14 SES 10, Interactive Poster Session
Interactive Poster Session
Referring to the results of PIRLS 2011(Progress in International Reading and Literacy Study), it is yet again demonstrated that the reading achievement of children in Germany with at least one parent who has finished his/her degree in the tertiary education level is about 55% higher than if the parent has no university degree. In comparison to other countries, for example Canada, this difference is remarkable (Wendt et al. 2012). Especially facing the fact, that in Germany pupils in 14 of 16 Federal States are selected in different school profiles after the 4th grade, having a high influence on their future life performance (Solga 2006). Therefore, identifying the reasons for these differences in school achievement depending on the parent educational status is very important.
Why are these differences so high, and how does the parental education status influence the pupils’ development in primary school? In this project the effects of parental involvement shall be analyzed initially for Germany. Thereafter, Germany shall be compared with other countries, which will be identified theoretically and empirically in future research.
The theoretical model is based on Hoover-Dempsey & Sandler (1995) phase model regarding family involvement which has been revised (Walker et al. 2005). Integrating Hoover-Dempsey & Sandlers revised model, only two constructs are measurable by the IEA-Data (Progress in International Reading and Literacy Study and Trends in International Mathematics and Science Study), since the background variables involving parental involvement are limited. This includes the home-based parental involvement of the second level (parent involvement forms) referring to formal and informal learning, which is initiated or controlled by the parent (or the guidance). On the first level (psychological predictors), the construct “Parent´s Perception of Invitation for Involvement from Others” can be identified. Nevertheless, a first overview on the strength of the effects is enabled. Furthermore, information can be developed on the necessity of parental involvement depending on the observed country. As research in USA has shown, the effect of parental involvement is limited to children with their parents having a high social economic status (Schneider 2010). Therefore, further background information shall be integrated in the model, which presumptively has a positive or negative effect on school achievement (e.g. school resources). In order to receive in-depth information on the phenomena, a qualitative analysis will be undertaken thereafter.
Bos, W. (1999): Empirisch-vergleichende Forschung. Konzeptionelle Probleme und politscher Nutzen. In: Tertium comparationis 5, 2, pp.118 – 133. Gruehn, S. & Roeder, P. M. (1995): Concomitants of Achievement in Mathematics: A Comparativ Analysis. In: Bos, W. & Lehmann, R.: Reflections on Educational Achievement. Papers in Honour of T. Neville Postlethwaite, Waxmann, pp. 88-106. Hoover-Dempsey, K. V. & Sandler, H. M. (1995): Parental Involvement in Children´s Education: Why Does It Make a Difference? In: Teachers College Record, 97, 2, pp. 310-331. Schneider, S. (2010): Bildungsrelevante Unterstützungsleistungen in der Familie. Ein Literaturbericht zum internationalen, insbesondere US-amerikanischen Forschungsstand unter Berücksichtigung der interkulturellen Perspektive. In: Lange, A. & Xyländer, M. (ed.): Bildungswelt Familie. Theoretische Rahmung, empirische Befunde und disziplinäre Perspektiven. pp. 236-266. Solga, H. (2006): Meriokratie – die moderne Legitimation ungleicher Bildungschancen. In: Solga, H.; Powell, J. & Berger, P. A. (ed.): Soziale Ungleichheit. Klassische Texte zur Sozialstrukturanalyse. Frankfurt a.M. / New York, pp. 63-72. Walker, J. M. T.; Wilkins, A. S.; Dallaire, J. R.; Sandler, H.M. & Hoover-Dempsey, K. V. (2005): Parental Involvement. Model Revision through Scale Development. In: The Elemtary School Journal, Vol. 106, No. 2, pp. 85-104. Wendt, H.; Stubbe, T. C. & Schwippert, K. (2012): Soziale Herkunft und Lesekompetenzen von Schülerinnen und Schülern. In: Bos, W.; Tarelli, I.; Bremerch-Vos, A. & Schwippert, K. (ed.): IGLU. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich. Waxmann, pp. 175-190.
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