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Understanding Family-School Engagement across and within Elementary- and Middle-School Contexts

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Title: Understanding Family-School Engagement across and within Elementary- and Middle-School Contexts
Language: English
Authors: Smith, Tyler E., Reinke, Wendy M., Herman, Keith C., Huang, Francis
Source: Grantee Submission. 2019 34(4).
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A100342
R305B150028
R305A130143
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Family School Relationship, Family Involvement, Elementary Schools, Middle Schools, Classroom Techniques, Student Characteristics, Racial Differences, Ethnicity, Behavior Problems, Predictor Variables, Skill Development, Prosocial Behavior, Attention, Child Development, Adolescent Development
DOI: 10.1037/spq0000290
Abstract: Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e., across and within elementary- and middle-school settings). Data were drawn from two randomized controlled trials that evaluated the efficacy of teacher training in universal classroom-management practices. Participants included 3,174 students and 207 teachers across 21 elementary and middle schools in the Midwest. Using hierarchical linear modeling, results revealed that family-school engagement was significantly higher in elementary than in middle schools. Student-level characteristics (i.e., identifying as White, participation in the free/reduced-price lunch program, and having lower levels of disruptive behavior) were also associated with higher levels of family-school engagement. In addition, student characteristics (i.e., race/ethnicity and level of disruptive behavior) moderated the relations between family-school engagement and developmental context. Regardless of developmental context, family-school engagement predicted positive end-of-year behavioral outcomes (i.e., increases in youth prosocial skills and decreases in youth concentration problems, disruptive behaviors, and emotional dysregulation). Last, moderation analyses revealed that these effects of family-school engagement were especially pronounced in middle school for concentration problems and emotional dysregulation. Overall, findings provide further support for the value of family-school engagement across development in fostering positive youth outcomes. However, it is evident that more steps must be taken to ensure family-school engagement practices are developed to support the unique needs of middle-school students and contexts. [This article was published in "School Psychology" (EJ1221800).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: ED610517
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Understanding Family-School Engagement across and within Elementary- and Middle-School Contexts
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  Data: <searchLink fieldCode="AR" term="%22Smith%2C+Tyler+E%2E%22">Smith, Tyler E.</searchLink><br /><searchLink fieldCode="AR" term="%22Reinke%2C+Wendy+M%2E%22">Reinke, Wendy M.</searchLink><br /><searchLink fieldCode="AR" term="%22Herman%2C+Keith+C%2E%22">Herman, Keith C.</searchLink><br /><searchLink fieldCode="AR" term="%22Huang%2C+Francis%22">Huang, Francis</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2019 34(4).
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  Data: 13
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  Data: 2019
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  Data: Institute of Education Sciences (ED)
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  Data: R305A100342<br />R305B150028<br />R305A130143
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Development%22">Adolescent Development</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000290
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although family-school engagement is important across child and adolescent development, most research, programs, and policies have focused primarily on elementary students and contexts. The current study extends beyond elementary settings by exploring the unique and shared contributions of developmental context on family-school engagement (i.e., across and within elementary- and middle-school settings). Data were drawn from two randomized controlled trials that evaluated the efficacy of teacher training in universal classroom-management practices. Participants included 3,174 students and 207 teachers across 21 elementary and middle schools in the Midwest. Using hierarchical linear modeling, results revealed that family-school engagement was significantly higher in elementary than in middle schools. Student-level characteristics (i.e., identifying as White, participation in the free/reduced-price lunch program, and having lower levels of disruptive behavior) were also associated with higher levels of family-school engagement. In addition, student characteristics (i.e., race/ethnicity and level of disruptive behavior) moderated the relations between family-school engagement and developmental context. Regardless of developmental context, family-school engagement predicted positive end-of-year behavioral outcomes (i.e., increases in youth prosocial skills and decreases in youth concentration problems, disruptive behaviors, and emotional dysregulation). Last, moderation analyses revealed that these effects of family-school engagement were especially pronounced in middle school for concentration problems and emotional dysregulation. Overall, findings provide further support for the value of family-school engagement across development in fostering positive youth outcomes. However, it is evident that more steps must be taken to ensure family-school engagement practices are developed to support the unique needs of middle-school students and contexts. [This article was published in "School Psychology" (EJ1221800).]
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2021
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  Label: Accession Number
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  Data: ED610517
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED610517
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000290
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Adolescent Development
        Type: general
    Titles:
      – TitleFull: Understanding Family-School Engagement across and within Elementary- and Middle-School Contexts
        Type: main
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          Name:
            NameFull: Smith, Tyler E.
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            NameFull: Reinke, Wendy M.
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            NameFull: Herman, Keith C.
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              Y: 2019
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              Value: 34
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