Rodzicielskie zaangażowanie w naukę gimnazjalistów sprawnych i ze specjalnymi potrzebami edukacyjnymi

• Authors: Grzegorz Szumski , Maciej Karwowski

Title variants

EN

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

• Languages of publication: PL

Abstracts

PL

Artykuł przedstawia wyniki badania sposobów angażowania się rodziców w naukę gimnazjalistów ze specjalnymi potrzebami edukacyjnymi (SEN) i bez takich potrzeb oraz wpływ tego zaangażowania na osiągnięcia szkolne uczniów. Analizując wyniki uzyskane na próbie liczącej ponad 1500 gimnazjalistów, wśród których znalazło się ponad 300 uczniów z SEN, ustalono, że rodzice dzieci z obu grup sięgają z różnym nasileniem po poszczególne sposoby pomagania dzieciom. Rodzice dzieci z SEN zdecydowanie częściej bezpośrednio pomagali swoim dzieciom w odrabianiu zadań domowych, choć wykorzystywanie tej strategii jest ujemnie skorelowane z osiągnięciami szkolnymi uczniów w obu grupach. Uzyskane wyniki przeczą powszechnemu przekonaniu, że uczniowie z SEN wymagają innych sposobów rodzicielskiego wsparcia w nauce niż ich rówieśnicy o prawidłowym rozwoju. Wyniki te mogą mieć praktyczne znaczenie dla kształtowania przekonań rodziców i nauczycieli na temat skutecznych sposób wspierania osiągnięć szkolnych gimnazjalistów.

EN

This article reports analysis of approaches to engagement by parents of lower secondary school students, with and without special educational needs, as well as their effect on school achievement. Analysis of results from almost 1,5 thousand of Polish lower secondary school students, including almost 300 students statemented 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 the widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, demonstrate a practical role for the shaping of parental and teacher’ belief about the most efficient means to improved achievement for lower secondary school students.

Keywords

PL

specjalne potrzeby edukacyjne; zaangażowanie rodziców; osiągnięcia szkolne; gimnazjum

EN

special educational needs; parental’ engagement; academic achieve-ment; lower secondary school

• Publisher: Instytut Badań Edukacyjnych
• Journal: Edukacja
• Year: 2015
• Issue: 4(135)
• Pages: 91–106

Dates

published

2015-12-31

Contributors

author

Grzegorz Szumski

• Akademia Pedagogiki Specjalnej

author

Maciej Karwowski

• Akademia Pedagogiki Specjalnej

References

• Bandura, A. (1994). Self-efficacy. W: V. S. Ramachaudran (red.), Encyclopedia of human behavior (t. 4, s. 71–81). New York: Academic Press.
• Barnes, D. (1988). Nauczyciel i uczniowie. Od porozumiewania się do kształcenia. Warszawa: WSiP.
• Bernstein, B. (1990). Odtwarzanie kultury. Warszawa: PiW.
• Bourdieu, P. i Passeron, J.-C. (1990). Reprodukcja (red. naukowa A. Kłoskowska). Warszawa: PWN.
• Castro, M., Exposito-Casas, E., Lopez-Martin, E., Lizasoain , L., Navarro-Asencio E. i Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46.
• Comer, J. P. i 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. i Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers College Record, 94(3), 568–587.
• Eccles, J. S. i Harold, R. D. (1996). Family involvement in children’s and adolescents’schooling. W: A. Booth i J. F. Dunn (red.), Family-school links: how do they affect educational outcomes? (s. 3–34). Mahwah: Erlbaum.
• Englund, M. M., Luckner, A. E., Whaley, G. J. L. i 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. i 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. i Chen, M. (2001). Parental involvement and student’s academic achievement: a meta-analysis. Educational Psychology Review, 13(1), 1–22.
• Fishman, C. E. i 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. i Gotffired, 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. i 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.i Howell, A. (2003). The development of yung children with disabilities and their families. W: R. M. Lerner, F. Jacobs i D. Wertlieb (red.), Handbook of applied developmental sience (t. 1., s. 259–279). Thousand Oaks–London–New Delhi: Sage.
• Hill, N. E. i 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. i 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. i 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. W: K. Konarzewski (red.), Sztuka nauczania. Szkoła (s. 105–159). Warszawa: PWN.
• Kruszewski, K. (2004). Nauczanie i uczenie się faktów, pojęć, zasad. W; K. Kruszewski (red.), Sztuka nauczania. Czynności nauczyciela. (s. 145–161). Warszawa: PWN.
• Lai, Y. i 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. i 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. i 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. i Elbaum, B. (2014). Parents’ views of schools’ involvement efforts. Exceptional Children, 81(1), 79–95.
• Rogers, M. A., Wiener, J., Marton, I. i Tannock, R. (2009). Parental involvement in children’s learning: comparing parents of children with and without Attention-Deficite/Hyperactivity Disorder (ADHD). Journal of School Psychology, 47(3), 167–175.
• Ryan, R. M. i Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
• Ryan, R. M. i Stiller, J. (1991). The social contexts of internalization: parent and teacher influences on autonomy, motivation and learning. W: P. R. Pintrich i M. L. Maehr (red.), Advances in motivation and achievement (t. 7, s. 115–149). Greenwich: JAI Press.
• Salend, S. J. i 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. Pobrano z http://scholarcommons.usf.edu/etd/3339
• Shogren, K. A., Bovaird, J. A., Palmer, S. B. i 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. i 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. i 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. i Wehmeyer, M. L. (2010). Exceptional lives. Special education in today’s schools (wyd. 6). Upper Saddle River: Pearson Education.
• Walker, J. i Hoover-Dempsey, K. (2008). Parent involvement. W: T. Goog (red.), 21st century education: a reference handbook (s. 382–392). Thousand Oaks: Sage.
• 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. i 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/2015/4-5-szumski-karwowski-rodzicielskie-zaangazowanie.pdf

Identifiers

ISSN

0239-6858