Fostering "Parental Participation in Schooling": Primary School Teachers' Insights from the COVID-19 School Closures

Autor/inn/en	Spear, Sara; Parkin, John; van Steen, Tommy; Goodall, Janet
Titel	Fostering "Parental Participation in Schooling": Primary School Teachers' Insights from the COVID-19 School Closures
Quelle	In: Educational Review, 75 (2023) 5, S.932-951 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spear, Sara) ORCID (Parkin, John) ORCID (van Steen, Tommy) ORCID (Goodall, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.2007054
Schlagwörter	Foreign Countries; Elementary School Teachers; Parent Participation; Experience; Teacher Attitudes; COVID-19; Pandemics; School Closing; Emergency Programs; Distance Education; Electronic Learning; Expectation; Access to Computers; Barriers; Disadvantaged Youth; Parent Teacher Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elternmitwirkung; Erfahrung; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm; Distance study; Distance learning; Fernunterricht; Expectancy; Erwartung; Benachteiligter Jugendlicher; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	The COVID-19 school closures presented an unprecedented challenge to primary education on a global scale, with teachers, parents, and children having to rapidly adjust to a remote learning environment, and with concerns that this would exacerbate educational inequalities. Parental engagement has been widely acknowledged to have a positive impact on children's academic achievement, and previous studies have found that efforts by schools to foster parental engagement can help close the gap between advantaged and disadvantaged pupils. We therefore sought to explore how teachers perceived parental engagement during the school closures, and how they fostered this in a remote learning environment. Our research involved an exploratory mixed methods study with primary educators in England, with an online survey (n = 271) and semi-structured interviews (n = 24) in June and July 2020, after the first school closures in England, and then again after the second closures in April 2021 (n = 14). We found that teachers' expectations for parental engagement during the school closures could be conceptualised as "parental participation in schooling", with parents required to enable children's access to learning resources provided by teachers, and participate in or supervise the completion of the learning activities set by teachers. There were however many barriers for parents in participating in schooling, particularly for those in disadvantaged groups. The strategies that teachers used to effectively foster parental participation in schooling have implications for encouraging parental engagement in children's learning beyond the school closures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01