Parental Engagement and Classroom Management

Unlocking the Potential of Family–School Interactions and Relationships

Authored by: Joan M. T. Walker , Kathleen V. Hoover-Dempsey

Handbook of Classroom Management

Print publication date:  September  2014
Online publication date:  September  2014

Print ISBN: 9780415660051
eBook ISBN: 9780203074114
Adobe ISBN: 9781135106843

10.4324/9780203074114.ch24

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Abstract

Our central thesis in this chapter is that parents’ active engagement in their students’ school learning is important because it can make teachers’ classroom management and instruction more effective. Parent engagement has been positively related to achievement across grade levels and ethnic groups (e.g., Wilder, 2014), and research demonstrates that when teachers and parents work together, student learning and engagement are enhanced (Christenson & Reschly, 2010; Henderson, Mapp, Johnson & Davies, 2007; Hill & Chao, 2009; Hughes & Kwok, 2007). Exactly how parents and teachers contribute to student learning outcomes remains unclear. This leads to our second purpose in writing this chapter—identifying the mechanisms or “active ingredients” of parents’ and teachers’ interactions with students and with one another. Understanding how and why these dyadic relationships function is essential to promoting effective teaching and parenting practice and school improvement.

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