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School Reform and Parental Engagement Learning in the United Kingdom

Janet Goodall Orcid Logo

Oxford Research Encyclopedia of Education

Swansea University Author: Janet Goodall Orcid Logo

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DOI (Published version): 10.1093/acrefore/9780190264093.013.1678

Abstract

arental engagement in children and young people’s learning has been shown to be an important lever for school improvement and young people’s outcomes. However, parents are rarely involved in school reform movements.These reform movements are generally centered on the school rather than on improvemen...

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Published in: Oxford Research Encyclopedia of Education
Published: Oxford University Press 2021
Online Access: https://doi.org/10.1093/acrefore/9780190264093.013.1678
URI: https://cronfa.swan.ac.uk/Record/cronfa57752
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first_indexed 2021-09-02T17:54:42Z
last_indexed 2021-11-10T04:24:36Z
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spelling 2021-11-09T12:58:52.0944985 v2 57752 2021-09-02 School Reform and Parental Engagement Learning in the United Kingdom ff88a186bd447a1af286d2468fc61688 0000-0002-0172-2035 Janet Goodall Janet Goodall true false 2021-09-02 EDUC arental engagement in children and young people’s learning has been shown to be an important lever for school improvement and young people’s outcomes. However, parents are rarely involved in school reform movements.These reform movements are generally centered on the school rather than on improvement of learning per se. Shifting the focus away from the school and to learning as an overarching aim requires the inclusion of and partnership with parents. This is a new way of understanding school reform but has the best chance of supporting all students, including those not best served by the schooling systems in the early 21st century. The reforms here are chiefly concerned with U.K. schooling systems, but could be more widely applicable, and call on a wide range of evidence, from the United Kingdom and beyond. Book chapter Oxford Research Encyclopedia of Education Oxford University Press school reform, parental engagement, learning, schooling, United Kingdom 31 8 2021 2021-08-31 10.1093/acrefore/9780190264093.013.1678 https://doi.org/10.1093/acrefore/9780190264093.013.1678 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-11-09T12:58:52.0944985 2021-09-02T18:51:44.9676935 College of Arts and Humanities School of Education Janet Goodall 0000-0002-0172-2035 1
title School Reform and Parental Engagement Learning in the United Kingdom
spellingShingle School Reform and Parental Engagement Learning in the United Kingdom
Janet Goodall
title_short School Reform and Parental Engagement Learning in the United Kingdom
title_full School Reform and Parental Engagement Learning in the United Kingdom
title_fullStr School Reform and Parental Engagement Learning in the United Kingdom
title_full_unstemmed School Reform and Parental Engagement Learning in the United Kingdom
title_sort School Reform and Parental Engagement Learning in the United Kingdom
author_id_str_mv ff88a186bd447a1af286d2468fc61688
author_id_fullname_str_mv ff88a186bd447a1af286d2468fc61688_***_Janet Goodall
author Janet Goodall
author2 Janet Goodall
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publisher Oxford University Press
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url https://doi.org/10.1093/acrefore/9780190264093.013.1678
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description arental engagement in children and young people’s learning has been shown to be an important lever for school improvement and young people’s outcomes. However, parents are rarely involved in school reform movements.These reform movements are generally centered on the school rather than on improvement of learning per se. Shifting the focus away from the school and to learning as an overarching aim requires the inclusion of and partnership with parents. This is a new way of understanding school reform but has the best chance of supporting all students, including those not best served by the schooling systems in the early 21st century. The reforms here are chiefly concerned with U.K. schooling systems, but could be more widely applicable, and call on a wide range of evidence, from the United Kingdom and beyond.
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