School Expectations for Parental Involvement and Student Mathematics Achievement: A Comparative Study of Middle Schools in the US and South Korea

Autor/inn/en	Zhao, Hui; Akiba, Motoko
Titel	School Expectations for Parental Involvement and Student Mathematics Achievement: A Comparative Study of Middle Schools in the US and South Korea
Quelle	In: Compare: A Journal of Comparative and International Education, 39 (2009) 3, S.411-428 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Foreign Countries; School Role; Parent School Relationship; Parent Participation; Mathematics Achievement; Academic Achievement; Expectation; Comparative Analysis; Grade 8; Teacher Collaboration; Middle Schools; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Expectancy; Erwartung; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerkooperation; Middle school; Mittelschule; Mittelstufenschule; Korea; Republik; USA
Abstract	While schools play a major role in promoting parental involvement in schooling in many countries, few comparative studies examined the level of school expectation for parental involvement and its effect on student achievement. Using the TIMSS 1999 dataset, this study examined the level of school expectation for various types of parental involvement in the US and South Korea and the relationship among school characteristics, expectations for parental involvement, and 8th grade students' mathematics achievement. The study showed that teacher collaboration and school disorder problems were two school factors associated with the level of school expectations for parental involvement in both countries. The study also found that school expectations for parental involvement were significantly associated with higher student achievement in mathematics in the US but not in South Korea. Policy implications for US schools and South Korean schools are discussed. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10