Exploring the impact of a parent-designed family literacy programme in a DEIS primary school on family literacy practices, home school-relationships and confidence
Notice bibliographique
Résumé
This doctoral research is set in an urban DEIS (Delivering Equality of Opportunity in Schools) band 1 primary school (a school at risk of educational disadvantage) in Ireland and explores family literacy, home-school relationships and educational disadvantage. This action research was conducted considering Bronfenbrenner's bioecological theory and offers a mechanism to interrogate the complex interactions involved in family literacy programmes by considering the 'process', 'person', 'context' and 'time'. By collaborating with a group of parents of children in first class in the school (known as the Parent Expert Group (PEG)) to design a set of tailored family literacy workshops for parents and children in Early Start and junior infants, this research provides an understanding of how this type of support may influence a) family literacy, b) home-school links and relationships and c) parental confidence and capacity to support their child's language and literacy development. Opportunities for democratic dialogue were prioritised, and a methodology that valued the participant's voices and experiences was implemented. This research endeavoured to take a non-deficit stance, welcoming all input from participants as shared constructors of this set of family literacy workshops. Twenty-eight families attended the PEG-designed workshops. Workshop participants engaged in semi-structured interviews, pre and post-workshop. The key findings show that the strong pre-existing home-school relationships in this disadvantaged school were fostered, family literacy practices were developed, the language and literacy development of the children and their families was supported, and parental confidence increased. This research facilitated opportunities to increase parent's capacity to recognise themselves as their child's primary educator, a key aim of the Home School Community Liaison scheme in Ireland. Furthermore, it has highlighted parents as partners in their child's education and operationalised this in a viable and valuable way. This research was a success, as outlined by parents and has implications for policy, practice and future research. The findings oppose the literature that takes a deficit stance on family literacy and parental engagement in areas of low socio-economic status and instead highlights the motivations and interests of these parents in supporting their child's language and literacy development.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,006 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».