Parental involvement to parental engagement

A continuum

Janet Goodall, Caroline Montgomery

Research output: Contribution to journalArticle

57 Citations (Scopus)
160 Downloads (Pure)

Abstract

Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children’s learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand “parental engagement” in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children’s learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.
Original languageEnglish
Pages (from-to)399-410
JournalEducational Review
Volume66
Issue number4
Early online date4 Apr 2013
DOIs
Publication statusPublished - 2014

Fingerprint

school
learning
parents
stakeholder
Group
literature

Keywords

  • parental engagement
  • parental involvement

ASJC Scopus subject areas

  • Education

Cite this

Parental involvement to parental engagement : A continuum. / Goodall, Janet; Montgomery, Caroline.

In: Educational Review, Vol. 66, No. 4, 2014, p. 399-410.

Research output: Contribution to journalArticle

Goodall, Janet ; Montgomery, Caroline. / Parental involvement to parental engagement : A continuum. In: Educational Review. 2014 ; Vol. 66, No. 4. pp. 399-410.
@article{2e8060fe670442599f93466f694f7a86,
title = "Parental involvement to parental engagement: A continuum",
abstract = "Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children’s learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand “parental engagement” in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children’s learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.",
keywords = "parental engagement, parental involvement",
author = "Janet Goodall and Caroline Montgomery",
note = "Janet Goodall is a lecturer in Educational Leadership and Management in the Department of Education, University of Bath",
year = "2014",
doi = "10.1080/00131911.2013.781576",
language = "English",
volume = "66",
pages = "399--410",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Routledge",
number = "4",

}

TY - JOUR

T1 - Parental involvement to parental engagement

T2 - A continuum

AU - Goodall, Janet

AU - Montgomery, Caroline

N1 - Janet Goodall is a lecturer in Educational Leadership and Management in the Department of Education, University of Bath

PY - 2014

Y1 - 2014

N2 - Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children’s learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand “parental engagement” in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children’s learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.

AB - Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children’s learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand “parental engagement” in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children’s learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.

KW - parental engagement

KW - parental involvement

UR - http://www.tandfonline.com/doi/abs/10.1080/00131911.2013.781576#.Uim-EtKsjTo

UR - http://dx.doi.org/10.1080/00131911.2013.781576

U2 - 10.1080/00131911.2013.781576

DO - 10.1080/00131911.2013.781576

M3 - Article

VL - 66

SP - 399

EP - 410

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 4

ER -