An evaluation of home-school partnership relations \ndeveloped in designated disadvantaged (DEIS) postprimary \nschools to enhance students’ literacy and \nnumeracy skills
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.013 | 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 teacher head, 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".