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 language | English |
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Pages (from-to) | 399-410 |
Journal | Educational Review |
Volume | 66 |
Issue number | 4 |
Early online date | 4 Apr 2013 |
DOIs | |
Publication status | Published - 2014 |
Bibliographical note
Janet Goodall is a lecturer in Educational Leadership and Management in the Department of Education, University of BathKeywords
- parental engagement
- parental involvement
ASJC Scopus subject areas
- Education