By Anthony Feiler
A realistic consultant to setting up confident relationships with hard-to-reach mom and dad. comprises research-based concepts for lecturers on easy methods to achieve hard-to-reach mom and dad, carers, and guardiansExplores the overseas point of view on winning parental engagementProvides sensible support for constructing nearer relationships among mom and dad and colleges
Read Online or Download Engaging 'Hard to Reach' Parents: Teacher-Parent Collaboration to Promote Children's Learning PDF
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Additional info for Engaging 'Hard to Reach' Parents: Teacher-Parent Collaboration to Promote Children's Learning
G. ), socio-economic group and geographical area (urban and rural). The authors found that patterns of parental involvement are influenced by the following factors: the age and stage of children’s schooling (parents’ involvement in school activities reduces significantly when children transfer to secondary school); time and effort (parents are more likely to get involved in school activities where there are fewer demands in terms of 34 Engaging ‘Hard to Reach’ Parents commitment and input); child persuasion (parents reported that younger children in particular can exert considerable influence when asking them to attend school events); and perceived benefit for their own child.
As mentioned in Chapter 1, Desforges and Abouchaar (2003) conducted a major review of the link between parental involvement and pupil achievement. It emerged that a key feature of home support is parents modelling positive aspirations that help the child to construct a pro-learning self-concept and 36 Engaging ‘Hard to Reach’ Parents high educational self-expectations: RESEARCH QUOTATION ‘. . parental involvement seems to have its major impact on children [as measured by achievement at school] through the modelling of values and expectations .
These authors proposed that three major constructs account for differing levels of parental involvement in education. First, parents’ role construction, which refers to parental beliefs about what they are expected to accomplish in their children’s education. This influences the basic range of activities that parents understand to be important for their children. Parental beliefs about role construction are viewed by the authors as particularly important in driving subsequent involvement practices.