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Bringing Marginalized Parents and Caregivers Into Their Children’s SchoolingAuthor(s): Dr. John Ippolito
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research on creating links between parents and schools and a list of strategies that can be used to build these relationships:

"Weak or non-existent lines of communication between homes and schools may create suspicion between teachers and parents and caregivers....[A] synthesis of the research on barriers to parental involvement provides useful insight. They identify four areas where barriers to parental involvement in education can emerge..."

This document has been viewed 1,095 times.
Does Parent Involvement Improve Student Success?Author(s): Xitao Fan; Michael Chen (2001)
This research snapshot was developed by the E-BEST team of Hamilton-Wentworth District School Board and outlines a Xitao Fan and Michael Chen's 2001 meta-analysis of parent involvement and student academic achievement. This and other summaries can also be found on the E-BEST website: http://www.hwdsb.on.ca/e-best/

This document has been viewed 1,000 times.
Fostering the Involvement of New Canadian ParentsAuthor(s): Shelley Stagg Peterson; Mary Ladky (2007)
Previous research studies suggest that several barriers to new immigrant parent involvement in their children’s schooling can exist, including: language differences (Smrekar, 1996) and differences in cultural attitudes about the value of education and the role of parents in a child’s learning (Moles, 1993).

This particular study investigated the perspectives of elementary teachers and administrators across southern Ontario on effective practices to engage new immigrant parents in their child’s schooling.

This document has been viewed 872 times.
Helping children with their schooling: A comparison of parents of children with and without Attention Deficit/Hyperactivity Disorder (ADHD)Author(s): Rogers M.A.; Wiener, J.; Marton, I; Tannock, R.
It is often reported by teachers and parents that children with Attention-Deficit/Hyperactivity Disorder (ADHD) have problems in school: they are less engaged, have lower grades, lower graduation rates and require more attention from teachers. Children with ADHD also have similar problems outside the classroom. These problems are not surprising because the symptoms associated with ADHD make learning more difficult. While there is research that describes how and why parents of children without ADHD are involved in their children’s learning, and that this involvement benefits the children, there is little information about parental involvement in the schooling of children with ADHD. This study explored parental involvement in the learning of students with ADHD.

This document has been viewed 1,181 times.
Kindergarten teachers' beliefs about students' literacy knowledge and parental involvementAuthor(s): Jacqueline Lynch (2010)
This study examined whether there were differences in kindergarten teachers' beliefs about students' print literacy
knowledge and about parental involvement in children's literacy events based on the socio-economic status (SES) of children's families.

This document has been viewed 925 times.
Parent EngagementAuthor(s): Debbie Pushor
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of parent engagement:

"A wealth of research concludes that students are more likely to be successful when their parents are
engaged in their education....In light of this evidence, meaningful relationships that enhance parents’ opportunities to make important
contributions to student learning are vital to the work of teachers."

This document has been viewed 862 times.
Poverty and Schooling: Where Mindset Meets PracticeAuthor(s): Darlene Ciuffetelli Parker (2015)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary explores how schools can address the inequities often associated with poverty and schooling.

This document has been viewed 332 times.
School-Based Family Literacy Intervention ProgramsAuthor(s): Janette Pelletier
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of school-based family literacy intervention programs:

It has long been known that what parents do in the home regarding language stimulation and literacy related activities can boost children’s language abilities and school literacy. Recent evidence has shown the power of intervention programs to help parents support their children’s developing literacy."

This document has been viewed 912 times.
Trigonometry in Grade 3?Author(s): George Gadanidis (2012)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research on creating rich math environments:

"Young students...benefit from opportunities for using imagination and sensing mathematical beauty. This monograph shares our research in this area, highlighting the ways we have engaged children
with ideas that are well beyond their grade level."

This document has been viewed 1,389 times.