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Cited by 516Parental Involvement in EducationDiverse Education Studies and ReformsSchool Choice and Performance

The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.

Do parents know they matter? Engaging all parents in learning

Harris, Alma, Goodall, Janet·2008·Educational Research
DOI 10.1080/00131880802309424
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Abstract

Background: This paper outlines the findings from a research project carried out in the UK that explored the relationship between parental engagement and student achievement. Purpose: The 12-month research project was commissioned to explore the relationship between innovative work with parents and the subsequent impact upon student achievement. A main aim of the research project was to capture the views and voices of parents, students and teachers and to explore the barriers to parental engagement and the respective benefits to learning. Programme description: The study was qualitative in design and collected in-depth case-study data from 20 schools and 314 respondents. In addition a range of documentary evidence plus performance data were collected at each case-study site. Sample: A sample of schools in England was selected on two main criteria: firstly, the type of development, and secondly, the particular focus of parental engagement. Schools in the sample were selected to ensure that there was a broad geographical spread and a mix of urban and rural schools. Other factors were also taken into account to ensure a diverse range of schools (e.g. number on roll, socio-economic status (SES) and black minority ethnic (BME) percentages). Design and methods: Case-study methodology was used as the prime method of data collection in the study. In addition, school data sets relating to student performance, behaviour and attendance were analysed. These data sets allowed patterns and trends to be identified. This analysis formed the basis of the more detailed interrogation of the case-study evidence at each of the 20 sites. Results: The research findings highlight a number of barriers facing certain parents in supporting their children's learning. It is clear that powerful social and economic factors still prevent many parents from fully participating in schooling. The research showed that schools rather than parents are often ‘hard to reach’. The research also found that while parents, teachers and pupils tend to agree that parental engagement is a ‘good thing’, they also hold very different views about the purpose of engaging parents. It is also clear that there is a major difference between involving parents in schooling and engaging parents in learning. While involving parents in school activities has an important social and community function, it is only the engagement of parents in learning in the home that is most likely to result in a positive difference to learning outcomes. Conclusions: Parental engagement in children's learning in the home makes the greatest difference to student achievement. Most schools are involving parents in school-based activities in a variety of ways but the evidence shows but this has little, if any, impact on subsequent learning and achievement of young people.

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Crossref · 10.1080/00131880802309424

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Citations

Cites

Show all 44 references

Research works printed but not linked: 11

  1. Ball M., 1998, School inclusion: The school, the family and the community
  2. Crozier G., 2000, Educational Administration Abstracts, 35, 359
  3. Department of Education and Early Childhood Development (DEECD), 2008, Blueprint for early childhood development and school reform: A school reform discussion paper
  4. Desforges C., Report Number 433. Department of Education and Skills
  5. Feinstein L., 2006, Does education have an impact on mothers' educational attitudes and behaviours?
  6. Fine M., 1993, Teachers Col-lege Record, 94, 682
  7. Harris A., 2007, Engaging parents in raising achievement. Do parents know they matter?
  8. Harris A., 2007, Reaching out: Engaging hard to reach parents
  9. Rea J., 1998, School effectiveness for whom? Challenges to the school effectiveness and school improvement movements, 21
  10. Sammons P., 1995, Key characteristics of effective schools
  11. Snodgrass D. M., 1991, Adolescence, 26, 83

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Metadata

Authors
Harris, A., & Goodall, J.
Affiliations
  • University of London (GB)
  • University of Warwick (GB)
Corresponding author
Harris, Alma
ORCID
Venue
Educational Research
Publisher
Informa UK Limited
Published
2008-09
Volume
50
Issue
3
Pages
277-289
ISSN
  • 0013-1881 (ISSN-L)
  • 1469-5847
DOI
10.1080/00131880802309424
OpenAlex
W2150806418
Cited by
516
References
44
Citations by year
2026: 14 · 2025: 33 · 2024: 31 · 2023: 34 · 2022: 46 · 2021: 38 · 2020: 36 · 2019: 31 · 2018: 30 · 2017: 34 · 2016: 29 · 2015: 37 · 2014: 31 · 2013: 30 · 2012: 21
FWCI
56.47
Type
journal article
Language
en
Open access
closed
Locations
Educational Research (publishedVersion)
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Education › Diverse Education Studies and Reforms
  • Social Sciences › Education › School Choice and Performance
Keywords
parental engagement, academic performance, barriers to parental involvement, home-based learning, school-family relations, student attendance, student behavior, socioeconomic factors in education

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