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1.
Michael Wyness 《British Educational Research Journal》2020,46(1):161-176
Research, policy and practice on education in recent years has focused attention on the mediating role that parents play in children's schooling. Parents have been constructed as responsible agents; as consumers, investors and partners in the performance-oriented educational project. Much of the literature has looked at parent–school relations from the vantage point of parents, particularly parents in disadvantaged areas. Less has been written on how parent–school relations look from a school's perspective. In this article we draw on data from a case study English school in a socio-economically deprived area and explore the nature of the construct ‘responsible parent’ from the perspectives of teaching staff. We utilise data from semi-structured interviews with teaching staff in one case study school located on the outskirts of an English city. Through the data we outline teachers’ conceptions of parents and an emerging network of engagement incorporating parents as part of a broader social and education project in schools. We argue that a dominant construct, the responsible parent, has resonances with the ways that teachers conceptualise parents. At the same time, the case study school inhabits a dual institutional space: it is captured within a neo-liberal discourse on the responsible parent as a key conduit for an outcomes-oriented education project and also goes beyond the narrow confines of formal educational structures in offering ‘challenging’ parents social and emotional support in connecting with their children and their schooling. 相似文献
2.
Stephen M. Cullen Mairi Ann Cullen Susan Band Liz Davis Geoff Lindsay 《British Educational Research Journal》2011,37(3):485-500
The Parent Support Adviser (PSA) role, piloted in 2006–2008 in 20 local authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children's school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children's schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their line managers and coordinators in 12 case study LAs) showing that there was one key area in the PSA pilot that was less successful—the engagement of fathers. The article examines views about how to engage fathers and of the barriers explaining the overall absence of fathers from the PSA project. It highlights the dissonance between policy and practitioner guidance, on the one hand, and practice, on the other, with regard to the relative failure to engage fathers with this important initiative. 相似文献
3.
Being in a Service family can be a difficult position for children and parents alike due to high levels of mobility, parental separation, and the remaining parent’s stress and emotional well-being. A Service family is defined as a family with one or both parents employed by the Ministry of Defence (MOD). The current project looked at the under-researched area of supporting parents in Service families with an intervention funded by the MOD. Work carried out involved inviting parents of primary aged children to take part in consultation sessions and parent discussion groups, facilitated by educational psychologists (EPs). These looked at the psychological concepts of separation, anxiety, self esteem and friendship as well as positive psychology. Outcomes indicated that parents experienced an increase in confidence and a decrease in concern following the consultation sessions. Parents valued the support of the group and found the sessions practical and informative. This intervention filled a gap in support for Service parents and indicates a role for EPs in terms of further input and research. 相似文献
4.
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
5.
Siu-Cheung Kong 《Technology, Pedagogy and Education》2018,27(1):15-31
This study aimed to investigate parents’ understanding of, support for and concerns about e-learning and proposed a school–parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey and focus group interviews. Results indicated that there was a high correlation between parental understanding and support for e-learning although parents demonstrated only a basic level of understanding. Four types of parental support and six major areas of parental concern were identified. These results shed light on the school–parent partnership whereby parents should implement a proactive e-learning policy at home to monitor, support and inspire e-learning. Schools should formulate a holistic policy to address parents’ concerns responsively and proactively to gain support. Schools can enhance parents’ pedagogical understanding of e-learning and address parental concerns through school–parent communication and peer support among parents. 相似文献
6.
《British Educational Research Journal》2003,29(3):285-305
A three‐year Home Office funded project placed social work trained home‐school support workers on the staff of secondary schools with the aim of reducing school exclusions. Data from the project evaluation enabled an analysis of the possibilities and limitations of social work in school settings. A qualitative evaluation methodology was adopted with extended periods of fieldwork in the seven project schools and the use of a variety of qualitative and quantitative data collection techniques. It is argued that, if schools are to be successful sites for social work, the tensions arising from the different cultures of teachers and social workers must be recognised and addressed. A number of factors were found to be crucial for assisting social work trained support workers to become accepted in schools. The support worker role resulted in a variety of benefits for teachers, thus enabling the project to act as a bridge between social work and educational cultures. 相似文献
7.
Lai Ha Yuen 《International Journal of Early Years Education》2019,27(1):20-33
The immigrant population in Hong Kong is steadily increasing every year. This immigrant population largely comprises families, most of whom have pre-school and school-age children. However, limited information is known on the practices that immigrant parents adopt when they become involved in their children’s schooling. In the present study, the researcher implemented a Quality Education Fund project called ‘Building a caring community: Family support and empowerment.’ The project aimed to promote parent education and to build a caring community by implementing a group parent education program (GPEP) for low-income and new immigrant parents. The parent leaders conducted an outreach parent education program in which the low-income, new immigrant parents (target parents) had their children enrolled in two kindergartens. The parent leaders imparted parenting knowledge, shared positive parenting strategies, and exchanged their own experiences with target parents. The present research aims to study how new immigrant parents evaluate their experiences and the effectiveness of the GPEP. Results suggest that providing opportunities for mutual support and emotional healing correlates with improved parenting attitudes and practices. 相似文献
8.
In this study, opportunities and challenges in parent–school partnerships in special needs schools were explored as the researchers’ noted that parents were usually reluctant to participate in curricular planning, learning support provisioning and the development of Individual Education Support Plans. Three focus group interviews were conducted with parents and data were analysed for recurrent themes within an interpretive framework. The challenges identified were related to family emotional stability, socio-economic constraints and the stigma of attending a special educational needs (SEN) school. Since parents’ experience trauma when placing their children in a SEN school, they turn towards the school for emotional support and guidance. However, parents felt disconnected from the school by inadequate teacher knowledge of family circumstances, insufficient opportunities for interaction amongst families and limited school communication to parents. These challenges led to misconceptions by parents and subsequent marginalizing of many families from the school, which further exacerbated their child’s learning problems. These challenges provided opportunities for SEN schools to develop guidelines for improving parent school partnerships. 相似文献
9.
Gill Crozier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):315-328
Whilst there is now clearly an expectation upon parents to become more involved in schools and to take a greater part in their children's education, there is still little attempt to address the constraints upon achieving such aims. These constraints have been shown to include social class factors, gender relations, ethnicity and power relationships. This paper will take the analysis of some of these constraints further and, in particular, will focus on the views of working‐class parents on their relationships with, and role in relation to, their children's secondary school. The paper will explore the reasons for the orientation by working‐class parents which would seem to differ markedly from that of middle‐class parents. It will be shown that working‐class parents are committed to their children achieving educational success, and that they perceive their own role as supportive in a variety of ways. However, their position in relation to schools is to view the school as separate from their everyday social and cultural world and that the parent‐teacher role comprises a division of labour. It will be argued that teachers tend to adopt the same strategies for promoting parental involvement irrespective of class, parental needs, individual circumstances, and so on. Hence, because they take no account of differences, and because their strategies are constructed essentially from a logocentric position, then they serve to reinforce the parents’ perception of teachers as the professional ‘who knows best’: as the powerful knower which thus reinforces working‐class parents’ fatalistic view of schooling and their role as passive. The paper draws on data from a three‐year research project into the parents’ relationship with their children's secondary school. The data set which formed the basis of the analysis presented here comprises interviews with 58 parents from one of the case‐study schools which will be known as Acre Lane, and 15 of the school's teachers. 相似文献
10.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work. 相似文献
11.
Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
12.
Diane Barone 《Early Childhood Education Journal》2011,38(5):377-384
This article focuses on a parent literacy project that included shared reading and how to support this strategy with families
who have a home language other than English and live in poverty circumstances. Literature about the importance of shared reading
to children’s literacy development is shared in tandem with the importance of building parent and school collaborations. Details
are provided about the literacy project of working with families at Greenbrae Elementary with supporting photographs and parent
comments. Strategies to bring such an approach to other schools are described with many pragmatic concerns addressed. 相似文献
13.
The goals of this study were to evaluate the effects of emotional support from friends and parents at two time points (adolescence and adulthood) on adult depression in a nationally representative sample of survivors of childhood sexual abuse (CSA), and examine whether the associations were moderated by the identity of the perpetrator (parent/caregiver vs. not). Data were taken from Waves I and IV of the National Longitudinal Study of Adolescent Health (Add Health). The study sample included 1,238 Add Health participants with a history of CSA and an equivalently sized comparison group of individuals with no history of CSA. Parental support was measured using four items from each wave that assessed the warmth of participants’ relationships with their parents and their satisfaction with those relationships. Friend support in adolescence was measured using participants’ perceptions of how much their friends cared about them and in adulthood using participants’ self-reported number of close friends. Depression was measured using a 10-item subscale of the CES-D. Logistic regressions showed that support from friends and parents in adulthood were significantly associated with lower odds of adult depression in CSA survivors who reported non-parent/caregiver abuse. Among survivors of parent/caregiver abuse, emotional support was not significantly associated with adult depression regardless of when or by whom it was provided. In conclusion, emotional support in adulthood from friends and parents is associated with reduced odds of adult depression in CSA survivors, but only in cases where the abuse was perpetrated by someone other than a parent or caregiver. 相似文献
14.
During the past ten years in the UK there has been a considerable increase in the number of teaching assistants (TAs) appointed to work alongside teachers in schools. A significant number of these colleagues are appointed to support pupils with special educational needs (SEN), including those with social, emotional and behavioural difficulties (SEBD). This paper reports on the ways in which the role of the teaching assistant in supporting pupils with SEBD has been developed in schools for pupils aged 7–11 years in one English Local Education Authority (LEA). It suggests that there are several models of support emerging and that the role of the teaching assistant is perceived as crucial to the effective inclusion of pupils with SEBD in mainstream classrooms. 相似文献
15.
This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities. 相似文献
16.
Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
17.
‘Transformative leaders for sustainable schools’, was a nationwide research project conducted in 150 primary schools in Cyprus during 2005–2007. The project explored the role of the principals in the organisation of sustainable schools. A mixed methods approach to data collection was employed combining quantitative and qualitative methods. This paper presents primary school principals’ perceptions of sustainable development, their views on the characteristics and operation of the sustainable schools as well as factors supporting or impeding the development of such schools in Cyprus. Our analysis reveals that the term ‘sustainable school’ is a concept only vaguely understood by the principals. Education for sustainable development is interpreted loosely as environmental education and sustainable schools’ operation is limited to sustainable development’s environmental aspects. Principals place their emphasis on environmental conservation, for satisfying humans’ needs whereas the notion of environment, economy and society are marginalised. The development of sustainable schools in Cyprus is restricted by limitations in time, lack of ESD teacher education, the centralised educational system and the overloaded curriculum. Suggested reinforcing factors are parents’ associations’ support and the school–community dialogue. Further exploration of the principals’ role as potential carriers of change and effective leaders is needed. 相似文献
18.
Md. Shajedur Rahman 《Teacher Development》2019,23(1):121-138
This paper is aimed at exploring teachers’ perceptions and practices of peer support in Bangladeshi primary schools. It also looks into the contrast between the perceptions and practices, and the underlying reasons behind such deviations. The study collects data from teachers who are undergoing a large-scale teacher development project called English in Action. The project provides face-to-face and distance learning support to the teachers, as well as promotes the idea of context-based learning through peer support in both primary and secondary schools in Bangladesh. This study adopted a mixed method approach. The quantitative part looks into teachers’ perceptions and practices in regards to peer support. A close-ended questionnaire was used to understand the extent teachers feel peer support is important and their actual engagement with colleagues for the support activities. Qualitative methods including observations, focus group discussions, and interviews are used to identify the activities that teachers do together with their colleagues in a school and the barriers to such activities. The results show that, teachers define peer support in a specific way and consider it as very important for their professional development. However, their engagement in such activities is restricted by several factors. 相似文献
19.
Tracey Sanders 《Educational Psychology in Practice》2007,23(1):45-61
This paper describes a nurture group pilot project that took place in three schools in Hampshire. Results suggested that children in the nurture groups made significant social and emotional gains after attending a group. These gains were recognised by the children themselves and their parents. They were also generalised into the classroom. Teachers at the end of the pilot project felt more empowered to meet the needs of children presenting with social, emotional and behavioural difficulties. This paper concludes by identifying factors which contribute to the success of nurture groups and highlights future research issues. 相似文献
20.
Peer relationships represent a major source of concern to children transitioning to secondary school. They also offer a potentially important source of support to adjustment and academic progress. However, strategies to support peer relationships at secondary transition have received little attention in previous research. This semi-structured interview study obtained accounts of current practice from staff in a small but nationally representative sample of English secondary schools. A theoretical approach to thematic analysis indicated substantial use of evidence-based strategy types, while a complementary inductive analysis highlighted issues in work with parents. There were many similarities across schools in the content of their support for peer relations at transition, however important process differences were found between high and low support schools in the quality of strategy implementation. A framework is presented to support this aspect of educational psychologists’ work with schools in promoting successful transition to secondary school. 相似文献