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Measuring Parents’ Involvement in Children’s Education

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Foundational Aspects of Family-School Partnership Research

Part of the book series: Research on Family-School Partnerships ((RFSP,volume 1))

Abstract

The goal of this chapter is to direct attention toward the issues in measuring parents’ involvement in children’s education. We review the major assessment approaches used to date, highlighting both the strengths and weaknesses of each approach. This is followed by suggestions for enhancing the measurement of parents’ involvement along three key lines. First, we make the case that more attention be given to ensuring the convergent and discriminant validity of the time and cost-efficient retrospective approach in which parents, children, or teachers report on parents’ typical involvement. Second, we outline how daily and observational approaches may be used to address important conceptual and practical questions that have not been answered. Third, we suggest assessing how parents navigate bridges, such as parent–teacher conferences, created by schools to foster parents’ involvement.

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Authors and Affiliations

  1. Psychology Department, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA

    Eva M. Pomerantz PhD & Jennifer D. Monti

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  1. Eva M. Pomerantz PhD
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  2. Jennifer D. Monti
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Correspondence to Eva M. Pomerantz PhD .

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Editors and Affiliations

  1. Nebraska Center for Research on Children Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Susan M. Sheridan

  2. Nebraska Center for Research on Children Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, Nebraska, USA

    Elizabeth Moorman Kim

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Pomerantz, E., Monti, J. (2015). Measuring Parents’ Involvement in Children’s Education. In: Sheridan, S., Moorman Kim, E. (eds) Foundational Aspects of Family-School Partnership Research. Research on Family-School Partnerships, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-13838-1_4

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