Joan M T Walker
Biographic Data
| ID | 1584971 |
|---|---|
| NAME | Joan M T Walker |
| GIVEN NAMES | Joan M T |
| FAMILY NAME | Walker |
| SIGNATURE | WALKER J M T |
| AFFILIATIONS | Pace University, Pleasantville, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 170 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Because Wisdom Can't Be Told
This study used text-related, video-based case materials to assess teacher candidates' readiness to communicate with families. Participants ( N = 141) rated their efficacy for home-school communication and then responded to a description of a classroom-based challenge regarding one student's behavioral and academic performance. Next, they evaluated two videos, each capturing how a teacher addressed the challenge in a parent-teacher conference. Ca…
Authoritative Classroom Management
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage—and learning theory struggles to explain—the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style theory as an explanatory framework. The author begins by describing the two primary dimensions of parent…
This Issue
Significant learning ... makes a difference—in the individual's behavior, in the course of action he chooses in the future, in his attitudes, and in his personality. It is a pervasive learning which
Parents' motivations for involvement in children's education
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan publ…
Parental Involvement
In 1995 and 1997 Hoover‐Dempsey and Sandler proposed a theoretical model of the parental involvement process. Taking a psychological perspective, the model explained why parents become involved in their children’s education and how their involvement makes a difference in student outcomes. In this article we describe our efforts to operationalize Hoover‐Dempsey and Sandler’s explanation and how, in turn, those efforts led to revisions in their the…
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Teachers Involving Parents (TIP)
Parental Involvement in Homework
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they bel…
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Teachers Involving Parents (TIP)
Authoritative Classroom Management
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage—and learning theory struggles to explain—the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style theory as an explanatory framework. The author begins by describing the two primary dimensions of parent…
Because Wisdom Can't Be Told
This study used text-related, video-based case materials to assess teacher candidates' readiness to communicate with families. Participants ( N = 141) rated their efficacy for home-school communication and then responded to a description of a classroom-based challenge regarding one student's behavioral and academic performance. Next, they evaluated two videos, each capturing how a teacher addressed the challenge in a parent-teacher conference. Ca…
Parental Involvement in Homework
The article reviews research on parental involvement in student homework. It is focused on understanding: why parents become involved in their children's homework; which activities and strategies they employ in the course of involvement; how their homework involvement influences student outcomes; and which student outcomes are influenced by parents' involvement. Findings suggest that parents involve themselves in student homework because they bel…
Teachers Involving Parents (TIP)
Parental Involvement
In 1995 and 1997 Hoover‐Dempsey and Sandler proposed a theoretical model of the parental involvement process. Taking a psychological perspective, the model explained why parents become involved in their children’s education and how their involvement makes a difference in student outcomes. In this article we describe our efforts to operationalize Hoover‐Dempsey and Sandler’s explanation and how, in turn, those efforts led to revisions in their the…
Why Do Parents Become Involved? Research Findings and Implications
A decade ago, Hoover-Dempsey and Sandler offered a model of the parental involvement process that focused on understanding why parents become involved in their children's education and how their involvement influences student outcomes. Since then, we and others have conducted conceptual and empirical work to enhance understanding of processes examined in the model. In this article (companion to Walker and colleagues' article about scale developme…
Parents' motivations for involvement in children's education
This study examined the ability of a theoretical model to predict types and levels of parental involvement during the elementary and middle school years. Predictor variables included parents' motivational beliefs about involvement, perceptions of invitations to involvement from others, and perceived life context variables. Analyses of responses from 853 parents of 1st- through 6th-grade students enrolled in an ethnically diverse metropolitan publ…
Authoritative Classroom Management
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage—and learning theory struggles to explain—the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style theory as an explanatory framework. The author begins by describing the two primary dimensions of parent…
This Issue
Significant learning ... makes a difference—in the individual's behavior, in the course of action he chooses in the future, in his attitudes, and in his personality. It is a pervasive learning which
Because Wisdom Can't Be Told
This study used text-related, video-based case materials to assess teacher candidates' readiness to communicate with families. Participants ( N = 141) rated their efficacy for home-school communication and then responded to a description of a classroom-based challenge regarding one student's behavioral and academic performance. Next, they evaluated two videos, each capturing how a teacher addressed the challenge in a parent-teacher conference. Ca…
Parental Involvement in Education (7 works) · Psychology (7 works) · Social Psychology (6 works) · Diverse Education Studies and Reforms (5 works) · Pedagogy (5 works) · Developmental psychology (3 works) · Family and Disability Support Research (3 works) · Collaborative Teaching and Inclusion (2 works) · Early Childhood Education and Development (2 works) · Empirical research (2 works)