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Education and Parenting: Conclusions and Implications
Duke University, Center for Child and Family Policy, Durham, NC, USA.
University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology. (BUV)ORCID iD: 0000-0003-3328-6538
2019 (English)In: School Systems, Parent Behavior, and Academic Achievement: An International Perspective / [ed] Sorbring, Emma; Lansford, Jennifer E., Springer, 2019, p. 139-151Chapter in book (Other academic)
Abstract [en]

This chapter begins by providing an overview of key points raised in the preceding chapters regarding education and parenting in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. We then highlight similarities and differences in education and parenting across the nine countries. For example, many countries have increased access to education in the last decades, but questions of quality remain; socioeconomic and geographic disparities in access and quality characterize many countries. Examples are provided of ways that education systems in different countries have attempted to build bridges between home and school contexts, such as through "mother tongue" education and interventions to increase parent involvement. Countries differ in the extent to which curricula are nationally standardized versus variable within the country and the extent to which learning is primarily teacher- versus student-directed. The countries included in this volume range from those performing among the best to those performing among the worst on international tests of student achievement. Many of the countries have high-stakes testing and entrance exams at different levels of education, which has implications for how parents attempt to help their children succeed in school. Parental education-related involvement, expectations, goal-orientation, and supportiveness are all importantly related to students' academic achievement. The chapter discusses implications for policy and practice, particularly in relation to the Sustainable Development Goals that are guiding the international development agenda through 2030. Understanding how different countries' education systems operate, steps countries have taken to improve access to and quality of education, and how parenting can promote students' academic achievement in the context of different education systems offers the potential for countries to learn from one another to offer quality education to all.

Place, publisher, year, edition, pages
Springer, 2019. p. 139-151
Series
Young People and Learning Processes in School and Everyday Life, ISSN 2522-5642, E-ISSN 2522-5650 ; Vol 3
Keywords [en]
Parenting, education
National Category
Psychology (excluding Applied Psychology)
Research subject
Child and Youth studies; SOCIAL SCIENCE, Psychology
Identifiers
URN: urn:nbn:se:hv:diva-14432DOI: 10.1007/978-3-030-28277-6_11ISBN: 978-3-030-28276-9 (print)ISBN: 978-3-030-28277-6 (electronic)OAI: oai:DiVA.org:hv-14432DiVA, id: diva2:1353617
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-10-28Bibliographically approved

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