scholarly journals Partnership Working between Home and School

2020 ◽  
Author(s):  
Michelle Samantha Brinn
Keyword(s):  
Social Constructivism ◽  
Early Years ◽  
Home School ◽  
Home Learning Environment ◽  
School Partnerships ◽  
Home Learning ◽  
Effective Relationships ◽  
School Learning ◽  
Historically Situated ◽  
Home And School

This chapter will explore the concept of home school partnerships within British early years education. The advantages of effective relationships between home and school will be briefly outlined before the historical development of the concept discussed. It will be argued that home school interactions are historically situated within a deficit paradigm, wherein a desire to overcome social inequality is paramount. Consequently, enhancing learning through continuity and cohesion between home and school learning practices dominate professional perspectives on school-home relationships. Due to the growing influence of social constructivism, the relative position of parents within this exchange has changed over time and led to the inception of partnership working. Nonetheless, partnership working between home and school remains fraught with practical and conceptual complexities and may necessitate the mutual renegotiation of the constructs of ‘parent’ and ‘professional’. In turn, any renegotiation may require an understanding of the habits of thought underlying these constructs, as well as the time and space for renegotiation. Finally, overcoming inequality, the driving force behind current patterns of partnership working, may depend on systemic change, beyond enhancing the home learning environment, which the emphasis on partnership working may disguise.

What makes partnership valid? Home-school communication and parent-school partnerships

1999 ◽  
Vol 22 (1) ◽  
pp. 43-60
Author(s):  
Anthony J. Liddicoat ◽  
Glenda Shopen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Recent Work ◽  
Literacy Development ◽  
Current Practice ◽  
Home School ◽  
School Partnerships ◽  
School Communication ◽  
School Learning ◽  
Children's Literacy

Abstract Recent work in literacy has emphasised the partnership between parents and schools in furthering children’s literacy development. This paper discusses the nature of this partnership in late primary school and early secondary school learning in Australia and the ways in which information is communicated between the partners. It is argued that, while schools devote a lot of attention to communicating with parents, this communication does not typically become true dialogue. Instead, the communication is always monodirectional with the school communicating messages to parents, but rarely receiving (or attending to) messages from parents. As such, parents come to be viewed by the schools as junior partners in their children’s literacy development and the school view of partnership focuses on moving parents into the school’s framework. At the same time some parents do not see the partnership in the same way as the school and instead locate responsibility for developing basic skills with the school. Attempts to include parents may then be seen as getting parents to do the school’s work. The study concludes that in current practice there is not actual partnership between school and home in the group investigated.

ICT in the early years: The effect of the home learning environment

2007 ◽  
Vol 8 (11) ◽  
pp. 36-42
Author(s):  
Iram Siraj-Blatchford ◽  
John Siraj-Blatchford
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
Home Learning Environment ◽  
Home Learning

The long-term role of the home learning environment in shaping students’ academic attainment in secondary school

2015 ◽  
Vol 10 (3) ◽  
pp. 189-201 ◽  
Author(s):  
Pam Sammons ◽  
Katalin Toth ◽  
Kathy Sylva ◽  
Edward Melhuish ◽  
Iram Siraj ◽  
...  
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Learning Environment ◽  
Multilevel Models ◽  
Early Years ◽  
Academic Attainment ◽  
Home Learning Environment ◽  
Content Type ◽  
Home Learning

Purpose – The purpose of this paper is to explore the relationships between the characteristics of the home learning environment (HLE) and students’ academic attainments in secondary school in England at age 14 and 16. Design/methodology/approach – This research study uses multilevel statistical models to investigate the strength and significance of relationships between various measures of the HLE at ages three, six, 11 and 14, and students’ academic attainment in secondary school. Findings – Multilevel models show that early years HLE and specific dimensions of later HLE are positive predictors of students’ later academic attainment at age 14 and 16, when the influence of various individual, family and neighbourhood characteristics are controlled. Originality/value – The paper presents unique findings on the role of the HLE in shaping students’ academic success at secondary school, including a range of measures of the HLE obtained at different ages. The results show that the early years HLE measured at age three continues to show effects on later attainment, over and beyond the effects of later HLE and other significant influences such as family socio-economic status and parents’ qualification levels.

scholarly journals Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages

2019 ◽  
Vol 31 (1) ◽  
pp. 7-30 ◽  
Author(s):  
Katalin Toth ◽  
Pam Sammons ◽  
Kathy Sylva ◽  
Edward Melhuish ◽  
Iram Siraj ◽  
...  
Keyword(s):  
Learning Environment ◽  
Early Years ◽  
Home Learning Environment ◽  
Home Learning

Quality of the home learning environment during preschool age – Domains and contextual conditions

2013 ◽  
Vol 21 (3) ◽  
pp. 420-438 ◽  
Author(s):  
Katharina Kluczniok ◽  
Simone Lehrl ◽  
Susanne Kuger ◽  
Hans-Guenther Rossbach
Keyword(s):  
Learning Environment ◽  
Preschool Age ◽  
Home Learning Environment ◽  
Home Learning
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