Validation Study of the Family Involvement Questionnaire–Elementary Version With Families in Belize

The purpose of this study was to examine the factor structure of the Family Involvement Questionnaire–Elementary Version with families in Belize. Participants were 185 primary caregivers of children in primary education settings in Belize. Caregivers were given the Family Involvement Questionnaire–Elementary Version to measure their educational involvement in their children’s schooling. Findings indicated the factor structure of the Family Involvement Questionnaire–Elementary Version in Belize was not congruent with the factor structures with samples from the United States and New Zealand. Exploratory factor analysis suggested a five-factor solution: (a) home-school communication, (b) home expectations and monitoring, (c) educational support, (d) school and community involvement, and (e) school attendance. In light of similar measurement studies in the literature, these data indicate that family educational involvement varies across geographic and cultural contexts. This suggests that interventions and policies to improve education outcomes via family involvement ought to consider the unique structure of families’ involvement in the educational system.

Modelos teóricos de la implicación familiar: responsabilidades compartidas entre centros educativos, familias y comunidad

RESUMENLos logros escolares y la calidad educativa que reciben los menores dependen, en gran medida, de la actuación que desarrollen los dos primeros agentes de socialización, la familia y el centro escolar. Los factores y condicionantes que operan diferencialmente en ellos para contribuir a la formación de los menores son variados y complejos. Sin embargo, la investigación evidencia que la frecuencia y calidad de las relaciones que se establezcan entre ellos contribuye a mejorar la eficacia educativa de ambos contextos y genera efectos positivos en el desarrollo integral del alumnado y en su rendimiento escolar, facilitando así la generación de capital humano y social. Este artículo incluye una revisión de algunos modelos teóricos en el estudio de la implicación educativa familiar y de las relaciones que cabe establecer entre los entre los centros escolares, las familias y las entidades comunitarias para promover esta colaboración. En concreto, se presenta: 1) Modelo Ecológico Sistémico; 2) Modelo de Esferas Superpuestas de Influencia; 3) Modelo “Syneducation”; 4) Modelo Causal y Específico de Implicación Parental; 5) Modelo Motivacional y de Conceptualización Multidimensional y 6) Modelo Bipiramidal Jerarquizado. Se concluye subrayando los beneficios de esta alianza educativa para facilitar el adecuado logro escolar de los y las estudiantes, su desarrollo integral, una convivencia más positiva en el centro y en el hogar y, por último, una mayor calidad educativa.Palabras Clave: Cooperación familia-escuela-comunidad, educación familiar, modelos teóricos, educación de calidad.Theoretical models of family educational involvement: shared responsibilities between the school, the family and the communityABSTRACTSchool achievements and the quality of education that children receive, rely heavily on the actions carried out by the first two agents of socialization, the family and the school. There are varied and complex factors and constraints affecting these two agents and, consequently, children's education. However, research shows that the frequency and quality of the relationships established between them helps improving the educational effectiveness in both contexts; thus, generating positive effects on children’s development and on their school performance. It provides, then, human and social capital. This article reviews some theoretical models on family educational involvement and on schools, families and communities collaboration. In particular, the article addresses: 1) Ecological Systems Model; (2) Overlapping Spheres of Influence Model; (3) “Syneducation” Model; 4) Causal and Specific Model of Parental Involvement; 5) Motivational and Multidimensional Construct Model, and 6) Hierarchic Bi-pyramidal Model. The article concludes underlining the benefits of schools, families and communities partnership to facilitate the proper school achievement of students, their full development, more positive coexistence both at school and at home and, finally, a greater educational quality.Keywords: Home-school Partnership, family education, conceptual/theoretical frameworks, educational quality.