Fair Education Alliance Parental engagement forum
https://learningwithparents.com/parental-engagement
The Fair Education Alliance (FEA) Parental Engagement Forum is coordinated by Learning with Parents.
The FEA is a coalition of 250 organisations which aims to tackle inequality in the education system. In order to engage parents and communities of all backgrounds, they work with the FEA to establish and run the Parental Engagement Forum. The forum is a diverse range of organisations from large, national charities to place-based organisations working deep in local communities. Together we network, share best practice and explore the research about supporting low-income families.
Project Zero's Thinking Routine Toolbox
https://pz.harvard.edu/thinking-routines
This toolbox highlights thinking routines developed across a number of research projects at project Zero. A thinking routine is a set of questions or a brief sequence of steps used to scaffold and support student thinking. Project Zero researchers designed thinking routines to deepen students’ thinking and to help make that thinking “visible.” Thinking routines help to reveal students’ thinking to the teacher, and also help students themselves to notice and name particular “thinking moves,” making those moves more available and useful to them in other contexts. If you're new to thinking routines and PZ's research, please click here to explore more about thinking routines. For Tips for Using Thinking Routines Effectively, click here. For an overview of the Thinking Categories, click here. For an alphabetical list of thinking routines, click here.
Reading list
Carpentieri, J. (2012). Family learning: a review of the research literature. A report prepared for NIACE by the National Research and Development Centre for adult literacy and numeracy. Institute of Education, University of London. Available at: https://learningandwork.org.uk/wp-content/uploads/2020/05/Family-learning-A-review-of-the-research-literature.pdf [Accessed 24 Sep. 2024].
Dearden, L., Sibieta, L. and Sylva, K. (2010). The socio-economic gradient in early child outcomes: evidence from the Millennium Cohort Study IFS Working Paper 03/11. [online] Available at: https://ifs.org.uk/sites/default/files/output_url_files/wp1103.pdf.
Desforges, C. and Abouchaar, A. (2003). The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review Professor Charles Desforges with Alberto Abouchaar RESEARCH. [online] London: Department for Education and Skills. Available at: https://www.nationalnumeracy.org.uk/sites/default/files/documents/impact_of_parental_involvement/the_impact_of_parental_involvement.pdf [Accessed 24 Sep. 2024].
Fair Education Alliance (2021). Cross sector open letter to Government on Education Recovery. https://static1.squarespace.com/static/543e665de4b0fbb2b140b291/t/60c05a0a38813c6f9ed2f9c2/1623218746585/Wednesday+June+9th+2021+-+Cross+sector+Open+letter+to+Government+on+Education+Recovery
Goodall, J. (2017). Narrowing the Achievement Gap: parental engagement with Children’s Leanring; Creating a Leanring-centred Schooling System. [online] London: Routledge. Available at: https://www.researchgate.net/publication/317013504_Narrowing_the_Achievement_Gap_Parental_Engagement_with_Children's_Learning [Accessed 24 Sep. 2024].
Goodall, J. and Harris, A. (2008). Do Parents Know They matter? Engaging All Parents in Learning. Educational Research, 50(3), pp.277–289. doi: https://doi.org/10.1080/00131880802309424.
Goodall, J. and Vorhaus, J. (2011). Review of best practice in parental engagement . [online] Available at: https://www.gov.uk/government/publications/review-of-best-practice-in-parental-engagement [Accessed 24 Sep. 2024].
McConnell, B.M. and Jr, R.M. (2014). Connecting with Families to Improve Students’ School Attendance: A Review of the Literature. Preventing School Failure, [online] 58(4), pp.249–256. Available at: https://eric.ed.gov/?id=EJ1033186 [Accessed 24 Sep. 2024].
Nechyba, T., McEwan, P., and Older-Aguilar, D (1999). The impact of family and community resource on student outcomes: An assessment of the international literature with implications for New Zealand. Available from: http://www.minedu.govt.nz/web/document/document_page.cfm?id=5593&p=58
Sacker , A., Schoon, I. and Bartley, M. (2002). Social inequality in educational achievement and psychological adjustment throughout childhood: magnitude and mechanisms. Social Science and Medicine, [online] 55(5), pp.863–880. doi: https://doi.org/10.1016/S0277-9536(01)00228-3.
van Poortvliet, M., Axford, N. and Lloyd, J. (2018). Guidance Report WORKING WITH PARENTS TO SUPPORT CHILDREN’S LEARNING. [online] Education Endowment Foundation. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/supporting-parents/EEF_Parental_Engagement_Guidance_Report.pdf?v=1727185723 [Accessed 24 Sep. 2024].
Van Voorhis, F., Maier, M., Epstein, J. and Lloyd, C. (2013). THE IMPACT OF FAMILY INVOLVEMENT ON THE EDUCATION OF CHILDREN AGES 3 TO 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. [online] Available at: https://files.eric.ed.gov/fulltext/ED545474.pdf.