Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study

Autor/inn/en	Bower, Heather A.; Griffin, Dana
Titel	Can the Epstein Model of Parental Involvement Work in a High-Minority, High-Poverty Elementary School? A Case Study
Quelle	In: Professional School Counseling, 15 (2011) 2, S.77-87 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.5330/PSC.n.2011-15.77
Schlagwörter	Parent Participation; Parent School Relationship; Parent Student Relationship; Minority Groups; Low Income Groups; Poverty; Disadvantaged Schools; Urban Schools; Elementary Schools; Case Studies; School Counseling + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ethnische Minderheit; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; School counselling; Pädagogische Beratung
Abstract	The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families. In an effort to assess the effectiveness of the Epstein Model of Parental Involvement in high-poverty, high-minority schools, the authors conducted a case study of an urban elementary school that uses parental involvement practices stipulated in the model. This article provides implications for school counselors and suggestions for future research. (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10