Research in Parental Involvement

Latunde, Yvette C.

doi:10.1057/978-1-137-59146-3

Cited by 13 publications

(14 citation statements)

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“…To better understand what parental engagement is and how it is operationalised, let us start by defining parental involvement. According to Latunde (2017), there are two types: traditional and non-traditional. Traditional forms of parental involvement include helping with school homework, attending parents' evening and social events (Goodall, 2013(Goodall, , 2018Torre and Murphy, 2016;Watt, 2016) and volunteering in the classroom (Lewis et al, 2011).…”

Section: Literature Review Parental Engagement With Children's Learningmentioning

confidence: 99%

“…Non-traditional definitions of parental involvement have emerged more recently and have broadened the spectrum of parental engagement. Parental engagement includes, among other activities, parents providing moral and emotional support, reading with their children, promoting and supplementing learning, following and supporting their children's learning interests, modelling learning, modelling resilience and creating learning environments (Latunde, 2017). The premise is that learning is a broad concept, one beyond the school curriculum and not limited by the school walls, with parents playing an active role in it.…”

Section: Literature Review Parental Engagement With Children's Learningmentioning

confidence: 99%

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Parents’ Acceptance of Educational Technology: Lessons From Around the World

2021

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One of the long-term lessons from the school closures due to the global pandemic COVID 19, is that technology and parental engagement are the best levers to access education so as to bridge the achievement gap between socially disadvantaged children and their peers. However, using technology is not as simple as bringing equipment into the school and home and initiating its usage; these are just the first steps into a more complex and ambitious achievement of using technology as a catalyst for a shift toward new learning models in remote and hybrid settings. A theoretical framework based on the theory of acceptance and use of technology and social cognitive learning theory was used to analyse data from a survey completed by 4,600 parents from 19 countries during the national lockdowns in 2020. Regression models and thematic analysis of open-ended responses were employed to identify factors that contribute to parental acceptance and use of technology in support of their children’s learning. Our results show that parents are more engaged in children’s learning when well-structured technological tools are provided or suggested by schools, and when parents are socially influenced by the opinions of other parents, teachers, children, the general public, relatives, etc. Conversely, they are less engaged when they perceive the technological tools to be challenging and beyond their knowledge or skills. The study’s findings have practical implications for governments and school leaders, who need to be aware of the factors likely to determine the use of technology at home and take action to meet parents’ needs when using technology to support learning.

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Section: Literature Review Parental Engagement With Children's Learningmentioning

confidence: 99%

Section: Literature Review Parental Engagement With Children's Learningmentioning

confidence: 99%

Parents’ Acceptance of Educational Technology: Lessons From Around the World

2021

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“…There are different approaches, traditional and nontraditional (Latunde, 2017), for active and constructive collaboration between family and school. The traditional approach proposes volunteering, meeting attendance, fundraising, and homework help.…”

Section: / 14mentioning

confidence: 99%

A Mathematics Education Research Agenda in Latin America Motivated by Coronavirus Pandemic

Castro

Pino-Fan

Lugo-Armenta

et al. 2020

EURASIA J Math Sci Tech Ed

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The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the need to investigate more decisively areas that have not been previously considered or have been put aside. This document presents the case of three Latin American countries, Mexico, Colombia, and Chile, in relation to educational difficulties generated by the pandemic, with respect to regional actions on the educational problems that have been revealed, and proposes regional research agendas for the Mathematics Education research community.

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“…Esto es debido a que el planteamiento metodológico y, principalmente, los instrumentos de medida, han recogido de manera fiable las actuaciones de los protagonistas de esta fase (profesorado y familias) a la vez que han confirmado que la elección para formar parte de la investigación fue la correcta. Es lógico que así sea dado el consenso existente sobre la manera de proceder a la hora de diseñar una investigación sobre este fenómeno (Creemers & Kyriakides, 2008;Epstein, 2009;Latunde, 2017).…”

Section: Discusión Y Conclusionesunclassified

“…Por último, se establece el modo en que el estudiante percibe las actuaciones de su familia en términos de control, comunicación de expectativas, interés de la familia por la escuela, apoyo y fomento de la autonomía. Y se postulan los efectos de la interacción alumnado-familias sobre la motivación del estudiante, tomando como base la Teoría de la Auto-determinación, corriente dominante de la motivación intrínseca, formulada por Ryan y Deci (2000, 2017, en el contexto de trabajo escolar en casa (Epstein, 2009;Rodríguez, Núñez, Valle, Freire, Ferradás, & Rodríguez-Llorente, 2019).…”

Section: Introductionunclassified