Engaging Hard to Reach Families:" Learning from Five 'Outstanding' Schools"

Autor/in	Watt, Laura
Titel	Engaging Hard to Reach Families:" Learning from Five 'Outstanding' Schools"
Quelle	In: Education 3-13, 44 (2016) 1, S.32-43 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1122321
Schlagwörter	Outreach Programs; Family Involvement; Family Programs; Effective Schools Research; Family School Relationship; Parent Participation; Socioeconomic Status; Barriers; Interviews; Administrator Attitudes; Parent Aspiration; Interpersonal Communication; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Jobcoaching; Family program; Familienprogramm; Schulforschung; Elternmitwirkung; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Elternwille; Interpersonale Kommunikation; Ausland
Abstract	Parental engagement is shown to have a significant effect on educational outcomes, especially at primary school level. It can take a variety of forms including helping children with homework and attending parents' evenings. Evidence suggests that parents with lower socio-economic status (SES) are less likely to engage in their children's education and there is a tendency to label such parents as "hard to reach". However, in reality these parents may find the school itself "hard to reach". This paper explores the relationship between schools and families, offering a critical review of relevant literature and then presenting data from a study of five outstanding schools in Stoke-on-Trent, Britain that have successfully engaged parents in their children's learning. In so doing it challenges some of the assumptions that are made regarding lower SES parents in terms of parental engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01