Exploring the impact of a parent-designed family literacy programme in a DEIS primary school on family literacy practices, home school-relationships and confidence
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".