LEADER 04055nam 2200697 450 001 9910813401903321 005 20211011231948.0 010 $a0-674-72742-8 010 $a0-674-72629-4 024 7 $a10.4159/harvard.9780674726291 035 $a(CKB)3710000000081480 035 $a(EBL)3301378 035 $a(SSID)ssj0001082651 035 $a(PQKBManifestationID)11610039 035 $a(PQKBTitleCode)TC0001082651 035 $a(PQKBWorkID)11100998 035 $a(PQKB)11070564 035 $a(DE-B1597)213440 035 $a(OCoLC)1002232259 035 $a(OCoLC)1004879911 035 $a(OCoLC)1011446944 035 $a(OCoLC)867049965 035 $a(OCoLC)979747467 035 $a(OCoLC)984656984 035 $a(OCoLC)987941847 035 $a(OCoLC)992488849 035 $a(OCoLC)999359914 035 $a(DE-B1597)9780674726291 035 $a(Au-PeEL)EBL3301378 035 $a(CaPaEBR)ebr10823661 035 $a(MiAaPQ)EBC3301378 035 $a(EXLCZ)993710000000081480 100 $a20140118d2014 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 14$aThe broken compass $eparental involvement with children's education /$fKeith Robinson and Angel L. Harris 210 1$aCambridge, Massachusetts ;$aLondon, England :$cHarvard University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (322 p.) 300 $aDescription based upon print version of record. 311 0 $a0-674-72510-7 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$t1 The Role of Parental Involvement in Children's Schooling --$t2 Parental Involvement and Social Class --$t3 Implications of Parental Involvement at Home by Social Class --$t4 Implications of Parental Involvement at School by Social Class --$t5 Academic Orientation among Parents at Home by Race --$t6 Effectiveness of Parental Involvement at Home by Race --$t7 Parental Involvement at School by Race --$t8 Implications of Parental Involvement at School by Race --$t9 Parenting and Poor Achievement --$t10 Setting the Stage for Academic Success --$t11 Conclusion --$tAppendixes --$tNotes --$tReferences --$tAcknowledgments --$tIndex 330 $aIt seems like common sense that children do better when parents are actively involved in their schooling. But how well does the evidence stack up? The Broken Compass puts this question to the test in the most thorough scientific investigation to date of how parents across socioeconomic and ethnic groups contribute to the academic performance of K-12 children. The surprising discovery is that no clear connection exists between parental involvement and student performance. Keith Robinson and Angel Harris assessed over sixty measures of parental participation, at home and in school. While some of the associations they found were consistent with past studies, others ran contrary to previous research and popular perceptions. It is not the case that Hispanic and African American parents are less concerned about education--or that "Tiger parenting" among Asian Americans gets the desired results. Many low-income parents want to be involved in their children's school lives but often receive little support from school systems. For immigrant families, language barriers only worsen the problem. In this provocative work, Robinson and Harris believe that the time has come to reconsider whether parental involvement can make much of a dent in the basic problems facing American schools today. 606 $aEducation$xParent participation$zUnited States 606 $aHome and school$zUnited States 615 0$aEducation$xParent participation 615 0$aHome and school 676 $a371.19/2 700 $aRobinson$b Keith$01604890 701 $aHarris$b Angel L$01604891 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910813401903321 996 $aThe broken compass$93929879 997 $aUNINA