By Esther Sui-Chu Ho, Wai-Man Kwong
This e-book is predicated at the empirical paintings of a large-scale undertaking to enquire the potential affects of various sorts of parental involvement on teenagers and college by means of first looking through a chain of ethnographic case experiences how principals, lecturers and fogeys understand and act on parental involvement within the basic faculties of Hong Kong and, then, analyzing how different kinds and degrees of parental involvement are regarding person and institutional components via a sequence of survey experiences on these kinds of stakeholders in children’s schooling. ultimately, the ebook assesses the level to which varied sorts of parental involvement impact pupil functionality according to pupil survey effects and on hand university records.
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Extra resources for Parental Involvement on Children’s Education: What Works in Hong Kong
Hong Kong: The Government Printer. Epstein, J. L. (1987). Parent involvement: what research says to administrators. Education and Urban Society, 19(2), 119–136. Epstein, J. L. (1990). School and family connections: theory, research and implications for integrating sociologies of education and family. In D. G. Unger & M. B. ), Family in community settings: Interdisciplinary perspectives (pp. 99–126). New York: Haworth Press. Epstein, J. L. (2011). ). Boulder: Westview Press. , & Salinas, K. (1995, April).
The relationships between family factors, institutional policies and parental involvement in children’s education. Educational Research Journal, 15(2), 275–300. Ho, S. C. (2000b). The nature and impact of social capital in three Asian educational systems: Singapore, Korea and Hong Kong. International Journal of Educational Policy, Research and Practice, 1(2), 171–189. Ho, S. C. (2001). Making home-school collaboration work: In search for success indicators and practices. Final report. A two year action research project funded by Quality Education Fund (pp.
M. 1007/978-981-4021-99-9_2, Ó The Author(s) 2013 19 20 2 Elucidating the Complexity of Parental Involvement in Primary Schools Table 1 Background characteristics of the three participating schools Characteristics School A School B School establishment year School size School instruction time School location Students’ socio-economic backgrounda PTA/HSC team establishment year Level of parental participation as of 1999–2000 a School C 1996 30 classes Whole-day A new town Middle-class 1988 27 classes Whole-day A new town Working-class 1999 30 classes Whole-day A new town Lower-middle class 1999 High 1996 Low 2000 Medium A crude measure based on the occupation of students’ parents and the type of housing they live in a division of labor between the family and the school in the education of children.