School Systems, Parent Behavior, and Academic Achievement

Beschreibung

This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems andparenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.

This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.

Autor*in

Emma Sorbring

Themen in »School Systems, Parent Behavior, and Academic Achievement«

cognitive control school systems social psychology developmental psychology education and parenting in Colombia parenting involvement in education adolescents' academic achievement education and parenting in China Education and Parenting in Italy Education and Parenting in Jordan Education and Parenting in Kenya childhood studies

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“This volume brings together the experiences of a range of countries from the global North and South as their governments and school systems struggle to find the optimal strategies to enhance educational achievement with the support of parents. One of the book’s key strengths is in the attention it gives to context and culture, and how these impact on the interaction between schools and parents. As a collection of carefully crafted chapters, this volume provides a window into both similarities and contrasts across different regions in the world, as well as insights that help us make sense of convergent and divergent policies and practices.” (Ronald G. Sultana, University of Malta, Faculty of Education, Department of Education Studies, Malta)

“The contribution is to parental involvement and education, with a specific focus on youth. The countries are diverse beyond anglo-saxon countries that are usually reported in parental involvement literature. The manuscript is up-to-date with thelatest literature to describe each of the countries. The contribution is providing a diverse range of countries and looking across with selected criteria.” (Susanne Garvis, University of Gothenburg, Department of Education, Communication and Learning, Sweden)

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