A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement

Autor/in	Hillier, Cathlene
Titel	A Seasonal Comparison of the Effectiveness of Parent Engagement on Student Literacy Achievement
Quelle	In: Canadian Journal of Education, 44 (2021) 2, S.496-529 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Parent Participation; Academic Achievement; Literacy; Summer Programs; Socioeconomic Status; Predictor Variables; Parent Aspiration; Family Environment; Educational Resources; Parent Child Relationship; Foreign Countries; Elementary School Students; Standardized Tests; Reading Tests; Canada + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Sommerkurs; Socio-economic status; Sozioökonomischer Status; Prädiktor; Elternwille; Familienmilieu; Bildungsmittel; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Standadised tests; Standardisierter Test; Lesetest; Kanada
Abstract	Parent engagement is often promoted as a remedy for reducing achievement gaps between students from high socio-economic and low socio-economic backgrounds. However, researchers have found mixed results when examining parent engagement and student outcomes. Drawing on a study investigating the effectiveness of summer literacy camps offered by schools in Ontario, I compare the influence of parent engagement on two outcomes: (1) spring snapshot of cumulative learning; and (2) summer literacy growth/loss. In considering summer learning in regression analysis, I aim to investigate the effect of parent engagement without the influence of schools during the academic year. Out of 14 parent engagement measures, I find only three (parents' aspirations, home resources, discussions of school with children) are positive predictors of spring literacy outcomes and that none predict summer literacy growth/loss. Family socio-economic status remains a powerful predictor of achievement for both outcomes. I interpret my findings within three proposed mechanisms of parent engagement: cultivation ethic, realist reaction, and expressive logic. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01