducting the research study. Gathered data were run through Statistical Package for the Social Sciences (SPSS) to present descriptive statistics of the respondents. The findings
suggested that the proposed contextualized syllabus on purposive communication for BPED majors is viable to be applied as part of its program.
In this study, evidence-based constructivism instructional strategies with an effect size above 0.40 were used when educating students with special needs in Kuwait`s inclusion classrooms. Data collection involved a survey that included demographic variables (i.e., nationality, age, education qualification, teaching experience, major, educational district, school gender-type) and research variables (i.e., peer tutoring strategy, cooperative learning strategy) to measure inservice inclusion classroom teachers` points of view. Results revealed majority use of both strategies and significant differences among those aged 24-26 years old engaged in JIGSAW cooperative learning strategy only. Recommendations include offering continuing professional development for special education teachers in Kuwait's public inclusive elementary schools, further research on evidence-based constructivism instructional strategies to investigate how they may improve the learning and achievement of students with special needs in inclusive elementary schools, and training of pre-service teachers in teacher education programs in Kuwait.
The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of peer tutoring and to determine any differences among grades. A pre-test-post-test design was employed. Students were assigned to control or experimental conditions. Effect sizes were calculated and non-parametric statistical tests were performed. No statistically significant differences were reported in the pre-test analysis. Statistically significant improvements were reported with the implementation of the programme for all grade courses, both individually and globally (Mann-Whitney U test = 5436.79, p < .01). The reported global effect size may be considered as medium to large (Hedges’ g = 0.72). The comparison among courses did not report any significant differences. It can be concluded that using peer tutoring for learning statistics and probability could be academically beneficial for middle school students.
The burgeoning of technology in the modern times has resulted in the development of a highly
dynamic and sophisticated educational landscape and foreign/second language classrooms are no
exception to this colossal pedagogic change. Blended Learning (BL) as a newly introduced
innovative pedagogy has been well noted in different fields of second language (L2) teaching and
learning including that of English for Academic Purposes (EAP). BL fosters student-student and
student-teacher interactions, reduces communication anxiety, encourages students to become self-
directed and independent learners, and enhances their academic writing skills in English. In the
context of Research Writing (RW), however, BL has received less attention not to mention that
research about BL in a RW classroom in secondary context especially in the Philippines has been
but scarce. This study assessed and explored the perceptions as well as the experiences of ESL
secondary students in using Canvas as an online platform in a BL RW class. Using sequential-
explanatory mixed methods research design, the Web-based Learning Environment Instrument
(WEBLEI) adapted from Chang and Fisher (2003) was administered to 136 Senior High School
(SHS) Students from five strands enrolled in Qualitative and Quantitative Research Subjects in a
private university in the Philippines. Three-round focus group discussions were conducted among
30 participants in order to obtain in-depth information as regards students’ experiences in their
blended RW class. Quantitative findings showed that students had overall positive perceptions
regarding the use of Canvas in their BL RWC. They found Canvas to be an efficient, practical,
convenient, and flexible Learning Management System (LMS) that afforded them social
interactions between their peers and teachers. Nonetheless, sifting through the experiences of these
students, certain challenges relating to internet connection, system interface, and lack of proper
training for both students and teachers were revealed. The study offers pedagogical implications
as to how the teaching and learning of research writing in a blended learning modality can be
improved.
Writing is a complex language skill to develop, but students must learn it if they are to be successful in school, at work, and in their personal lives. Beginning from the cognitive era to the socio-cognitive era of teaching writing in schools, new teaching and learning models for students’ writing skill development have emerged. This paper presents findings of a study designed using a flipped classroom approach in teaching writing in a university ESL context. Research participants were seventeen college sophomore Accountancy students enrolled in a Writing in the Discipline class during the first semester of the academic year 2016 – 2017 in a private university in Manila, the Philippines. For a period of four months, the class utilized a flipped classroom approach by ‘doing the class work at home and doing the homework in the class,’ where students viewed online video lectures on academic English writing via their electronic devices and completed pre-class quizzes at home or outside of class, and participated in in-class and in-person practical activities and lesson applications with the teacher’s guidance. Data drawn from surveys and focus group discussions revealed that despite some technological limitations, the flipped classroom approach in a writing class received an overall positive feedback from the students, citing students’ preferred activities and features, based on their experiences and perspectives. Pedagogical implications in the teaching of writing with technology integration are provided in the light of these findings.
Background
Low levels of numeracy and literacy skills are associated with a range of negative outcomes later in life, such as reduced earnings and health. Obtaining information about effective interventions for children with or at risk of academic difficulties is therefore important.
Objectives
The main objective was to assess the effectiveness of interventions targeting students with or at risk of academic difficulties in kindergarten to Grade 6.
Search Methods
We searched electronic databases from 1980 to July 2018. We searched multiple international electronic databases (in total 15), seven national repositories, and performed a search of the grey literature using governmental sites, academic clearinghouses and repositories for reports and working papers, and trial registries (10 sources). We hand searched recent volumes of six journals and contacted international experts. Lastly, we used included studies and 23 previously published reviews for citation tracking.
Selection Criteria
Studies had to meet the following criteria to be included:
Population: The population eligible for the review included students attending regular schools in kindergarten to Grade 6, who were having academic difficulties, or were at risk of such difficulties.
Intervention: We included interventions that sought to improve academic skills, were conducted in schools during the regular school year, and were targeted (selected or indicated).
Comparison: Included studies used an intervention‐control group design or a comparison group design. We included randomised controlled trials (RCT); quasi‐randomised controlled trials (QRCT); and quasi‐experimental studies (QES).
Outcomes: Included studies used standardised tests in reading or mathematics.
Setting: Studies carried out in regular schools in an OECD country were included.
Data Collection and Analysis
Descriptive and numerical characteristics of included studies were coded by members of the review team. A review author independently checked coding. We used an extended version of the Cochrane Risk of Bias tool to assess risk of bias. We used random‐effects meta‐analysis and robust‐variance estimation procedures to synthesise effect sizes. We conducted separate meta‐analyses for tests performed within three months of the end of interventions (short‐term effects) and longer follow‐up periods. For short‐term effects, we performed subgroup and moderator analyses focused on instructional methods and content domains. We assessed sensitivity of the results to effect size measurement, outliers, clustered assignment of treatment, risk of bias, missing moderator information, control group progression, and publication bias.
Results
We found in total 24,414 potentially relevant records, screened 4247 of them in full text, and included 607 studies that met the inclusion criteria. We included 205 studies of a wide range of intervention types in at least one meta‐analysis (202 intervention‐control studies and 3 comparison designs). The reasons for excluding studies from the analysis were that they had too high risk of bias (257), compared two alternative interventions (104 studies), lacked necessary information (24 studies), or used overlapping samples (17 studies). The total number of student observations in the analysed studies was 226,745. There were 93% RCTs among the 327 interventions we included in the meta‐analysis of intervention‐control contrasts and 86% were from the United States. The target group consisted of, on average, 45% girls, 65% minority students, and 69% low‐income students. The mean Grade was 2.4. Most studies included in the meta‐analysis had a moderate to high risk of bias.
The overall average effect sizes (ES) for short‐term and follow‐up outcomes were positive and statistically significant (ES = 0.30, 95% confidence interval [CI] = [0.25, 0.34] and ES = 0.27, 95% CI = [0.17, 0.36]), respectively). The effect sizes correspond to around one third to one half of the achievement gap between fourth Grade students with high and low socioeconomic status in the United States and to a 58% chance that a randomly selected score of an intervention group student is greater than the score of a randomly selected control group student.
All measures indicated substantial heterogeneity across short‐term effect sizes. Follow‐up outcomes pertain almost exclusively to studies examining small‐group instruction by adults and effects on reading measures. The follow‐up effect sizes were considerably less heterogeneous than the short‐term effect sizes, although there was still statistically significant heterogeneity.
Two instructional methods, peer‐assisted instruction and small‐group instruction by adults, had large and statistically significant average effect sizes that were robust across specifications in the subgroup analysis of short‐term effects (ES around 0.35–0.45). In meta‐regressions that adjusted for methods, content domains, and other study characteristics, they had significantly larger effect sizes than computer‐assisted instruction, coaching of personnel, incentives, and progress monitoring. Peer‐assisted instruction also had significantly larger effect sizes than medium‐group instruction. Besides peer‐assisted instruction and small‐group instruction, no other methods were consistently significant across the analyses that tried to isolate the association between a specific method and effect sizes. However, most analyses showed statistically significant heterogeneity also within categories of instructional methods.
We found little evidence that effect sizes were larger in some content domains than others. Fractions had significantly higher associations with effect sizes than all other math domains, but there were only six studies of interventions targeting fractions. We found no evidence of adverse effects in the sense that no method or domain had robustly negative associations with effect sizes.
The meta‐regressions revealed few other significant moderators. Interventions in higher Grades tend to have somewhat lower effect sizes, whereas there were no significant differences between QES and RCTs, general tests and tests of subdomains, and math tests and reading tests.
Authors’ Conclusions
Our results indicate that interventions targeting students with or at risk of academic difficulties from kindergarten to Grade 6 have on average positive and statistically significant short‐term and follow‐up effects on standardised tests in reading and mathematics. Peer‐assisted instruction and small‐group instruction are likely to be effective components of such interventions.
We believe the relatively large effect sizes together with the substantial unexplained heterogeneity imply that schools can reduce the achievement gap between students with or at risk of academic difficulties and not‐at‐risk students by implementing targeted interventions, and that more research into the design of effective interventions is needed.
The study attempted to assess the current practices and major challenges of Early Childhood Care and Education (ECCE) in Woldia town private owned 8 KG schools. As a means, mixed research method was employed to analyze both the collected qualitative and quantitative data. Participants of this study were 123 KG children, 32 teachers, 8 principals, 19 caregivers and34 parents who are members of Teacher Parent Student Association (TPSA). In order to select the participants, purposive, comprehensive, stratified and simple random sampling techniques were applied. The main data gathering instruments used in this study was observation, questionnaire and FGD. Moreover, document analysis was also used to collect supplementary data. Thematic data analysis techniques were also used to analyze the gathered qualitative data; whereas the quantitative data were analyzed by using statistical technique analysis of variance and post hoc comparison. The results obtained revealed that the studied private owned KG schools had no similar educational inputs.
it discripes about practice and implimentation of ECCE
Many information technology courses frequently use the learning by doing strategy in vocational high schools. Particularly, learning computer application operating skills is essential for students because excellent computer application operating skills can help them attain good jobs. However, when fostering students’ computer application operating skills by teaching in vocational high school using the learning by doing strategy, a teacher learns that helping all students, evaluating their learning problems, and providing feedback to correct their mistakes are challenging. After investigating the challenge, a machine-learning-based peer tutor recommender system (MPTRS) with automated assessment was proposed to enhance students’ learning performance in computer application operating skills. The advanced automated assessment system (AAS) used computer vision technology to evaluate student assignments and instantly return feedback. The recommendation mechanism of the MPTRS enhanced mutual help among students based on their social relationships, learning performance, and recommendation feedback. Furthermore, machine-learning techniques were used to improve recommendations. In the experiment, the experimental group used the proposed system, and the control group used a conventional commercial automated grading system. From the experimental results, the learning performance of the experimental group significantly improved between the pretest and post-test. Students can correct and complete more assignments using the advanced AAS and students who behind in learning also can use the peer tutor recommender function for asking help. Participants were also satisfied with the proposed advanced AAS and MPTRS. It is worth to promote the proposed system to teachers of adopting the learning-by-doing strategy in computer application classes.
In this review, we have examined the main components of peer tutoring in mathematics in primary education (1st to 6th grade) settings. Fifty studies were included in this article. The review was intended to examine trends in this research field regarding roles of the participants, their age (same-age vs cross-age), the methodological approach taken (quantitative, qualitative or mixed), the type of quantitative design, the analysed variables and organisational matters (number of participants, program duration, sessions per week and duration of the sessions). Main results were also included for each article and effect sizes were calculated when possible. It was found that 75% of the studies revealed medium to very large effect sizes. The average effect size was reported to be large to very large (Cohen’s d = .89; standard deviation = .60). Limitations, recommendations for future research, implications for practice and conclusions are also presented.
This study analyzes the effects of parents’ the personality traits and expectations for
parent involvement on school satisfaction. For this purpose, questionnaire survey of
parents was 458 people who are just ‘Happy Education monitor Group’ of the Ministry
of Education Department. The main results of the study are as follows. First, with
regard to parent involvement, the level of parental demands the school has 3.58 average
and parents’ expectations is 4.21 points. Parents of the study are actively demanding
their will to school and showing high expectations for the school.
Second, the sub-factors of friendliness and extraversion in parents’ personality
showed a high correlation (r = .562, p <.001) with each other, affinity exhibited overall
high correlation with school-related variables involved. Third, the parents showed a
strong affinity static correlation in the perception of participating schools, expectations
and requirements and also expressed satisfaction about the school(r = .186, p <.001).
Despite that parents’ extroversion also showed static correlation in awareness of parent
involvement, expectations and requirements, there was no correlation to parent
satisfaction. Fourth, parents’ affinity and extroversion only affected needs of parent
involvement and did not affect the recognition of differences in parent involvement.
Fifth, parents’ extraversion(β = .11, p <.05) have a greater impact than affinity(β = .15,
p <.01) on needs of parent involvement.
This study is significant in connection with the personality traits overlooked in
previous research in parent involvement and from the point proposed to consider the
difference between the expectation and the actual recognition than mere expectation
related to parent involvement.
« Key words: personality traits, parent involvement, expectation and
need to parent involvement, parent satisfaction
Educational leaders, looking to make a difference in an outcome era, build partnerships with families to strengthen student performance. In this case study, intentionally cultivating relationships and building capacity for stakeholders falls under the guidance of a parent involvement coordinator (PIC) working in a parent resource room in a school setting. This turn-around school features a PIC collaboratively focused with an elementary school principal. Capacity building practices result in success for parents, teachers, and students. State and Federal initiatives support parent involvement, yet questions remain on how to make parent involvement happen when barriers keep parents away from school. Transformative leadership practices influence positive outcomes for families in Title 1 environments, as leaders aware of pressures and challenges, use influence to help families. The PIC, a certified teacher, positioned to work with families, builds partnerships to address academic concerns, poverty issues, and a lack of equity. Involving parents in education begins with small steps, impacting families' lives. This case study showcases collaborative practice between a principal and parent involvement coordinator (PIC) in a turn-around school The impact on the leadership praxis rests squarely in decision-making meets facets of practice for principals.
A meta-analysis of findings from 50 independent studies of peer tutoring programs in Mathematics at multiple educational stages showed that 88% of these programs have positive effects on the academic performance of the participants (Hedge's g = 0.333). Some of the variables to be taken into account when developing a peer tutoring experience were analyzed. Results showed that variables such as the ages of the participants, roles, skills of the tutees (disabled or at academic risk vs non-disabled and not at academic risk), length of the sessions and frequency were not significant moderators of the academic achievement. Variables such as educational stage, design of the study, duration of the program, level of knowledge of the tutors, time of the day (school time vs out of school time) and sample size turned out to be significant moderators. Results are discussed and proposals for future research are suggested.
The present study investigated individual and social antecedents of test anxiety. Based on Pekrun's (2006) control-value theory of achievement emotions, we studied the relationship of students’ test anxiety with students’ control and value cognitions, the interaction of control and value cognitions, and parent-reported family valuing of mathematics. The sample consisted of 356 German 5th graders and their mothers. In line with theoretical assumptions, results of structural equation modeling showed that, when modeled together, control cognitions (i.e., academic self-concept) were negatively related to test anxiety while value cognitions (i.e., interest) showed a positive relationship. The significant interaction between control and value revealed that value was strongly related to test anxiety when subjective control was low and only weakly related to test anxiety when subjective control was high. High family values of mathematics were positively related to test anxiety. In addition, family values showed two indirect relations with test anxiety which were in opposite directions: Highly valuing math in families reduced students’ test anxiety by enhancing their control cognitions, and at the same time increased students’ test anxiety by enhancing students’ value cognitions. The overall indirect effect was a reduction in test anxiety, which shows that the anxiety-reducing effect via students’ control perceptions was stronger than the anxiety-enhancing effect via students’ value cognitions.
This study assesses students' reports of two facets of parental involvement (i.e., family activity and parents' subjective importance) in a sample of ninth-grade German secondary school students, related to German language (Sample 1: N = 4476) and English language (Sample 2: N = 4440). The aim was to test the direct and indirect relations between the two facets of parental involvement and student achievement and the generalizability of mean levels and patterns of relations across students' migration status. The results did not demonstrate any significant direct relations between both facets of parental involvement and student achievement. However, in both language domains, family activity was found to be indirectly related to student achievement with students' domain-specific academic self-concept serving as a mediator variable. The student sample was divided into four groups of students with different migration status (students and parents born in Germany; only one parent born in Germany; only the student born in Germany; student and parents born abroad). For both language domains, the pattern of relations between the two facets of parental involvement and student achievement was invariant across these groups of students. When considering mean level differences, the students reported similar levels of parents' subjective importance across the four groups with respect to both German and English languages. Regarding family activity in the domain of German language, students whose parents had both been born abroad reported lower mean levels. Mean level differences in the level of family activity in the domain of English language were found to be less clear-cut.
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