随着美国学校制度的多样化，今天的教育工作者日益紧张，为每一个孩子提供最好的教育。无论学校的实物资产或经费有多少，基本资源依然存在：学生家长。但是，随着学生家庭人口的变化和更繁忙的时间表，是房间的母亲（或父亲）的期望，许多教师可能在今天的社会现实吗？在这个国家的某些地区，由于家庭富裕，更容易看到家里的母亲或父亲，或有弹性工作时间的父母。这是典型的这种类型的个人，我们与房间的母亲（或父亲）谁是帮助在课堂上。在所有的社会经济群体的立场从家长参与学校受益，林（2002）承认，家长的参与有助于提供与注意力和资源缺乏的学校的学生。“用更少的钱，学校的话，应该在课堂活动中获益最多的父母。当教师在城市或农村教室缺乏书籍或材料，家长可以通过参与学校的救援。
英国地质学论文代写:学校制度
As the diversity of the United States school system continues to grow, the educators of today are increasingly strained to provide the best education possible for every child. Regardless of the physical assets or funding a school may have, essential resources remain: the parents of the students. But with the changing demographics of students' families and more hectic schedules, is the room mother (or father) expectation many teachers might have realistic in today's society?In particular areas of the country, it is more common to see stay-at-home mothers or fathers, or parents with flexible work schedules, due to greater affluence. It is typically this type of individual that we associate with room mothers (or fathers) who are helping in the classroom. While all socioeconomic groups stand to benefit from parental involvement in the schools, Lam (2002) acknowledges that parent involvement helps "provide students with the attention and resources they lack from school." Schools with less money, then, should benefit most from the activity of parents in the classroom. When teachers in urban or rural classrooms lack books or materials, parents can come to the rescue by becoming involved at school.
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