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Anne Pflaum's List: School Success

    • These family practices create positive habits of learning for students; the habits of learning enhance teachers’ effectiveness.
    • Parents set standards for their children, and these standards determine what children view as important. The internalization of these parental values may motivate students to pursue the same goals that are valued by teachers at school (Wentzel, 1997). Setting expectations is considered a challenge for parents; however, focusing on the child’s attitudes toward school and study habits rather than only grades, especially for adolescents, is beneficial

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    • Families bolster children's achievement when they provide a positive educational experience through strong, consistent values about the importance of education; demonstrate a willingness to help children and intervene at school; and become involved. There is a moderate to strong correlation between income level and student achievement when data are aggregated; however, this correlation is reduced substantially when family processes are also considered (Milne, 1989; White, 1982).
    • White (1982) analyzed 101 studies and concluded that the following aspects of the home environment had a greater impact than socioeconomic status (SES) on students' school performance: parents' attitudes, guidance, and expectations for their children's education; quality of verbal interaction; participation in cultural and learning-related activities; and overall stability in the home.

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      • At Home

         

        Home Support for Learning

         
           
        • Parents talk with their child about what he/she is learning in school.
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        • Parents spend time each day learning with their child.
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        • Parents are responsive to the child's developmental needs and skills.
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        • Parents provide supportive guidance to their child (e.g., listen to the child's worries and give him/her feedback).
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        • Parents recognize the child's effort and progress (e.g., give a high five for a 10 point improvement on a math test).
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        • Parents help to develop and discover new opportunities for the child.
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        • Parents encourage academic goals for the child.
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        Rewards

         
           
        • Parents provide rewards for homework completion when working with the teacher or other school personnel.
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        • Parents easily and often find ways to recognize and praise the child.
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        Support through Struggles

         
           
        • Parents do not punish or demean the child or ignore the situation, should the child receive bad grades (e.g., problem solve with the child and offer him/her assistance in improving his/her understanding of the material or study skills).
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        • The child is able to receive assistance at home with schoolwork when needed.
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        • Parents and the child together discuss the problems and concerns of the child.
    • Parental Communication and Involvement with the Sc

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    • Success
      • t Home

         

        Positive Affective Relationship

         
           
        • The parent-child relationship is warm and nurturing.
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        • Parents are responsive to the developmental needs of the child.
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        • Parents recognize the child's progress and effort, not just the final product (e.g., recognize an improved math test score or an increased amount of time spent actively studying for a social studies quiz).
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        • The parent-child relationship is filled with expressions of affection and acceptance.
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        • The parent-child relationship is generally positive and not strained (e.g., hugs, smiles, "I am proud of you").
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    • An authoritative parenting style appears to mediate children's competence through discussion around schoolwork and everyday events, use of problem-solving and negotiation skills, and facilitates learning through support and expectations for success (Steinberg, Mounts, Lamborn, & Dornbusch, 1991)
      • Value of Education

         
           
        • Parents model the importance and value of education by using reading and math in the home (e.g., balance a checkbook, read a book).
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        • Parents talk positively with their child about school activities and projects (e.g., support teacher assignments and school standards and expectations).
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        • Parents discuss with the child their values and the values they would like the child to have.

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    • But children make mistakes, and when they do, it's vital that parents remember that the educational benefits of consequences are a gift, not a dereliction of duty.
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