Bibliographic record
Abstract
Abstract Attitudes that teachers have toward parents and parental involvement are reported. Teacher; had an opportunity to voice their opinions on an issue that has gained support through federal, state and local legislation. Results of the study describe how the school community addresses the issue of parental involvement, and raise questions concerning teacher education and implementation of parental programs in other schools. The descriptive survey conducted in this study with high school teachers shows teachers report that parental involvement in schools should be limited to home responsibilities. This attitude is contradictory to that of researchers in the field of education who suggest that school-home partnerships to increase student success should be more complex, collaborative, and integrated with teachers' responsibilities in the school setting. Though teachers in this study recognize that participation is needed, they are reluctant to be involved in learning ways to create school-home partnerships. Throughout our nation's educational history, many researchers have held that the parent's role in their children's education needs to be limited to creating a home atmosphere for the social, emotional, and moral development of their child (Breckinridge, 1921; Ward, 1965). In the 1960's, however, federal legislation regarding parental involvement started to broaden with the passage of Head Start, Title I of the Elementary and Secondary Schools Act. Today this legislative trend continues through the most recent initiative, Goals 2000. Now parents are given the option to choose the school or school district for their child in some states, due in part to the Bush Administration and present congressional emphasis on school choice for parents and students. The Bush and Clinton Administrations have also encouraged other agencies within the government to look toward the implementation of parental involvement within programs (Ballen & Moles, 1994). Other countries are also setting up programs in order to increase parental involvement. New Zealand, Korea, Canada, and Sweden, for example, are making efforts to promote a more positive working relationship between schools and the home (see Ramirez, 1996). In the United States, the issue of parental involvement in schools has become a topic that educators, parents, and legislators have been discussing widely over the past two decades. However, much of the parental involvement in schools is focused within elementary education (Wheeler, 1992), and a common belief between school personnel and parents is that as children grow older, parental participation is less desired, and therefore diminishes (Epstein, 1995). This is not to say that parents of secondary students do not desire to participate in their children's school related activities, but rather that opportunities to become involved are more difficult to find (Rioux & Berla, 1993). Due to this diminishing parental involvement, more research needs to be conducted within the secondary schools to find how teachers perceive parents. Research consistently suggests that with the increase of parental involvement there comes an increase in student achievement (Epstein, 1995; Flaxman & Inger 1992; Hickman & Miller, 1995; Lee, 1994). With this in mind, many schools throughout the nation have programs, or are working on developing programs, to increase involvement on or off the school site (Epstein, 1995; Rioux & Berla, 1993). However, if school personnel want to involve parents, they must be aware of two possible barriers to that involvement: 1) apathy of teachers and their lack of responsiveness to parents (which has been found to contribute to barriers to participation) and; 2) lack of teacher education programs that address parental involvement (Kahn, 1996). Before outlining the development and outcomes of this particular study, the word parent needs to be defined. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.020 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".