Author's Keywords: education, parental involvement, teacher perceptions, socioeconomic status, race	Convention All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: American Sociological Association URL: http://www.asanet.org
Citation: URL: http://www.allacademic.com/meta/p21396_index.html Direct Link: HTML Code:

Swando, Julie. "Whose Perceptions Matter? Exploring the Discrepancy Between Teachers’ and Parents’ Reports of Parental Involvement" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA, Aug 12, 2005 <Not Available>. 2008-12-12 <http://www.allacademic.com/meta/p21396_index.html>

Swando, J. A. , 2005-08-12 "Whose Perceptions Matter? Exploring the Discrepancy Between Teachers’ and Parents’ Reports of Parental Involvement" Paper presented at the annual meeting of the American Sociological Association, Marriott Hotel, Loews Philadelphia Hotel, Philadelphia, PA Online <PDF>. 2008-12-12 from http://www.allacademic.com/meta/p21396_index.html

Publication Type: Conference Paper/Unpublished Manuscript Abstract: Researchers have almost unanimously concluded that parental involvement benefits children, without considering that their studies typically examine the effects of perceptions of parental involvement, not actual parental involvement. This analysis uses data from the Early Childhood Longitudinal Study (ECLS-K) to compare parent and teacher reports of involvement in the school, and to examine the effect of each report on student test scores. Findings suggest that a discrepancy exists between parents’ and teachers’ reports of parental involvement in the school, which is partially explained by the students’ race and socioeconomic status. Teachers appear to perceive that higher-SES and white parents are more involved in the school than the parents’ self-reports indicate. Finally, parent and teacher reports of involvement have different effects on student math and reading test scores, with teachers’ reports having a significantly stronger effect.

Parent and Teacher Perceptions of Students’ General Scholastic Abilities: Effects on Involvement and Communication

Students with Disabilities: Achievement Test Score Differences and Charter School Attendance.

Middle School Students’ Perceptions of Caring Teacher Behaviors: Differences by Minority Status