14 SES 08 A, Parental Engagement, Goals and Communication: Influence on Students' Outcomes and Self-concept
The family-school communication has been actively studied in many countries in recent decades. Good communication between school and family is an important condition for high parental involvement in school life, which contributes to students’ academic achievements, positively influences the behavior of children in the classroom—their motivation and etc.
The concept of “parental involvement in the educational process” includes various types of actions and behaviors of parents that are directly or indirectly related to the education of their children. Parents can demonstrate involvement at home and in school. Parental involvement in the education of their children is also defined as “communication of the family with the school and with their children to promote academic success”. There is an emphasis on finding and developing effective communication channels and tools with families of students in educational institutions in many countries.
In the process of family-school communication, expectations about each other are not always clearly expressed. Communication can be a source of tension because of teachers being afraid of parental evaluation, their desire to maintain their professional autonomy, their personal lack of time and the lack of support from the principal. The empowerment of parents exacerbates existing conflicts between teachers and parents, especially when parents are from privileged backgrounds, and their power as clients can affect the autonomy of teachers.
In Russia, there is little empirical data on communication between parents and schools. Throughout the history of the development of Soviet and Russian education, there has been a transition from the school monopoly in issues regarding teaching and educating children to the importance of building productive communication with parents, and their involvement in the educational process. There is the principle of information openness of the school established in Art. 3 of the Federal Law No. 273-FZ “On Education in the Russian Federation”. This postulates the need to ensure a two-sided information exchange between participants of the educational process. The reform of the educational system that has taken place in recent years necessitates the creation of new forms of communication between the school and society, based on the principles of equality, dialogue and joint decision-making .
In conditions of information “closeness” the school does not have the opportunity to discuss any vital problems with parents. However, there is no information about how much existing practices of information openness contribute to building effective communication with parents. Parents note the lack of opportunities for discussing important issues with the school representatives and pay attention to the school’s “closeness”.
New trends in parenting have led to the desire of some parents to actively participate in the school life of their child. The trend is particularly evident among well-educated parents in schools located in large cities. At the same time, a significant number of teachers believe that the family remains uninvolved in the child rearing process. This contradiction is due to the high differentiation among parents in terms of their involvement in the educational process; however there are no effective methods of identification and providing differentiated requests of different groups of parents in the current work practices of educational organizations.
Under these circumstances, the urgent need is to find and to build new ways and channels of family-school communication, which will contribute to the growth of parental involvement in the educational process. While conducting the study, the following was investigated:
• which communication channels with the school are most common among parents and which one appears to be the most effective;
• what difficulties parents of students experience in communication with school;
• how actively parents are involved in school life.
There were two stages while conducting the empirical study: the qualitative research stage (semi-structured interview with parents of students, teachers and representatives of the school administration, N = 13) and the quantitative research stage (interviews with parents of students, N = 3576). The interviews allowed us to outline the main aspects of the issue and check the list of questions in the questionnaire. The main family-school communication tools and channels, the key difficulties in communication and parental satisfaction with this process, as well as the degree of their involvement in school life were determined with the help of the interviews. Data collection took place in several districts of one of the megacities of Central Russia.
Interviews with parents and school representatives as well as parent questionnaire results are used to describe the most popular ways in which parents communicate with schools, the main problems they encounter in such communication, and the degree of parental involvement in school life. Direct contact with teachers is found to be the most efficient channel of parent–school communication. Parents see the main communication problems in disagreement about instruction and education issues and in the disengagement of schools or individual teachers. These problems become more acute in middle and high school. On the whole, the existing level of parental involvement in school is measured as low in this study.
1.Antipkina I. (2017) Issledovaniya “roditelskoy vovlechennosti” v Rossii i za rubezhom [Research of Parent Involvement in Russia and Abroad]. Otechestvennaya i zarubezhnaya pedagogika, vol. 1, no 4 (41), pp.102–114 2.Epstein J. L. (1983) Longitudinal Effects of Family-School-Person Interactions on Student Outcomes. Research in Sociology of Education and Socialization, vol. 4, pp.101–128. 3.Hoover-Dempsey K.V., Ice C. L., Whitaker M. C. (2010) Motivation and Commitment to Family-School Partnerships. Handbook on School-Family Partnerships for Promoting Student Competence (eds S. L. Christenson, A. L.Reschly), New York, N.Y.: Routledge/Taylor and Francis Group, pp. 30–60. 4.Kruger J., Michalek R. (2011) Parents’ and Teachers’ Cooperation: Mutual Expectations and Attributions from a Parents’ Point of View. International Journal about Parents in Education, vol. 5, no 2, pp.1–11. 5.Loudová I., Havigerová J. M., Haviger J. (2015) The Communication between Schools and Families from the Perspective of Parents of High School Students. Procedia—Social and Behavioral Sciences, vol. 174, February, pp.1242–1246 6.Mertsalova T., Goshin M. (2015) Roditelskoe uchastie v upravlenii… I ne tolko! [Parental Involvement in Governance… And More!]. Narodnoe obrazovanie, no 8, pp. 78–83. 7.Polivanova K. (2015) Sovremennoe roditelstvo kak predmet issledovaniya [Modern Parenting as a Subject of Research]. Psychological-Educational Studies, vol. 7, no 3, pp.1–11. 8.Sobkin V., Adamchuk D. (2016) Sovremenny uchitel: zhiznennye i professionalnye orientatsii. Trudy po sotsiologii obrazovaniya. T. XVIII. Vyp. XXX [A Contemporary Teacher: Life and Career Orientations. Works on the Sociology of Education. Vol. XVIII, Iss. XXX], Moscow: Institute of Education Management of the Russian Academy of Education, Federal State Budget Scientific Institution. 9.Van der Wolf K., Everaert H. (2005) Challenging Parents, Teacher Characteristics and Teacher Stress. Family-School-Community Partnerships. Merging into Social Development (eds R.-A. Martinez Gonzalez, M. Pérez-Herrero, B.Rodriguez-Ruiz), Oviedo: Grupo SM, pp. 233–254. 10.Wilder S. (2014) Effects of Parental Involvement on Academic Achievement: A Meta-Synthesis. Educational Review, vol. 66, no 3, pp. 377–397. DOI: 10.1080/00131911.2013.780009
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.