PL EN


Journal
2017 | 2(2017) | 63–77
Article title

Parents’ engagement in the education of lower secondary school students with and without special educational needs – which strategies bring expected results?

Title variants
Languages of publication
EN
Abstracts
EN
This article presents an analysis of approaches to the engagement of parents in the education of lower secondary school students with and without special educational needs (SEN), as well as its effect on school achievement. The analysis of the results from almost 1500 Polish lower secondary school students, including almost 300 students assessed as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed a widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, have a practical role for shaping parental and teacher’ beliefs about the most effective ways to improve the achievement of lower secondary school students.
Journal
Year
Issue
Pages
63–77
Physical description
Contributors
  • The Maria Grzegorzewska University
  • The Maria Grzegorzewska University
References
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (ed.), Encyclopedia of human behavior (vol. 4, pp. 71–81). New York: Academic Press.
  • Barnes, D. (1988). Nauczyciel i uczniowie. Od porozumiewania się do kształcenia. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
  • Bernstein, B. (1990). Odtwarzanie kultury. Warszawa: Państwowy Instytut Wydawniczy.
  • Bourdieu, P. and Passeron, J.-C. (1990). Reprodukcja (sc. ed.: A. Kłoskowska). Warszawa: PWN.
  • Castro, M., Exposito-Casas, E., Lopez-Martin, E., Lizasoain, L., Navarro-Asencio E. and Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46.
  • Comer, J. P. and Haynes, N. M. (1991). Parent involvement in schools: an ecological approach. Elementary School Journal, 91(3), 217–277.
  • Coots, J. J. (1998). Family resources and parent participation in schooling activities for their children with developmental delays. Journal of Special Education, 31(4), 498–520.
  • Domina, T. (2005). Leveling the home advantage: assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233–249.
  • Dyson, L. L. (1997). Fathers and mothers of school age children with developmental disabilities: parental stress, family functioning, and social support. American Journal on Mental Retardation, 102(3), 267–269.
  • Eccles, J. S. and Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568–587.
  • Eccles, J. S. and Harold, R. D. (1996). Family involvement in children’s and adolescents’ schooling. In A. Booth and J. F. Dunn (eds.), Family-school links: how do they affect educational outcomes? (pp. 3–34). Mahwah: Lawrence Erlbaum.
  • Englund, M. M., Luckner, A. E., Whaley, G. J. L. and Egeland, B. (2004). Children’s achievement in early elementary school: longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723–730.
  • Epstein, M. H., Polioway, E. A., Foley, R. M. and Patton, J. R. (1992). Homework: a comparison of teachers’ and parents’ perceptions of the problems experienced by students identified as having behavioural disorders, learning disabilities, or no disabilities. Remedial and Special Education, 14(5), 40–50.
  • Fan, X. and Chen, M. (2001). Parental involvement and student’s academic achievement: a meta-analysis. Educational Psychology Review, 13(1), 1–22.
  • Fishman, C. E. and Nickerson, A. B. (2015). Motivations for involvement: a preliminary investigation of parents of students with disabilities. Journal of Child and Family Studies, 24(2), 523–535.
  • Gottfried, A. E., Fleming, J. S. and Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood trough late adolescence: a longitudinal study. Journal of Educational Psychology, 93(1), 3–13.
  • Grolnick, W. S. and Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: a multidimensional conceptualisation and motivational model. Child Development, 65(1), 237–252.
  • Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102(3), 458–487.
  • Hauser-Cram, P. and Howell, A. (2003). The development of young children with disabilities and their families. In R. M. Lerner, F. Jacobs and D. Wertlieb (eds.), Handbook of applied developmental science (vol. 1, pp. 259– 279). Thousand Oaks–London–New Delhi: Sage Publications.
  • Hill, N. E. and Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763.
  • Hoover-Dempsey, K. V. and Sandler, H. M. (1995). Parental involvement in children’s education: why does it make a difference? Teachers College Record, 97(2), 310–331.
  • Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M. and Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209.
  • 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.
  • 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.
  • Konarzewski, K. (1991). Problemy i schematy. Pierwszy rok nauki szkolnej dziecka. Poznań: Akademos.
  • Konarzewski, K. (2004). Uczeń. In K. Konarzewski (ed.), Sztuka nauczania. Szkoła (pp. 105–159). Warszawa: PWN.
  • Kruszewski, K. (2004). Nauczanie i uczenie się faktów, pojęć, zasad. In K. Kruszewski (ed.), Sztuka nauczania. Czynności nauczyciela (pp. 145–161). Warszawa: PWN.
  • Lai, Y. and Ishiyama, F. I. (2004). Involvement of immigrant Chinese Canadian mothers of children with disabilities. Exceptional Children, 71(1), 97–108.
  • Luneburg, F. C. (2011). The Comer School Development Program: improving education for low income students. National Forum of Multicultural Issues Journal, 8(1), 1–14.
  • McDonnall, M. C., Cavenaugh, B. S. and Giesen, J. M. (2012). The relationship between parental involvement and mathematics achievement for students with visual impairments. Journal of Special Education, 45(4), 204–215.
  • Mendel, M. (1998). Rodzice i szkoła – jak współuczestniczyć w edukacji dzieci? Toruń: Wydawnictwo Adam Marszałek.
  • Park, H., Byun, S. and Kim, K. (2011). Parents involvement and students’ cognitive outcomes in Korea: focusing on private tutoring. Sociology of Education, 84(1), 3–22.
  • Rodriguez, R. J., Blatz, E. T. and Elbaum, B. (2014). Parents’ views of schools’ involvement efforts. Exceptional Children, 81(1), 79–95.
  • Rogers, M. A., Wiener, J., Marton, I. and Tannock, R. (2009). Parental involvement in children’s learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of School Psychology, 47(3), 167–175.
  • Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
  • Ryan, R. M. and Stiller, J. (1991). The social contexts of internalization: parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich and M. L. Maehr (eds.), Advances in motivation and achievement (vol. 7, pp. 115–149). Greenwich: JAI Press.
  • Salend, S. J. and Schliff, J. (1989). An examination of the homework practices of teachers of students with learning disabilities. Journal of Learning Disabilities, 22(10), 621–623.
  • Schaffer, H. R. (2006). Rozwój społeczny. Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego.
  • Scott, H. M. (2011). Parent involvement in children’s schooling: an investigation of measurement equivalence across ethnic groups. Graduate school theses and dissertations. Retrieved from http://scholarcommons.usf.edu/etd/3339
  • Shogren, K. A., Bovaird, J. A., Palmer, S. B. and Wehmeyer, M. L. (2010). Locus of control orientations in students with intellectual disability, learning disabilities, and non-disabilities: a latent growth curve analysis. Research and Practice for Persons with Severe Disabilities, 35(3–4), 80–92.
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75(3), 417–453.
  • Szumski, G. and Karwowski, M. (2012). School achievement of children with intellectual disability: the role of socioeconomic status, placement, and parents’ engagement. Research in Developmental Disabilities, 33(5), 1615–1625.
  • Szumski, G. and Karwowski, M. (2014). The psychosocial functioning and school achievement of children with mild intellectual disability in Polish special, integrative, and mainstream schools. Journal of Policy and Practice in Intellectual Disabilities, 11(2), 99–108.
  • Turnbull, A., Turnbull, R. and Wehmeyer, M. L. (2010). Exceptional lives. Special education in today’s schools (6th ed.). Upper Saddle River: Pearson Education.
  • Walker, J. and Hoover-Dempsey, K. (2008). Parent involvement. In T. Goog (red.), 21st century education: a reference handbook (pp. 382–392). Thousand Oaks: Sage Publications.
  • Watkins, T. J. (1997). Teacher communications, child achievement, and parent traits in parent involvement models. The Journal of Educational Research, 91(1), 3–14.
  • Zhang, D., Hsu, H.-Y., Kwok, O., Benz, M. and Bowman-Perrott, L. (2011). The impact of basic-level parent engagements on student achievement: patterns associated with race/ethnicity and socioeconomic status (SES). Journal of Disability Policy Studies, 22(1), 1–12.
Notes
http://www.edukacja.ibe.edu.pl/images/numery/2017/2-4-szumski-karwowski-parents-engagement-in-education.pdf
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-6ebb9113-41fd-454b-8ecd-b8870858bd46
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.