Learning-centred parental engagement: Freire reimagined

Goodall, Janet

doi:10.1080/00131911.2017.1358697

Cited by 48 publications

(48 citation statements)

References 52 publications

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“…Parent engagement arises out of sociocultural theory, which highlights the value of school–home interaction (Goodall, ). Parents model learning and its value in the home from birth (Goodall & Montgomery, ), developing vital “parental knowledge” (Goodall, ; Pushor, ). Parent engagement sees schools acknowledge that rich parent knowledge and build upon it, to enable the co‐construction of shared values and to work towards achieving a shared vision (Emerson, Fear, Fox, & Sanders, ; Pushor & Amendt, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond¹

2019

Brit J Educational Tech

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Parent involvement in and engagement with children's learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1-year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study. of students, teachers and parents, this paper is an important addition to the literature, drawing together research on student engagement, parent involvement and engagement and FL, through a sociocultural lens. Literature review Student engagementDeveloping and enhancing student engagement (SE) is a key goal of educators and it has been the subject of much debate in educational research, owing to its complex and multifaceted nature (Appleton, Christenson, & Furlong, 2008;Eccles, 2016). For the purposes of this study, SE is defined as: the energy and effort that students employ within their learning community, observable via any number of behavioural, cognitive or affective indicators across a continuum. It is shaped by a range of structural and internal influences, including the complex interplay of relationships, learning activities and the learning environment. The more students are engaged and empowered within their learning community, the more likely they are to channel that energy back into their learning, leading to a range of short and long term outcomes, that can likewise further fuel engagement.

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Section: Literature Reviewmentioning

confidence: 99%

Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond¹

2019

Brit J Educational Tech

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“…For a teacher of a holistic classroom environment who wants to develop a closer and an authentic partnership with his/her pupil's parents, there is a need to preserve his/her attitude in the classroom, reflecting it in the interactions with the parents [3]. If the teacher has the goal to prompt the development of the student as a whole person, then, first, the teacher needs to see him/herself from a similar perspective, including when establishing partnerships with parents.…”

Section: Discussionmentioning

confidence: 99%

“…It has been considered an extremely important element on equity issues in education when built on effective teacher-parent dialog [40,42]. Yet, this scenario is not prevalent in most schools around the world, since, as Goodall [3] attests, the most popular perception of working with parents is still school-centered instead of learning-centered. This means that the traditional involvement approach to parents is still much more often used in schools than the more effective and integrative approach presented by the parental engagement framework.…”

Section: Challenges For Parental Engagementmentioning

confidence: 99%

“…Partnerships between parents and teachers regarding students' education have been a well-researched topic throughout the past three decades. Much more recently, both research and practice contexts started adapting their perspectives on the centrality of the parents' role in their children's learning [1][2][3][4][5]. Such a shift is embedded in a mainstream worldwide tendency to adapt the goals of educational systems to an ever-changing and globalized world, targeting to develop not only competences in individual fields of knowledge, but also transversal competences, such as, for example, learning to learn, cultural competence, and entrepreneurship [1].…”

Section: Introductionmentioning

confidence: 99%

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Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships

Levinthal¹,

Kuusisto²

2020

Pedagogy in Basic and Higher Education - Current Developments and Challenges

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This study presents the standpoint of parental engagement, conceptualized by Janet Goodall and collaborators, as a framework that is coherent to the principles of the holistic approach of pedagogy to teacher-parents' partnerships. We bring forward the evolution of the concept of parental engagement and its main standpoints, in relation to more traditional theories on parental involvement. We also discuss previous findings about teachers' and parents' roles in education and teacher-parents' partnerships, as well as how do changes in educational paradigms challenge homeschool collaboration. Finally, the article highlights the need to implement researchbased parental engagement practices in educational systems around the world.

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“…Erdoğan ve Demirkasımoğlu, 2010. Alanyazındaki aile katılımı sınıflamaları ve modelleri incelendiğinde aile katılımının okul temelli ve ev temelli olmak üzere iki şekilde ele alındığı görülmektedir (Goodall, 2018;Hester, 1989;Hoover-Dempsey ve Sandler, 1995;Jeynes, 2018;Keith ve diğerleri, 1998;Lawson, 2003). Ev temelli katılımda (parental engagement) evde gerçekleştirilen eğitim etkinlikleri, ev ödevlerine yardım, evde uygun öğrenme ortamının sağlanması, okul ve eğitime karşı olumlu tutum ve beklentilere sahip olmasını sağlama, öğrenmekten hoşlanma ve öğrenmeye karşı güdüleme, ebeveynlik için okul desteğinin sağlanması gibi stratejiler yer almaktadır (Eipstein, 1995;Fan ve Chen, 2001;Göktürk ve Dinçkal, 2018;Rogers, Theule, Ryan, Adams ve Keating, 2009).…”

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Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması

Gündüz

2019

YED

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Bu eylem araştırması çalışmasının amacı velilerin çocuklarının öğrenmeyi öğrenme becerilerinin geliştirilmesini desteklemede kullanabilecekleri bir veli eğitimi çalışması gerçekleştirmektir. Sekiz veli ve bu velilerin çocukları araştırmanın katılımcılarını oluşturmuştur. Araştırma verilerinin toplanmasında öğrenme stilleri envanteri, ders ses kayıtları, alan notları, araştırmacı günlüğü, whatsapp grubu, öğrenci çalışma kağıtları, geçerlik-güvenirlik komitesi toplantı kayıtları ile odak grup görüşmesi ve yarı yapılandırılmış görüşmeler kullanılmıştır. Elde edilen temel sonuçlar şunlardır: (a) Velilerin veli eğitimi çalışmasına katılımlarında devamlılığın sağlanmasında ve motive olmalarında öğrenme ihtiyaçlarının saptanması ve yüz yüze dersler yanında sosyal ağın da kullanılması etkili olmuştur. (b) Veliler destekleme çalışmalarında genellikle anlamlandırma, yineleme ve örgütleme stratejilerinin kullanımını anlamayı izleme ve duyuşsal stratejilere göre daha kolay gerçekleştirmişlerdir. (c)Veli eğitimi çalışması velilerin çocuklarının öğrenmelerini nasıl destekleyebileceklerini öğrenmelerinde, kendilerini daha yeterli hissetmelerinde ve aile katılımı çalışmalarını yapmaya olan isteklerinin artmasında etkili olmuştur. (d) Veli eğitimi çalışması çocukların akademik başarıları, özgüvenleri, sınıf içi derse katılımları ve öğrenmeye yönelik tutumlarında olumlu değişikliklere neden olmuştur.

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Learning-centred parental engagement: Freire reimagined

Cited by 48 publications

References 52 publications

Flipped learning and parent engagement in secondary schools: A South Australian case study

Flipped learning and parent engagement in secondary schools: A South Australian case study

Parental Engagement in Children’s Learning: A Holistic Approach to Teacher-Parents’ Partnerships

Öğrenmeyi Öğrenme Üzerine Ev Temelli Aile Katılımı Çalışması

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