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The Family-School Partnership Lab
at Vanderbilt University is dedicated to the scientific investigation
of the reciprocal relationships among families, schools, and children.
- Dr. Hoover-Dempsey's talk at the PIRC National
Conference is now available here.
This website contains information on papers and measures
developed during the course of our research on the parental involvement
process.
A recent major project involved a three-year research program
designed to a) develop and refine scales necessary to test the Hoover-Dempsey & Sandler (1995, 1997) model
of parental involvement and b) examine elements of the parental
involvement process described by the model. The project was funded
by the Office of Educational Research and Innovation (now Institute for
Educational Science): OERI Grant # R305T010673:
The Social Context of Parental Involvement: A Path to
Enhanced Achievement.
Information on scales developed during this program project,
a brief overview of some empirical results, a summary of changes
to the original model suggested by scale development and related
conceptual work, as well as appendices including the scales and questionnaires
(parent and student) used in the final study of this project are reported
in:
Hoover-Dempsey, K.V.,
& Sandler, H.M. (2005). Final Performance
Report for OERI Grant # R305T010673: The Social Context of Parental Involvement:
A Path to Enhanced Achievement. Presented to Project Monitor, Institute
of Education Sciences, U.S. Department of Education, March 22, 2005.
More detailed information on concepts
and scales related to Levels 1 and 2 of the original model (Why do
parents become involved?) is included in:
Green, C. L., Walker,
J. M. T., Hoover-Dempsey, K. V., & Sandler, H. (2007). Parents’motivations
for involvement in children’s education: An empirical test of a theoretical
model of parental involvement. Journal of Educational Psychology. 99,
532-544.
(This study examined the ability of Level 1 of the Hoover-Dempsey and
Sandler model to predict types and levels of parental involvement
during the elementary and middle school years. Predictor variables included
parents’ motivational beliefs about involvement, perceptions of invitations
to involvement from others, and perceived life context variables. Analyses
revealed that model constructs predicted significant portions of variance
in parents’ home- and school-based involvement even when controlling for
family SES. )
Walker, J. M.
T., Wilkins, A. S., Dallaire, J., Sandler, H. M., & Hoover-Dempsey,
K. V. (2005). Parental involvement: Model revision through scale development.
Elementary School Journal, 106, 85-104
(Describes conceptual and methodological
work related to model-based scale development; includes information
on resulting revisions to Levels 1 and 2 of the original model.)
Hoover-Dempsey,
K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C.
L., Wilkins, A. S., & Closson, K. E. (2005). Why do parents become
involved? Research findings and implications. Elementary School
Journal, 106, 105-130
(Reviews a broad sample of research
published in the past decade related to the question: Why do parents
become involved in children’s education?; offers specific suggestions
for school practice and research based on review findings.)
One goal of the three-year research program was effective
and helpful communication of study findings to participating schools.
One sample of reports to schools, drawn from the first of the four specific
studies included in the project, may be found by clicking here. Single copies of the report
may be downloaded and printed for the reader’s personal research and
study only.
Papers from the longer term research effort, scale descriptions
related to recent and prior work, information on current projects,
and our original model of the parental involvement process may be accessed
through the links on the left-hand side of this page.
Please contact us if you have difficult obtaining documents
from our site, at manya.c.whitaker@vanderbilt.edu.
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