This article outlines a new conceptual framework for promoting postsecondary educational achievement and workforce development among low-income parents while simultaneously advancing the learning and healthy development of their young children. It proposes a dual-generational intervention—an approach that addresses the educational needs of both children and their parents—whereby early childhood education programs may serve as the access point for promoting low-income parents’ postsecondary education and career training.
This article examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate race and class-based inequalities in public education. The findings suggest that the efforts of middle- and upper-middle-class parents to increase community support for urban schools may ultimately contribute to patterns of exclusivity in public education.
This article examines immigrant parent agency in negotiating boundaries around home and school, presenting the possibility that families play an active and deliberate role in creating distance between the worlds of home and school.
This article explores the experiences of one Mexican American family as they make a key curriculum choice for their 9-year-old son (between bilingual and English-only schooling). A phenomenological analysis suggests that educational practice and policy reject deficit theories of immigrant parents, acknowledge their roles as strong, positive, active agents on behalf of their children, and develop home–school dialogue based on mutual respect.
This article asserts that some of the most subtle aspects of parental involvement are those that most impact student academic achievement. The article examines the evidence for this relationship and the extent to which school-based programs designed to foster parental involvement may be able to encourage these expressions of engagement.
As both a parent and an experienced teacher, I have found media literacy to be an invaluable tool that I use to teach values and critical thinking skills. I have two preteen daughters whose media consumption is constantly increasing. As their mother, I am deeply concerned about their interpretations of the value messages they receive. I have taught upper elementary and intermediate school for 15 years, with the majority of those years in fifth grade. Like all teachers, I have struggled at times to keep my students motivated and interested in the curriculum. Incorporating media literacy into the curriculum has enabled me to not only keep my students interested, but to also develop their critical thinking skills.
This article argues for the recognition of the importance of talk among parents and teachers both as a research methodology and as a desirable outcome in creating and sustaining democratic communities that support school improvement.
This essay examines parental opinion on homework in the first half of the 20th century, when opposition to homework was widespread, in order to provide perspective on emerging controversies regarding homework, and to shed new light on the history of schooling and the family. The essay also raises methodological difficulties in trying to assess parental opinion on any educational topic, past or present.
This essay examines parental opinion on homework in the first half of the 20th Century, when opposition to homework was widespread, in order to provide perspective on emerging controversies regarding homework, and to shed new light on the history of schooling and the family. The essay also raises methodological difficulties in trying to assess parental opinion on any educational topic, past or present.
By examining the big issues in early reading research, the authors draw lessons suggesting the importance of the synergy between previously warring factions.
Taking a critical position against the "scold war" directed by several sectors of society at the present generation of American parents, the authors make a case for educators to help parents learn how to, and be allowed to, meaningfully participate in the work of schools.
The authors present six case studies of parent-child interaction around third-grade homework to observe and document important social-emotional dynamics, and also consider students' and parents' views on the meaning of homework and what is gained from it.
The authors in this study found that charter schools have greater levels of parent involvement, but this involvement may be due to selectivity in the kinds of families participating in charter schools.
This article presents a model that identifies the reasons why parents become involved in their children's education, using the model to explain how such involvement influences the developmental and educational progress of children.
The author responds to the Teachers College Record section, “The Forum," on parent involvement in the Summer 1993 issue with great enthusiasm.
With this article, I hope to provoke a broad-based conversation about urban public school reform--asking how parents are being positioned as subjects, but also as objects, of a struggle to resuscitate the public sphere of public education.
With America's eroding social support, transitioning from childhood to adulthood is difficult. Adolescents need help in forming healthy lifestyles to positively affect their futures. This article recommends a developmental approach to providing life skills training, explaining the necessary conjunction of life sciences curricula, life skills training, and social support.
The authors discuss ways teachers could work more effectively with parents to facilitate healthy early adolescent development. After examining the importance of greater parental involvement in children's education, this article describes barriers to parent involvement and summarizes specific ways teachers could try to involve parents who have adolescent children.
While the family is the main agency for helping young people develop the ideas, attitudes, and behavior of successful citizenship and work, schools can enrich the teacher-student relationship to the point that values rub off.
New mothers and beginning teachers face many of the same types of feelings and experiences as they learn to cope with their new roles. Implications for changing the conditions of support for new teachers and suggestions for involving more individuals in teaching are offered.
In this article, we offer a look at how homework is handled in two families. We offer one regressive scene and one that is more successful, and situate both as sensible adaptations to a community of pressures.
The author proposes that those most in need of parent education are non-parents; the basis for this contradictory conclusion is in the changes that have been taking place in the structure and position of the American family.
This essay is a critical overview of the ideology, politics, and implications of recent federal initiatives in parent education.
The 1960s saw the widespread adoption in this country of early education pro¬grams aimed at counteracting the effects of poverty on human development. This article is an analysis of seven early education program studies.
As fresh studies of familial education are undertaken in their own right—studies in which explicitly educational questions are addressed to appropriate primary sources—a criticized body of generalizations will begin to emerge, and we shall come to see the family anew as the crucially important educator it has always been.
While socialization was being studied separately in its terms and education separately in its terms, the continuities and, more importantly, the discontinuities between them fell into the void created by the conceptual division. The intent of this article is to call attention to several types of discontinuities and their possible effect on the child.
The author discusses some of the literature on the family as educator. The family is an arena in which virtually the entire range of human experience can take place. Warfare, violence, love, tenderness, honesty, deceit, private property, communal sharing, power manipulation, informed consent, formal status hierar¬chies, egalitarian decision-making—all can be found within the setting of the fam¬ily. And so, also, can a variety of educational encounters, ranging from conscious, systematic instruction to repetitive, moment-to-moment influences at the margins of awareness.
The point of this article is that cultural evolution within human populations produces standardized strategies of survival for infants and children, strategies reflecting environmental pressures from a more recent past encoded in customs rather than in genes and transmitted socially rather than biologically.
Within anthropology we have developed several useful distinctions in discussing the questions of how grandparents do or do not play a role in the education of children in any given society, and particularly in our own. Within the context of this article the author uses the word education to include conscious teaching of any sort, whether of speech, manners, morals, or skills, but include also the process of socialization, which occurs in all societies as children learn to restrain their impulses, postpone gratification, control their sphincters, walk, talk, and participate in social life, and the process of enculturation, by which children learn a particular culture.