본문 바로가기
KERD
논문KCI 등재

The Impact of School Climate on Parental School Involvement and Early Academic Achievement

0

조회

0

다운로드

2

인용

0

참고문헌

키워드

주제분류교육학

초록

The purposes of the study were to investigate the following: (1) what factors consist of the schoolclimate? (2) does the school climate influence parental school involvement? (3) does the school climateaffect children’s early academic achievement at kindergarten? and (4) does parental school involvementmediate the impact of the school climate on children’s early academic achievement? Data for the studywere extracted from the Early Childhood Longitudinal Study –Kindergarten Class of 1998-1999(ECLS-K), (NCES, 2004); the research focused on 10,743 children, their parents, teachers, andadministrators who participated in the study in the spring of 1999. Using structural equation modeling(SEM), results showed that the school climate that could be explained by four indicators (children’s,parents’, and teachers’ perception about teacher/school and school learning environment) contributed toparental school involvements, representing parent-school partnerships. Results also demonstrated thatparental school involvement mediated the impact of the school climate on children’s reading andmathematics achievement. Findings were discussed in relation to future research and policy-making.

Abstract

The purposes of the study were to investigate the following: (1) what factors consist of the schoolclimate? (2) does the school climate influence parental school involvement? (3) does the school climateaffect children’s early academic achievement at kindergarten? and (4) does parental school involvementmediate the impact of the school climate on children’s early academic achievement? Data for the studywere extracted from the Early Childhood Longitudinal Study –Kindergarten Class of 1998-1999(ECLS-K), (NCES, 2004); the research focused on 10,743 children, their parents, teachers, andadministrators who participated in the study in the spring of 1999. Using structural equation modeling(SEM), results showed that the school climate that could be explained by four indicators (children’s,parents’, and teachers’ perception about teacher/school and school learning environment) contributed toparental school involvements, representing parent-school partnerships. Results also demonstrated thatparental school involvement mediated the impact of the school climate on children’s reading andmathematics achievement. Findings were discussed in relation to future research and policy-making.

참고문헌 (50)

  1. Anders, Y., "Home and preschool learning environments and their relations to the development of early numeracy skills", Early Childhood Research Quarterly, 27(2), pp.231~244 (2012)
  2. Arnold, D. H., "Parent involvement in preschool : Predictors and the relation of involvement to preliteracy development", School of Psychology Review, 37(1), pp.74~90 (2008)
  3. Bronfenbrenner, U., "The ecology of human development : Experiments by nature and design" (1986), Harvard University Press
  4. Brophy-Herb, H. E., "Preschoolers' social competence : Relations to family characteristics, teacher behaviors and classroom climate", Journal of Applied Developmental Psychology, 28(2), pp.134~148 (2007)
  5. Bulotsky-Shearer, R. J., "National profiles of classroom quality and family involvement : A multilevel examination of proximal influences on Head Start children’s school readiness", Early Childhood Research Quarterly, 27(4), pp.627~639 (2012)
  6. Castro, D., "Parent involvement in Head Start programs : The role of parent, teacher, and classroom characteristics", Early Childhood Research Quarterly, 19(3), pp.413~430 (2004)
  7. Cohen, J., "Social, emotional, ethical, and academic education : Creating a climate for learning, participation in democracy, and well-being", Harvard Educational Review, 76(2), pp.201~237 (2006)
  8. Cohen, J., "School climate : research, policy, practice, and teacher education", Teachers College Record Volume, 111(1), pp.180~213 (2009)
  9. Connor, C. M., "Teacher qualifications, classroom practices, family characteristics, and preschool experience : Complex effects on first graders’ vocabulary and early reading outcomes", Journal of School Psychology, 43(4), pp.342~375 (2005)
  10. Dixon, S. R., "A study of parental involvement and school climate : Perspective from the middle school", 박사, pp.2008
  11. Epstein, J. L., "Family-school links: How do they affect educational outcomes?", pp.209~246 (1996), Erlbaum
  12. Epstein, J. L., "School, family, and community partnerships: Preparing educators and improving schools (2nd ed.)" (2011), Westview Press
  13. Epstein, J. L., "Handbook of parenting: Practical Issues in parenting (vol. 5)", pp.407~437 (2002), Erlbaum
  14. Epstein, J. L., "Handbook for research in education: Engaging ideas and enriching inquiry", pp.117~138 (2006), Sage
  15. Fantuzzo, J., "Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, lowincome children", School Psychology Review, 33(4), pp.467~480 (2004)
  16. Field, A., "Discovering statistics using SPSS(2nded)" (2005), Sage
  17. Galindo, C., "School and home connections and children’s kindergarten achievement gains : The mediating role of family involvement", Early Childhood Research Quarterly, 27(1), pp.90~103 (2012)
  18. Glueck, C. L., "Examining congruence within school-family partnerships : definition, importance, and current measurement approaches", Psychology in the Schools, 51(3), pp.296~315 (2014)
  19. Grant, K. B., "Home, school, and community collaboration : culturally responsive family involvement" (2010), Sage
  20. Grolnick, W. S., "Predictors of parent involvement in children’s schooling", Journal of Educational Psychology, 89(3), pp.538~548 (1997)
  21. Hill, N. E., "Parental school involvement and children’s academic achievement : Programmatic and issues", Current Directions in Psychological Science, 13(4), pp.161~164 (2004)
  22. Hindman, A. H., "Ecological contexts and early learning : Contributions of child, family, and classroom factors during Head Start, to literacy and mathematics growth through first grade", Early Childhood Research Quarterly, 25(2), pp.235~250 (2010)
  23. Hong, S., "Direct and indirect longitudinal effects of parental involvement on student achievement : Second-order latent growth modeling across ethnic groups", Journal of Educational Psychology, 97(1), pp.32~42 (2005)
  24. Hoover-Dempsey, K. V., "Parent involvement : Contributions of teacher efficacy, school socioeconomic status, and other school characteristics", American Educational Research Journal, 24(3), pp.417~435 (1987)
  25. Hoover-Dempsey, K. V., "Parental involvement in children’s education : why does it make a difference?", Teachers College of Record, 97(2), pp.310~331 (1995)
  26. Hoover-Dempsey, K. V., "Why do parents become involved in their children’s education?", Review of Educational Research, 67(1), pp.3~42 (1997)
  27. Howes, C., "Children’s experiences in center-based child care as a function of teacher background and adult : child ratio", Merrill-Palmer Quarterly, 43(3), pp.404~425 (1997)
  28. Kline, B., "Principles and practice of structural equation modeling(2nd ed.)" (2005), Guilford Press
  29. Kreider, H., "Getting parents"ready"for kindergarten : the role of early childhood education" (2002), Harvard Family Research Project
  30. Marcon, R. A., "Positive relationships between parent school involvement and public school inner-city preschoolers’ development and academic performance", School Psychology Review, 28(3), pp.395~412 (1999)
  31. McBride, B. A., "An examination of family-school partnership initiatives in rural prekindergarten programs", Early Education & Development, 13(1), pp.107~127 (2002)
  32. Miedel, W. T., "Parent involvement in early intervention for disadvantaged children : Does it matter?", Journal of School Psychology, 37(4), pp.379~402 (1999)
  33. Muthén, L. K., "Mplus" (2010), Muthén and Muthén
  34. National Center for Education Statistics., "ECLS-K, Base Year Public-Use Data File, Kindergarten Class of 1998-99: Data Files and Electronic Code Book (Child, Teacher, School Files), and User’s Manual (CD-ROM), (NCES 2001-029 rev)", National Center for Education Statistics, ~ (2004)
  35. "No Child Left Behind Act of 2001, Pub. L. NO. 117-110, 115 Stat. 1425"[URL]
  36. Palermo, F., "Preschoolers’ academic readiness : What role does the teacher-child relationship play?", Early Childhood Research Quarterly, 22(4), pp.407~422 (2007)
  37. Powell, D. R., "How schools support families : critical policy tensions", The Elementary School Journal, 91(3), pp.307~319 (1991)
  38. Powell, D. R., "Parent-school relationships and children’s academic and social outcomes in public school pre-kindergarten", Journal of School Psychology, 48(4), pp.269~292 (2010)
  39. Reschly, A. L., "Moving from “Context Matters” to engaged partnerships with families", Journal of Educational and Psychological Consultation, 22(1-2), pp.62~78 (2012)
  40. Rimm-Kaufman, S. E., "Patterns of family-school contact in preschool and kindergarten", School Psychology Review, 28(3), pp.426~438 (1999)
  41. Rimm-Kaufman, S. E., "Family-school communication in preschool and kindergarten in the context of a relationship-enhancing intervention", Early Education & Development, 16(3), pp.287~316 (2005)
  42. Rimm-Kaufman, S. E., "Teacher-related family involvement and children’s social and academic outcomes in kindergarten", Early Education & Development, 14(2), pp.179~198 (2003)
  43. Schueler, B. E., "Measuring parent perceptions of school climate", Psychological Assessment, 26(1), pp.314~320 (2014)
  44. Sheldon, S. B., "Not just numbers : Creating a partnership climate to improve math proficiency in schools", Leadership and Policy in Schools, 9, pp.27~48 (2010)
  45. Snow, C. E., "Unfulfilled Expectations : Home and school influences on literacy" (1991), Harvard University Press
  46. U.S. Department of Education., "Race to the Top Program Executive Summary" (2009), U.S. Department of Education
  47. Waanders, C., "Parent characteristics, economic stress and neighborhood context as predictors of parent involvement in preschool children’s education", Journal of School Psychology, 45(6), pp.619~636 (2007)
  48. Walker, J., "21st century education: A reference handbook", pp.II382~II392 (2008), Sage
  49. Walker, J., "Parental involvement : model revision through scale development", The Elementary School Journal, 106(2), pp.85~104 (2005)
  50. Weiland, C., "Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program", Early Childhood Research Quarterly, 28(2), pp.199~209 (2013)

관련 논문AI추천

이 간행물의 다른 논문 (6건)