Why Do Parents become Involved in Their Children's Education? Implications for School Counselors
Saved in:
| Title: | Why Do Parents become Involved in Their Children's Education? Implications for School Counselors |
|---|---|
| Language: | English |
| Authors: | Walker, Joan M. T., Shenker, Susan S., Hoover-Dempsey, Kathleen V. |
| Source: | Professional School Counseling. Oct 2010 14(1):27-41. |
| Availability: | American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 15 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Objectives, Outcomes of Education, Parent Participation, Parent School Relationship, School Counseling, School Counselors, Student Motivation, Academic Achievement, Parent Influence, Counselor Role, Parent Education, Parent Teacher Cooperation |
| ISSN: | 1096-2409 |
| Abstract: | This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools' and parents' capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students' active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2012 |
| Access URL: | https://www.schoolcounselor.org/content.asp?pl=325&sl=132&contentid=235 |
| Accession Number: | EJ952170 |
| Database: | ERIC |
| Abstract: | This article discusses a theoretical model of the parental involvement process that addresses (a) why parents become involved in their children's education, (b) the forms their involvement takes, and (c) how their involvement influences both proximal (e.g., motivation) and distal (e.g., achievement) student outcomes. The authors describe how school counselors can use this model to enhance schools' and parents' capacities to engage parents effectively in children's education. Specifically, they articulate how school counselors can educate teachers and parents about the importance of teacher and school invitations to involvement, productive forms of involvement, and students' active role in shaping their own educational outcomes. The authors briefly discuss future directions for research on parental involvement in the school counseling context. (Contains 1 figure.) |
|---|---|
| ISSN: | 1096-2409 |
