Home Parenting

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

A case study in program development and refinement is presented. We describe the
Teaching-Family model and its history, the original research goal of developing a community-
based program that was more humane, more effective in teaching communityliving skills,
and less expensive than the traditional large state institutions prevalent when we began. 

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. 

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

This review examines the relationship between parental involvement and student academic achievement. The definition of parental involvement isn’t always clear and encompasses a wide range of parental interventions and involvement in a child’s education. Two types of parental involvement are generally examined in the available research: home-based strategies, such as providing structure and support for learning and education at home, and school-based strategies, such as communicating with teachers and attending school events.The strongest associations with improved student performance across all grades were parental expectations and aspirations. The review also concluded that parental involvement and academic achievement do not diminish as children grow into young adulthood. What does change is how parents engage with their child over time; direct involvement in learning diminishes, but the value of fostering conditions for academic success increases. Parents seem to affect their children’s academic outcomes by setting high academic expectations and by creating, in ways not considered intrusive or controlling, a comfortable space for the children to develop their own academic motivations. The review also found that the benefits of school-based involvement by parents are not strong or produce mixed results.

The author shares nine teachable competencies that can serve as a principal's guide for empathy education. This paper will help answer which practices enhance empathy and how will principals know if teachers are implementing them effectively. 

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. 

The authors discuss the emergence of the evidence-based practice movement and the challenges of integrating what we know from scientific research into daily practice with children and families.

The authors conducted a preliminary analysis of maintaining variables for children with conduct disorders in an outpatient clinic. The assessment focused on appropriate child behavior and was conducted to formulate hypotheses regarding maintaining contingencies. 

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.

Presents some of the current best practices in services for children and their families, as well as in the research and evaluation of these services. 

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

This article presents the Fidelity of Implementation Rating System (FIMP), an observation-based measure assessing competent adherence to the Oregon model of Parent Management Training (PMTO). 

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.

CASL's general goal is to identify instructional practices that accelerate the learning of K-3 children with disabilities. A specific goal is to identify and understand the nature of nonresponsiveness to generally effective instruction. 

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.

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.

Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.

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.

The present study examined the effectiveness of two different school-home notes for increasing academic productivity and appropriate classroom behavior in five inattentive children.

In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools. 

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 article describes early aspects of the nationwide implementation of an evidence‐based program (EBP) in Norway and the design for studying program fidelity over time. 

This guide for parents outlines what they need to know about the legislation.

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.

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). 

The Bi-annual Kids & Family Reading Report on the attitudes of children and parents toward reading was released in early January 2016. The latest research touches on reading aloud to children of all ages, the impact of reading independently for fun at school and at home, the importance of frequent reading, and the books children want most to read.

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

A critical review of reading programs requires objective and in-depth analysis. For these reasons, the authors offer the following recommendations and procedures for analyzing critical elements of programs.

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.

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

The COVID-19 pandemic has suddenly shifted classroom learning to the home and has required parents and other caregivers to take on the role of teacher and behavior manager. In many homes, this rapid shift in roles and a new learning environment for students has led to frustration and possible learning loss.

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.

In this article Daniel Willingham tackles the issue of sleep and its impact on learning. This piece examines the available evidence-base on the topic in order to better inform parents and students of the impact of inadequate sleep on academic performance. The typical impact is not devastating, but it is real and the aftermath of cumulative loss of sleep is negative.