Parental Involvement And Its Relationship To Discipline In Elementary Schools Essay

There is a plethora of research on record books, journal articles, and stand-al ane reports on the subject of p arntal booking and its relationship to curb in schools. These writings include research reports, expert opinions, theory papers, program descriptions, and guidelines for how to address this issue. Many of these reports argon informative and pulmonary tuberculosisful, and because maternal function and its link to discipline fetch been greatly emphasized in the past few years, there is considerable current information.An important influence on the way elevates raise their children be the experiences they pass water in their family of origin (Hops, Davis, Leve, & Sheeber, 2003). The way a person is raised influences the rest of their life. Socioeconomic status can take a crap a very significant event on a family and how parents behave with their children. This effect continues into the school environment and could be directly related to how students behave in sch ools (Hops et al. ). The extra idiom that families from a cut down Socio Economic Status (SES) household experience can cause parents to use much than punitive parenting pr wreakices.Some students have shown that, along with the economic hardships families from low SES groups experience, nonage ethnic groups also have to deal with the added stress of racism (Pinderhuges, Dodge, Bates, Pettit, & Zelli, 2000). These factors all have an influence on paternal link and its relationship to discipline in schools. Discipline c erstrns in schools are not new. MacDonald (2002) give tongue to that student behaviors that require discipline have always existed in schools. However, it is the seriousness and widespread nature of discipline concerns that is disturbing.School campuses, once islands of safety, are now faced with violence daily (MacDonald). School discipline problems are impacting every demographic segment of society. ODonoghue (2005) stated that in the 1990s, discipline concern s were viewed widely as an inner city phenomenon, but since then, discipline concerns have been distributed across the entire spectrum of schools in the United States of America. At a time when our nations children need adult guidance the most, some parents retreat from function in their childs schools.Johnson (1999) stated that our nations youths are qualification desperately poor choices oftentimes guided by equally confused peers. All children, youths, adolescents, and teenagers alike need the advocacy and support of parents. maternal(p) interest is vital to the behavior and achievement of students. Unfortunately, many parents are doing much less than they should be doing. harmonise to the U. S. plane section of cultivation (2005), American mothers, on the average, glide by less than half an hour a day talking, explaining, or reading with their children, and fathers spend less than 15 minutes interacting with their children.As vital as maternal date is to discipline in schools, many parents do much less than they should and many schools engage in practices which serve to limit the extent of enate involvement. literary productions Review Several researchers have attempted to categorize agnatic involvement according to the nature or type of activity in which parents are multiform. Epstein and Salinas (2004) suggested that parents whitethorn be involved as tutors, volunteers, advisory committee members, school board members, or room mothers or room fathers.They grouped these types into three basic groups advocates, decision-making partners, and co-production partners. They be advocacy as politically active agnate involvement decision-making refers to agnatic involvement as committee members and co-production refers to enate involvement in those areas or activities that sum to school efforts for developing and planning and instructing students toward modifyd behavior and achievement (Epstein & Salinas).Data from the 2005 Childrens Defense Fu nd indicated that every day in American, 13,076 students are hang from school, 6,042 students are arrested, 3,356 high school students drop out of school, and 3,087 students are corporally punished. Additionally, more than 3 million acts of violence and theft were reported in American general schools (Walker, Colvin, & Ramsey, 2005). A factor in improving discipline in American schools is to empower school personnel to be proactive rather than reactive.This means that teachers must become skilled in behavior management strategies that would enable them to create school environments that motivate students to act according to school and classroom rules as soundly as foster positive interpersonal interactions with peers and authority figures (Lewis & Sugai, 1999). In contrast to zero tolerance policies that emphasize punishing instead of positive consequences, it is critical to stress positive incentives that pull up stakes motivate all students to behave (Lewis & Sugai).When scho ols develop corrective action plans, parents should be included at every stage of the process to recover their input and to give them a sense of shared responsibility. According to the National Parent Teacher Association (2004), the following three types of parental involvement are critical to a childs education (a) parents as first educators in the home (b) parents as partners with the school and (c) parents as advocates for children in society.The full involvement of parents is vital to the success of these efforts. Barton, Coley, and Wenglinsky (1998) identified four basic components of parental involvement the basic obligation of parents, school to home communications which include monitoring students discipline, parental involvement at school, and parental involvement in education activities at home. Children growing up in society today need parental involvement and adult attention more than ever before (Comer, 2006).Parents belong at the center of a childs education. The sin gle trump way to improve students behavior is by strengthening parents character reference in it, by both reinforcing parents relationships with the school and by helping and encouraging parents in their critical job of dogma the young. Not all teachers are parents, but all parents are teachers (Comer). The most basic statement that can be made about parent and family involvement is that when it is effective, everyone benefits.Research has shown us conclusively that effective parental involvement in education benefits parents, teachers, and students, whether the involvement is at the pre-school, elementary, middle, or high school level (State Department of Iowa, 1999). Purpose of the Study The purpose of this report card was to examine issues surrounding parental involvement in schools. The experiences of parents were examined with the goal of giving parents an opportunity to express themselves in parent surveys.The study brought new insights to the body of research concerning p arental involvement and its relationship to discipline in schools. Research Questions 1. What is the relationship mingled with the level of parental involvement and the number of student discipline referrals? 2. What is the relationship between socio economic status and the level of parental involvement? 3. What is the relationship between the level of parental involvement and student academic success? Limitations/Delimitations Limitations 1.This study was limited to two elementary schools in a Trenton, North Carolina school district. 2. One limitation would be the honesty of parents responses. 3. Another limitation would be the sample size of the respondents therefore, the findings should be viewed with caution. Delimitations 1. Duplication of the study whitethorn or may not produce the same results. 2. The study analyzed one school year of discipline records for students. Definition of Terms agnate inter-group communication Parents level of active involvement in their childs education (Epstein & Salinas, 2004).Parenting Styles What strategies parents use to as it relates to disciplining their children at home (Coolahan, McWayn, Fantuzzo, & Grim, 2002). Socioeconomic Status A persons social and economic status (Bradley & Corwyn, 2002). Student donnish Success measured by students mathematics and reading scores obtained from the Georgia Criterion-Referenced Competency Tests (GCRCT). Student Discipline Control or order exercised over students. The transcription of rules used to maintain this control (Barton, Coley, & Wenglinsky, 1998).Student Referrals Discipline referrals students receive for disciplinary problems in school (Gosche, 2005). Importance of the Study It has become increasingly evident that parental involvement in education contributes to students success in school. Research also suggests that when parents are involved in their childrens learning at school and at home, discipline referrals decrease at school and academic progress incre ases (Comer, 2006). This study is important because it investigated the relationship between the level of parental involvement and student academic success.It also investigated the relationship between the level of parental involvement and the number of student discipline referrals and the relationship between socio economic status and the level of parental involvement. It is essential for this data to be examined because the results will assist school boards, statewide evaluators, and school personnel in restructuring the learning environment to address and include parental involvement and its relationship to discipline in schools. Chapter Two will provide a review of the literature findings on parental involvement and discipline.CHAPTER TWO look backward OF THE LITERATURE Introduction Not all parents are involved in their childrens school although there is a dire need for parental involvement and guidance in schools (Kornbluth, 1997). All children, regardless of age, need the unw avering support of their parents to besides guide their academic growth. According to the U. S. Department of Education (2005), American mothers, on the average, spend less than half an hour a day talking, explaining, or reading with their children, and fathers spend less than 15 minutes daily interacting with their children (p.2). The U. S. Department of Education further stated that positive results such as increased student performance, better communication between parents and teachers, and better socialization skills occurred when parents play an active role in their childrens education. According to Barton, Coley, and Wenglinsky (1998), chaos in the schoolhouse requires disciplinary measures. An exemplary discipline program is truly vital to the success of schools, thus making good discipline an educational requirement.Research has shown that when schools have discipline problems, academic achievement is negatively affected. As a result, a distinct relationship exists between how students achieve academically and their behavior in school (Barton, et al. ). A dire need exists for parents to partner and communicate with school staff so that problems with discipline could be reduced. Johnson (1999) stated that poor choices are often made by children and adolescents in the United States, and these choices are oftentimes aided by their bemused peers.Research by Kornbluth (2006) has noted that many schools do not put forth enough effort to enlist parents support and involvement in schools. On the other hand, waggoner and Griffiths (2001) research revealed that students with involved parents performed at higher levels on standardized tests than students with uninvolved parents. In a similar vein, Kornbluths study build that students not only performed better in school but also improved in discipline when their parents were actively involved in their education.It has become increasingly evident that parental involvement in education is a major contributing fa ctor to reduced disciplinary concerns and a need for disciplinary action in schools. An article by the San Diego County Office of Education (2000) entitled, What Does Research Tell us About the Influence of Parental Involvement on Student Achievement, includes research on the benefits of parents nurturing their children at home and the importance of parents setting academic goals and expectations for their children. It also stresses the importance of parents involvement in their childrens education as it relates to their academic success.According to Parlardy (2005), parental involvement produces a decline in classroom disruptions and the need for disciplinary action while improving school climate, teacher and student morale, and student achievement. likes (2001) study revealed the importance of effective schoolwide and classroom discipline strategies and lists various(a) ways to improve discipline in schools such as staff commitment to achievement, parental involvement, high expe ctations for students and faculty, clearly defined rules, and good school climate.Additionally, Wright, Wright, and Heath (2004) provided research on how the No child Left Behind act affects parents, teachers, administrators, and students as it relates to discipline and parental involvement. Waggoner and Griffiths (2001) research supported parental involvement since it strengthens teacher/parent/student relationships and reinforces teachers expectations in the home environment. preparation is another area where parental involvement is critical.When parents are aware of what the curriculum entails and what teachers expect, they are better equipped to help their children with home form so that increased learning could occur. Kornbluth (2006) provided data to support the importance of parental involvement in schools. The results of their study revealed that students with involved parents performed better on tests than students with uninvolved parents. Hand in hand with parental involv ement is involving the community in the school. Epstein and Salinas (2004) noted the benefits of partnering with the community.These benefits included having businesses become partners in education and serving on school councils along with parents. The benefit that is derived from this is that the community is involved in the decision-making process of the school and therefore, has a pulse for the schools goals and missions. As a result, one of the goals will also be to decrease disciplinary infractions and improve student learning. What is Parental Involvement? There are numerous books, journal articles, and stand-alone reports on the subject of parents involvement in their childrens education.Parental involvement is a term that frequently has different meanings to people. Nevertheless, it is safe to say that parental involvement covers a multitude of interactions between parents, students, and the school (Swap, 1998). Swap further postulated that parental involvement may be as sim ple as a parent attending a Parent Teacher Association (PTA) coming upon or a conference with the teacher or as complex as representing other parents in decision-making situations or other aspects of school governance.In general, parents may take an active role, passive role, or non-involvement role regarding their participation in the school their child attends. A review of literature indicates that there are several strategies and activities available to parents, teachers, and administrators to obtain optimum parental involvement at different levels of commitment. For example, parents may volunteer to read to a class, become a book buddy for a student, or work with their child on take-home learning materials (Gordon, 1998).The research overwhelmingly demonstrates that parental involvement is a component that is positively related to improving students discipline and achievement in schools. When defining parental involvement, it is very important to consider Brandts (1979) four ba sic impudences about parental involvement. The first assumption is that the familys capabilities for providing a learning environment that accentuates the positive elements of cognitive and emotional factors can be improved (parent impact theoretical account).The second assumption is that the childs health, nutrition, social, and psychological development influences academic learning (comprehensive services model). The third assumption is that when schools are made more responsive to parents, this responsiveness will lead to better discipline and achievement by the child (school impact model). The fourth assumption for parental involvement is that everything relates to everything else (community impact model). Swap (1998) asserted that various models have different assumptions and goals that must be clear to all participants.Swaps premise of parental involvement described four models and their goals The protective models goal is to reduce conflict between parents and educators, pr imarily through the separation of parents and educators functions and to protect the school from interference by parents. The second models goal (school to home transmission) is to enlist parents in supporting the objectives of the school. The third models goal (curriculum enrichment) is to expand and extent the schools curriculum by incorporating the contributions of families.Finally, the fourth models goal (partnership) is for parents and educators to work together to accomplish a common mission success for all children. Barriers to Effective Parental Involvement According to Hampton, Mumford, and Bond (1998), many students come from home environments described as Americas worst problems such as drug abuse, neglect, alcoholism, and domestic violence. On the other hand, Kornbluth (1997) maintained that not all students are in trouble because their parents are irresponsible, lazy, or uninvolved.Many students come from good homes, and they have parents who are doing their best to ca re for them. Often parents face different circumstances that affect how well they believe they can make contributions to their childrens education. Issues such as language barriers, work schedules, transportation, and access to childcare, for example, affect the frequency and conditions under which parents believe they can realistically spend time in schools (Kornbluth).Seeley (1999) noted that another complicating factor facing parental involvement is the idea that some well-meaning school staff members feel that they have been delegated as the educators of children and the sole responsibility for education is in their hands. Seely proposed that this idea of missionary station has been subconsciously signaled to the parents so that they do not need to be involved in their childrens educational experiences. In brief, Seeleys study concluded that one must convince all involved in the childs education that parental involvement is essential to the education process.This study further implied that once parents and teachers understand the importance of parental involvement, they will be willing to commit do doing all that is necessary to achieve the identified goals. Davies (1998a) revealed that the growing number and strain of students ethnic, economic, and social backgrounds make reaching out to families increasingly complex. Educators who think only in terms of traditional families are likely to have a especially hard time dealing with todays great variety of family types.Davies suggested that educators must face their own misperceptions about parents. However, a child born to parents who are mature, educated, employed, and married is statistically more likely to do well rather than a child who lacks that family support, even if the child is exposed to a host of governing intervention programs. Parenting Styles and Ethnicity According to Coolahan, McWayn, Fantuzzo, and Grim (2002), parenting styles differ based on ethnicity and are also determined by parents characteristics.Parents from different cultures may have different characteristics and may, therefore, use different parenting styles when raising their children. For example, ethnic differences have been found in the acceptance of spanking. Thus, there may also be ethnic differences in parenting (Pinderhughes, Dodge, Bates, Pettit, & Zelli, 2000). Research has found the authoritarian parenting style to be more common among black families than European-American families (Clark & Gross, 2003). Families from the same SES group but from different ethnic groups have been found to have differing levels of stress.For example, African-American families with low SES report higher levels of stress than European-American families with the same SES. This could be delinquent to the fact that African-American families are also vulnerable to additional race-related stressors (Pinderhughes et al. , 2000). The Asian-American culture differs from European and Mexican-American cultures. Studies hav e shown that the styles of parenting used among Asian-American families may differ significantly in some areas. For example, Liu (2003) found two main types of parenting styles among Asian-American families.They are care and overprotection. When parents use the care styles of parenting, they are affectionate, emotionally warm, empathic, and close to their children. However, many Asian-American families use a style of parenting that closely resembles an authoritarian style called overprotection in which parents strictly enforce rules and discourage free-lance behavior. The overprotection style of parenting is comprised of parental control, overprotection, intrusion, excessive contact, and prevention of independent behavior.Other studies have found that the families who use the care style of parenting are closer and more functional with each other (Kee, Sim, Tech, Tian, & Ng, 2003). They also found the families who use the overprotection style of parenting to be more dysfunctional on the average. Other studies on parenting styles and ethnicity have found African-American families from low SES groups to have a more punitive attitude towards their children because of the higher levels of stress they experience (Pinderhughes, et al. , 2000). This attitude would lead to a more authoritarian style of parenting.Authoritative parenting predicts good psychosocial outcomes and problem behaviors in all ethnic groups and is associated with increased academic performance (Steinberg, Darling, & Fletcher, 2005). Parenting Styles and Their Relationship to Discipline Parenting styles begin determining, to a significant degree, how a child will develop at a very early age. For example, with infants, sensitive, responsive maternal behavior is associated with healthy and secure mother-infant relationships (Isabella, Belsky, & von Eye, 1999).According to Schaefer (2000), parenting style is the single most important factor associated with conduct disorders. Behavioral instability a nd non-optimal parenting across four generations was examined by Gosche (2005), and it was reported that non-optimal parenting is reproduced in subsequent generations due to the development of unstable behavioral styles in children exposed to poor parenting. Children who are exposed to more hostility from their parents are more likely to display pugnacious behavioral styles as adolescents and adults which, in part, cause their aggressive and hostile behavior toward their children (Gosche).