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  • Relationship Between Parent Involvement and the Academic Achievement of Disadvantaged Children: What Matters? For Whom Does it Matter? How Does it Work?

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    Batchelor_2013_02Thesis.pdf (3.687Mb)
    Author(s)
    Batchelor, Samantha J.
    Primary Supervisor
    Freiberg, Kate
    Other Supervisors
    Homel, Ross
    Year published
    2013
    Metadata
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    Abstract
    Students growing up in socially disadvantaged environments typically experience poorer educational outcomes than students living in more advantaged circumstances. Strengthening parents’ involvement in their children’s learning is widely regarded as an important way of helping to reduce the achievement gap between disadvantaged students and their more affluent peers, but unfortunately policy interest in parent involvement has outpaced evidence of its effectiveness as an intervention strategy. A fundamental problem is the conceptual inconsistency, ambiguity and confusion in the literature on parent involvement. This confusion ...
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    Students growing up in socially disadvantaged environments typically experience poorer educational outcomes than students living in more advantaged circumstances. Strengthening parents’ involvement in their children’s learning is widely regarded as an important way of helping to reduce the achievement gap between disadvantaged students and their more affluent peers, but unfortunately policy interest in parent involvement has outpaced evidence of its effectiveness as an intervention strategy. A fundamental problem is the conceptual inconsistency, ambiguity and confusion in the literature on parent involvement. This confusion is exacerbated by the inherent complexity of the processes through which various forms of parent involvement are likely to have their effects on different aspects of children’s learning. In addition, factors such as family socio-economic status and ethnic background are expected to act as moderators of these already complex relationships. Hence, it is impossible to synthesise existing results and draw firm conclusions as to which aspects of parent involvement might be effective targets for intervention in disadvantaged communities. In other words, we still need to know, “What matters? And for whom does it matter?”
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    Key Centre for Ethics, Law, Justice and Governance
    DOI
    https://doi.org/10.25904/1912/2633
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Educational outcomes
    Disadvantaged students
    Parent-child involvement
    Publication URI
    http://hdl.handle.net/10072/365710
    Collection
    • Theses - Higher Degree by Research

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