External Influences - Home

 This study explored student achievement in a K-12, full-time, online learning environment and the effect parents had on student success.

The functional family therapy approach described in this book, a synthesis of interpersonal, behavioral, and systems orientations, represents a new evolutionary step in the treatment of families. The goal of this book is to provide a clear description of the procedures and structure necessary for the successful practice of family therapy. 

In response to the continuing gun violence in American schools, an interdisciplinary group of 19 scholars are proposing an eight-point plan to prevent future tragedies that have become common place in the nation. This one-page position statement proposes a public health approach to protecting children as well as adults from gun violence involves three levels of prevention: (1) universal approaches promoting safety and well-being for everyone; (2) practices for reducing risk and promoting protective factors for persons experiencing difficulties; and (3) interventions for individuals where violence is present or appears imminent.

The purpose of this study is to investigate the role of familial participation in student's achievement in K-12 virtual schools.

Researchers have hypothesized that parental engagement is even more critical when online students learn from home, but few researchers have examined parents’ engagement behavior—especially parents of adolescent learners. In this case study, we addressed this gap using parent and student interviews at a full-time online charter school.

This review collates and examines critically a theoretically convergent but widely dispersed body of research on the influence of external environments on the functioning of families as contexts of human development.

While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental challenges. 

This paper advances the discussion of the achievements differences between the higher and lower social-class groups were increasing, particularly between children in the highest income group and everyone else issue by analyzing trends in the influence of race/ethnicity, social class, and gender on students’ academic performance in the United States. This paper also explores the ways in which English language ability relates to Hispanics’ and Asian Americans’ academic performance over time (Nores and Barnett 2014). 

Few issues engender stronger opinions in the American population than education, and the number and complexity of issues continue to grow.  The annual Education Next Survey of Public Opinion examines the opinions of parents and teachers across a wide range of topic areas such as: student performance, common core curriculum, charter schools, school choice, teacher salaries, school spending, school reform, etc.  The 12^thAnnual Survey was completed in May, 2018.

This guide provides a description of RTI specifically designed for parents of students with Learning disabilities.

This mixed-methods study investigates student achievement in the full-time, online learning environment and the effect parents have on student success.

To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.

The authors examine whether social capital created at home and at school has differing effects on child academic achievement. They hypothesize that children derive social capital from both their families and their schools and that capital from each context promotes achievement.

Student's eligibility fro free or reduced-price lunch us a blunt measure fro economic disadvantage. This research use administrative data from Michigan to develop a more detailed measure of economic disadvantage. The data contain information on the entire population of students in the Michigan public schools. The results imply that the number of years that a child spends eligible for subsidized meals can be used to proxy for household income. 

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

This chapter discusses a solution-oriented and incremental approach to solving major social
problems.

This article reviews recent studies of family preservation and related family-strengthening programs, estimates the effect sizes of outcomes in studies with control or comparison conditions, and discusses the status of research on family preservation services.

This meta-analysis of 68 studies (770 effect sizes) used random effects models to examine whether children's achievement differed depending on whether their mothers were employed.

An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth.

This book presents the results of longitudinal studies in Canada and the United States that looked into the relationship between home environment and early cognitive development.

Policymakers and school administrators have embraced value-added models of teacher effectiveness as tools for educational improvement. Teacher value-added estimates may be viewed as complicated scores. This Paper examines the use of value-added modeling as a tool to identify effective teachers from ineffective instructors.

Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment.

This study measured the likelihood of youth incarceration among adolescent males from father-absent households, using data from the National Longitudinal Survey of Youth (N 5 34,031 person-years).

In this study, researchers studied the ways in which daily exchanges between a parent and child shape language and vocabulary development. After four years these differences in parent-child interactions produced significant discrepancies in not only children’s knowledge, but also their skills and experiences with children from high-income families being exposed to 30 million more words than children from families on welfare.

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Noting that the evidence of families' influence on their children's school achievement is consistent, positive, and convincing, this report examines research on parent and community involvement and its impact on student achievement.

This updated and substantially expanded edition reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom.

The survey was conducted in May 2020. While this was early in the Covid-19 pandemic, unemployment was already 14.7%, the economy in recession, and the schools were shutdown.  This survey provides one of the first opportunities to evaluate the public’s views on education in this context

To determine the adequacy of evaluations of family preservation services (FPS), which are designed to support families and prevent out-of-home placements of children at risk of abuse or neglect, and to assess the effectiveness of FPS at reducing out-of-home placements of children

The authors outline some of the mechanisms through which parental school involvement affects achievement and identify how patterns and amounts of involvement vary across cultural, economic, and community contexts and across developmental levels. Then propose the next steps for research. 

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Great Myths of Child Development reveals the latest evidence–based science behind the myths and misconceptions about the developing child. The book challenges the most commonly held child development myths. It provides the best available evidence science behind such topical issues as sugar and behavior, antidepressants impact on children, childhood vaccines, spankings, time–out, and children crying before bedtime.

This systematic search of educational, psychological, and sociological literature found 18 studies of 5,831 school-aged students on the correlation of home environment and learning in eight countries over a 19-year period were selected.

Here, Alan E. Kazdin brings together the conceptual and empirical bases underlying PMT with discussions of background, principles, and concepts, supplemented with concrete examples of the ways therapists should interact with parents and children.

This analysis examines the influence of poverty on student reading performance across grade levels.

This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. 

This paper provides an overview of parental involvement in traditional education, discusses its role in K-12 virtual schooling, and describes a study that validates a parental involvement assessment with a virtual school population.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

This book by psychologist Walter Mischel examines delayed gratification through his seminal work known as the �marshmallow test’ and how this factor has been shown to be a reliable predictor of one having a successful life, predicting higher SAT scores, better social and cognitive functioning, a healthier lifestyle and a greater sense of self-worth.

This book provides essential information to better understand and improve the nature and quality of school and family partnerships for the benefit of all children

This study investigated the gap in math and science achievement of third-and fourth-graders who live with a single parent versus those who live with two parents in 11 countries.

Six studies containing data obtained from over 1 million students in elementary, intermediate, and high school were meta-analyzed to examine the relationship between amount of television viewing and educational achievement.

The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that the strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly through residential and school segregation patterns.

This booklet focuses on parents—the child’s first and most powerful teachers.

This study examined the school-level effects on tested student achievement in 129 high poverty elementary schools that implemented a common set of comprehensive parent engagement strategies over a 2-year period. 

This meta-analysis looked at socioeconomic status and race statistics to determine whether there were relationships among socioeconomic status, race, and fathers absence from the home. The results of the meta-analysis appear to indicate that father-absence effects are independent of socioeconomic status or race.

This chapter has two broad goals. The first is to acquaint researchers engaged in the emergent family intervention science and treatment development paradigms with a mental health services research perspective. The second is to describe multisystemic therapy as an example of the interface between treatment and services research.

This study examined relations between therapist, caregiver, and youth characteristics and therapist adherence to multisystemic therapy (MST). 

This study evaluated the impact of intensive behavioral treatment on the development of young autistic children.

This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The results showed a medium to strong SES–achievement relation.

This research looked at test score gaps for a range of populations: between boys and girls; between black, white, and Hispanic children; between the children and the mother’s education; between children in poor and nonpoor families; and the gaps between high-poverty and low-poverty schools. They wanted to know whether gaps grow faster during summer or the school year. They were unable to answer this question as the results were inconclusive. Although, von Hippel and Hamrock did find the total gap in performance from kindergarten to eighth grade, is substantially smaller than the gap that exists at the time children enter school. The conclusion is that gaps happen mostly in the first five years of life. study suggests students who are behind peers at the time they enter kindergarten should receive early remedial instruction as the most efficacious way to improve overall performance.

The chapters in this book deal with areas of expertise that most students will need. For example, self-determination skills, functional academics, transportation, home and community living, as well as work preparation and socialization.

This meta-analysis of almost 200 studies that considered the relation between SES and academic achievement were examined. Results indicated that as SES is typically defined (income, education, and/or occupation of household heads) and typically used (individuals as the unit of analysis), SES is only weakly correlated (r = .22) with academic achievement.