involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools

Autor/inn/en	Eck, Lindsay B.; Whitley, Samuel F.
Titel	involvED: Applying a Scientific Approach to Education Technology Innovation for Promoting Family Engagement in the Schools
Quelle	In: Journal of Educational Technology Systems, 50 (2022) 3, S.379-392 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eck, Lindsay B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395211055134
Schlagwörter	Family School Relationship; Parent Participation; Educational Technology; Technology Uses in Education; Kindergarten; Intervention; Equal Education; School Readiness; Social Emotional Learning; Trauma; Program Effectiveness; Attendance; Illinois + Suchen Sie Ihr Suchwort? Elternmitwirkung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Readiness for school; School ability; Schulreife; Anwesenheit
Abstract	Parent involvement is a reverently studied, crucial concept that impacts overall student achievement. An educational technology tool, involvED, was developed by a School Psychologist and Licensed Clinical Social Worker using principles of behavioral change research and grounded in family systems theory. Incorporating a scientific approach for targeted, meaningful intervention in regards to family involvement allows for addressment of equity gaps by educating underprivileged families on vital skills, including academic readiness, social emotional learning and trauma informed practices and responses, all while providing incentives for various levels of engagement. The researchers hypothesized that by educating families in an efficient, convenient and consistent manner, as well as providing user- selected incentives for engagement, it would not only increase parent attendance at school events, but also increase the academic, social and emotional skills of the child. Positive statistically significant effects were found amongst users of the tool on both dependent variables, event attendance and the academic, social and emotional ratings of the targeted students by the classroom teacher via the SAEBRS. By addressing potential parental skill deficits and incentivizing prosocial behaviors, student outcomes are positively affected, influencing a breadth of stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01