ARACY 1 PE Project Purpose To provide evidence and practical tools - - PowerPoint PPT Presentation

▶
aracy
SMART_READER_LITE
LIVE PREVIEW

ARACY 1 PE Project Purpose To provide evidence and practical tools - - PowerPoint PPT Presentation

Jul 30, 2023 512 likes •921 views

RESEARCHING PARENT ENGAGEMENT: a qualitative field study Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power ARACY 1 PE Project Purpose To provide evidence and practical tools that equip parents to support their

slide-1
SLIDE 1

ARACY

1

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-2
SLIDE 2

ARACY

  • To provide evidence and practical tools that equip parents to

support their children to engage with learning and enable teachers, school leaders and principals to further encourage and embrace parent engagement, thereby embedding it in the normal day-to-day activities of Australian families, teachers and schools, maximising student education and social outcomes.

PE Project Purpose

2

slide-3
SLIDE 3

ARACY

Parent Engagement

Building the Profile through communication collaboration and networks

Measurement and Evaluation Framework

What works Child

Learning Wellbeing

Inputs Outcomes Child

3

slide-4
SLIDE 4

ARACY

Measurem ent and Evaluation what works

Building profile and shared understand ing

4

slide-5
SLIDE 5

ARACY

Aboriginal and

Torres Strait Islander, CALD, low SES

and Disability families

Building the profile Measurement and evaluation What works

5

slide-6
SLIDE 6

ARACY

6

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-7
SLIDE 7

ARACY

7

The Centre for Educational Research

Research Aims

  • Aim 1: To explore the perspectives on learning of parents and

educators

  • Aim 2: To investigate the views on the roles of parents and educators

in relation to children’s learning

  • Aim 3: To identify the barriers and enablers of parent engagement in

children’s learning

  • Aim 4: To make recommendations for future actions in relation to the

findings

slide-8
SLIDE 8

ARACY

8

Key Questions

Perspectives on Learning

– Where does most of a child’s learning happen? – What do you think helps children to learn? – What does successful learning mean to you?

Roles of Parents

– Do parents have a role in children’s learning? – What are parents’ roles in helping children to learn? – Can parents and family affect how well a child does at school?

The Centre for Educational Research

slide-9
SLIDE 9

ARACY

9

The Centre for Educational Research

Research Design

Ethnographic Study

  • 4 Strands of focus

Aboriginal Communities Culturally and Linguistically Diverse (CALD) Low SES Communities and Children with Special Needs

  • Parent and Educator ‘voices’
  • 50 Focus Groups (WA, SA, NSW, TAS, NT, QLD, (Vic)

160 parents, 150 educators, Education support and NGO

  • Thematic Analysis – Case Studies
slide-10
SLIDE 10

ARACY

10

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-11
SLIDE 11

ARACY

11

Aboriginal parents & schools

  • Professor Margaret Somerville
  • Centre for Educational Research

The Centre for Educational Research

slide-12
SLIDE 12

ARACY

The Centre for Educational Research

Recruitment

  • ‘Aboriginal parents will not turn up’
  • Strategies from ground up
  • Locations: Urban rural remote
  • Characteristics of focus groups
  • 400 pages of transcripts and analysis

12

slide-13
SLIDE 13

ARACY

The Centre for Educational Research

Where does most of a child’s learning happen?

  • Aboriginal culture as conceptual framework
  • Early learning, the first teachers
  • Land, language, history, story
  • Learning Respect, an overarching concept

13

slide-14
SLIDE 14

ARACY

The Centre for Educational Research

What helps children to learn?

  • Understanding different ways of learning andapplying them in

school

  • Teaching Aboriginal culture and language in schools
  • Attending to basic physical and emotional needs at home and

in school

  • Providing support for Aboriginal children’s learning at home and

in school

14

slide-15
SLIDE 15

ARACY

The Centre for Educational Research

What does success in learning mean?

  • Fills my soul, my heart up with such happiness
  • Being able to apply in real life situations
  • Growing in self esteem and confidence, becoming a

better person in life

  • Knowing about who they are and their identity

15

slide-16
SLIDE 16

ARACY

The Centre for Educational Research

Enablers of Aboriginal parent engagement

  • Establishing relationships
  • Educational engagement
  • Programs with outside agencies
  • Cultural/out of school learning

16

slide-17
SLIDE 17

ARACY

The Centre for Educational Research

Common barriers

  • Family pressures, poverty, drug and alcohol addiction,

domestic violence

  • Negative experiences of school, low levels of education,

illiteracy

  • Lack of knowledge of new methods of teaching and learning
  • Time poor – parents who work or those with young children

17

slide-18
SLIDE 18

ARACY

The Centre for Educational Research

Parallel barriers identified by parents & teachers

  • Lack of cultural knowledge of non-Aboriginal custodial parents
  • Instability of Aboriginal children’s care arrangements, particularly adolescents
  • Different language of parenting, different cultural practices
  • Teachers’ sense of inadequacy in relation to Aboriginal protocols, sensitivities
  • Intergenerational change and loss of cultural authority
  • Impact of technology on family life and communication
  • Emotional difficulties, becoming angry at the school, children who are angry
  • Parents fear of being judged, concerns about DoCS involvement

18

slide-19
SLIDE 19

ARACY

The Centre for Educational Research

Findings & way forward

  • Two parallel worlds of teachers and Aboriginal parents, each

with much to offer the other

  • Need to access remote communities in Aboriginal lands for

complete picture

  • Expressed need from both parties to build on conversations
  • Take up option of drawing on energy and motivation of both

parties to develop locally relevant resources

19

slide-20
SLIDE 20

ARACY

20

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-21
SLIDE 21

ARACY

21

Low SES School Community Contexts

  • Associate Professor Christine Woodrow
  • Centre for Educational Research

The Centre for Educational Research

slide-22
SLIDE 22

ARACY

22

The Centre for Educational Research

Perspectives on Learning

  • Home as the place where values are inculcated
  • Importance of safe and supportive home learning environments
  • Value of contribution home experiences not recognised by parents
  • Challenges of daily survival leave little opportunity to focus on their

children’s learning for some parents

slide-23
SLIDE 23

ARACY

23

The Centre for Educational Research

Perspectives on Learning

  • Some educators lack understanding of challenges of living in vulnerable

circumstances and undervalue learning at home

  • Community-based organisations and schools understand importance of

strong foundations for learning being provided in the home

  • Parents mostly value education as pathway out of disadvantage
slide-24
SLIDE 24

ARACY

24

The Centre for Educational Research

Parent and educator perspectives

  • n parent roles
  • Parent views are sometimes ambiguous and contradictory about how they see their role in

children’s learning

  • Educators have clear expectations that parents send their children to school clean, fed and

‘ready to learn’

  • Parents feel inadequate to contribute to their children’s learning
  • Most educators want greater ‘involvement’ of families in school.
  • Community based organisations have knowledge and skills to support vulnerable families
slide-25
SLIDE 25

ARACY

25

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-26
SLIDE 26

ARACY

26

Cuturally & linguistically diverse parents

  • Associate Professor Loshini Naidoo
  • Centre for Educational Research

The Centre for Educational Research

slide-27
SLIDE 27

ARACY

Parent’s views about where a child learns

  • Different understandings and experiences of schools.
  • Learning happens both in the school and the home
  • Parents saw their role as support for their children

27

slide-28
SLIDE 28

ARACY

Parents defined academic:

Curriculum content

Homework Supporting student learning Discipline

28

slide-29
SLIDE 29

Key concerns

  • f parents
  • 1. Homework

completion

  • 2. Difficult to

understand course content

  • 3. Curriculum not

challenging for students

  • 4. Limited use
  • f textbooks
  • 5. High dependence
  • n worksheets
  • 6. Cultural mismatch

between teachers and students

  • 7. Importance
  • f respect and

discipline

29

slide-30
SLIDE 30

Key concerns

  • f

educators

  • 1. Parents too reliant on

educators

  • 2. Parents’ support limited

to classroom management

  • 3. Parents lack of

engagement interpreted as lack of interest in school

  • 4. Those parents who

most needed to engage, did not.

30

slide-31
SLIDE 31

ARACY

Language

  • Due to their lack of sanctioned cultural capital and knowledge of the

Australian educational school system, many parents with limited English language skills delegated responsibility for education to their children

  • Parents were unsure how to influence school discipline policy and

educator’s pedagogy as they felt ill-equipped educationally to intervene in the school processes.

31

slide-32
SLIDE 32

ARACY

Barriers and enablers

Lack of cultural capital No common language Time-work constraints Social Isolation Failure to acculturate Good planning Move from Involvement to engagement Understand language barriers Intercultural Understand- ing Connection with families Enablers Barriers

32

slide-33
SLIDE 33

ARACY

33

Schools with successful CALD parent engagement have:

Effective Communication Teacher Professional Development Strong Community links Community Liaison

  • fficers

Bilingual Teachers Translation Services

33

slide-34
SLIDE 34

ARACY

34

Parents of Children with Special Needs

  • Dr Kerith Power
  • Presented by Associate Professor Christine

Woodrow

  • Centre for Educational Research

The Centre for Educational Research

slide-35
SLIDE 35

ARACY

35

Perspectives on Learning

Parents’ perspectives

  • Attention to the specific learning needs of each child
  • Underpinned by accurate ongoing diagnosis
  • Teaching that addresses those specific problems
  • Learning happens formally at school and informally at home and community
  • The child with special needs plays a teaching role, enabling compassion and

acceptance

slide-36
SLIDE 36

ARACY

36

Perspectives on Learning

Educators’ perspectives

  • Needs to be individually appropriate rather than age appropriate
  • Learning life skills and behaviours that will help children survive

in the world

  • Dependent on a realistic expectation of a child’s capacity
  • Takes more time: children who have special needs may take

longer to learn things

  • Importance of unconditional love, attention, encouragement and

repetition

slide-37
SLIDE 37

ARACY

37

Parent Role

Parent perspectives

  • Sharing school work across the family
  • Grandparents helping out with behavioural learning
  • Seeking specialist assistance, repetition, sensitivity
  • Parent role in teaching basic feeding and drinking
  • Supporting social learning
  • Supporting engagement in sports as spectator
  • Building a relationship with the school
  • Managing multiple family needs

The Centre for Educational Research

slide-38
SLIDE 38

ARACY

38

Parent Role

Educator Perspectives

  • Parents have major role in children’s learning that extends beyond when mainstream

children become independent

  • Specific learning techniques often require more than one person
  • Parents not always able to apply specialist techniques - in survival mode to get the

child to school.

The Centre for Educational Research

slide-39
SLIDE 39

ARACY

39

RESEARCHING PARENT ENGAGEMENT: a qualitative field study

Christine Woodrow, Margaret Somerville, Loshini Naidoo and Kerith Power

slide-40
SLIDE 40

aracy.org.au aracy.org.au

Questions?

40