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Please see the Fact Sheet (see attachment) and add additional research information 

A total of 8 pages and it does not title page and references.

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You will write a literature review that provides the foundation for your Desired Advocacy Outcome (DAO), synthesizing the argument for your Desired Advocacy Outcome (DAO) from the professional literature. This should be a minimum of 8 pages of text *** for the literature view, not inclusive of references, title pages, and other non-text accouterments. This literature review should be based on professional literature. Excellent work will call upon original research publications to integrate them into your discussion (as opposed to consistently referring only to how others interpret that research).  While your opinion is going to play a role in this – this should represent PROFESSIONAL values and not personal values. Fewer than 8 pages of text (not counting reference section) are likely to be insufficient to support your argument APA format for text and citations, double spaced 

(D) Literature Review Provide the research and theory that gives evidence for the appropriateness of your Desired Advocacy Outcome (DAO) – what is the research that tells us this is best practice? How strong/consistent are the findings of the research. Course instructor At the very least, all bulleted points on your one-page summary should be addressed here – with strong analysis and syntheses of the research and theory in support of the DAO Includes relevant research and remains on topic Uses professional literature/sources for research Submitted to the instructor via BB as part of the advocacy assignment

 (E) Opposing views (consider this part of the literature review) Include consideration of opposing viewpoints. What are the arguments AGAINST your advocacy outcome? Course instructor Thoughtful consideration to potential opposing views; considerations about anything that would require public funding should be addressed; minimum one page double spaced Submitted to the instructor via BB as part of the advocacy assignment  

Fact Sheet on Promoting Family Engagement and Increasing Social and Emotional Development, Academic Achievements, and Positive Classroom Behavior

Strong family engagement promotes and changes the outcome of early childhood education. Research has shown that consistent family engagement is not only supplemental to a positive outcome of childhood education but creates healthy development and wellness.

Data & Statistics

· Recently Harvard Professor Robert Putnam2 said that given a choice between a 10% increase in school budgets or a 10% increase in parent involvement, he would invest in parent involvement Bogenschneider and Johnson, 2004).

· An estimated that nearly 1 in 3 parents in this country is disengaged from their adolescent’s life and particularly their adolescent’s school: Only about one-fifth of parents consistently attend school programs (Bogenschneider and Johnson, 2004, as cited in Steinberg, 1989). Nearly one-third of students say their parents have no idea how they are doing in school. About one-sixth of all students report that their parents don’t care whether they earn good grades in school or not (Bogenschneider and Johnson, 2004, as cited in Steinberg, 1989).

Positive Effects of Family Engagement

Sapungan & Sapungan (2014), found that the Benefits of parent involvement includes:

· Increases student achievement regardless of socioeconomic status, ethnic or racial background, or parents’ education level

· Improves grades, test scores, and attendance

· Improves students’ self-esteem and self-discipline, improves behavior in school, and reduces suspensions for disciplinary reasons

· Reduces placements in special education and remedial classes

· Increases graduation rates and enrollment rates in postsecondary education

· Reduces behaviors such as alcohol use, violence, and antisocial behavior

· Improves the school performance of students from diverse cultural backgrounds when parents and professionals collaborate to bridge the gap between the culture at home and the culture at the learning institution

· Enhances outcomes (transitions, work quality, plans for the future) for junior and senior high school students whose parents remain involved.

Barriers of lack of Family Engagement

· Key barriers to family engagement as a lack of resources, inconsistent communication, and reluctance of families and school staff to partner (Garbacz, Hirano, McIntosh, Eagle, Minch, & Vatland, 2018).

· Parents and school personnel identified barriers that fit into four descriptive categories: (a) time poverty, (b) lack of access, (c) lack of financial resources, and (d) lack of awareness (Williams & Sánchez, 2013).

Ways to Increase Family Involvement

· Research by Barnett, Paschall, & Mastergeorge, et al. (2020), results found that the early childhood education (ECE) providers who practice engage parents (e.g., sending home information about the child), parent-school involvement in ECE centers (e.g., volunteering, attending meetings), and parent engagement in home learning activities (e.g., reading, stimulating cognitive development) were linked to children’s kindergarten academic readiness.

· Studies have shown that mobile communication has increased parent engagement in early childhood education. For example, leverage mobile apps (access information regarding current programs, field trips, and projects, they gain the power to engage on their terms), create a two-way channel of engagement (mobile messaging boards, two-way text chains, and email channels), and daily engagement (sending parents daily progress reports through a mobile app) (Ortwerth, K 2020).

Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020).

Influences of parent engagement in early childhood education centers and the home on kindergarten school readinessEarly Childhood Research Quarterly53, 260-273.

Bogenschneider, K., & Johnson, C. (2004). Family involvement in education: How important is

it? What can legislators do. In Wisconsin Family Impact Seminars.

Garbacz, S. A., Hirano, K., McIntosh, K., Eagle, J. W., Minch, D., & Vatland, C. (2018). Family

engagement in schoolwide positive behavioral interventions and supports: Barriers and

facilitators to implementation. School Psychology Quarterly33(3), 448.

Ortwerth, K. (2020, May 8). 3 Ways to Increase Parent Engagement in Early Childhood

Education. https://pccsoft.com/3-ways-to-increase-parental-engagement-in-early-childhood-education/

Sapungan, G. M., & Sapungan, R. M. (2014). Parental involvement in child’s education:

Importance, barriers and benefits. Asian Journal of Management Sciences &

Education3(2), 23-43.

Steinberg, L. (1989). Adolescence. New York: Knopf

Williams, T. T., & Sánchez, B. (2013). Identifying and decreasing barriers to parent involvement

for inner-city parents. Youth & Society, 45(1), 54-74.

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