Parental Engagement to Enhance Children’s Learning

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Presentation transcript:

Parental Engagement to Enhance Children’s Learning 2017 Janet Goodall

My work in this field Parental Engagement with Children’s Learning Engaging parents to raise achievement Helping parents support their children (literature review) Best practice in parental engagement (literature review) Impact of faith on parental engagement Parental engagement in Jewish families Toolkit for parental engagement Parental Engagement and Maths Super Shoppers

Keep in mind… Three questions… What are we already doing? What can we do better? What can we start doing? Image from http://www.polyvore.com/ballons_page_12/thing?context_id=3958469&context_type=lookbook&id=88322916

Why we need this research Over 11% of children in Ireland live in poverty That’s one in 8

One child in ten leaves primary school with literacy difficulties. This rises to one in three in disadvantaged communities. Still means that many students not in poverty experience difficulties E. Eivers et al (2005), Literacy in Disadvantaged Primary Schools: problems and solutions, Educational Research Centre: Dublin

Not down to schools alone to solve Research has shown that around 80% of the difference in how well children do at school is dependent on what happens outside the school gates Rabash et al, 2010 and Save the Children, 2013

This is not about parent-blaming Or blaming schools The problem is systemic But the solution is local AND systemic We need to be the local face of the solution

The missing link in supporting learning Parental engagement in children’s learning “Parental involvement in their child’s learning was the only area reviewed with sufficient evidence to meet the four criteria for a robust causal model....” (Gorard, See and Davies, 2012)

Parental engagement in ‘supporting learning in the home’ is the single most important changeable factor in student achievement. Harris and Goodall, 2007

“For all children, the quality of the home learning environment is more important for intellectual and social development than parental occupation, education or income. “What parents do is more important than who parents are” (Sylva et al, 2004) We own these shutterstock photos – this slide and the next

So, what is it that parents do? What’s a 5 year old’s favourite word? Creating an atmosphere that supports learning Example:

What comes next? Oh, the grand old Duke of York….. Mary, Mary, quite contrary…. Little Jack Horner…. Singing nursery rhymes, reading the same book over and over again – these are all related to literacy – but many parents may not realise their value

Parental engagement with learning Can have positive impacts on Behaviour Engagement with school/schooling/school work Homework Outcomes and achievement

The research is clear What makes a difference is the attitude toward learning in the home So the question becomes – how can schools support that?

What do we want…. Involvement…. Or engagement?

Parental involvement with schools Reading in class Going on Trips Parents’ Evenings

Parental involvement with schools Parental involvement with schooling Reading in class Going on Trips Parents’ Evenings Parental involvement with schooling Helping with homework Keeping track of coursework

Parental involvement with schools Reading in class Going on Trips Parents’ Evenings Parental involvement with schooling Helping with homework Keeping track of coursework Parental engagement with children’s learning Moral support Interest in learning Guidance

So much has been added to our existing model of schools that we've run out of attachment points for new ideas; we need to stop bolting things on to the outside of what we're already doing and go back and rethink - retool - regrow - the basics. We need to get radical. (Goodall, 2013)

Change the emphasis From schooling To learning Learning Education

Stop talking about school improvement And start talking about improving LEARNING Stop focusing on the school Start focusing on learning (everyone’s learning)

What are parents’ evenings for? What if, rather than being focused on results, the event was focused around a partnership between parents and the teachers to support learning? What would parents’ evenings be like if they were not about reporting, but rather about learning? What are parents’ evenings for?

Barriers to engagement 15 minutes’ conversation a week w/teenagers, about social media, movies, etc. has been found to be correlated to engagement in literacy Parents need to know that they make a difference, and how Parental experience of education Parental self efficacy Practical issues Time Child care Transport Cost

Parents means Dads, too Too often, “Parent” means “Mother” Have a look around school/setting – are there pictures of fathers, grandparents, with children? Be aware of language – fathers aren’t “babysitting”, they are parenting Too often, “Parent” means “Mother” (Women’s unpaid labour…) Paternal engagement very important “Parent” in this sense can also mean grandparent, aunt, uncle….

Helping with Maths Learned helplessness – socially acceptable Maths often seen as TIRED (tedious, isolated, rote, elitist, de-personalised) Can be ALIVE (accessible, linked, inclusive, valued, empowering) (Johnston-Wilder, Lee, Brindley, & Garton, 2015)

Helping with Maths - Tips “I don’t understand this – YET” Different /= wrong – BUT – find out how child needs to show they’ve worked things out ASK : your child, their teacher, to show you Not knowing IS FINE – model learning for your child Practice, practice, practice: environmental maths

The toolkit project …in collaboration with Wiltshire Local Authority Asks schools to go back to basics, examine their beliefs, ideas and processes… ….and work toward partnership with parents around learning

What the project is about Evaluation of engagement of parents Changes in practice/underlying beliefs Evaluation of school changes and leadership to support engagement of parents

What schools are doing now Tip of the week – on newsletters to give parents advice on engaging with their children at home with learning   Thank yous/staff member of the week on newsletters Build on existing good practice and be brave to keep trying new ideas Expanding on Structured Conversations

Bacon butties and books Books and Bacon Year 7 proud letters from parents to children Texting parents with photos of good work ‘All about me’ form for new starters  Offsite meetings

Outcomes Parents more likely to talk to staff – more confident Staff more confident working with parents Increased conversations around learning in the home

What we found Schools are – slowly – shifting their emphasis from involvement with school to engagement with learning Schools recognise the need to change systems, not just interventions – systemic change Schools sharing good and innovative practice

Key insights Schools need support to change perceptions of what effective parental engagement is So that they can change practice So that practice becomes embedded

Some of the most effective practice has come from the integration of the milestones chart into the school’s development plan Teachers need to see results before they change beliefs (Guskey 2002)

What parents do… Message to parents: What matters is that you care about your children and their learning You don’t need to know the answers You need to care that the answers get found

Most importantly PEwCL can help break the cycles of poverty and underachievement But only when based on the foundations of respect and trust Between Schools & Parents Between Schools & Communities

Need to go beyond giving information to working together, in partnership Will only happen when the emphasis shifts from the school to learning

Contact me: j.s.goodall@bath.ac.uk @janetifimust

Final comment Consequently, schools need to place parental engagement at the centre rather than the periphery of all that they do. Parental engagement in children’s learning makes a difference- it is the most powerful school improvement lever that we have. Do Parents Know They Matter? p. 70