An evaluation of home-school partnership relations \ndeveloped in designated disadvantaged (DEIS) postprimary \nschools to enhance students’ literacy and \nnumeracy skills
Notice bibliographique
Résumé
Using a case study research approach the aim of this study is to develop an understanding of how home-school partnership approaches contribute to advancing student learning and achievement. Efforts made by schools to involve parents in the development of their children’s literacy and numeracy levels, which determine achievement, and access to the entire curriculum, are addressed throughout the study. \n \nContextually this study is conducted within the current emphasis being placed on quality assurance, school self-evaluation, school leadership and organisational effectiveness. Designated disadvantaged (DEIS) post-primary schools are in receipt of additional resources in order to alleviate educational disadvantage. Planning at individual school level requires annual action plans to address problems in relation to attendance and retention, attainment and progression, literacy and numeracy and partnership with parents and others. School planning is subject to external evaluation by the Department of Education and Skills. \n \nKey research questions addressed in this study include evidence of leadership and planning which exists within DEIS post-primary schools to promote learning partnership relations with parents. Specific structures or arrangements in schools, to promote parental involvement in the development of their child’s literacy and numeracy skills, are examined. The study investigates evidence of collaboration between school management, teaching staff, programme co-ordinators and parents. The perception of parents in relation to links between the school and home and their role in the development of literacy and numeracy is examined. The study aims to highlight models of home-school partnership relations which contribute most to positive student educational outcomes. Findings indicate that the emphasis is on parents being responsive to school requests for involvement in school-based activities. Appropriate structures and strategies to support parental involvement in learning in the home have not yet evolved in DEIS schools. links between DEIS schools, parents, students and disadvantaged communities also need to be co-ordinated and developed. \n \nFrom an ontological and epistemological point of view this study is conducted within the naturalistic paradigm using an evaluative case study research design. A conceptual framework of parental involvement designed by Hoover Dempsey and Sandler (1995) concerned with the problem of difficult-to-reach families is used to scaffold the research. Data is collected using focus groups and semi-structured interviews. Ethical considerations are relevant at all stages of the research.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
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 | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,013 | 0,000 |
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 ».