Educational Legislation and Parental Motivation for Becoming Involved in Education. A Comparative Analysis Between Israel and Quebec-Canada
Référence bibliographique 
Brunia, Schaedel, Rollande, Deslandes et Yovav, Eshet. 2013. «Educational Legislation and Parental Motivation for Becoming Involved in Education. A Comparative Analysis Between Israel and Quebec-Canada ». International Journal about Parents in Education, vol. 7, no 2, p. 107-122.
Intentions : «The aim of this paper was two-fold: it intended to examine the macro educational and legislative milieu that promotes school and family partnerships in Israel and Quebec-Canada, as well as the setting and circumstances that motivate parents to become involved in their children’s education at home and at school.» (p. 115)
Échantillon/Matériau : L’étude qui porte sur le Québec est basée sur la participation de 1227 parents d’enfants fréquentant sept écoles primaires dans la province.
Type de traitement des données : Analyse statistique
«In the Quebec macro view of parental involvement, we understood that there was a strong political desire to support parental involvement. One may wonder about the reasons for the low level of teachers’ invitations to parents, when there seems to be such agreement as to the importance of parental involvement. […] Nevertheless, besides perceived teachers’ invitations, it is still necessary for parents to feel challenged and become convinced that involvement in their child’s education is part of their parental responsibilities (role construction).» (p. 116) «All in all, whether in Israel or in Quebec-Canada, once legislation and policies are implemented as top-down measures, the implementation of down-top measures must soon follow. Parents, teachers, the school principals and other key actors must show their willingness to promote PI (parental involvement) and realize that it is part of their professional responsibilities. They should feel well-equipped to work effectively with parents, be aware of the parents’ life context conditions, and be supported by the administrators at the school level, and at the district level.» (p. 119)