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The Impact of Parental Involvement on Pupil Achievement: Implications for School Governance

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18 diapositives · 307 Views · Jul 31, 2014

This conference presentation by Professor Charles Desforges OBE explores the critical role parental involvement plays in enhancing pupil achievement and its implications for school governance. It examines various influencing factors such as family characteristics, school quality, and community support, while discussing barriers to parental participation. The importance of collaboration between parents and schools for educational success is emphasized. Additionally, strategies for effective governance and parental support are outlined, including analysis, vision creation, and resource allocation.

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  1. COGSConference October 2007

  2. The impact of parentalinvolvement on pupil achievement Implications for school governance Professor Charles Desforges OBE

  3. Implications for governance knowledge understanding vision strategic planning (and MER)

  4. School achievement attitudesesp:responsibility persistence skillsesp:literacy values esp:citizenship learning

  5. lo ach hi

  6. Factors shaping educationaloutcomes child’s characteristics family characteristics parental involvement school quality community peer group family support services

  7. Power over learning outcomes

  8. Effects of parents/effect of schools achievement parents / school effects age 7 0.29 / 0.05 age 11 0.27 / 0.21 age 16 0.14 / 0.51 from Sacker et al (2002)

  9. Good parenting at home authoritative not authoritarian conversation/discussion confers respect values attitudes effect size 0.4 / 0.5 sd

  10. Barriers to parental involvement extreme poverty and social chaos substance abuse depression the difficult child lack of confidence or knowledge alternative values barriers set up by schools

  11. Implications for governance strategy for parent support analysis vision personalisation resourcing partnerships MER

  12. Scoping the territory parents as co-educators : in/around school: at home parents as students : family learning : CfL : specific initiatives (e.g. PPP) extended service schools schools/community re-generation

  13. Parenting support: parent training programmes work best when they have : clear learning objectives : explicit means/ends links : tight management : community collaboration

  14. The extended school

  15. Multi agency provision works when there is: - focus on achievement - a named coordinator - explicit evaluation systems - feedback loops closed - enduring funding - continuous CPD

  16. References BECTA at www.becta.org.ukCummings, C. et at (2005) Evaluation of the full service extended schools project. London. DfES Research Report 680 (free download)Desforges, D., and Abouchaar, A. (2003) The impact of parentalinvolvement on pupil achievement DfES Research Report 433 DfES (2005) The shape of things to come: personalised learning through collaboration. Download from www.teachernet.gov.uk/publicationsESRC Teaching and Learning Research Programme. www.tlrp.orgHallam et al (2004) Improving children’s behaviour and attendance through the use of parenting programmes DfES Research Report 585Conts/….

  17. ReferencesHiggins, S. et al (2005) A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. Downloadable from www.eppi.ioe.ac.uk Moran,P., and Ghate, D. (2004) What works in parenting supportDfES Research Report 574 New South Wales Department of Education and Training (TALE project)www.tale.edu.auPricewaterhouseCoopers LLP (2007) Independent Study into School Leadership, London; DfES, Research Report 818 Valentine, G. (et al) (2005) Children and young people’s home use of ICT for educational purposes. The impact of attainment at KS 1- 4. London. DfES. Research Report 672 (free download from the DfES research section)(see also Research Report 680 and Research Report 681 for recent evaluations of extended schools)

  18. Charles Desforges c.w.desforges@exeter.ac.uk