The Importance Of PI In Schools

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It is important to appreciate the universality of the significance of PI. In the words of Desforges & Abouchaar (2003:37), “Whilst there are important differences between ethnic minority parents in how they express their support and involvement, the basic mechanism and scale of impact is constant across all ethnic minority parents in how they express their support and involvement, the basic mechanism and the scale of impact is constant across all ethnic groups studied.” In other words, while parents from different ethnic backgrounds may support their children in apparently different ways, the effect of such efforts is the same. Jeynes (2005:2) also confirms the positive impact PI cannot be disputed.
What is significant is to take account of …show more content…
Some of such implications are revealed in the fourth chapter of this research .circumspect when encouraging certain forms of PI such as allowing parents to visit the school and talk to the teacher any time they want.
While some research, as shown by Singh et al in Desforges & Abouchaar (2003:25), indicate that PI in the school has little, if any, effect on pupil achievement, it is not entirely without significance. Whatever amount of school based PI can go far as a conduit of information through which teachers and parents can work collaboratively to support children’s education. The effect of this kind of school involvement can act as a necessary lubricant for at-home involvement (Desforges & Abouchaar, …show more content…
For younger children this motivational and values mechanism is supplemented by parental promotion of skills acquisition (for example, in respect of early literacy). McNeal (2001:131) adds that apart from improving achievement, parent- child discussion also consistently reduces problematic behaviour such as laziness or lack of application.
It must be noted, however, that there are families facing challenges such as homes without electricity, space for quiet study, or where parents are illiterate, or where time is constrained in respect of both parents and pupils. Such realities are a reminder that the issue of Pi is context – bound, a fact that is fully recognised by this research (as seen in chapter 4). Notwithstanding these constraints, it remains incontestable that the more parents and children conversed with each other at home, the more the pupils achieved at school regardless of social
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