Evaluating the benefit from the help of the parent-teacher association to child performance
AbstractThe contribution of parental involvement in the parent-teacher association (PTA) to schoolchildren's performance is an issue for evaluation research. To resolve the issue, it is reasonable to differentiate people who benefit and others who do not benefit from the involvement. Such differentiation relied on survey data from 289 pairs of Hong Kong Chinese parents and their children between Grade 4 and Grade 9. It revealed that only 28.8% of the parent-child pairs had their child performance benefiting from the help of parent-teacher associations (in terms of a standardized effect of .2). Factors predictive of this minority subgroup were the child's grade and having a single parent. These factors tend to identify the need for help from parent-teacher associations, which can be a consideration for planning effective help from the associations.
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Bibliographic InfoArticle provided by Elsevier in its journal Evaluation and Program Planning.
Volume (Year): 32 (2009)
Issue (Month): 3 (August)
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Web page: http://www.elsevier.com/locate/evalprogplan
Parent-child association Parental involvement School performance;
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- Yip, Paul S. F. & Lee, Joseph & Cheung, Y. B., 2002. "The influence of the Chinese zodiac on fertility in Hong Kong SAR," Social Science & Medicine, Elsevier, vol. 55(10), pages 1803-1812, November.
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- Reynolds, Arthur J., 2004. "Research on early childhood interventions in the confirmatory mode," Children and Youth Services Review, Elsevier, vol. 26(1), pages 15-38, January.
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