ANNOTATED BIBLIOGRAPHY Home & School 

1. Goldkind, L., Farmer, L. (2013). The Enduring Influence of School Size and School Climate on Parents’ Engagement in the School Community, v23, n1, p223-244.

            This is one article that was written by Goldkind and Farmer in 2013. This is a primary source since it was written by the authors on their own without secondary data being summarized in the article. The primary source seeks to discover the direct and indirect associations that transpire between community schools based, as well as parent based communication with students in terms of nurturing and teaching them. The study focuses between the perceptions of invitations to students in regard to the school size. The study uses a compare and contrast methodology where two tables are analyzed thoroughly before the conclusion is provided to the readers of the study. The source is beneficent as it shows both the benefits as well as cons of how school size and the perception of invitations to students related to such schools differ. Moreover, the conclusion is based on a legitimate methodology, which further strengthens the source in its authenticity and validity. The aberrant impact of school size through view of wellbeing and admiration was bigger than the direct impact of school size on folks’ impression of welcome for inclusion.

2. Westat, N, Chandler, K., (1996), Parents’ Reports of School Practices to Involve Families.

            The report is written by Westat and Chandler in 1996. The source is a primary source, simply because it is a study, recorded with assessments and findings that both the authors of the study found in their own independent research upon the relationship of schools and homes upon students. Even though the source is primary since both authors view and record their own findings in the study, they do use a literature review methodology to revamp the research that has already been done on the topic, somewhat similar to the literature review that I am conducting. The source also highlights the connections of relationships between students with their schools and school based communities while also aligning relationship analysis of students with their parents at a simultaneous time frame.  The source is extremely important and beneficial for the literature review since it reflects a literature review of its own and shares exemplified similarities with the literature review that I am conducting upon the same topic. Every sort of contribution incorporates rehearses that are launched by both schools and by folks. For this report, practices started by the schools are the core interest

3. Phadraig, B, M., (2005), The challenges of partnership: an examination of parent-teacher meetings, v24 n1 p93-104.

            This article is written by Phadraig, who wrote the article about his study in 2005. The article thoroughly narrates as to how important it is for student and parent relationships to exist while he stresses that student and school based relationships are equally important. Furthermore, Phadraig announces as to how each policy in most countries of the world technically make t obligatory for student and parent relationships to be promoted as well as student and school based relationships to be encouraged throughout each year. The source is a primary source in the manner that the article is a self-assessment paper, written by Phadraig, in the sense that such information could become in handy for other people, who share a similar opinion as him. In this regard, the source is also against the approach of the literature review, which just makes the source even more exciting. Both procedures can be actualized by association model, it is workable for schools to direct parent-instructor gatherings and issue school reports that don’t comply with organization.

4. Sabancı, A. (2009). Views of primary school administrators, teachers and parents on parent ınvolvement in Turkey, issue 36, p245-262.

            The case study was written by Sabanci in 2009. The case study is a primary source since the author has used the findings that were garnered from the case study assessment and recorded it for the first time, an element that instantly makes the source primary in terminology. The problem that the source discusses is the fact that students are affected quite a lot by the impact that is left over them from the home and school based relationships within the lives of such students. The methodology used in the case study is a form of survey where questionnaires are distributed to people so as to answer designated answers and come up with quantitative data. The research is extremely important to the literature review as it shows a new approach to the relationship between home and schools in relevance to the impact that they leave upon students. Examination of the coefficients for the straight mixes recognizing educators’ perspectives

5. Linda J. Pfiffner, Miguel Villodas, Nina Kaiser, Mary Rooney, and Keith McBurnett. (2013), Educational Outcomes of a Collaborative School–Home Behavioral Intervention for ADHD, Vol. 28, No. 1.

            The study conducted by Linda, Miguel, Kaiser, Rooney, and Keith was published in in 2013. The study is a primary source, not only due to the number of researchers that have authored the study, but because the study uses an existing program to evaluate its effects on students. This is because the existing program that is being used to evaluate and discover new results is a home-school collaborative program. In this manner, the program is highly associated with promoting relationships between schools and homes so as to allow the particular students in question to improve in terms of educational and academic factors. The study is particularly accurate in its methodology as it uses a longitudinal field experiment to bring out data. The source is extremely important to the literature review as it analyzes and collets qualitative data from an existing home-school collaborative program. Discoveries bolster the emphasis of CLS on both ADHD manifestation diminishment and authoritative ability change and backing the achievability of a model which uses school-based psychological well-being experts as suppliers.

6. Kazlauskienė, Valančienė, Krasauskaitė. (2012). Experience of parents as partners of the educational process, developing children’s learning to learn competencies, 19 Issue 2, p31-52.

            This study was written by Kazlauskienė, Valančienė, and Krasauskaitė in 2012. The study is a primary source since it allows people to gain new information which has not been developed before. The authors of the study have used an existing theory to work upon the current situations and decide whether or not the hypothesis is accurate in its meaning. This study focuses on how pupil learning is impacted intermittently, but quite effectively by parents. Moreover, the study is also adamant in discussing and exploring the different pupil learning effects and impacts that school and home based relationships may have in an academic life of a student. Therefore, it can be understood that the data of the source is qualitative in nature. Therefore, this source is useful to the literature review as it concludes the review with the topic being defined in qualitative terminology rather than with data that is merely quantitative and inconclusive. Demonstrated that conveying, volunteering, learning at home and teaming up contributed most to recognizing instructors’ demeanor. No critical contrast was discovered in regards to demographic variables in the middle of principals and collaborator principals

7. Graue, E. (1999, June 1). Representing Relationships between Parents and Schools: Making Visible the Force of Theory1.

            This report was written by Elizabeth Graue, and is a primary source. It is a primary source since Graue records her own experiment and knowledge upon the use of the parent and home based relationship in tutoring children, as well as nurturing them towards how to live a life. The source uses the methodology of comparing and contrasting secondary sources so as to bring out a definite conclusion. The source uses implicit details to mention as to how certain programs can be observed in terms of elements so as to denote what connection home and school relationships have with one another in defining the knowledge that is delivered to children. The source is also important as it focuses on the central topic of the literature review. Furthermore, the source is also important to be used since it counts as the central focus of the debate that will be argued upon within the literature review.

8. Allen, L., Migliore, T. (January 2005). Supporting Students and Parents through a School-University Partnership, Vol. 36, No. 3, pp. 17-23.

            The report was written by Allen and Migliore in 2005. It is a primary report in the manner that it analyzes certain programs while being in a present experiment at the time of such analysis. Both authors were part of the analysis or evaluation team within the experiment and noted down their recordings in this given report. The source revolves around the Parent Support Program, which was developed as a result of collaboration between Jackson Middle School and Trinity University. The program is not only sufficient at analyzing parent and student bonds as well as transitions of knowledge between the two while also simultaneously noting the relationship that psychology students have with their teachers at the same time. In this manner, the source is useful in giving an insight as to how such programs can help student relationships with home and schools to be understood more closely.

9. DeFur, Sh. (2012), Parents as Collaborators: Building Partnerships with School- and Community-Based Providers, v44 n3 p58-67.

This article was written by DeFur in 2012. It is a primary source since it was written by DeFur’s own assessments in relation to the collaboration that schools and parents achieve together in order to educate students and build more concise relationships with such students. More importantly, the study also notes that while parent relationships with students are beneficial, parent community based relationships with students via the help of schools is more important as it teaches adolescence to students and allows students to behave on their own as well as provide them with the ability to make their own decisions. On the other hand, the article also notes as to how students will only learn as to care and feel about others through parent based nurturing and knowledge sharing. The source is important as it gives an entirely different suggested result to the literature review. In this manner, the literature review will not become subject to unreliability simply because it has biased material.

 

10. Midraj, J, & Midraj, s., (2011), Parental Involvement and Grade Four Students’ English Reading Achievement Vol. 12 No. 1.

            The study is written by Jessica Midraj and Sadiq Midraj. The study was published in 2011 and is considered to be a primary source as it shares information which was analyzed, assessed, and evaluated all on their own by the authors rather than the data being extracted from several different sources. The study focuses on whether or not relationships exist between parental factors and home based tutoring, the background of such students and their fourth grade English reading achievement within the EFL students of fourth grade. The methodology of the study uses a survey and research method, both primary in form, so as to derive data from both the students of the sample group for the case study as well as the parents of such particular students. The source is useful as it allows a new significant aspect to be discovered in relevance to school and home relationships, as well as their effects on students.

11. Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012), Teacher Reflections about Relationships, Student Behavior, and Achievement, V 21,N 1.

            This study was conducted by Ranae Stetson, Elton Stetson, Sinclair, and Nix. It was published in 2012 and is considered to be a primary source. This is because the source is based on actual data derived from a field experiment between the pupils, teachers, and parents. The study notes the collaboration of the three specified subject within the research and entire study. However, the methodology requires a survey and keen observation of participants within the field experiment at all times. This makes the results of the study even more accurate as the observation and data derivation within the study was more precise, in comparison to other sources. This makes the source more useful, in comparison to other sources, simply because the mention of such a reliable source makes the argument and literature review reliable on its own as well. Furthermore, the data also follows on the collaboration that pupils, teachers, and parents have with one another.

12. Shahin, N, A
, (1995), and Parents’ Views of Their Involvement at Home, in ESEA Programs, and at School: Impact on Parents and Their Children.

            This literature review is written by Shahin and was published back in 1995. The literature review comes under the category of primary sources simply because the literature review does not display its data on the findings of previous studies and reports. In fact, the literature review only uses such previous studies to bring out more general background and knowledge to the idea of home and school relationships with their effects on children. The source discusses the amount of impact and effect that a certain level of parent participation with children may have on the learning skills of such children. Moreover, the factors that affect parent participation with such children is also discussed and reviewed. Such aspects toward the topic are not discussed in other studies. This is apparent as no study in this literature review conducts research upon the factors that affect parent participation with children. That is what makes this source almost as important as any other source.

13. ERIC Clearinghouse on Urban Education, (1985), Parent Participation and the Achievement of Disadvantaged Students, N 27.

The report is written by Eric Clearinghouse. The report was published in 1985 and displays the results that were derived from an earlier study. The earlier study on which this secondary source focuses upon was based on the views and perceptions that parents had in accordance to their views and involvement with their own children, in accordance to the elementary and secondary educational act. The results of the report indicate that parents who had been more involved with their children at home saw such children improve in their grading and learning habits at school. However, children who did not receive as much involvement from their parents did not see a rise in their learning capabilities. However, a decline was also left out of the question as data did not indicate a decline. The methodology used to extract the data was quantitative. Therefore, the source is only reliable due to profound conclusions, and not due to the type of data that is present in it.

14. Noel, A., Stark, P., and Redford, J. (2013). Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (NCES 2013-028), National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

            This report is written by Noel, Stark, and Redford. The report was published in 2013 and is considered to be a secondary source in the manner that the results of the reports are based on the findings of a primary source. The primary source that is evaluated and analyzed was a survey that gathered data from children, who were enrolled in both private and public schools throughout the nation. All kids form the classes of kindergarten till 12^th grade were surveyed in the primary source. This source, being a secondary source, bases it methodology on direct intervention within the research purpose of the survey. The results indicate as to how students feel and what this goes to show upon their impact in relevance to their school and home based relationships. The source is important as it gives the insight to the relationship of schools and home from the perspective of the students themselves, who are impacted from such relationships quite exponentially.

15. Ostdam, R., Hooge, E., (2013), Making the difference with active parenting; forming educational partnerships between parents and schools, Vol. 28 Issue 2, p337-351.

            This article, written by Ostdam and Hooge, was published in 2013. The source is a secondary source due to the fact that the authors make developments and conclusion based on information that was not designed or revealed by them, but by previous researchers who used such sources of their own as primary sources. The article briefly discusses as to how parent and school communications have been in a mutual conflict in most scenarios, since parents are not directly involved in the student’s academic work, and whenever they do try to get involved, they are thwarted back or directed to stay at a far distance from their children by the teachers. However, the source mentions that parents are becoming more accurate and sophisticated in their relationship with students. The source also uses a methodology of compare and contrast when it decides to compare and contrast numerous studies that have been conducted on the source topic within the past 5 years.

16. Rosenthal, D, M., Sawyers, J, Y., (1996), Building successful home/school partnerships: strategies for parent support and involvement, v, 27,n, 4, p194.

            The article is one that is considered to be a secondary source. The source is authored by Rosenthal and Sawyers in 1996. The source is primary due to the fact that the article is a case study analysis of some previous study that had been conducted on the same topic. The thorough analysis is considered to be one which is looking for specific details about how the relationship between school as well as school based communities and students could improve with the help of parental guidance and interference taking place. It is told within the secondary source as to how children are more influenced upon gaining knowledge by their parents rather than school based communities or schools themselves. This is probably because a child feels more comfortable at home. The source is important to the literature review as it gives a negative result to the literature reviews topic, and sets up new alternatives at the same time.