14 SES 13 A, Critical Perspectives on Parental Involvement Across European Education Systems
While both commonalities and differences exist with regard to parental involvement across European educational systems, there is a dearth of comparative research and critical examination of the issue of parental involvement. The comparative dimension has been neglected, despite the fact that in many European countries legislation has given parents an increased role in both school choice and influencing school life. In the past, demands for greater parental participation were guided by the call for greater democratization in schools. Currently, the pedagogical justification for parental involvement is emphasized through the rhetoric of “shared responsibility” for learning. As a result, parents are increasingly expected to be active partners at school-level as well as more generally in their children’s educational and learning processes across a range of European education systems.
The central questions addressed in this round table are:
- To what extent is the national background of parental involvement (legislation, national policy, rights and duties of parents) comparable across education systems?
- What are the commonalities and differences across European countries in terms of the research base and theoretical framing of parental involvement?
- To what extent is current policy and practice pertaining to parental involvement inclusive of a diverse range of parents and students?
- What are the policy challenges pertaining to parental involvement in Europe?
In seeking to answer these questions, the round table will draw from research findings from a comparative European research project on parental involvement. The study adopted an interdisciplinary, mixed-method approach, drawing from the fields of education, sociology, and psychology. It presents a description of the policy context and empirical research on parental involvement for each country, as well as new research on critical perspectives relating to parental involvement. These case studies bring out the variety of country experiences and policy contexts to examine parental involvement across European education systems. The round table also seeks to provide critical insights into parental involvement across a range of European countries to identify the challenges in this field for practitioners and academics.
Byrne, D., and Smyth, E. (2010). Behind the Scenes? A study of parental involvement in post-primary education, Dublin: The Liffey Press in association with the Economic and Social Research Institute. Carvalho, Maria Eulina P. de (2009). Rethinking Family-School Relations. A Critique of Parental Involvement in Schooling. New York & London: Routledge. Christenson, Sandra L., Ed.; Reschly, Amy L., Ed. (2009). Handbook of School-Family Partnerships. Routledge. Deslandes, Rollande (2009). International perspectives on student outcomes and homework. Family-school-community partnerships. London: Routledge. Epstein, Joyce L. (2016). School, Family, and Community Partnerships. Westview Press Jeynes, William H. (2010). Parental Involvement and Academic Success. Routledge Killus, D. & Paseka, A. (2014). Elterliches Engagement für das schulische Lernen des eigenen Kindes. In D. Killus & K.-J. Tillmann (eds.), Eltern zwischen Erwartungen, Kritik und Engagement. Ein Trendbericht zu Schule und Bildungspolitik (pp. 131-148). Münster: Waxmann. Lyons, M., Lynch, K., Close, S., Sheerin, E. and Boland, P. (2003). Inside Classrooms: The Teaching and Learning of Mathematics in Social Context. Dublin: Institute of Public Administration. Mac Giolla Phádraig, B. 2005. ‘The challenges of partnership: an examination of parent-teacher meetings and school reports in the context of partnership, Irish Educational Studies 24(1): 93-104. Mac Giolla Phádraig, B. 2003. ‘An examination of the values and perceptions of parents and teachers in relation to parental involvement in school policy formation’, Irish Educational Studies 22(2): 37-46. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from Boston College, TIMSS & PIRLS International Student Center website: http://timssandpirls.bc.edu/timss2015/international-results/ Paseka, A. (2014). Elternbeteiligung auf Klassen- und Schulebene. In D. Killus & K.-J. Tillmann (eds.), Eltern zwischen Erwartungen, Kritik und Engagement. Ein Trendbericht zu Schule und Bildungspolitik (pp. 111-130). Münster: Waxmann. Punter, R. Annemiek; Glas, Cees A. W.; Meelissen, Martina R. M. (2016). Psychometric Framework for Modeling Parental Involvement and Reading Literacy. IEA Research for Education. Springer Open
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