Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11), e05482.
Addi-Raccah, A., & Grinshtain, Y. (2016). Teachers' capital and relations with parents: A comparison between Israeli Jewish and Arab teachers. Teaching and Teacher Education, 60, 44-53.
Al Salami, M. K., Makela, C. J., & De Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63-88.
Alharthi, M. (2022). Parental Involvement in Children's Online Education during COVID-19; a Phenomenological Study in Saudi Arabia. Early Childhood Education Journal, 1-15.
Anthony, C. J., & Ogg, J. (2019). Parent involvement, approaches to learning, and student achievement: Examining longitudinal mediation. School Psychology, 34(4), and 376.
Antipkina, I., & Ludlow, L. H. (2020). Parental involvement as a holistic concept using Rasch/Guttman scenario scales. Journal of Psychoeducational Assessment, 38(7), 846-865.
Austin-Ohanenye, G. (2021). Teachers’ and parents’ perceptions of parental involvement in elementary students’ education: A phenomenological study .proquest.11(1/3),6-30.
Azemi, K., & Moradizadeh, S. (2021). Developing and Examining the Causal Model of Academic Achievement of Primary School Students Based on Parents' Motivations for Involvement with the Mediating Role of Parental involvement in School Affairs. Journal of Applied Family Therapy, 2(2), 211-233.
Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community.5 (3/4), 381-390.
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological bulletin, 145(9), 855.
Bascia, N., & Hargreaves, A. (2014). The sharp edge of educational change: Teaching, leading and the realities of reform. Routledge.1-265.
Bhamani, S., Makhdoom, A. Z., Bharuchi, V., Ali, N., Kaleem, S., & Ahmed, D. (2020). Home learning in times of COVID: Experiences of parents. Journal of education and educational development, 7(1), 9-26.
Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24, 10–30.
Borup, J., West, R. E., Graham, C. R., & Davies, R. S. (2014). The adolescent community of engagement framework: A lens for research on K-12 online learning. Journal of Technology and Teacher Education, 22(1), 107-129.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
Başaran, Z., Doğanay, M., Çolak, S., & Erdal, R. (2019). Fitness Merkezi Üyelerinin Egzersiz Bağımlılığı, Mutluluk Ve Yaşam Doyumlarının Kişisel Özellikler Açısından İncelenmesi. Onur Kurulu. 347-360.
Bubb, S., & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving schools, 23(3), 209-222.
Burgess, S., & Sievertsen, H. (2020). Schools, skills, and learning: The impact of COVID-19 on education.Scientific Research, 8(9), 1-31.
Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and youth services review, 121, and 105866.
Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: Implications for children’s academic and emotional adjustment. Child development, 82(3), 932-950.
Chowa, G. A., Masa, R. D., & Tucker, J. (2013). The effects of parental involvement on academic performance of Ghanaian youth: Testing measurement and relationships using structural equation modeling. Children and Youth Services Review, 35(12), 2020-2030.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, and 105440.
Dotterer AM., & Wehrspann E. (2016). Parent involvement and academic outcomes among urban adolescents: Examining the role of school engagement. Educational Psychology, 36(4), 812–830.
Elahi, Z., Hajitabar Firouzja’Ee, M., & Abedini, M. (2020). Multiple Dimensions of Parental Involvement and their Role in Academic Motivation of Primary School 6th Graders, Journal of Family and Research, 17(1), 103-126.
Elwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314-323.
Epstein, J.L. (2021) School and Family Partnerships. Report No. 6; Center on Families, Communities, Schools & Childrens’ Learning: Baltimore. MD, USA, 1992; 3–25
Ewing, L. A., & Cooper, H. B. (2021). Technology-enabled remote learning during COVID-19: perspectives of Australian teachers, students and parents. Technology, Pedagogy and Education, 30(1), 41–57.
Faraskhah, M. (2021). Qualitative research method in social sciences. Tehran: Agah.1-225.
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and Remote Learning: Experiences of Parents with Children during the Pandemic. Am. J. Qual. Res, 4(3), 45–65.
Goodall, J. (2016). Technology and school–home communication. International Journal of Pedagogies & Learning, 11, 118–131.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252.
Gugiu, P.C., Gugiu, M.R., Barnes, M., Gimbert, B., & Sanders, M. (2019).The Development and Validation of the Parental Involvement Survey in their Children’s Elementary Studies (PISCES). J. Child Fam. Stud. 28, 627–641.
Haisraeli, A., & Fogiel-Bijaoui, S. (2021) Parental involvement in school pedagogy: a threat or a promise? Educational Review, 1-21.
Hargreaves, A., & Fullan, M. (2015). Professional capital: Transformng teaching in every school. Teachers College Press, 1-50.
Harpaz, Y. (2018). How to design educational environment in 6 steps, or: How to think education. Poalim Library, 163-166.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community, and family with ICT: Four-year trends related to school level and SES of public schools in Florida. Computers & Education, 55(1), 391–405.
Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents’ perspectives on technology and children’s learning in the home: Social class and the role of the habitus. Journal of Computer Assisted Learning, 27(4), 347–360.
Hornby, G., & Blackwell, I. (2018). Barriers to parental involvement in education: An update. Educational Review, 70(1), 109–119.
Horvat, E. M., Weininger, E. B., & Lareau, A. (2003). From social ties to social capital: Class differences in the relations between schools and parent networks. American Educational Research Journal, 40(2), 319–351.
Hubers, M. D. (2020). Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last. Teaching and Teacher Education, 93(1), 1-45.
Kong, Q. (2020). Practical Exploration of Home Study Guidance for Students during the COVID-19 Pandemic: A Case Study of Hangzhou Liuxia Elementary School in Zhejiang Province, China. Sci. Insigt Edu, 5, 557–561.
Levin, B., & Riffel, A. (2019). Schools and the changing world. Routledge.
Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The validation of one parental involvement measurement in virtual schooling. Journal of Interactive Online Learning, 9(2), 105–132.
Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78.
Mousavi, S. F., Jafari, F., Dehshiri, G., & Rowshani, S. (2022). The effect of parent alliance learning self-regulation and social competence in girl adolescents: The Mediating Role of parental involvement, Journal of Applied Counseling, 11(2), 21-44.
Nitecki, E. (2015). Integrated school-family partnerships in preschool: Building quality involvement through multidimensional relationships. School Community Journal, 25(2), 195–219.
Núñez, J. C., Pascual, S., Suárez, N., & Rosário, P. (2021). Perceived parental involvement and children’s homework engagement at the end of Primary Education: A cluster analysis. Revista De Psicología y Educación, 16(1), 88–103.
Nyanamba, J. M., Liew, J., & Li, D. (2022). Parental burnout and remote learning at home during the COVID-19 pandemic: Parents’ motivations for involvement. School Psychology, 37(2), 160-172.
Park, S., Stone, S. I., & Holloway, S. D. (2017). School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis. Children and Youth Services Review, 82, 195–206.
Sabater, S. A. (2018). Does parental involvement matter? A comparison of the effects of two different types of parental involvement on urban elementary students' academic performance. 10978787, 1-24.
Sorensen, C. (2012). Learning online at the K-12 level: A parent/guardian perspective. International Journal of Instructional Media, 39(4), 297-307
Spinelli, M., Lionetti, F., Setti, A., & Fasolo, M. (2020). Parenting Stress during the COVID-19 Outbreak: Socioeconomic and Environmental Risk Factors and Implications for Children Emotion Regulation. Fam. Process, 60(2), 639-653.
Stronge, J. H. (2018). Qualities of effective teachers. ASCD.
Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536.
Townsley, M., Buckmiller, T., & Cooper, R. (2019). Anticipating a second wave of Standards-Based grading implementation and understanding the potential barriers: Perceptions of high school principals. NASSP Bulletin, 103(4), 281-299.
UNESCO (2020). Education: From disruption to recovery. Retrieved July 8, 2020.
Van der Heijden, H. R. M. A., Geldens, J. J. M., Beijaard, D., & Popeijus, H. L. (2015). Characteristics of teachers as change agents. Teachers and Teaching, 21(6), 681–699.
Wang H., Chen Y., Yang X., et al. (2022). Different associations of parental involvement with children’s learning of Chinese, English, and math: a three-wave longitudinal study .European Journal of Psychology of Education. . Feb: 1-17.
Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta-synthesis. Educational Review, 66(3), 377–397.
Willemse, T. M., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: A challenge for teacher education, 44(3), 252-257.
Wolthuis, F., van Veen, K., de Vries, S., & Hubers, M. D. (2020). Between lethal and local adaptation: Lesson study as an organizational routine. International Journal of Educational Research, 100, 101534.
Woofter, S. (2019). Book Review: Building Equity: Policies and Practices to Empower All Learners. American Journal of Qualitative Research, 3(1), 136-139.
Yemini, M., & Maxwell, C. (2021). Mobilities of policy and mobile parents – Creating a new dynamic in policy borrowing within state schooling. Globalisation, Societies and Education, 19(1), 70–80.
Yemini, M., Maxwell, C., & Mizrachi, M. (2019). How does mobility shape parental strategies – A case of the Israeli global middle class and their ‘immobile’ peers in Tel Aviv? Globalisation, Societies and Education, 17(3), 324–338.
Zhao, Y. (2020). COVID-19 as a catalyst for educational change. PROSPECTS, 49(1), 29–33.
)