Parental involvement across European education systems

Byrne, Delma; Paseka, Angelika

doi:10.4324/9781351066341-15

Cited by 9 publications

(12 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We conclude this paper by bringing up the results of the European study by Byrne and Paseka ( 2019 ), which confirm that irrespective of their social, cultural, or specific context, all parents want the best for their children, including benefits associated with parental involvement. To which we add that the teacher is the professional of reference for making this a reality.…”

Section: Discussionsupporting

confidence: 62%

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

2023

View full text Add to dashboard Cite

Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.

show abstract

Section: Discussionsupporting

confidence: 62%

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

2023

View full text Add to dashboard Cite

show abstract

“…Based on reports by principals, the average level of parental participation in Irish schools is lower than the international average (Cosgrove and Gilleece, 2012). While Irish parents do have a high level of informal involvement in their child’s education, collaboration is less well developed on a formal level and typically involves them acting in a passive or reactive role (Byrne and Smyth, 2011). Formal parental involvement remains limited in Ireland with few playing an active role either on the board of management or in the parents’ association (Gilleece and Eivers, 2018) and while it would appear that although the opportunity for students to get involved in decision-making processes in Irish schools is well below the international average despite students in Ireland valuing participation (Cosgrove and Gilleece, 2012), there have been suggestions that it might well be the case that Irish parents would not want to engage with schools on a more formal level, even if opportunities were provided (Skerritt, 2019a).…”

Section: National Deap Strategies and Supports In Case Study Countriesmentioning

confidence: 99%

Exploring parent and student engagement in school self-evaluation in four European countries

Brown¹,

McNamara

Çınkır

et al. 2020

European Educational Research Journal

View full text Add to dashboard Cite

The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled ‘Distributed Evaluation and Planning in Schools’ (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students’ and parents’ engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required.

show abstract

“…Moreover, schools cannot prioritise one student over another on the basis of family status, religion, race or disability. Research by Byrne and Smyth (2011) showed that single-sex schools in Ireland had similar levels of oversubscription to other school types in Ireland, and that the most important criteria for student admissions in oversubscribed schools were having a family member already in the school and living locally. They also suggest that students in single-sex schools are more likely to be in a school which has been actively chosen by their parents, and that those from higher professional backgrounds are significantly more likely to be attending a school outside their local area than those from other class backgrounds.…”

Section: Study Settingmentioning

confidence: 99%

Single‐sex schooling, gender and educational performance: Evidence usingPISAdata

Clavel

Flannery

2022

British Educational Res J

View full text Add to dashboard Cite

The advantages and disadvantages of single-sex schooling continue to be a source of policy and public debate. Previous empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement and others finding no differences across school types. The relationship between single-sex schooling on academic outcomes is typically problematic to examine, as in most countries single-sex schools are selective and the numbers attending them are relatively small. In Ireland, a high proportion of secondary school children (~1/3) attend a single-sex school. In addition, these schools are largely state-funded and non-selective but differing in composition compared to mixed-sex schools. For this reason, the Irish educational system provides an interesting setting for exploring the outcomes of single-sex schooling. In this context, this study utilises the 2018 PISA data for Ireland to examine the relationship between singlesex education and mathematics, reading and science literacy performance for boys and girls, respectively, as well as differences across gender in these outcomes. We find significant raw gaps in reading, science and mathematics scores between females in single-sex and mixed-sex schools and in mathematics scores for males across the same school types. However, after controlling for a rich set of individual, parental and school-level factors we find that, on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science,

show abstract

Parental involvement across European education systems

Cited by 9 publications

References 1 publication

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

Exploring parent and student engagement in school self-evaluation in four European countries

Single‐sex schooling, gender and educational performance: Evidence usingPISAdata

Contact Info

Product

Resources

About