Engaging Families in the Classroom
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Jan 9, 2024
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CLASSROOM COMMUNITIES
Assignment 2: Engaging Families in the Classroom
Walden University Emmanuelle Pierre EDUC 8082 Dr. Yarosz
CLASSROOM COMMUNITIES
The Importance of Family Engagement in a Child's Education Family engagement plays a vital role in a child's development and academic performance. It involves parents and teachers
sharing the responsibility of helping children learn and achieve educational goals. Research conducted by Roy (2016) focused on increasing family engagement in an elementary school, particularly for students receiving Response to Intervention (RTI) Tier II support. Roy's study revealed that students in the RTI Tier II process often need help to reach grade level by the end of the school year. Further investigation found that lack of family involvement significantly contributed to these students' academic challenges. To address this issue, the study aimed to determine what inspires families to become more involved, understand their perceptions of involvement opportunities at the school and gather recommendations for enhancing these opportunities.
Summary
The research took place at an elementary school on the East Coast of the United States, with a population of approximately 400 students. Roy (2016) identified several effective strategies for increasing family engagement, including home visits, parent training workshops, regular updates
on a child's progress, electronic communication, and community building. One key aspect of the study was using various educational databases to gather relevant information. Roy (2016) drew upon resources such as ERIC, EBSCOhost, Education Research Complete, and SAGE to support parents' involvement through home visits, parent training, and electronic communication.
CLASSROOM COMMUNITIES
These methods build trust between teachers and families, support single parents, and positively impact student outcomes.
Analysis
Further research in this field can expand on Roy's findings by exploring family engagement among different student subgroups or focusing on classrooms with high levels of family involvement. This additional research would provide valuable strategies for families to support their child's success in school. It would also offer teachers and school leaders insights on practical opportunities for family engagement. Relationship to Developmentally Appropriate Practices Family involvement plays a pivotal role in promoting the principles of DAP. By creating a caring community of learners, engaging in reciprocal partnerships with families, and fostering community connections, educators can establish a solid foundation for children's holistic development. Roy's qualitative research (2016) delves into the relationship between family engagement and the implementation of DAP, shedding light on its profound impact. Many benefits emerge when families are actively involved in their child's education. One notable advantage is the cultivation of empathy among students. Roy's study found that students with involved families exhibited higher empathy towards their peers. This increased empathy enhances the child's social and emotional development and creates a more inclusive and harmonious classroom environment.
In conclusion, family engagement is crucial to a child's academic success. It is built on relational trust, mutual respect, and cultural responsiveness, as highlighted by Woolf (n.d.). When families and educators work together as a team, students thrive. School leaders and teachers need to make activities accessible to parents, providing flexible times and varied opportunities for
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CLASSROOM COMMUNITIES
involvement. Children will more likely achieve their full potential by fostering a strong partnership between families and schools.
CLASSROOM COMMUNITIES
References
Briggs, H. E., Miller, K. M., Orellana, E. R., Briggs, A. C., & Cox, W. H. (2013). Effectivesingle- parent training group program: Three system studies. Research on Social Work Practice, 23(6), 680-693
Berrena, E., & Demi, M. A. (2015). Integrating mindfulness with parent training: Effects of the mindfulness-enhanced strengthening families program. Developmental psychology, 51(1), 26. Hurwitz, L. B., Lauricella, A. R., Hanson, A., Raden, A., & Wartella, E. (2015). Supporting Head Start parents: impact of a text message intervention on parent– child activity engagement. Early Child Development and Care, 185(9), 1373- 1389. National Association for the Education of Young Children. (2020). Developmentally appropriate practice: A position statement of the National Association for Educating Young Children. https://www.naeyc.org/sites/default/files/globally- shared/downloads/PDFs/resources/position-statements/dap-statement_0.pdf Rait, S. (2012). The Holding Hands Project: effectiveness in promoting positive parent– child interactions. Educational Psychology in Practice, 28(4), 353-371. Roy, Catherine Pearson, "Increasing Family Engagement in an Elementary School" (2016). Walden Dissertations and Doctoral Studies
.3067.
CLASSROOM COMMUNITIES
https://scholarworks.waldenu.edu/dissertations/3067 Waterford.org. (2018). How Parent Involvement Leads to Student Success.
Retrieved 5 December 2021, from https://www.waterford.org/education/how-parent-involvment-
leads-to- student-success/
.
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