cogs conference october 2007. the impact of parental involvement on pupil achievement professor...
TRANSCRIPT
COGSCOGSConferenceConference
October 2007
The impact of parentalThe impact of parentalinvolvement on pupil achievementinvolvement on pupil achievement
Professor Charles Desforges OBE
Implications Implications for school governancefor school governance
Implications for governanceImplications for governance
knowledge
understanding
vision
strategic planning (and MER)
School achievementSchool achievement
skills
esp:
literacy
attitudes
esp:
responsibility persistence
values
esp:
citizenship learning
lo ach hi
Factors shaping educationalFactors shaping educationaloutcomesoutcomes
child’s characteristics
family characteristics
parental involvement
school quality
community
peer group
family support services
Power over learning outcomesPower over learning outcomes
Effects of parents/effect of schoolsEffects 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)
Good parentingGood parenting
authoritative not authoritarian
conversation/discussion
at home
confers respect values attitudes
effect size 0.4 / 0.5 sd
Barriers to parental involvementBarriers 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
Implications for governanceImplications for governance
strategy for parent support
analysis
vision
personalisation
resourcing
partnerships
MER
Scoping the territoryScoping the territory
parents as co-educators : in/around school : at home
parents as students : family learning : CfL : specific initiatives (e.g. PPP)
schools/community re-generation
extended service schools
Parenting support: parent trainingParenting support: parent training
programmes work best when they have
: clear learning objectives
: explicit means/ends links
: tight management
: community collaboration
The extended school
learning social health
pupil
family
community
Multi agency provision works whenMulti agency provision works when
there is:
- focus on achievement
- a named coordinator
- explicit evaluation systems
- feedback loops closed
- enduring funding
- continuous CPD
ReferencesReferences
BECTA at www.becta.org.uk
Cummings, 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 parental involvement 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/publications
ESRC Teaching and Learning Research Programme. www.tlrp.org
Hallam et al (2004) Improving children’s behaviour and attendance through the use of parenting programmes DfES Research Report 585
Conts/….
ReferencesReferences Higgins, 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.au
PricewaterhouseCoopers 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)
