The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-04e

Bibliographic reference :
Deslandes, R. (2001). L’environnement scolaire. Dans M. Hamel, M. Blanchet, L. Martin et C. Martin (dir.), 6-12-17, nous serons bien mieux! Les déterminants de la santé et du bien-être des enfants d’âge scolaire (pp.251-286). Québec : Publication du Québec.

Abstract :

In her article, the author first presents the concept of the school socio-educational environment, involving more particularly school climate and teaching practices, along with its effects on student academic achievement. She then goes on to discuss more specifically the input of school-family-community partnerships.

Parental Involvement and School Openness
Parental involvement in student academic progress has a positive influence on child development, academic achievement, behaviour, educational aspirations and attitudes towards school. Parents and teachers also benefit from this involvement to some extent (e.g., parents’ enhanced self-esteem regarding their roles, teachers’ more positive attitudes towards parents). Five parental involvement constructs were identified in this study: (1) emotional support; (2) communication with teachers (e.g., telephone calls); (3) parent-child interactions regarding children’s schooling experience; (4) parent-school communication (e.g., parent meetings); and (5) parent-child communication (e.g., discussions on plans for the future). Emotional support has been recognized as the most influential construct of academic achievement and educational aspirations.

The openness of schools towards the community also plays an important role in the development of youths; for instance, new resources are offered to students, and parental involvement is encouraged. Four types of community influence were identified: (1) conversion (influence on goals, beliefs and behaviour); (2) mobilization (greater involvement); (3) allocation (support and services offered); and (4) teaching (e.g., extra-curricular activities). It was found that this last type of influence contributed to improving students’ reading and writing skills, among other outcomes. The combined teaching and allocation types of influence appeared to reduce truancy and school dropout and foster a more positive attitude toward school.

Influencing Factors of Parental Involvement
Certain family and parent characteristics proved to influence the level of parental involvement (e.g., income, family structure, parents’ educational level). Above all, parents’ social and psychological resources, along with their confidence in their parenting abilities, seemed to have the most influence on their involvement in school.

Other elements may also influence parental involvement. These elements included student characteristics (e.g., gender, academic background), community characteristics (e.g., level of cohesiveness, social network) and teachers’ practices, especially their attitudes towards parental involvement and their professional training (e.g., training in school-family cooperation).¨

Improving Cooperation
Improving the socio-educational environment (climate and teaching practices) facilitates the implementation of interventions aimed towards school-family-community partnership. Two major partnership projects are discussed in this article: the (1) Comer project and (2) Schools Reaching Out project. Assessing the effects of these two projects showed that parents were more involved. In the case of the Comer project, academic results improved, while there was less truancy and fewer behavioural problems.

The typology developed by Epstein to describe cooperative activities is then discussed: (1) parenting (helping parents in their roles by providing them with tools); (2) school-family communication; (3) parental involvement in school activities (volunteering); (4) home learning activities; (5) decision-making; (6) cooperation with the community.

Lastly, action research is presented as an interesting avenue for creating school-family-community partnership. To establish successful cooperation, these nine steps are essential: (1) creating an action group; (2) obtaining formal support and financing; (3) providing training in cooperation; (4) determining starting points, strengths and weaknesses; (5) designing a three-year plan; (6) drafting an annual plan; (7) recruiting teaching staff, parents, students and community groups to help the action group; (8) assessing the implementation as well as the results of the programme every year, and taking corrective measures as soon as possible where necessary; and (9) organizing annual celebrations and reporting on progress to all participants.

Key Words :
Socio-educational Environment, School Climate, Teaching Practices, Parental Involvement, of School Openness, Community Influence, Family Characteristics, Parent Characteristics, Student Characteristics, School Characteristics, Comer Project, Schools Reaching Out Project, Epstein’s Typology, Action Research, Newsletter12

Monitored Countries :
Quebec (Canada)