Closing the Poverty Related Attainment Gap: Using Learning Journals to Engage Parents at the Early Level, with a Particular Focus on Numeracy

Autor/inn/en	Docherty, Julie; James, Mary-Louise; Spalding, Kate; Walker, Iain
Titel	Closing the Poverty Related Attainment Gap: Using Learning Journals to Engage Parents at the Early Level, with a Particular Focus on Numeracy
Quelle	In: Educational & Child Psychology, 35 (2018) 1, S.65-79 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Poverty; Achievement Gap; Elementary School Students; Intervention; Numeracy; Homework; Parent Participation; Student Journals; Parent Attitudes; Mathematics Instruction; Program Effectiveness; Student Attitudes; Learning Activities; Mathematics Skills; Low Income Groups; Barriers; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Armut; Rechenkompetenz; Hausaufgabe; Elternmitwirkung; Studentenzeitung; Elternverhalten; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland
Abstract	Aim: This study aimed to explore the efficacy of using internet based resources to increase parental engagement in an area of social and economic deprivation with a focus on numeracy attainment outcomes. Method: 22 pupils in one mainstream primary school class took part in a six week intervention using Learning Journals to demonstrate numeracy activities to be carried out at home with parents. Pre- and post-questionnaires and semi-structured interviews were used to explore parents' values and beliefs on engagement with school and numeracy learning. Standardised measures of pupils' levels in numeracy and preferred areas of the curriculum were also gathered. Findings: The introduction of Learning Journals increased parental engagement. Parents reported that Learning Journals removed many of the perceived barriers to engagement and increased their understanding of children's learning. Pupils showed an increased preference for activity associated with number and shape compared to other curricular activities. Pupils' numeracy levels showed a significant improvement post-intervention. Limitations: Methodological limitations to this study include: a very short time scale; a small sample size (N=22); and no measurement of the varying levels of engagement and home learning activity. Conclusions: Learning Journals are an effective method of engaging parents from areas of socio-economic deprivation who would otherwise be unlikely to engage in school activity. Future research is required to clarify the causal relationship between increased parental engagement and attainment outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01