COMMUNITY SUPPORT ON EDUCATION

Impact of Student, Family and Community Support on Education

Impact of Student, Family and Community Support on Education

Families1 and the community have a great impact on the education of children. Families of valuable resources in educational reform, and children are at schools to recognize and encourage the role of parents in carrying out reforms. Studies have shown that robust, interactive network of parents, community members, peers and teachers stimulate learning and child development (Bronfenbrenner, 1989).

The task of creating a network to support children's education research and development is becoming increasingly difficult. Changes in social structures and increasing economic pressures have reduced the time and energy, some families can devote to school involvement: single parents often work more than one job, and many families with two parents, both parents work. In addition, many households' configuration changes for large families raising children.

Schools always have difficulty teaching students who are not ready to learn, whether because of financial or other difficulties. These problems are particularly formidable, as the nation works toward higher standards of education. This chapter discusses the role of family involvement in science education and science education reform, and offers some strategies for addressing these issues (Comer, 1980). Some necessary changes and specific proposals for their implementation are determined, that can help all parents to participate in the scientific education of their children. Each family may have a role by participating in educational activities with children at home, being meaningfully linked to schools, or simply supporting improved science education. In this chapter, we point to specific examples of programs, projects and resources that serve as examples of successful approaches to involving families and communities in science education. An annotated list of selected programs included in the resource figures. These and other strategies can be used to achieve the goal of parent involvement in improving science literacy for all.

Current Issues

The following major concerns about science, mathematics and technology out of the focus groups:

The quality of teachers, their training and their impact on learning;

The type of instruction in schools;

Links between schools and families, including parents unwillingness to participate with schools and student learning, the relationship between school staff and parents; parents knowledge of school issues, in particular, their knowledge of curriculum and science instruction, and

External factors such as social and economic considerations that may keep parents from participating schools and student learning.

These themes are developed by parents in the focus groups discussed in the following sections.

The Quality of Teaching and Teacher Training

One of the most common problems parents in the focus groups was the quality of teachers, including the quality of pre-service and in service training that teachers receive in the field of science and mathematics. These parents recognized that their children's motivation and interest in science and mathematics teachers are often specific. When students feel that their teachers are competent and confident in science and mathematics, they are more likely interested in these subjects. Parents of elementary school students were particularly concerned about the training of teachers, because teachers at this ...