Family-School Connections, Early Learning, and Socioeconomic Inequality in the US.
Family-School Connections, Early Learning, and Socioeconomic Inequality in the US.
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DOI：
10.4471/remie.2012.01
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发表时间：
2012-02-15
期刊：
影响因子：
--
通讯作者：
Crosnoe R
中科院分区：
文献类型：
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作者：
Crosnoe R
在美国，对家长参与的政策兴趣迅速增长，需要更深入地了解家庭和学校如何合作促进学习和减少这个国家的表现差距。将多学科理论与美国儿童早期纵向研究-幼儿园队列的生长曲线分析相匹配，这项研究发现，家庭-学校参与（学校工作人员和家长相互接触）和家庭-学校对称（家长和教师构建平行学习环境）与小学阶段更大的阅读收益相关。在社会经济上处于不利地位的儿童似乎更容易受到片面参与的影响，而他们的同龄人似乎更容易从对称中受益。
Policy interest in parental involvement in the U.S. has rapidly grown, necessitating a deeper understanding of how families and schools can partner to promote learning and reduce performance disparities in this country. Matching multidisciplinary theory with growth curve analyses of American children in the Early Childhood Longitudinal Study-Kindergarten Cohort, this study found that family-school engagement (in which school personnel and parents reached out to each other) and family-school symmetry (in which parents and teachers constructed parallel learning environments) were associated with greater reading gains during the primary grades. Socioeconomically disadvantaged children appeared more at risk from one-sided engagement, and their more advantaged peers appeared to benefit more from symmetry.