Family-School Relations during Adolescence: Linking Interdisciplinary Research and Practice

青春期的家庭与学校关系：跨学科研究与实践的联系

• 批准号: 0545073
• 负责人: Nancy Hill
• 金额: $ 1.5万
• 依托单位: Duke University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-04-01 至 2007-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0545073&HistoricalAwards=false
• 关键词: Family; Relations; during; Adolescence; Linking

The benefits of family involvement in children's education for academic and socioemotional development and mental health outcomes have been documented by psychologists, sociologists, economists and education scientists. Despite consistent evidence documenting the benefits of establishing productive family-school relationships, there are three pressing issues. First, the positive influence of parental involvement in education on academic achievement has been established in research based on elementary schools. Adolescence, a time of increased autonomy, is often associated with lower levels of parental involvement in education. However, research on middle and high school students shows that parental involvement not only maintains its association with increased academic achievement but also shows that adolescence is a critical period for parental involvement. Preliminary research suggests that, although some practices used during elementary school are applicable to middle and high school, middle and high schools may require a different type of involvement because of the complexity of curricular and school choices, the often obscured nature of tracking in middle and high schools, and the increased number of teachers. The field needs to identify appropriate strategies of parental involvement to maximize the effectiveness of programs and policies targeting parental involvement in education. Second, despite consistent evidence across disciplines of the benefits of parental involvement in education, there is a lack of communication across the disciplines and among researchers, practitioners, and policy makers. Operational definitions and measurement of parental involvement vary widely across disciplines. Communication across disciplines and between researchers and practitioners can broaden our theories and improve research and practice. Third, because the American school population is becoming increasingly diverse, there is a need to focus on how demographic factors influence parental involvement in education. To address these issues, this project will result in a 2-day interdisciplinary conference on parental involvement in education that will include researchers from the fields of psychology, sociology, economics, and education, as well as practitioners and policy makers. The goals of this conference are to broaden our theories of parental involvement to include developmentally appropriate and effective parental involvement strategies for adolescents, to converge research findings across disciplines to hone our research questions and set a research agenda, and to bridge research findings and effective practices. Research, practice, and policy agendas based on conference presentations will be published as an edited volume and as policy briefs. The synergy created by reaching across disciplines will result in new research questions and interdisciplinary collaborations that will improve research, policies, and practices to help schools and families from diverse backgrounds build productive relationships to promote academic development. The explicit focus on ethnic and socioeconomic diversity will assure that research collaborations, findings and practices are culturally sensitive and appropriate. This conference and the publications based on it will challenge researchers and practitioners to think beyond their disciplinary niches and challenge assumptions to the benefit of adolescents' academic development.

心理学家、社会学家、经济学家和教育科学家都记录了家庭参与儿童教育对学业和社会情感发展以及心理健康结果的好处。尽管有一致的证据证明建立富有成效的家庭-学校关系的好处，但有三个紧迫的问题。首先，基于小学的研究已经确立了父母参与教育对学业成绩的积极影响。青春期，一个自主权增强的时期，往往与父母较少参与教育有关。然而，对初中生和高中生的研究表明，父母参与不仅与学业成绩的提高保持联系，而且青春期是父母参与的关键时期。初步研究表明，虽然小学阶段使用的一些做法适用于初中和高中，但初中和高中可能需要不同类型的参与，因为课程和学校选择的复杂性，初中和高中跟踪的往往模糊不清的性质，以及教师数量的增加。该领域需要确定适当的家长参与策略，以最大限度地提高针对家长参与教育的计划和政策的有效性。其次，尽管各学科都有一致的证据表明父母参与教育的好处，但各学科之间以及研究人员、从业者和政策制定者之间缺乏沟通。父母参与的操作定义和测量在各个学科之间差别很大。跨学科、研究者和实践者之间的交流可以拓宽我们的理论，提高研究和实践水平。第三，由于美国学校人口正变得越来越多样化，有必要关注人口因素如何影响家长参与教育。为了解决这些问题，该项目将举办为期两天的关于父母参与教育的跨学科会议，与会者包括心理学、社会学、经济学和教育学领域的研究人员，以及从业人员和政策制定者。本次会议的目标是扩大我们的父母参与理论，包括发展适当和有效的青少年父母参与策略，汇集跨学科的研究成果，以磨练我们的研究问题和制定研究议程，并将研究成果与有效的实践联系起来。以会议报告为基础的研究、实践和政策议程将以编辑卷和政策简报的形式出版。跨学科的协同效应将产生新的研究问题和跨学科合作，这将改善研究、政策和实践，帮助来自不同背景的学校和家庭建立富有成效的关系，促进学术发展。对种族和社会经济多样性的明确关注将确保研究合作、发现和实践具有文化敏感性和适当性。本次会议和以其为基础的出版物将挑战研究人员和实践者，超越他们的学科利基，挑战对青少年学术发展有益的假设。