How important is parent/guardian involvement in student learning and achievement? Developing
partnerships and collaboration with parents/guardians can be essential to help promote
academic achievement in children. Yet, this task can be challenging for teachers. How much
parent/guardian involvement is enough and how much involvement is too much? At what point
does parent/guardian involvement become a problem? Managing this balance is a skill that can
be supported and informed by educational psychology.
For this Discussion, consider the myriad ways parents/guardians can be involved in a child’s education and how parents/guardians can help promote achievement. Consider strategies that
might be useful to encourage appropriate parent/guardian involvement and collaboration.
With these thoughts in mind:
Post by Day 5 your position on whether parent/guardian involvement in a child’s education is
beneficial and explain why. Include positive and negative aspects of parent/guardian involvement
related to student achievement. Then describe a strategy that might encourage parent/guardian
involvement and collaboration. Justify your response with references to this week’s Readings.
Readings
Article: Brophy, J. (1998). Classroom management as socializing students into clearly articulated
roles. Journal of Classroom Interaction, 33(1), 41–45.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Center for Mental Health in Schools at UCLA. (2011). Implementing response to
interventions in context. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/implementingrti.pdf
Article: Ducharme, J. M., & Shecter, C. (2011). Bridging the gap between clinical and classroom
intervention: Keystone approaches for students with challenging behavior. School Psychology
Review, 40(2), 257–274.
Retrieved from the Walden Library using the Education Research Complete database.
Article: Marks, D. B. (2010). Preservice teachers’ perceptions of classroom management
instruction: Theory to practice. National Teacher Education Journal, 3(2), 179–201.

Retrieved from the Walden Library using the Education Research Complete database.
Article: Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational
Leadership, 61(1), 6–13.
Retrieved from the Walden Library using the Educational Research Complete database.
Article: Rosas, C., & West, M. (2009). Teachers beliefs about classroom management: Preservice and inservice teachers’ beliefs about classroom management. International Journal of
Applied Educational Studies, 5(1), 54–61.
Retrieved from the Walden Library using the Education Research Complete database.