He Said, She Said: How Teenagers and Their Parents View the Learning Experience
Adolescence is an intriguing stage of development filled with complex physical, cognitive, social, and emotional changes. During this stage, teenagers assert their independence from parents and develop their own opinions and ideas about a variety of issues, including school and their parents’ involvement in it. The present study examines parent and student perceptions on a broad variety of attitudes and behaviors regarding parent involvement and academic development. Participants are parents and high school students from three states who completed parallel versions of the School Community Survey. Results indicate points of divergence but also points of convergence between parents and adolescents on perceptions, attitudes, and reported behaviors. Discussion of findings and future research implications are presented.
||Parents, Adolescents, Parent Involvement, Adolescence, Perceptions
International Journal of Interdisciplinary Social Sciences, Volume 4, Issue 6, pp.83-92.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.184MB).
Professor, Department of Counseling and Special Education, DePaul University, Chicago, IL, USA
Dr. Eva Patrikakou is a professor at DePaul University where she chairs the Department of Counseling and Special Education. She is also the Director of the Special Education for Teachers program and serves on the Scientific Board of the Center on Innovation & Improvement. Dr. Patrikakou has done extensive research in parent involvement, for children with and without disabilities, and its effects on children’s academic, social, and emotional development, and she has been directing the development of school-family programming to enhance home-school relations. Dr. Patrikakou has presented her work on parent involvement, school-family partnerships, and the academic achievement of students in general and special education in numerous national and international conferences. She has authored articles and chapters on parent involvement and the academic, social, and emotional development of children and adolescents. Dr. Patrikakou is the lead editor of the book “School-Family Partnerships for Children’s Success,” by Teachers College Press at Columbia University in NY. She is also the lead author on a series of brochures for parents and teachers on topics such as communication and homework. Dr. Patrikakou has been systematically working to better inform practitioners, facilitate their outreach efforts, and bridge the research-practice gap.
Executive Director, Academic Development Institute, Lincoln, Illinois, USA
Dr. Sam Redding is the Executive Director of the Academic Development Institute, the Executive Editor of the School Community Journal, and the Director of the Center on Innovation and Improvement. He has edited books on family-school relationships and published articles and chapters on the same topic. The Academic Development Institute is engaged in research, publishing, and training, with a particular interest in school improvement and family engagement.
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