REDEFINING PARENTAL INVOLVEMENT
Although the use and operational definitions of the term parental involvement varied greatly (Epstein, 1991; Miedel & Reynolds, 1999); Clark, 1993; Cooper, Lindsay, & Nye, 2000; Bloom, 1980; Lopez, 2001; Parental involvement is clearly linked to children’s academic, social, and emotional development, and building parent-school partnerships is one strategy for improving student success worldwide (e.g., Epstein, 1995; Epstein & Sanders, 2006; Fan & Chen, 1999; Henderson, 1987; Henderson & Mapp, 2002; Henderson, Mapp, Johnson, & Davies, 2007; Schleicher,1992.
Successful parent involvement will involve blending 21st century techniques with practical methods of engaging parents in real conversation for sustainable results. Recent serge of economic happenings dictates a radical rebranding of the present definition of parental involvement at the elementary and secondary level. This unorthodox emerging approach will reclassify the extent to which parents take an active participatory role in their child’s learning process.
Key areas in need of modification will include educators perception and definition of parental participation; administrators ability to cultivate and conceptualize new innovative and strategic sustainable designs initiatives for effectively gauging parents in the introductory phrase of student’s elementary and secondary educational careers; community support to include internal and external constituents vested in the design and augmentation of pre & post design initiatives which empowers students to occupy a permanents role as active participants and contributors in all parent engagement strategic initiatives focused solely on innovative emerging concepts to bolster participatory support in parental involvement at the elementary and secondary level.