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Parent Involvement as an Instructional Strategy: No More Waiting for Superman

by Maria C. Paredes - March 21, 2011

Children attend school about seven hours per day for approximately 180 days a year, which leaves the majority of their time to be spent with their most influential teacher, their family. Intellectual stimulation and experiences outside of school have as much or more to do with achievement, readiness, and success than that which occurs in school. In spite of this understanding, almost all resources, effort, professional development, and funding are allocated to influence what happens at school. What if we could create a home-school academic support structure that allowed parents to significantly influence student learning and achievement?

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Cite This Article as: Teachers College Record, Date Published: March 21, 2011
https://www.tcrecord.org ID Number: 16371, Date Accessed: 6/18/2021 6:08:13 PM

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About the Author
  • Maria Paredes
    Arizona State University
    E-mail Author
    MARIA C. PAREDES recently earned her Doctor of Education degree at Arizona State University. Paredes is the Director of Community Education in the Creighton Elementary School District in Phoenix, Arizona. She is the author of the Academic Parent-Teacher Teams (APTT), a highly structured model for parent involvement in education that is an alternative to parent-teacher conferences. APTT focuses on increasing student achievement by improving the quality and quantity of parent-teacher academic interaction. The program was designed to coach parents to be more engaged, knowledgeable members of the academic team by providing explicit, individual student information, establishing attainment goals for each child, modeling ways for parents to work with their child, and providing appropriate teaching materials for parents. Her research and practice examines student-centered, teacher led parent involvement, instead of random social, celebratory, and informational events being the almost exclusive option in which parents get involved. Paredes has worked in urban, low-income, minority communities for the last twenty years. She provides professional development to parent liaisons, teachers and school administrators.
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