Conceptions of Parental Engagement and the Implications for School Leadership and Policy

家长参与的概念及其对学校领导和政策的影响

• 批准号: 2435546
• 金额: --
• 依托单位: University of Warwick
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2435546
• 关键词: Conceptions; Parental; Engagement; Implications; Leadership

Background: Parental engagement is a vital component of effective education and has repeatedly been linked to improved pupil outcomes. As a result, parental engagement has been enshrined in government policies around the world. Parental engagement is a high-profile issue within English schools and features in the Ofsted inspection framework. Despite the amount of attention parental engagement has received, the term remains poorly defined. It is used to refer to a whole continuum of activities (e.g. parents' evenings, support with homework, parents volunteering in schools, home-school agreements, and parents reading with children at home). Previous research suggests that it is parental engagement with learning in the home - rather than parents' involvement with school - that is associated with increased pupil attainment. At Masters level, I researched how parental engagement was conceptualised by staff and parents at one large primary school in England. Worryingly, only 25% of staff conceptualised parental engagement in relation to parents' relationship with learning in the home. School leaders also appeared to overestimate the impact of school-based activities, at the expense of home- and community- based activities. This suggests that there may be a worrying mismatch in the way that parental engagement is conceptualised by researchers advocating for its efficacy, and how it is conceptualised by school staff devising and implementing parental engagement initiatives. The possibility that this is a widespread problem needs to be investigated because schools in which leaders have misconceptions around parental engagement are likely to disproportionately allocate resources towards ineffective, school-based events aimed at parents' relationships with schools, rather than supporting effective family-centred engagement with learning. My previous case study also highlighted large discrepancies between the barriers perceived by school staff and parents. Nearly half of staff said that the main barrier was parents not caring about their children's education. Meanwhile all parents expressed desire to engage with their children's learning. A better understanding of the beliefs held by parents and staff nationally could help to inform teacher training and address misconceptions so that effective, mutually respectful partnerships can be built.Research Questions:1. How do school leaders define parental engagement?2. What sort of parental engagement do school staff aspire to and what barriers do theyperceive? Are there group differences e.g. by role within school or school type?3. What sort of parental engagement do parents aspire to and what barriers do they report? Are there group differences e.g. by gender, ethnicity or SEND?4. What are the implications for school leaders and educational policy?Approach: Participants Parents and school staff from English primary schools covering a variety of different contexts. Data collection tools Data will be collected from staff and parents using anonymous online questionnaires in order to maximise the number of responses that can be collected and analysed from a large geographic region. The parental survey will be translated into other languages where necessary. Data analysis I will use Goodall and Montgomery's (2014) continuum to codify the parental engagement definitions provided by staff and parents. The continuum describes three levels ranging from level 1 (activity focussed on parental involvement with the school) to level 3 (activity focussed on parental engagement with their child's learning, recognising the agency of parents and the value of activity at home). Analysis will focus on whether there is consensus around the vision for parental engagement in English primary schools and whether school staff are using definitions that match those used by researchers and policy makers.

背景：父母的参与是有效教育的重要组成部分，并一再与学生成绩的提高有关。因此，世界各地的政府政策都明文规定了父母的参与。家长参与是英国学校中备受关注的问题，也是教育标准局检查框架的特点。尽管父母参与得到了很多关注，但这个词的定义仍然很模糊。它指的是一系列连续的活动（例如，父母之夜、辅导家庭作业、父母在学校做志愿者、家庭-学校协议、父母在家陪孩子读书）。先前的研究表明，是家长在家里参与学习，而不是参与学校，与学生成绩的提高有关。在硕士阶段，我研究了英国一所大型小学的工作人员和家长如何对家长参与进行概念化。令人担忧的是，只有25%的员工将父母参与与家庭学习的关系概念化。学校领导似乎也高估了以学校为基础的活动的影响，而忽略了以家庭和社区为基础的活动。这表明，提倡家长参与的研究人员将其概念化的方式，以及学校工作人员设计和实施家长参与倡议的方式，可能存在令人担忧的不匹配。这是一个普遍存在的问题的可能性需要调查，因为学校的领导者对家长参与有误解，可能会不成比例地将资源分配给针对家长与学校关系的无效学校活动，而不是支持有效的以家庭为中心的学习参与。我之前的案例研究也强调了学校工作人员和家长所认为的障碍之间的巨大差异。近一半的员工表示，主要障碍是父母不关心孩子的教育。同时，所有家长都表达了参与孩子学习的愿望。更好地了解全国家长和工作人员的信念有助于为教师培训提供信息，消除误解，从而建立有效、相互尊重的伙伴关系。研究问题:1。学校领导如何定义家长参与？学校工作人员渴望什么样的家长参与，他们认为有什么障碍？是否存在组别差异，例如在学校的角色或学校类型？父母们渴望什么样的父母参与，他们报告了什么障碍？是否存在群体差异，例如性别，种族或SEND？这对学校领导和教育政策有什么影响？方法：参与者来自英国小学的家长和学校工作人员，涵盖各种不同的背景。数据收集工具将使用匿名在线问卷从员工和家长那里收集数据，以便最大限度地从大地理区域收集和分析答复的数量。如有需要，家长调查将被翻译成其他语言。我将使用Goodall和Montgomery（2014）的连续体来编纂由员工和家长提供的父母敬业度定义。连续统描述了三个级别，从第1级（活动重点是家长参与学校）到第3级（活动重点是家长参与孩子的学习，认识到家长的作用和家庭活动的价值）。分析将集中在英国小学是否就家长参与的愿景达成共识，以及学校工作人员是否使用与研究人员和政策制定者使用的定义相匹配的定义。