The Dynamics of Parental Involvement in U.S. Schools from 1996 to 2007

Autor/inn/en	Myers, Scott M.; Carrie B. Myers
Titel	The Dynamics of Parental Involvement in U.S. Schools from 1996 to 2007
Quelle	In: Journal of School Public Relations, 34 (2013) 1, S.74-105 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-3653
Schlagwörter	Parent Participation; Parent School Relationship; Educational History; United States History; Interviews; National Surveys; Federal Legislation; Educational Legislation; Predictor Variables; Change; Trend Analysis; Elementary Secondary Education; Regression (Statistics); Socioeconomic Influences; English (Second Language); Individual Characteristics; Effect Size; National Household Education Survey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Bundesrecht; Bildungsrecht; Schulgesetz; Prädiktor; Wandel; Trendanalyse; Regression; Regressionsanalyse; Sozioökonomischer Faktor; English as second language; English; Second Language; Englisch als Zweitsprache; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	We use data from over 25,000 U.S. parents interviewed in the 1996 and 2007 National Household Education Surveys to address two under-researched questions. The organizing framework for these questions is the No Child Left Behind Act of 2001. First, did school-based parental involvement change during 1996-2007? Second, do the predictors of this parental involvement change during 1996-2007? We researched two empirical national trends from 1996 to 2007: (1) aggregate parental involvement levels increased, and (2) parents who have traditionally struggled to become involved in their children's school continue to do so increasingly and disproportionately. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10