Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures

Spear, Sara; Parkin, John; Steen, Tommy van; Goodall, Janet

doi:10.1080/00131911.2021.2007054

Cited by 15 publications

(16 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consequently, parents can play an important role by being teachers, autonomy-supportive coaches, and interveners ( Knopik et al, 2021 ). Spear et al (2021) provided additional insights from teachers’ perspectives on what parents need to do to monitor and support primary school students’ learning during the pandemic-induced school suspension. Specifically, teachers expected parents to enable students’ access to learning resources provided by teachers and participate in or supervise the completion of learning activities assigned by teachers.…”

Section: Discussionmentioning

confidence: 99%

“…However, the different patterns of results between the primary and secondary school samples underscore the importance for research on familial influences (SES, parental involvement) and student outcomes to consider contextual factors (e.g., students’ grade levels or age) ( Tan et al, 2019 ). Previous studies suggest that, compared to secondary school students, primary school students may be more dependent on parental interventions and therefore, parents need to work harder to understand their children’s developmental and learning needs, cultivate a positive parent–child relationship, and be more proactive in their parenting ( Knopik et al, 2021 ; Lau and Lee, 2021 ; Spear et al, 2021 ). Future research can expand the scope of investigation of parenting influences beyond parental involvement to identify aspects of parenting that can enhance the online learning of primary students during school suspension.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

et al. 2022

View full text Add to dashboard Cite

Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students’ SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students’ home online learning during the school suspension.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The preliminary results indicate that school closure had significantly increased the inequality of children's learning. Similarly, Spear and her colleagues (2021) in England found that teachers were aware that parents from disadvantaged families faced multiple challenges in supporting their primary-age children's learning at home amid the COVID-19 school closures. In Hong Kong, the challenges of school closures have placed increasing pressure on struggling families, such as low-income working parents who may not have time to care for their children's learning at home; their children may also lack Internet access ( Lau and Lee, 2021 ).…”

Section: Leadership In Crisis: Sets Of Constraints Amid Class Suspens...mentioning

confidence: 99%

Leadership for inclusive online learning in public primary schools during COVID-19: A multiple case study in Hong Kong

Lee¹

2022

Educational Management Administration & Leadership

View full text Add to dashboard Cite

Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19.

show abstract

“…However, existing studies on online learning have focused more on students, teachers, technology, and government policies in the online learning process and paid little attention to parents [16]. While some studies have also noted the importance of parental involvement in student learning during the pandemic, the main focus has been on the motivation and role of parents of special education students and their involvement in student online learning [17][18][19][20]. Existing studies lack systematic research on primary school parents' perception and evaluation of online learning [21], especially after online learning during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Liu

Chen

2022

Sustainability

View full text Add to dashboard Cite

Since the COVID-19 outbreak, online learning has become the norm. Primary school students require parental assistance and supervision due to their lack of digital media capabilities and safety concerns. This study uses the mixed research method to process and analyze the interview data of 10 primary school parents and 564 questionnaire data using topic coding and partial least squares structural equation model (PLS-SEM) to explore the factors influencing primary school parents’ choice of online learning and the mechanism of these factors on choice intention. The results show that online learning continuity and learning attitude development risk are two new variables affecting parents’ cognition of online learning. They have a significant positive impact on performance evaluation and risk perception. Perceived ease of use, performance evaluation, and perceived cost affect parents’ assessment of their children’s satisfaction with online learning during the pandemic. Parents’ satisfaction with online learning positively affects their intention to choose online learning. The results of this study can provide a reference for education departments and schools on how to carry out online teaching with higher quality in case of emergencies.

show abstract

Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures

Cited by 15 publications

References 40 publications

Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

Parental Home Monitoring and Support and Students’ Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong

Leadership for inclusive online learning in public primary schools during COVID-19: A multiple case study in Hong Kong

Factors Influencing Parents’ Intention on Primary School Students’ Choices of Online Learning during and after the COVID-19 Pandemic in China

Contact Info

Product

Resources

About