Engaging Parents in an Urban Public High School: A Case Study of Boston Arts Academy

Autor/inn/en	Ouimette, Monique; Feldman, Jay; Tung, Rosann
Institution	Center for Collaborative Education
Titel	Engaging Parents in an Urban Public High School: A Case Study of Boston Arts Academy
Quelle	(2004), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	At Risk Students; Low Income Groups; Minority Groups; Parent Participation; Cultural Differences; Parent School Relationship; Educational Environment; Urban Schools; Student Diversity; School Culture; Teamwork; Career Academies; College Preparation; Art Education; School Personnel; Volunteers; Parent Associations; Homework; Orientation; Public Schools; Massachusetts + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Elternmitwirkung; Kultureller Unterschied; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulkultur; Schulleben; Berufsakademie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulpersonal; Freiwilliger; Elternvertretung; Hausaufgabe; Orientierung; Public school; Öffentliche Schule; Master-Studiengang
Abstract	High parental involvement has been linked to increases in student achievement and engagement in school (Moore, 1992; Swap, 1993; Henderson and Berla, 1994; Fuller and Olsen, 1998). Schools with large populations of low-income students or students of color often have difficulties in engaging a majority of parents due to a variety of social and cultural differences among parents and teachers. While the literature on parent involvement cites many examples of challenges to parent involvement and suggestions to overcome those challenges, few models of extensive parent involvement in urban, public high schools have been described. The Boston Arts Academy is one such example. Parent involvement was studied at this urban public high school through staff and parent interviews, documentation, and observation of family events at the school. Boston Arts Academy engages a vast majority of its parents in school-based activities through multiple events and entry points, a welcoming school environment, and frequent communication among staff and parents. By focusing on building a diverse, inclusive culture and encouraging parents to take part in the school, the academy engages parents with varied prior experiences and dispositions toward parent involvement. Parents express that the school creates an open, welcoming, and informative environment. Findings from this case study suggest several key approaches that other schools may adopt: (1) Developing a coherent school vision that focuses on including families of varying dispositions as part of the team; (2) Supporting staff commitment to knowing students well and regularly communicating with parents; (3) Creating multiple, diverse opportunities for parent involvement, and support for parents to avail themselves of these opportunities; and (4) Allocating staffing resources toward facilitating parent communication and involvement. Two appendices are included: (1) Descriptions of the Pilot School Autonomies; and (2) Multiple Entry Points. (Contains 10 footnotes.) (As Provided).
Anmerkungen	Center for Collaborative Education. 33 Harrison Avenue 6th Floor, Boston, MA 02111. Tel: 617-421-0134; Fax: 617-421-9016; e-mail: info@ccebos.org; Web site: http://www.cce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10