Parental involvement to parental engagement: a continuum

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 &q...

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Bibliographic Details
Published in:Educational review (Birmingham) 2014-10, Vol.66 (4), p.399-410
Main Authors: Goodall, Janet, Montgomery, Caroline
Format: Article
Language:English
Subjects:
Academic Achievement
Children
Children & youth
Context Effect
Education
Educational Benefits
Educational Practices
Group Dynamics
Institutional Characteristics
Learning
Literature Reviews
Parent Child Relationship
Parent Participation
Parent Teacher Cooperation
parental engagement
parental involvement
Parenting
Parents & parenting
Participant Characteristics
Participation
Prose
Schools
Stakeholder
Student Characteristics
Studies
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Summary: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.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2013.781576