# data[].attributes.headline
An Interview with the Parent of a Child with a Disability in Vermont

# data[].attributes.subject
An Interview with the Parent of a Child with a Disability in Vermont

# data[].attributes.body
This parent (who is also a special education teacher) is interviewed about his daughter's experiences through all of her schooling and the accommodations and planning involved, and the difficulty of trying to arrange the accommodations and reaching out to a number of teachers. How can we make the classroom and our lessons more accessible, and how can we make the best of common planning time between us and other teachers?
-Jack

# data[].attributes.headline
Barriers and Facilitators to School-Based Parent Involvement

# data[].attributes.subject
Barriers and Facilitators to School-Based Parent Involvement

# data[].attributes.body
This study found that approximately half of parents interviewed indicated having negative impressions of teachers in the school and that these parents generally discussed unfriendly and hostile interactions with teachers. On the flip side, a majority of the parents indicated that being involved in their child's school was n important role that parents should play in their child's education. How can teachers prevent parents from feeling negatively connected to them? What can schools do to help create positive interactions between parents and teachers?
-Kaitlyn

# data[].attributes.headline
Parental Involvement in education during middle school: perspectives of ethnically diverse parents, teachers, and students

# data[].attributes.subject
Parental Involvement in education during middle school: perspectives of ethnically diverse parents, teachers, and students

# data[].attributes.body
This article discourse a lot of creating a discourse between parents/families and schools. It discusses how going into middle school can make this discourse more important, but also might be more complex. The article discusses how teachers can best balance between the Student, Family and Themselves. How as educators can we ask for advice from parents about topics or working with there child? How also can we find the right times to discuss things with families? Also how can we identify why a family is trying to be more involved with there school and how can we go about helping a family feel comfortable with a students education?
-Sage

# data[].attributes.headline
An Interview with the Parent of a Child with a Disability in Vermont

# data[].attributes.subject
An Interview with the Parent of a Child with a Disability in Vermont

# data[].attributes.body
This parent mentions how the most important thing to them is not their daughter's academics or the specifics of her IEP. What they care about the most is their daughter feeling included and happy and that she is able to do things like going to birthday parties and soccer games. As teachers, how can we help ensure these goals and make them a priority alongside academic goals?
-Kristin K

# data[].attributes.headline
Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

# data[].attributes.subject
Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

# data[].attributes.body
This article talked about how parent educational involvement in a middle school student's life positively impacts their academic achievement and their peer-affiliations (positive vs. deviant). It talked about how microsystems and the mesosystem are a crutial part of these things. How can we as teachers positivley impact the mesosystem to give students the best outcomes for them? What should we avoid? How do we know what the correct amount of involvement is in this mesosystem?
-Emma

# data[].attributes.headline
Parent Involvement and "invitation" - Deslandes

# data[].attributes.subject
Parent Involvement and "invitation" - Deslandes

# data[].attributes.body
Oyserman describes the process by which teachers can "invite" parents to become more involved in their student's school/academic life, such as suggesting that a parent encourage their child to read a particular book or that they work with their child on a particular project. Part of "inviting" parents is to establish a good teacher/parent relationship with the success of the student as a common goal. In attempting to include parents with irregular work schedules/students with non-standard family living conditions, how can something like an invitation to a school event be changed so that it is accessible for those students and their families?
-Alyssa

# data[].attributes.headline
Parental Involvement in education during middle school: perspectives of ethnically diverse parents, teachers, and students 

# data[].attributes.subject
Parental Involvement in education during middle school: perspectives of ethnically diverse parents, teachers, and students 

# data[].attributes.body
One strategy this article discussed that promotes student achievement and is crucial to parental involvement is communication between families and schools. However, for families that feel marginalized due to their socioeconomic status, ethnicity, or citizenship, communication and information sharing regarding tacit, implicit information was often overlooked, leaving these families at a disadvantage, unsure of how to be involved. How can schools and teachers improve this communication gap for families that feel marginalized, providing more accessible tacit information about school, their children's experience in it, and how to best support them?
-Mairead

# data[].attributes.headline
Motivation of Parent Involvement in Secondary-Level Schooling

# data[].attributes.subject
Motivation of Parent Involvement in Secondary-Level Schooling

# data[].attributes.body
The article gave suggestions on how educators can help encourage students to get their parents to be more involved in their schooling. However there is a possibility that doing this still won't lead to a parent becoming more involved whether it's because they don't have the time or they just don't want to. What can we do if we find ourselves in that situation?
- Alex

# data[].attributes.headline
School Success, Possible Selves, and Parent School Involvement

# data[].attributes.subject
School Success, Possible Selves, and Parent School Involvement

# data[].attributes.body
Oyserman posits that school-based interventions can ease the negative effects of low parent school involvement. How might the effectiveness of these interventions change based on a family's income, education, or other factors related to economic status?
-Maegan

# data[].attributes.headline
Motivation of Parent Involvement in Secondary-Level Schooling

# data[].attributes.subject
Motivation of Parent Involvement in Secondary-Level Schooling

# data[].attributes.body
Deslandes discusses options such as parents attending education programs and workshops to help with parent skills or self-efficacy. However I think this might be a little unrealistic and many parents may not have time or funds to attend these. What other ways  can we encourage parent involvement in secondary schools? What can we teach the students to allow or even encourage them to ask their parents for help and become more involved?
-Wes

# data[].attributes.headline
Parent involvement - barriers and facilitators in urban schools

# data[].attributes.subject
Parent involvement - barriers and facilitators in urban schools

# data[].attributes.body
One of the three main factors in parent involvement was the invitations for participation received by parents.  How would a teacher (in urban districts or otherwise) encourage parental involvement outside of solely disruptive-behavior related conversations?  How can school systems encourage both students and teachers to reach out to parents and connect them to the classroom?
-Saige

# data[].attributes.body
- Sam

# data[].attributes.headline
School Success, Possible Selves, and Parent School Involvement

# data[].attributes.subject
School Success, Possible Selves, and Parent School Involvement

# data[].attributes.body
Oyserman discusses the idea theory that parental involvement in school is beneficial to the student. Is there a line where an over helpful parent makes life to easy for a child early by hovering, therefore hurting their growth in school? Does a parent being overly involved hurt how a student performs in the classroom and in extracurricular activities?
-Ryan