Developing hybrid activities through home-school dialogue in disadvantaged communities

在英国，贫困和教育成绩不佳之间的联系已经确立，父母的参与被认为是教育成功的关键决定因素。据报告，经济上处于不利地位的父母不太可能：与子女一起进行识字活动;在阅读方面为子女树立榜样，并帮助子女完成家庭作业。此外，在家学习（由父母指导）被认为对儿童的认知发展和未来的学业成功有重大影响。最近，在英国教育标准局的指导下，为弱势群体服务的学校对家长参与的有效策略越来越感兴趣，这种“以学校为基础”的策略包括：为家长提供如何最好地与孩子沟通的培训，确保家长感到他们的参与是有价值的，并为家长提供提高自己技能的机会。但同样，这些策略强调确保家长“适合”学校的需要，他们也面临着问题（例如，如何让那些在学校有过负面经历的父母参与进来。鉴于高水平的父母参与与积极的教育和情感成果有关，我们面临一个矛盾;父母的参与有助于弱势学生的成功或脱离，但是，对于如何以不使父母病态化的方式来制定家庭学校关系，人们却知之甚少。家长及教师对弱势社群学校的家校关系有何看法？(RQ2)：在这样的社区中，家长、教师和学校如何建立合作对话，挑战或克服儿童/家长/家庭的缺陷？(RQ3)：在建立这种合作对话方面有哪些挑战？

The link between poverty and educational underachievement in the UK is well established with parental involvement identified as a key determiner of educational success. Economically disadvantaged parents are reported as lesslikely to: engage in literacy practices with their children; provide role models for their children in terms of reading and assist their children with homework tasks. Furthermore, home learning (directed by parents) is thought tohave a significant effect on children's cognitive development and future academic success. More recently, with direction from Ofsted schools serving disadvantaged communities have become increasingly interested in effective strategies for parental engagement.Such 'school based' strategies include: offering parents training in how best to communicate with their children, ensuring parents feel their involvement is valued, and offering parents the opportunity to enhance their own skills. But again,such strategies emphasise ensuring parents 'fit' the needs of the school and they are beset with problems (e.g. how to engage parents who have had their own negative experiences of school.Given that high-level parental engagement is linked to positive educational and emotional outcomes, we are left with a contradiction; parental engagement is contributory to the success or disengagement of disadvantaged students, but there is little understanding of how homeschool relationships should be enacted in ways which do not pathologize parents.Research questions:(RQ1): What are parents' and teachers' perceptions of the home-school relationship in schools serving disadvantaged communities?(RQ2): How can parents, teachers, and schools in such communities establish collaborative dialogue, which challenges or overcomes assumptions of deficit in the child/parent/home?(RQ3): What are the challenges in setting up such collaborative dialogue?