Chapter 1 - Literature Review
1. Knowledge Gap in Parental Involvement in Children's Education
2. Purpose and Significance of the Study
3. Research Methodology
Chapter 2 - Elucidating the Complexity of Parental Involvement in Primary Schools: Three Ethnographic Case Studies
1. School A: Alienated Relationship under a Bureaucratic Leadership
2. School B: Instrumental Relationship under a Utilitarian Leadership
3. School C: Mutual Trust Relationship under a Communitarian Leadership
4. A Synthesis: Convergences and Divergences in the Phenomenon of Parental Involvement Found in Primary Schools in Hong Kong
5. Summary
Chapter 3 - Building a Grounded Theory on Parental Involvement in Education
1. Existing Knowledge about Parental lnvolvement Practice
2. Logic of Practice of Parental Involvement
3. Operationalization of Major Constructs for Survey Studies
4. Research Questions and Analysis Methods
5. Summary
Chapter 4 - Nature of Parental Involvement: Perspectives from Principals, Teachers and Parents
1. Characteristics of the Fields
2. Practice of Parental Involvement
3. Attitude towards Parental Involvement: Habitus of Different Stakeholders
4. Explaining the Practice of Parental Involvement
5. Summary
Chapter 5 - Effects of Parental Involvement and Investment on Student Learning
1. General Characteristics of Student Respondents
2. Parental Investment of Family Resources
3. Parental Involvement at Home and in School
4. Students' Outcomes
5. Effects of Family Involvement and Investment on Students' Outcomes
6. Summary
Chapter 6 - Conclusions and Implications
1. Major Findings that Fill the Knowledge Gap
2. Refined Conceptual Framework
3. Theoretical Implications
4. Practical Implications
5. Limitations of the Present Study and Implications for Further Study
About the Author: HO Sui Chu Esther is Professor in the Department of Educational Administration and Policy and Co-Director of Hong Kong Institute of Educational Research (HKIER) and the Hong Kong Centre for International Student Assessment (HKPISA Centre) at the Chinese University of Hong Kong. She is also Principal Investigator of the Home School Collaboration Project. She has previously been a teacher in respectively primary and secondary schools in Hong Kong; Fulbright Scholar at Pennsylvania State University (2004) and Johns Hopkins University (2010); Research Associate of the project Education and Development in South China; Teaching Assistant and Research Assistant at the University of British Columbia, Canada; Teaching Consultant of the World Bank in the District Primary Educational Program, India. She has taught courses on School Effectiveness and School Restructuring; Educational Policy and Practice in Hong Kong; Family, Community and School: Policy & Practice; Education and Society in Hong Kong; Quantitative Analysis in Classroom & School Settings. Her research interests focus on parental involvement in children's education, home school community collaboration, school effectiveness and school reform, decentralisation and school-based management, research methodology in education, multilevel analysis in educational research.
KWONG Wai Man received his M.S.W. degree at the University of Hong Kong, counselling training at the Ontario Institute for Studies in Education (OISE), University of Toronto. He studied the process of professional learning and changes of social workers for his Ph.D. degree at the University of Bristol. He began teaching in the City Polytechnic of Hong Kong in 1984, and is currently the Programme Leader of the MSSC programme of the City University of Hong Kong. His research interest covers a number of areas: parenting and parent education, parent involvement and school improvement, counselling and counsellor education, youth resilience, professional education and professional learning. He is currently working on two counselling research projects, one on the professional artistry of "listening for understanding' in counselling and the other on the practice of "embedded counselling" in health care setting. He is also working on a "knowledge transfer" project on eliciting clinical knowledge of experienced counsellors and the development of case study pedagogy for teaching clinical knowledge, a "teaching development grant" project on the development of a "language-based approach" to counselling, and an "idea incubator" project to develop the approach and resource materials for providing narrative career counselling to university students.
