Barriers and Solutions to Participation in Family-Based Education Interventions

Autor/inn/en	Lingwood, Jamie; Levy, Rachael; Billington, Josie; Rowland, Caroline
Titel	Barriers and Solutions to Participation in Family-Based Education Interventions
Quelle	In: International Journal of Social Research Methodology, 23 (2020) 2, S.185-198 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-5579
DOI	10.1080/13645579.2019.1645377
Schlagwörter	Intervention; Family Programs; Barriers; Educational Research; Participatory Research; Disadvantaged; Parent Child Relationship; Language Acquisition; Recruitment; Persistence; Foreign Countries; Reading Aloud to Others; Young Children; Preschool Teachers; Family School Relationship; Self Efficacy; Familiarity; Literature Appreciation; Scheduling; Socioeconomic Status; Research Problems; United Kingdom (Liverpool) + Suchen Sie Ihr Suchwort? Family program; Familienprogramm; Bildungsforschung; Pädagogische Forschung; Forschungstätigkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachaneignung; Spracherwerb; Recruiting; Rekrutierung; Ausdauer; Ausland; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Literarische Wertung; Disposition; Socio-economic status; Sozioökonomischer Status; Forschungskritik
Abstract	The fact that many sub-populations do not take part in research, especially participants from lower socioeconomic (SES) backgrounds, is a serious problem in education research. To increase the participation of such groups we must discover what social, economic and practical factors prevent participation, and how to overcome these barriers. In the current paper, we review the literature on this topic, before describing a case study that demonstrates four potential solutions to four barriers to participation in a shared reading intervention for families from lower SES backgrounds. We discuss the implications of our findings for family-based interventions more generally, and the difficulty of balancing strategies to encourage participation with adhering to the methodological integrity of a research study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01