A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

Autor/inn/en	Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing
Titel	A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education
Quelle	In: Educational Psychology Review, 28 (2016) 4, S.771-801 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9351-1
Schlagwörter	Meta Analysis; Outcomes of Education; Parent Participation; Early Childhood Education; Elementary Education; Effect Size; Academic Achievement; Family Involvement; Correlation; Family School Relationship; Leadership Effectiveness; Partnerships in Education + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Lernleistung; Schulerfolg; Elternmitwirkung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Schulleistung; Korrelation; Führungseffizienz; Hochschulpartnerschaft
Abstract	This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement measure family involvement and partnership development. The relationship (with adjustment over frameworks and study features) indicated a strong and positive correlation (0.509) between learning outcomes and parental involvement. Although types of parental (behavioral, personal, and intellectual) involvement and building institutional capacity demonstrated the greatest importance to the relationship, the role of parents (family involvement) was more important than the role of schools and communities (partnership development). For a strong relationship, behavioral involvement, home supervision, and home-school connection were the keys from family involvement, whereas capacity to engage parents, respectful and effective leadership in relation to families and children, and institutionalized authentic partnerships were the keys from partnership development. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01