Dissertation blog 2

                                                         Theoretical Framework

The need for  parental involvement is grounded in a framework of  involvement by Epstein, (1997 ) and was primarily used to study the barriers of parent involvement, (Yanghee,2009),  Parents involvement in children’s behavioral intervention, (Solish &Perry, 2008),  Improving schools' partnership programs in the national network of partnership schools, (Sanders, Sheldon, &Epstein, 2005), Building Social, Human, Cultural capital through parent involvement .( Bjork, Lewis, Browne-Ferrigno,  & Donkor, (2012), Checking in or checking out : Investigating parental involvement reactive  hypothesis.(McNeal, 2012) and many others. The theory of Epstein indicates that academic achievement and progress in schools is enhanced through the partnership of families, schools and community. Epstein believes that this is possible when these three levels of participants work as a team and share a common goal with the same objective and expectations. (Epstein,1995). Epstein’s reiterated that it is the responsibility of schools to bridge the existing gap between these entities in order to foster parental participation in their children’s learning activities. Epstein also expressed positive effects and improvement in academic achievement and social life of students when parents work in partnership with the teachers, school administrators and personnel, and community. Teachers will integrate into the family culture and identify with students’   needs from the family perspective.   In view of his studies Epstein, (1997) created a framework of six types of involvement. The effective implementation of this framework would create a conducive home environment that would support learning, establish effective school-parent interaction and communication system that monitor students activities, integrate parental skills and talents into schools supportive programs. The framework would also support   instruction and curriculum through assistance in homework activities, provide sense of school ownership, acceptance and recognition among parents, and increase the use of community resources by parents, schools and students for effective learning. Epstein, (1997) categorized the six types of   involvement that would yield positive results as  ‘Parenting, Communication, Volunteering, Learning at home, Decision Making, and Community’. In spite of the positive impact of these six types of framework, Epstein, (2002) emphasized the challenges of each type of involvement .A number of these challenges and barriers would be eliminated if parents understand their roles at home, in school, and in the community. (Epstein, 2002). 

Literature Map

 The literature map describes the need for parental involvement in secondary education illustrated in Epstein’s framework of six types of involvement. There are distinct barriers and perceptions opposing the six types of involvement. There are also outcomes or impacts that are supportive and non-supportive of this framework.  The major areas identified in this framework of parent-school-community partnership are procedural processes for parent involvement at home, schools, recommendations and guidelines  for family –schools partnerships,  that would foster parent involvement, and increase students achievement. Overcoming barriers facing parents and schools, would increase the level of academic and behavior achievements through high level of parental involvement

                                                                   Literature review

 Introduction

Henderson and Mapp, (2002) defined parental involvement as practices and behaviors of parents in schools and homes to foster their children  academic progress. This includes parents’ attitudes, beliefs, perceptions and expectations towards their children progress. The literature will review the impacts, barriers and challenges of parent involvement. Few studies have examined the relationship between the barriers, beliefs, attitudes, and types of involvement that will be effective in alternative secondary schools, and also community roles in Epstein’s partnership framework.   Key words are parent involvement or participation, student behavior, perception and at-risk students, academic and behavior improvement, alternative schools, parent involvement and secondary schools, barriers  and perceptions, attitudes, school leadership,  teachers perceptions, parent perception, school perception, parent role at home, parent -teacher collaboration, parent role and school, parent role and community, structural and relational outcome, minority.  The sources used for this literature review are ERIC ProQuest, Educational reports, and Scholarly journals. The sources used will help in this study to examine the barriers and limitations of parent involvement in alternative schools, parent and teachers perceptions of involvement, and explore possible and workable implementations that will enhance academic and behavior achievement of at-risk students in secondary education.