El fomento de la implicación educativa familiar en casa a través del Programa IMPLICA2evaluación de resultados
- Godás, Agustín 1
- García-Álvarez, Jesús 1
- Castelo Veiga, Noemí 1
-
1
Universidade de Santiago de Compostela
info
ISSN: 2386-7418
Datum der Publikation: 2022
Titel der Ausgabe: Selected Papers del XVI Congreso Internacional Gallego-Portugués de Psicopedagogía
Ausgabe: 9
Nummer: 0
Seiten: 90-102
Art: Artikel
Andere Publikationen in: Revista de estudios e investigación en psicología y educación
Zusammenfassung
In this research the program IMPLICA2 has been implemented (in four sessions for a month of the academic year 2019-2020) towards the families with children studying 5º and 6º of Primary Education in the Autonomous Community of Galicia. The activities were carried out in four educational centers with the participation of 253 families organized into four groups to accomplish the requirements established in the design of four groups of Solomon (1949). Once the four sessions were implemented, the evaluation of this process was made by the research team and the families. Then, the assessment of results was made following the originally planned design and looking for the interactive links between variables and the structures of relationships which abolish the partnerships between some of them (Alvira Martín, 2002), taking into account, for the latter, the positive impact that the program would have on the elements which determine the family decision of getting involved, according the established by the Hoover-Dempsey and Sandler model (1995). The results allow us to establish that the program shows different effects on the parents regarding the aspects related to the focus of responsibility on the education of children (family, school or family and school), the orientation of the family goals towards learning and/or academic achievement and the perception of effectiveness when they help their children with homework.
Bibliographische Referenzen
- Alvira Martín, F. (2002). Metodología de la evaluación de programas. Centro de Investigaciones Sociológicas.
- Blasco, J. (2018). ¿Los programas para fomentar la implicación parental en la educación sirven para mejorar el rendimiento escolar? Fundació Jaume Bofill, 1-30.
- Campbell, D., y Stanley, J. (1980). Diseños experimentales y cuasi-experimentales en la investigación social. Amorrortu Editores.
- Chen, H. T. (2005). Practical program evaluation. Assessing and improving planning, implementation and effectiveness. Sage Publications.
- Cook, T. D., & Campbell, D. (1979). Quasi-experimentation. Rand McNally.
- Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433-479. https://doi.org/10.3102/00346543072003433
- EEF. (2020). Parental engagement. Teaching & Learming Toolkit. 16th April. https://educationendowmentfoundation.org.uk
- Epstein, J. L. (2010). School/family/community partnership: caring for the children we share. Phi Delta Kappan, 92(3), 81-96. https://doi.org/10.1177/003172171009200326
- Epstein, J. L. (2001). School, family, and community partnerships. Westview Press.
- Epstein, J. L., & Sheldon, S. B. (2019). The importance of evaluating programs of school, family and community partnerships. Aula Abierta, 48(1), 31-42. https://doi.org/10.17811/rifie.48.1.2019.31-42
- Fernández, E., y Godás, A. (Eds.). (2021a). Cuaderno de familias. Implicación familiar y rendimiento académico en educación primaria. La efectividad de un programa para padres y madres. Servicio de Publicaciones de la Universidade de Santiago de Compostela. https://doi.org/10.15304/im.2021.1379
- Fernández, E., y Godás, A. (Eds.). (2021b). Guía de implementación. Implicación familiar y rendimiento académico en educación primaria. La efectividad de un programa para padres y madres. Servicio de Publicaciones de la Universidade de Santiago de Compostela. https://doi.org/10.15304/im.2021.1366
- Galindo, C., & Sheldon, S. B. (2012). School and home connections and children´s kindergarten achievement gains: the mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90-103. https://doi.org/10.1016/j.ecresq.2011.05.004
- Hoover-Dempsey, K., & Sandler, H. (1995). Parent involvement in children´s education: why does it make a difference? Teacher´s College Record, 97, 310-331.
- Jeynes, W. (2010). The salience of the subttle aspects of parental involvement and encouraging that involvement: implications for school-based programs. Teachers College Record, 112(3), 747-774.
- Jeynes, W. (2012). A meta-analysis of the the efficacy of different types of parental involvement programs for urban students. Urban Education, 47(4), 706-742. https://doi.org/10.1177/0042085912445643
- Kim, E. M., Sheridan, S. M., Kwon, K., & Koziol, N. (2013). Parent beliefs and children´s social-behavioral functioning: the mediating role of parent-teacher relationships. Journal of School Psychology, 51(2), 175-185. https://doi.org/10.1016/j.jsp.2013.01.003
- Mattingly, D., Prislin, R., McKenzie, T., Rodríguez, J., & Kayzar, B. (2002). Evaluating evaluations: the case of parent involvement programs. Review of Educational Research, 72(4), 549-576. https://doi.org/10.3102/00346543072004549
- Mertens, D. M. (1997). Research Methods in Education and Psychology. Sage Publications Inc.
- Park, S., & Holloway, S. (2018). Parental involvement in adolescent´s education: an examination of the interplay among school factors, parental role construction, and family income. School Community Journal, 28(1), 9-36.
- Park, S., & Holloway, S. D. (2013). No parent left behind: predicting parental involvement in adolescent´s education within a socio-demographically diverse population. The Journal of Educational Research, 106(2), 105-119. https://doi.org/10.1080/00220671.2012.667012
- Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: a research synthesis. Review of Educational Research, 78(4), 1039-1101. https://doi.org/10.3102/0034654308325185
- Sheldon, S. B. (2005). Testing a structural equation model of partnership program implementation and parent involvement. The Elementary School Journal, 106(2), 171-187. https://doi.org/10.1086/499197
- Sheldon, S. B., & Van Voorhis, F. L. (2004). Partnership programs in U.S. schools: their development and relationship to family involvement outcomes. School Effectiveness and School Improvement, 15(2), 125-148. https://doi.org/10.1076/sesi.15.2.125.30434
- Semke, C. A., Garbacz, S. A., Kwon, K., Sheridan, S. M., & Woods, K. E. (2010). Family involvement for children with disruptive behaviors: the role of parenting stress and motivational beliefs. Journal of School Psychology, 48(4), 293-312. https://doi.org/10.1016/j.jsp.2010.04.001
- Sénéchal, M., & Young, L. (2008). The effect of family literacy interventions on children´s acquisition of Reading from kindergarten to grade 3: a meta-analytic review. Review of Educational Research, 78(4), 880-907. https://doi.org/10.3102/0034654308320319
- Solomon, R. L. (1949). An extension of control group design. Psychological Bulletin, 46(2), 137-150. https://doi.org/10.1037/h0062958
- Van-Streensel, R., McElvany, N., Kurvers, J., & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69-96. https://doi.org/10.3102/0034654310388819
- Whitaker, M., & Hoover-Dempsey, K. (2013). School influences on parent´s role beliefs. The Elementary School Journal, 114(1), 73-99. https://doi.org/10.1086/671061