Chapter 3: The many different ways we involve families
Widen your reading by taking a look at this list of useful journal articles.
Article 1: Adelman, H. S. (1994). Intervening to enhance home involvement in schooling. Intervention in School and Clinic, 29(5), 276-287.
Abstract: This article details types of home involvement in schooling and ways to effectively implement this involvement for populations that need systematic outreach and ongoing encouragement
Article 2: Barry, A. A., Smith, J. Z., Deutsch, F. M., & Perry-Jenkins, M. (2011). Fathers’ involvement in child care and perceptions of parenting skill over the transition to parenthood. Journal of Family Issues, 32(11), 1500-1521.
Abstract: This study explored first-time fathers’ perceived childcare skill over the transition to parenthood, based on face-to-face interviews of 152 working-class, dual-earner couples. Analyses examined the associations among fathers’ perceived skill and prenatal perception of skill, childcare involvement, mothers’ breastfeeding, maternal gatekeeping, mothers’ work hours, fathers’ depressive symptoms, and fathers’ beliefs about responding to a crying child. Involvement was also examined as a potential mediator between some predictors and perceived skill. Findings suggest that breastfeeding and depressive symptoms were not related to involvement or perceived skill. Maternal gatekeeping was unrelated to skill yet had a negative relationship with involvement, if only at 1-month postpartum. Early father involvement mediated the relationship between perceived skill before and after the birth only for fathers who supported prompt response to a crying child. Finally, involvement at 1 year mediated the positive relationship between mothers’ work hours and perceived skill at the same age.
Article 3: Hall, E., Wall, K., Higgins, S., Stephens, L., Pooley, I., & Welham, J. (2005). Learning to learn with parents: Lessons from two research projects. Improving Schools, 8(2), 179-191.
Abstract: This article reports on two action research projects which are part of the Campaign for Learning’s Learning to Learn programme. The programme focuses on individual schools’ and teachers’ research priorities, within an overarching framework which seeks to understand the factors which promote successful learning. The programme has just finished the first cycle of research. The findings reported here are reflections on the process as well as explorations of the interactions between parents and schools. While both schools report increased pupil attainment as a result of the parental involvement, perhaps the most interesting aspect of the research is the way in which teachers and schools are making explicit their ideas about learning and testing them in dialogue with parents. Arguably, this creation of shared understandings could have the most profound impact on the pupils, their parents’ views of learning and on the place of the schools within their communities.