Given that the professional literature provides ample evidence of the importance of parental involvement and its effect on learners’ academic outcomes and positive social/emotional states, the aim of this quantitative study was to understand and compare the perceptions of preservice teachers regarding parental involvement and family engagement in Israel and the U.S. Fisher’s Perception of Parental Involvement Scale (PPIS; Fisher, 2011) was used to survey 469 education-college students: 269 American students and 200 Israeli students. Analysis indicated that the model was a better fit for Israeli students and an acceptable fit for U.S. students. However, in general, Israeli and US students in teaching colleges agreed on many of the components of parental involvement. Some results differed by gender, age, level of education, and prior teaching experience. These results may suggest that the fundamental concepts that constitute the family engagement are not culturally bound, but rather may be common among different cultures and nations. Further research is required to confirm this. Notwithstanding, gaining a general understanding of pre- and in-service teachers’ perceptions regarding parental involvement and family engagement could prompt the colleges to expand their teacher-education programs to better address this important issue.

鉴于专业文献提供了充分的证据证明父母参与的重要性及其对学习者学业成绩和积极的社会/情绪状态的影响，本定量研究的目的是了解和比较职前教师对父母参与和家庭的看法。在以色列和美国的参与 费舍尔的父母参与感量表 (PPIS; Fisher, 2011) 用于调查 469 名教育学院学生：269 名美国学生和 200 名以色列学生。分析表明该模型更适合以色列学生，也适合美国学生。然而，总体而言，以色列和美国师范学院的学生对家长参与的许多组成部分达成了一致。一些结果因性别、年龄、教育水平而异，和之前的教学经验。这些结果可能表明，构成家庭参与的基本概念不受文化约束，而在不同文化和国家之间可能是共同的。需要进一步的研究来证实这一点。尽管如此，全面了解在职教师对父母参与和家庭参与的看法可能会促使大学扩大其教师教育计划，以更好地解决这一重要问题。