Browsing by Subject "parent involvement"

Now showing 1 - 2 of 2
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    "They Won't Come": Increasing Parent Involvement in Parent Management Training Programs for At-Risk Youths in Schools
    (2008-09-01) Ouellette, Philip M.; Wilkerson, David A.
    The absence of parents from schools is seen as an important factor related to the significant number of adolescents at risk of school failure. Effective parenting is known to be a key protective factor for adolescents at risk for school failure and other maladaptive developmental outcomes. While evidence-based parent management training models exist, their use has been limited by problems regarding recruitment and retention when services are offered through traditional means. We review the literature on parent involvement in schools, the effectiveness of parent education programs, and mutual aid activities. Logistical barriers to parent participation in parent management training programs and other school-related activities are examined, and a strategy using twenty-first-century technology will be described as a means to increase parent involvement in schools.
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    “We Have a Lot of Sleeping Parents”: Comparing Inner-City and Suburban High School Teachers’ Experiences with Parent Involvement
    (IUPUI, 2010-09-28) Wilkerson, David A.; Kim, Hea-Won
    Teachers’ experiences with parent involvement were compared at an inner-city high school and a suburban high school. Parent involvement has been described as underutilized by teachers, due to either ideological barriers or cultural biases against parents of lower socio-economic status. A sample of 62 teachers found no significant group differences between teachers at the two schools for either problematic or collaborative parent involvement. There was a significant difference for beliefs about parent competency. Results may suggest that the ideological barrier of a “protective model” for home/school relations devalues parent involvement for teachers. Parent involvement may be further devalued for inner-city teachers, who hold beliefs that parent competence is reduced by socioeconomic challenges.