Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families
Year: 2020
Type: article
Abstract: The purpose of this study was to identify indicators of parent engagement in early learning that would be relevant for children’s academic success; equitable for all families regardless of social, educational, or economic backgrounds; and actionable for urban school districts seeking to promote parent engagement with limited resources. Using a Delphi technique, a panel of parents, school staff, and researchers rated 106 parent engagement indicators extracted from stakeholder interviews. After multiple Delphi rounds and panel discussion, 30 indicators were retained. Retained indicators focused on home-based activities and home-school relationships/communication; no school-based activities met criteria for relevance, feasibility, and actionability.
Source: Urban Education
Authors: Amie F. Bettencourt, Deborah Gross, Kelly Bower, Lucine Francis, Kathryn Taylor, Demetria L. Singleton, Hae Ra Han
Institutions: Johns Hopkins University, Baltimore City Public Schools
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,000
Funder: U.S. Department of Education
Award: G6434490037
OpenAlex ID: W3098072705