School Involvement of Parents of Linguistic and Racial Minorities and Their Children's Mathematics Performance

Autor/inn/en	Chang, Mido; Choi, Namok; Kim, Sunha
Titel	School Involvement of Parents of Linguistic and Racial Minorities and Their Children's Mathematics Performance
Quelle	In: Educational Research and Evaluation, 21 (2015) 3, S.209-231 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2015.1034283
Schlagwörter	Mathematics Achievement; Parent Participation; Parent School Relationship; Minority Group Students; Language Minorities; Parent Teacher Conferences; Volunteers; Parent Teacher Cooperation; Interpersonal Communication; Academic Achievement; Longitudinal Studies; Early Childhood Education; National Surveys; Data Analysis; Parent Attitudes; Racial Differences; Achievement Gains; Progress Monitoring; Socioeconomic Status; Cohort Analysis; Statistical Analysis; Models; Elementary School Teachers; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sprachminderheit; Freiwilliger; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Auswertung; Elternverhalten; Rassenunterschied; Achievement gain; Leistungssteigerung; Socio-economic status; Sozioökonomischer Status; Kohortenanalyse; Statistische Analyse; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The goal of the study was to provide empirical findings on the effects of different types of parents' school involvement (PSI) on their children's mathematics performance. For PSI, we explored parent participation in parent-teacher conferences, voluntary parental involvement in school activities, parent informal contact with school or teachers, and parental phone contact with school or teachers. In addition, we paid focused attention to families of linguistic and racial minority groups who may have different dynamics of PSI for children's schooling and academic achievement. We conducted comprehensive descriptive statistics and multilevel longitudinal modelling using a nationally representative database, the Early Childhood Longitudinal Study (ECLS-K), to establish study conclusions with high validity and generalizability. The results showed that four different types of PSI had differential effects for different linguistic and racial groups. The study findings have practical suggestions and implications for educational researchers and practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01