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Family Involvement Literature Review Appendix Table A.2 Studies of Family Involvement in Math Activities and Math and Social-Emotional Outcomes (N = 43) NOTES: Kinds of parental involvement (PI) measured in the study: LH = learning activities at home; P = supportive parenting; FIS = family involvement in school; C = composite measure of involvement at home and at school. *An asterisk in the leftmost column indicates that the study measured a social-emotional outcome. d = report of effect size; b = unstandardized beta coefficient; β = standardized beta coefficient; PI = parent involvement; PK = prekindergarten: ages 3 to 5; K = kindergarten. Studies of Preschool Children (9 Studies) Form of Parental Involvement Citation Age of Sample / Study Design Type of Study / Number in Sample (N) Cognitive/Socio-Emotional/Behavioral Outcome Overall / Other Results Home learning environment LH Blevins-Knabe, B., Austin, A. B., Musun, L., Eddy, A., and Jones, R. M. (2000). Family home care providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165(1), 41- 58. PK Not longitudinal Correlation N = 64 children, 54 parents Majority were European- American Study examined whether the reported activities of parents and family daycare providers predicted children’s mathematics skills (Test of Early Mathematics Ability [TEMA]‐2). The frequency of math activities reported by parents or family daycare providers was not significantly correlated with children’s mathematics achievement scores in either age group. Parents and family daycare providers tend to report similar frequencies for engaging children in math activities. The frequency of math activities reported by parents and family daycare providers, however, was unrelated to children’s math scores. Home learning environment LH Huntsinger, C. S., Jose, P. E., Liaw, F. R., and Ching, W. D. (1997). Cultural PK to K Not longitudinal N = 120 European- American, Study scored parent-reported mathematics teaching methods on a 3-point scale from 1 (informal, indirect, spontaneous, and play-oriented) to 3 (formal, direct, regular, and work oriented) and examined their Chinese-American parents and (to a lesser degree) Taiwan-Chinese parents used more formal Appendix Table A.2 127
Form of Parental Involvement Citation differences in early mathematics learning: A comparison of Euro- American, Chinese- American, and Taiwan-Chinese families. International Journal of Behavioral Development, 21(2), 371-388. Age of Sample / Study Design Hierarchical multiple regression MANOVA Type of Study / Number in Sample (N) Cognitive/Socio-Emotional/Behavioral Outcome Overall / Other Results Chinese- American, Taiwan-Chinese High SES relation to children’s mathematics knowledge (TEMA-2) and maturity of numeral formation. Controlling for child age and ethnicity, parent math attitudes, parent child-specific math beliefs, and parent work-oriented practices positively predicted TEMA-2 scores (β = 0.23**) significantly and maturity of numeral formation (β = 0.17; p = < 0.06) at a trend level. teaching with their children, and their children spent more time practicing math. Children who received more formal teaching and who spent more time in practice had higher math scores and more mature written numerals. Home learning environment LH Huntsinger, C. S., Jose, P. E., Larson, S. L., Krieg, D. B., and Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92(4), 745-760. PK to K Longitudinal Hierarchical multiple regression N = 80 children and families 40 European- American, 40 Chinese- American Middle-class Study examined parental practices (for example, work-oriented math methods) and parental beliefs as predictors of children’s math scores on the Sequential Assessment of Mathematics Inventories (SAMI) in grades 1-2 and grades 3-4. Parent’s work-oriented math methods (β = 0.20) and parental beliefs (β = 0.20) in preschool or kindergarten positively predicted math scores in grades 3-4 but not in grades 1-2. Parental practices at an early age influence children’s mathematics achievement 4 years later. Home learning environment, supportive parenting, curriculum- Noble, K. G., Duch, H., Darvique, M. E., Grundleger, A., Rodriguez, C., and Landers, C. (2012). PK Longitudinal, intervention, randomized N = 56 95% Hispanic or Latino, 91% speaking Intervention (small pilot) study that tested the effect of the Getting Ready for School (GRS) program on preschoolers’ math (Woodcock-Johnson Applied Problems and Quantitative Concepts subscales) and literacy (Woodcock-Johnson Letter-Word Targeted intervention that actively involves parents has potential to improve children’s math skills over and above Appendix Table A.2 128
Page 1:
Frances L. Van Voorhis Michelle F.
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This literature review is being fun
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Overview List of Exhibits Preface A
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Box 3.3 Feature Study: Nonintervent
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Acknowledgments This literature rev
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lies’ engagement in activities th
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Similarly, when parents and their c
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learning and development. We need m
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percent). Although family poverty l
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The intensive search for studies th
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Family Involvement Literature Revie
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There were interesting differences
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Research Findings: Reading and Lite
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A final, sizable meta-analysis expl
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Researchers found that migrant chil
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Box 2.2 Feature Study: Effects of P
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Box 2.3 Feature Studies: Parent-Chi
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et al., 2010). The study may have b
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Box 2.5 Feature Study: Effects of F
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experiences and many measures of pr
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Research Findings: Family Involveme
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Box 2.6 Feature Study: Effects of F
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• More direct family-school conta
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kindergarten, and focused on one go
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• Invite parents and children to
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Summary: School Outreach to Engage
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with student achievement and that p
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general measure of involvement at h
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Research Findings: Supportive Paren
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in grade 1 and had indirect effects
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• Preschool Bayley Mental Develop
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epertory of such studies would guid
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• Guide parents’ on learning ac
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studies) examined data over a singl
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generated more correct math respons
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teach their children math in presch
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Box 3.2 features the pilot study of
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Box 3.3 Feature Study: Nonintervent
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The nonintervention studies also co
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measure, based on teachers’ views
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evaluations by researchers and not
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which, in turn, may help improve ch
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for new research include (1) studie
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Summary and Reflections: Family Inv
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Page 102 and 103: Well-Designed, Rigorous Studies Tha
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Page 122 and 123: Form of Parental Involvement emotio
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Page 134 and 135: Form of Parental Involvement of FI
Page 136 and 137: Studies of Kindergarten and Above (
Page 138 and 139: Form of Parental Involvement LH, P,
Page 140 and 141: Form of Parental Involvement networ
Page 142 and 143: Form of Parental Involvement progra
Page 146: Form of Parental Involvement involv
Page 155 and 156: Studies of Kindergarten Children (1
Page 173 and 174: International Studies (10 Studies)
Page 179 and 180: Form of Parental Involvement Age of
Page 181 and 182: Form of Parental Involvement LH Cit
Page 186 and 187: Based on research to date, which ov
Page 188: customize its activities to meet it
Page 191 and 192: Title of Activity (Alphabetically)
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Page 196: Appendix Table B.2 (continued) Titl
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Appendix Table B.3 (continued) Titl
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Appendix C Glossary
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tionships impacting children’s ex
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nonexperimental study: a research d
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Institute of Education Sciences. (2
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Weiss, H., Caspe, M., and Lopez, M.
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*Crosnoe, R., and Cooper, C. E. (20
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McBride-Chang, C. (2012). Shared-bo
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138 in J. Flood and P. Anders (eds.
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References for Chapter 3 Family Inv
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Eccles, J. S., and Harold, R. D. (1
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Hoover-Dempsey, K. V., Walker, J. M
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National Council of Teachers of Mat
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Zellman, G., and Waterman, J. M. (1
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