Education and Parent Involvement

Paper Summary:

The paper is a research proposal discussing the anecdotal evidence that parental involvement in the academic lives of their children is associated with higher academic performance. Specifically, the study proposed examines the apparent relative significance of parental academic involvement as a predictor of academic performance and as a predictor of the ultimate academic level achieved.

Outline:
Abstract
Brief Literature Review
Sampling Methodology, Instrumentation, and Data Analysis
Possible Outcomes and Conclusions

From the Paper:

"Children whose parents are strong positive influences in their lives tend to behave better in general (Melhuish, Sylva, et al 2001), and tend to develop better social and professional relationships (Allen & Daly 2002), as well as to perform better in academic settings than children whose parents are negative influences or absent altogether. Inclusive, supportive family relationships seem to correspond to better academic performance across the board, irrespective of wealth, social standing, or education level of the parents (Flouri & Buchanan 2004). Among the "better" parents, those who are also involved in their children's academic lives apparently benefit subsequent academic performance even more".

Sample of Sources Used:

• Allen, S., Daly, K. (2002). The Effects of Father Involvement: A Summary of the Research Evidence. National Literacy Trust.
• Clark, C. (2007). Why It Is Important to Involve Parents in Their Children's Literacy Development: A Brief Research Summary. National Literacy Trust.
• Flouri, E., Buchanan, A. (2004). Early Father's and Mother's Involvement and Child's Later Educational Outcomes. British Journal of Educational Psychology, vol. 74, 141-153.
• Melhuish, E., Sylva, C., Sammons, P., Siraj-Blatchford, I., and Taggart, B. (2001). Social, Behavioral, and Cognitive Development at 3-4 Years in Relation to Family Background. London, UK: The Institute of Education.
• Phillipson, S., Phillipson, N. (2007). Academic Expectations, Belief of Ability, and Involvement by Parents as Predictors of Child Achievement: A Cross- Cultural Comparison. Educational Psychology, vol. 27, 329-348.

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