School-based parent involvement policies: an international comparison study
Bibliographic record
Abstract
Parental involvement in schools can be described as parents’ interaction with schools and with their children to benefit their children's educational success. Parental involvement in schools has been shown to have a positive relationship with students’ academic performance, social-emotional competence, well-being, behaviour, and attendance. This study utilized a comparative review approach to examine international school-based parent involvement policies and framework documents from Australia, United States, Finland, Canada, New Zealand, and Hong Kong. Findings reveal a wide diversity in school-based parent involvement policies and frameworks. The authors conclude by recommending that school-based parent involvement policies include specific evidence-based strategies for supporting students’ academic performance, social-emotional competence, well-being, behaviour, and attendance throughout different stages of schooling and be inclusive of diversity within the parental community. In addition, schools should be encouraged to continually review their school-based parent involvement practices and include strategies for supporting teachers in developing the necessary skills to foster positive and supportive parental involvement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".