{"id":12025,"date":"2022-07-05T02:13:18","date_gmt":"2022-07-05T02:13:18","guid":{"rendered":"https:\/\/www.booksofall.com\/cn\/?post_type=product&p=12025"},"modified":"2022-07-06T08:26:29","modified_gmt":"2022-07-06T08:26:29","slug":"parents-and-learning","status":"publish","type":"product","link":"https:\/\/www.booksofall.com\/cn\/parents-and-learning\/","title":{"rendered":"Parents And Learning"},"content":{"rendered":"

This booklet concerns what parents can do to help <\/span>their children do well in school. It has been prepared for <\/span>inclusion in the Educational Practices Series developed<\/span>
by the International Academy of Education<\/a> and <\/span>distributed by the International Bureau of Education and <\/a><\/span>the Academy<\/a>. One mission of the International Academy<\/span>
of Education is to foster scholarly excellence in all fields <\/span>of education. As part of this mission, the Academy <\/span>provides timely syntheses of research on educational<\/span>
topics of international importance. This booklet focuses <\/span>on parents\u2014the child\u2019s first and most powerful teachers. <\/span>The author is Sam Redding<\/a>, who is the executive director <\/span>of the Academic Development Institute and executive <\/span>editor of the<\/span> School Community Journal<\/span>. Dr. Redding is <\/span>also a senior research associate of the Laboratory for <\/span>Student Success at Temple University, Philadelphia. <\/span>His writing includes research on families, schools, and <\/span>communities, as well as practical curricula for parent <\/span>education programs and leadership manuals for site-<\/span>based teams. He received the Ben Hubbard Leadership <\/span>Award for service to public education from Illinois <\/span>State University, where he received his doctorate. The <\/span>academy is grateful to Dr. Redding for planning, drafting <\/span>and revising this booklet. Dr. Redding wishes to thank <\/span>Erik De Corte, Young-Joo Kim, and Herbert Walberg for <\/span>their comments on previous drafts of the booklet.<\/span><\/p>\n

The officers of the International Academy of Education <\/span>are aware that this booklet is based on research carried <\/span>out primarily in economically advanced countries. The <\/span>booklet, however, focuses on aspects of learning that <\/span>appear to be universal in much formal schooling and <\/span>thus seem likely to be generally applicable throughout <\/span>the world. Even so, the principles need to be assessed <\/span>with reference to local conditions, and adapted accord<\/span>ingly. In any educational setting, guidelines for practice <\/span>require sensitive and sensible application and continuing <\/span>evaluation of their effectiveness.<\/span><\/p>\n

Introduction<\/span><\/h4>\n

Everywhere there is pressure for children<\/a> to learn <\/span>more in school. The new economy demands that young <\/span>people leave school with strong abilities to read<\/a>, write,<\/span>
calculate and apply disciplined thought to the solution <\/span>of problems. Citizenship in every society requires an <\/span>understanding of the history, government, and tradition <\/span>of not only that society but of many others as well. More <\/span>and more the pursuit of individual happiness must begin <\/span>with an educated view of a complex and rapidly chang<\/span>ing world.<\/span><\/p>\n

As schools have been pressed to be more effective and <\/span>more productive, out-of-school influences on academic <\/span>learning have escalated in importance. Even where the <\/span>school day and school year have been lengthened, the <\/span>amount of time children spend in school during the first <\/span>eighteen years of their lives is small (perhaps 13% of <\/span>waking hours) compared to time spent with the family <\/span>and the broader community.<\/span><\/p>\n

Fortunately, research on the family\u2019s influence on <\/span>school learning has a substantial history, and we can <\/span>settle upon basic premises with great confidence. With<\/span>
reasonable certainty we can state that poverty may sta<\/span>tistically predict lower school performance, yet families <\/span>that provide a stimulating, language-rich, supportive <\/span>environment defy the odds of socioeconomic circum<\/span>stance. In other words, an alterable \u2018curriculum of the <\/span>home\u2019\u2014including the family\u2019s relationships, practices <\/span>and patterns of life\u2014is a more powerful predictor of aca<\/span>demic learning than the family\u2019s status. Schools can work <\/span>with families to improve the curriculum of the home, <\/span>regardless of the family\u2019s economic situation. This, then, <\/span>is a message of great hope. <\/span><\/p>\n

Research on the relationships among families who <\/span>constitute a school community leans heavily on a long <\/span>body of sociological literature on communities of all<\/span>
types. Recently, however, primarily within the past <\/span>decade, a strand of this sociological research has focused <\/span>on schools as communities, and we are arriving at a set <\/span>of understandings that may soon achieve the status of <\/span>theory.<\/span><\/p>\n

As for what schools can do to affect family behaviors <\/span>in ways that benefit children\u2019s learning, the research <\/span>trail is shorter and less conclusive. There remains a great <\/span>amount of experimentation, casting about to see what <\/span>works. Some initiatives have, in fact, worked, and we <\/span>may report them, draw lessons from them, and general<\/span>ize from them. <\/span><\/p>\n

While the home\u2019s influence on academic learning is <\/a><\/span>significant<\/a>, the quality and quantity of instruction and <\/span>the child\u2019s own cognitive abilities are of equal or greater<\/span>
significance. There is a danger, then, in placing too much <\/span>emphasis (or blame) on the family\u2019s contribution to the <\/span>learning equation while forgiving weaknesses in the <\/span>school. By the same token, ignoring the gains to be made <\/span>by helping families improve the alterable curriculum of <\/span>the home limits the potential effectiveness of the school.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"