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What Parents Know About How Well Their Children Are Doing in School.

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Title: What Parents Know About How Well Their Children Are Doing in School.
Authors: Sonnenschein, Susan (AUTHOR), Stapleton, LauraM. (AUTHOR), Metzger, ShariR. (AUTHOR)
Source: Journal of Educational Research. Mar2014, Vol. 107 Issue 2, p152-162. 11p. 4 Charts.
Subjects: Parent participation in education, Reading research, Mathematical ability in children, Ethnicity
Abstract: The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What Parents Know About How Well Their Children Are Doing in School.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Sonnenschein%2C+Susan%22">Sonnenschein, Susan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Stapleton%2C+LauraM%2E%22">Stapleton, LauraM.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Metzger%2C+ShariR%2E%22">Metzger, ShariR.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Mar2014, Vol. 107 Issue 2, p152-162. 11p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+research%22">Reading research</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+in+children%22">Mathematical ability in children</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The authors used data from the Early Childhood Longitudinal Study–Kindergarten cohort to examine whether parents’ knowledge of their children's reading and mathematics skills varies by academic domain and parents’ income group or ethnicity. Of particular interest was how parents’ knowledge is moderated by school- or home-based involvement. Parents’ knowledge was moderately related to their children's reading and mathematics scores. However, there were systematic income- and ethnicity-related differences in the correlations. Poor parents were reportedly less involved at home and school than nonpoor parents. White, non-Hispanic parents were more involved at school than other parents. School-based rather than home-based involvement was related to the strength of the correlations between parents’ knowledge and children's reading and mathematics scores. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2013.788987
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 152
    Subjects:
      – SubjectFull: Parent participation in education
        Type: general
      – SubjectFull: Reading research
        Type: general
      – SubjectFull: Mathematical ability in children
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      – SubjectFull: Ethnicity
        Type: general
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      – TitleFull: What Parents Know About How Well Their Children Are Doing in School.
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              Text: Mar2014
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