Reports

Brian P. Masciadrelli
September 23, 2006

Qualitative interview data are used to explore fathers’(N = 24) perceptions of their own fathers and others as influential parental role models and associations between fathers’ role model perceptions and their involvement with their own children. In fathers’descriptions of their parental role models, three themes emerged: types of models that fathers identified as role models for them as parents, affective evaluations the fathers ascribed to the models, and content that the fathers perceived learning from the models. Highly involved fathers were more likely to cite peer parents than to specifically cite their own fathers as influential role models for them and infrequently cited their spouses as models. Low-involvement fathers more often attributed positive affective evaluations to their models than did highly involved fathers.

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Nancy E. Hill and Lorraine C. Taylor
August 1, 2004

Developing collaborations between families and schools to promote academic success has a long-standing basis in research and is the focus of numerous programs and policies. We 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. We propose next steps for research, focusing on the importance of considering students’ developmental stages, the context in which involvement takes place, and the multiple perspectives through which involvement may be assessed. Finally, we discuss enhancing involvement in diverse situations.

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Rose M. Ylimaki
June 5, 2009

Research indicates that high levels of poverty can interfere with a school’s ability to successfully improve student achievement (e.g., Rumberger & Palardy, 2005). Some of the correlates of poverty that research has associated with poor academic achievement include: poor nutrition, inadequate health services, and high rates of illiteracy and criminal behavior, which in turn can result in high rates of student transience, absence, and indiscipline.

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