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Parental Involvement in Raising the Achievement of Primary School Pupils: Why bother?

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>1999
<mark>Journal</mark>Oxford Review of Education
Issue number3
Volume25
Number of pages17
Pages (from-to)325-341
<mark>State</mark>Published
<mark>Original language</mark>English

Abstract

Reasons for investing in parental involvement activities aimed at improving the performance of primary school children in either numeracy or literacy are analysed. Data are then discussed in relation firstly to sociocultural understandings of how teachers support children's learning and secondly to conceptions of identity and self-esteem apparently held by participating teachers. We suggest that primary schools are currently being obliged to use parents as assistants in the delivery of an over-loaded curriculum in ways which do not draw on understandings of what parents do have to offer.