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

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Parental Involvement in Raising the Achievement of Primary School Pupils : Why bother? / Edwards, Anne; Warin, Jo.

In: Oxford Review of Education, Vol. 25, No. 3, 1999, p. 325-341.

Research output: Contribution to journalJournal article

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Edwards, Anne ; Warin, Jo. / Parental Involvement in Raising the Achievement of Primary School Pupils : Why bother?. In: Oxford Review of Education. 1999 ; Vol. 25, No. 3. pp. 325-341.

Bibtex

@article{351881ae5a1d400fa7a9c78f529153fe,
title = "Parental Involvement in Raising the Achievement of Primary School Pupils: Why bother?",
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.",
author = "Anne Edwards and Jo Warin",
year = "1999",
doi = "10.1080/030549899104017",
language = "English",
volume = "25",
pages = "325--341",
journal = "Oxford Review of Education",
issn = "0305-4985",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Parental Involvement in Raising the Achievement of Primary School Pupils

T2 - Why bother?

AU - Edwards, Anne

AU - Warin, Jo

PY - 1999

Y1 - 1999

N2 - 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.

AB - 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.

U2 - 10.1080/030549899104017

DO - 10.1080/030549899104017

M3 - Journal article

VL - 25

SP - 325

EP - 341

JO - Oxford Review of Education

JF - Oxford Review of Education

SN - 0305-4985

IS - 3

ER -