Improving Students' Academic Performance and Reducing Conflicts through Family Involvement in Primary School Learning Activities: A Mexican Case Study

Autor/inn/en	Rodriguez-Oramas, Alfonso; Morla-Folch, Teresa; Vieites Casado, Maria; Ruiz-Eugenio, Laura
Titel	Improving Students' Academic Performance and Reducing Conflicts through Family Involvement in Primary School Learning Activities: A Mexican Case Study
Quelle	In: Cambridge Journal of Education, 52 (2022) 2, S.235-254 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez-Oramas, Alfonso) ORCID (Morla-Folch, Teresa) ORCID (Vieites Casado, Maria) ORCID (Ruiz-Eugenio, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1973374
Schlagwörter	Academic Achievement; Achievement Gains; Learning Activities; Social Integration; Family Involvement; Library Services; Tutoring; Disadvantaged; Elementary School Students; Communities of Practice; Mexicans; Principals; Administrator Attitudes; Nonprofit Organizations; Standardized Tests; Mathematics Tests; Language Arts; Foreign Countries; Case Studies; Mother Attitudes; Teacher Attitudes; Student Attitudes; Urban Areas; Poverty Areas; Mexico + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Lernaktivität; Soziale Integration; Bibliotheksarbeit; Förderkonzept; Nachhilfeunterricht; Community; Mexikaner; Principal; Schulleiter; Nonprofit-Organisation; Standadised tests; Standardisierter Test; Sprachkultur; Ausland; Case study; Fallstudie; Case Study; Mutterliebe; Lehrerverhalten; Schülerverhalten; Urban area; Stadtregion; Mexiko
Abstract	Research shows that family involvement in learning activities at school improves students' academic performance and social cohesion. This study analyses the impact of involving families through interactive groups, dialogic literary gatherings and tutored library in a Mexican primary school in a highly underprivileged urban area, within the framework of the Schools as Learning Communities (SaLeaCom), project in Latin America. Using communicative methodology, data were collected through interviews (school principal and members of the non-profit Vía Educación which manages the project locally), focus groups (mothers, teachers and students), observations in classes, internal school reports and the comparative results of the national 2015 and 2018 standardised tests. Results show a drastic improvement in academic performance, surpassing the national average in mathematics and language by 15% and 5% respectively, and reducing conflicts in 61%. This provides evidence of how academic success and social cohesion are possible in a Mexican school like the one studied. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01