Scaffolding homework for mastery: engaging parents

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

“…Working under different socio-technical conditions (e.g., lack of social support) may also result in vastly different educational experiences (Hargittai & Walejko, 2008;Warschauer & Matuchniak, 2010;Warschauer & Tate, 2018). Goodall's (2020) literature review showed that parents' actions make a difference for students' home learning; even showing interest in their children's homework communicates the value of learning. Clausen et al (2020) surveyed US teachers during Covid-19, focusing on communication with students (aged 12-18) and parents.…”

Reimagining parental engagement in special schools – a practice theoretical approach

“…The nature of the SEND child's diary homework also created the opportunity for the parent to understand more about their learning that day. This illustrates the potential role of homework in creating a point of connection for parents with their child's learning (Goodall 2020).…”

“…Furthermore, not all parents welcomed homework: "he won't read his schoolbooks to me…I don't pursue it because I don't want to have a fight over it" (Patricia, Ashwood, retired), "we don't get a lot of homework because I have always stressed with them that [child] thinks this is down time when she comes home and it's her time" (Sandra, Oakland, employed, part-time). Homework as a potential cause of conflict in the home has been noted in the literature (Goodall 2020), and several studies in mainstream education have found that parental monitoring of or helping with homework does not have a positive impact on a child's achievement, and can indeed have a negative impact (Goodall 2020;Hill and Tyson 2009;Jeynes 2005;Wilder 2014).…”

Scaffolding the Learning in Rural and Urban Schools: Similarities and Differences

“…The concept of scaffolding offers a new perspective in the study of classroom learning and suggests that learning processes can be reframed to be more attuned to the students' needs. This metaphor of scaffolding can be used to identify different kinds of support, such as: motivating the students to work (Nedić et al, 2015;Seberová et al, 2020), focusing the student on certain task characteristics (Gunawardena et al, 2017;Panselinas & Komis, 2009), supportive parents (Goodall, 2020), using a language that the student understands, or using technical tools that facilitate various task-related activities (Fernández et al, 2001;Mercer, 2000). Sociocultural theorists point out that the dynamics of learning are largely determined by the variety of tools that a culture has at its disposal and the environment in which the development process takes place (Cole & Wertsch, 1996;Vygotsky, 1934Vygotsky, , 2012.…”