Epstein’s Parent Involvement Model

Epstein (2001), a main figure in parent involvement

research and practice,introduced six types of parentinvolvement: (1)
parenting, (2)communicating, (3) volunteering, (4)learning at home, (5)
decision making,and (6) collaborating with the community.These six
types of involvement have beenrecommended for employment in
acomprehensive program of school, family,and community partnerships
(Sheldon &Epstein, 2005). These six types ofinvolvement are explained
below.
Parenting
is helping all familiesestablish supportive home environmentsfor
children as students. Suggestions forhome conditions that serve to
improvelearning, parental education activities, andfamily support
programs are some practice examples of this type. Results forchildren
include good and improvedattendance, awareness of importance of
school, and develop respect for parents(Epstein et al, 2002).
Communicating
is establishingeffective two-way communication aboutschool programs
and children’s progress.Parent-teacher conferences, clearinformation on
school policies and programs, and phone calls are some of theexamples of
this kind of communication.Some of the benefits for children
areawareness of own progress, understandingschool policies, and
improvingcommunication skills (Epstein et al,2002).
Volunteering
is recruiting andorganizing parent help and support atschool, home, or
other locations. Helpingwith school maintenance via volunteeringfor
safety and operations of schools,assisting educators and helping
other parents are examples of this type ofinvolvement. Children can
improvecommunicating skills with adults andincrease learning skills from
tutoring bymeans of these volunteering activities(Epstein et al, 2002).
Learning at home
is providinginformation and ideas to families abouthow to help their
children at home withtheir learning. For example, informationon
homework policies and how tosupervise children, family readingactivities
at school are included in thisinvolvement type. Results for
childrencontain higher homework completionrates, increased view of
parent as moresimilar to teacher, and enhanced self-concept as learner
(Epstein et al, 2002).
Decision making
is having parentsserve as representatives and leaders onschool
committees. PTA/PTOorganizations and networks to link
all parents are examples of this type.Awareness of representation of
familiesand understanding that student rights
are protected are some of the outcomes forchildren (Epstein et al, 2002).
Collaborating with the community
isdefined as identifying and integrating
resources and services from thecommunity to improve school
programs.Information on community activities andservices that link to
learning skills, participation of alumni in school, andservice integration
through partnershipswith organizations such as civic, cultural,and health
agencies in the community areconsidered as sample practices of this
typeof involvement. Increased skills andtalents, and specific benefits
linked tocommunity programs are some of theresults for children (Epstein
et al, 2002).Consequently, Epstein’s parent involvement model is
comprehensive andhelpful but it is more focused oneducators’ side of the
process and is like amanual for practitioners. In turn, it doesnot help the
researchers to understand thesubject-matter from the
parents’ perspectives. For example, most of the parent involvement activi
ties mentionedabove can be initiated by school staff,mainly teachers.
However, the main actoris the parent––for this reason, parents’side needs
to be a major domain in amodel if their involvement is to beanalyzed and
enhanced. In fact, parents’decisions to be involved or not areimperative
for this aspect of children’seducational lives. How their decisionsabout
involvement are formed is asignificant issue for study. Althoughseveral
scholars in the research field
have proposed several models (e.g., Eccles &Harold, 1996; Grolnick,
Benjet,Kurowski, & Apostoleris, 1997; Smith,Connell, Wright, Sizer, &
Norman, 1997)to look at how parents decide to beinvolved in their
children’s education,they have underestimated the presenceand impact of
psychological anddemographic factors in parents’ decisionsabout
involvement. Nevertheless, there isone model that emphasizes the
parentaspect of the issue with respect to reasonsfor involvement,
introduced by Hoover-Dempsey and Sandler (1995). Theirmodel is more
than a typology and helpsresearchers wanting to analyze
the perceptions and beliefs of parents’involvement in their children’s
educationwhich is so important in their decisionsand the entire parent
involvement process.

JOSENIA P. CONSTANTINO Seminar in Thesis WritingMAEd- Langua

ge Teaching Prof. Panchito LabayProposed Title:
STATUS OF THE IMPLEMENTATION OF READING PROGRAMS IN
SELECTEDELEMENTARY SCHOOLS IN MOGPOG DISTRICT: BASIS
FORENHANCEMENT OF THE READING PROGRAM
Introduction:
Reading is a fundamental ability for higher learning. Thus, the best
opportunity to teach children the skills of reading is in the early grades or
earlier if possible. If this window is missed,then children who have not
begun to read and understand what they read will continue to
fall behind unless swift action is taken. This observation is what
actually happening in most of the public schools in the Philippines.
With these, several reading intervention programs have been introduced
in the Philippine public schools, believing that this would uplift the poor
conditions of oral reading and comprehension in most of the public schools
across country. For example, the “Every Child is A Reader Program” was
introduced as enclosure inDepEd Order no. 70, s. 2011. According to
DepEd, ECARP aims to equip elementary pupils in public schools
with strategic reading and writing skills to make them independent
young readersand writers. The intervention program includes Reading
Recovery (RR) which will give studentswho are lagging behind in reading
and writing a chance to catch up through specialized one-to-one reading
assistance from a teacher trained in RR procedures.
Is there a significant difference in the result of the pre-test and
post-test after the remedial reading classes were implemented?

◦What are the recommended methods that can be beneficial in effective

reading instru

non-readers (hindi nakakabasa) ◦can recognize phonics ( tunog) ◦can

identify letters (letra) ◦can syllabicate (pantig) ◦can read word/s
(salita) ◦can read phrase/s (parirala) ◦readers (nakakabasa)