The Effects of School Size on Parental Involvement and Social Capital: Evidence from the ELS: 2002

2006 ◽  
Vol 2006 (1) ◽  
pp. 77-97 ◽  
Author(s):  
Thomas S. (Thomas Sean) Dee ◽  
Wei. Ha ◽  
Brian Aaron. Jacob
Keyword(s):  
Social Capital ◽  
Parental Involvement ◽  
School Size ◽  
Els 2002

School Size, Social Capital, and Student Victimization

2010 ◽  
Vol 84 (1) ◽  
pp. 69-89 ◽  
Author(s):  
Denise C. Gottfredson ◽  
Stephanie M. DiPietro
Keyword(s):  
Social Capital ◽  
School Size ◽  
Student Victimization

scholarly journals Factors of Performance of Secondary Schools in Science, Mathematics and English

2019 ◽  
pp. 1-23
Author(s):  
Jem Boy B. Cabrella ◽  
Marilou D. Junsay
Keyword(s):  
Parental Involvement ◽  
Classroom Management ◽  
Educational Attainment ◽  
School Size ◽  
Family Background ◽  
Empirical Models ◽  
School Type ◽  
Length Of Service ◽  
School Based ◽  
Attitude And Motivation

This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

scholarly journals Parental Involvement in Students' English Writing Competence: A Model at Chinese Junior Middle School

2019 ◽  
Vol 11 (1) ◽  
pp. 41
Author(s):  
Hongqiong Sun ◽  
Sorabud Rungrojsuwan
Keyword(s):  
Middle School ◽  
Social Capital ◽  
Human Capital ◽  
Parental Involvement ◽  
Chinese Culture ◽  
Qualitative Interviews ◽  
Physical Capital ◽  
Learning Context ◽  
English Writing ◽  
Writing Competence

This paper provides an in-depth research into parental involvement at Chinese urban Junior Middle School. Parental involvement plays a substantial role in developing student’s English writing competence as long as parents are fully aware of skills of parental involvement. The present study constructs the model of parental involvement in terms of helping students’ English writing at Junior Middle School by qualitative interviews and documentation based on Brown’s parental formula in Chinese English learning context. Physical capital, together social capital and human capital will predict students’ English writing competence. The model demonstrates what may be included in Chinese parents’ physical capital, social capital and human capital in detail. However, the model is constructed from the perspectives of English writing in Chinese culture, hence it might be a good hint for parental involvement in Asian context.

scholarly journals Generational status, social capital and family engagement in immigrant families

2021 ◽  
Author(s):  
◽  
Jinmyung Choi
Keyword(s):  
Social Capital ◽  
Structural Equation ◽  
Immigrant Families ◽  
Family Engagement ◽  
Generational Status ◽  
Equation Modeling ◽  
School Based ◽  
Els 2002 ◽  
Home And School ◽  
Immigrant Generations

This study highlighted the importance of social capital in understanding the disparity in family engagement across immigrant generations. Using the national representative data, the ELS:2002, confirmatory factor analysis (CFA) and structural equation modeling (SEM) was used to examine the relationships among generational status, social capital, and home- and school-based family engagement. The results suggested that social capital played an important role in immigrant home- and schoolbased family engagement. The findings of specific pathways through social capital in and outside the family to home- and school-based family engagement might make a tangible contribution to understanding of family engagement and immigrant generations. Further, the present research suggested that immigrant families were not only constrained from participating in their children's education, but also had their own strengths for family engagement such as positive expectations for and extensive communications with their children.

scholarly journals Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment

2019 ◽  
Vol 3 (3) ◽  
pp. 1-33
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Parental Involvement ◽  
Postsecondary Education ◽  
Native English Speakers ◽  
English Speakers ◽  
Sociocultural Factors ◽  
Policy Makers ◽  
Postsecondary Enrollment ◽  
Enrollment Rates ◽  
Els 2002 ◽  
Multilevel Logistic Regression Model

While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.

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