By Anthony Feiler
A pragmatic consultant to constructing confident relationships with hard-to-reach mom and dad.
Includes research-based options for lecturers on tips on how to succeed in hard-to-reach mom and dad, carers, and guardiansContent:
Chapter 1 advent (pages 1–18):
Chapter 2 forms of Engagement, motives and threat components (pages 19–53):
Chapter three overseas views (pages 55–80):
Chapter four profitable tasks within the uk (pages 81–99):
Chapter five where of domestic vacationing (pages 101–123):
Chapter 6 Caveats and issues (pages 125–135):
Chapter 7 developing extra Approachable faculties and different Settings (pages 137–153):
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Additional resources for Engaging ‘Hard to Reach’ Parents: Teacher-Parent Collaboration to Promote Children's Learning
The magnitude as well as persistence of underachievement amongst pupils from low-income families was acute, and apart from ‘traveller’ students, the group with the lowest attainment in schools was white British boys and girls entitled to free school meals (the most commonly used indicator of deprivation). In the United Kingdom, Gill Crozier has written extensively about the involvement of black and other minority ethnic parents in education. She argues that there exists an overarching assumption amongst education professionals that all parents are the same and that their children can be treated in the same way.
This was mentioned in particular by parents with little P1: OTA/XYZ P2: ABC c02 BLBK208/Fieler November 12, 2009 22:4 Printer Name: Yet to Come Types of Engagement, Explanations and Risk Factors 35 or no knowledge of English and by those whose children had difficulties at school. uk) suggests that despite the challenges involved, parents’ evenings are one of the best opportunities teachers have to communicate with parents and enlist their help in motivating and educating children. The following advice is offered: r When organizing a parents’ evening, consider what is hoped to be achieved and work backwards from there.
The authors warn that even well-designed school programmes that actively invite parental involvement may meet with only limited success if they do not address the other core issues of parental role construction and parents’ sense of efficacy for helping children succeed in school. Parents’ sense of confidence and their self-belief are clearly at the heart of successful engagement approaches. So too is the explicit recognition by teachers and other professionals that families possess important skills and abilities.