Enhancing Parental Involvement in Student Learning

Autor/inn/en	Averill, Robin; Metson, Abby; Bailey, Susan
Titel	Enhancing Parental Involvement in Student Learning
Quelle	In: Curriculum Matters, 12 (2016), S.109-131 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1177-1828
Schlagwörter	Foreign Countries; Parent Participation; Parent Role; Parent School Relationship; Student Diversity; Cultural Differences; Educational Policy; Mathematics Education; Culturally Relevant Education; Elementary Secondary Education; Partnerships in Education; Barriers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kultureller Unterschied; Politics of education; Bildungspolitik; Mathematische Bildung; Hochschulpartnerschaft; Neuseeland
Abstract	There is much international evidence that parental involvement in children's learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school settings. We examined policy, theoretical, and research literature to identify key supports and barriers to establishing strong parental involvement in children's learning, with a particular focus on the context of mathematics. A review of literature shows that parental involvement can be nurtured by school-wide commitment, learning-focused parent--teacher partnerships, effective communication, purposeful home-based learning, and shared home and school decision making. However, establishing sustained parental involvement in learning is challenging, with time constraints, language and cultural differences, and varied expectations posing barriers. Further guidance, support, and New Zealand-based research are needed to ensure such involvement can be maximised, including investigation into the effects of such involvement on achievement, affect, and well-being, particularly in relation to Máori and Pasifika students in English-medium settings. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01