No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Parental involvement and pupil reading achievement in Ireland: Findings from PIRLS 2011
Abstract
Contradictory findings often emerge from research into parental involvement in education. Failure to account for national context may be a contributory factor. This paper uses a multilevel framework and Irish data from the 2011 Progress in International Reading Literacy Study to examine associations between reading achievement and parental involvement. Findings show that informal measures of parental involvement accounted for a greater proportion of variance in reading achievement than formal or communication measures. There is some evidence that parental involvement can mitigate the effects of socioeconomic disadvantage. Low levels of parental monitoring, as measured by pupils having a TV in their bedroom or their own smartphone, are negatively associated with achievement, suggesting a need for ongoing parental education about this topic.
... Several detailed models of reading and mathematics achievement focusing on primary-level students have been generated from a range of sources in recent years, including Ireland's national assessments (Gilleece et al., 2012;Kavanagh et al., 2015) and Irish participation in both the Progress in International Reading Literacy Study (PIRLS) and TIMSS in 2011 (Cosgrove & Creaven, 2013;Eivers & Clerkin, 2013;Gilleece, 2015). However, corresponding studies of science achievement involving nationally-representative samples have been less frequent, particularly at primary level. ...
... In line with the modelling approach used by Cosgrove and Creaven (2013) and Gilleece (2015), we used student-level data at Level 1 in the multilevel models reported below and class/school-level data at Level 2. Although, in principle, the class-and school-levels could be considered separate levels, the portion of variance accounted for in the Irish context tends to be very similar whether classes and schools are modelled separately or together (Cosgrove & Creaven, 2013;Gilleece, 2015), suggesting that a combined class/school Level 2 is more parsimonious. The inclusion of 'class' alongside 'school' at Level 2 is important as it allows teacher characteristics to be included in the model. ...
... In line with the modelling approach used by Cosgrove and Creaven (2013) and Gilleece (2015), we used student-level data at Level 1 in the multilevel models reported below and class/school-level data at Level 2. Although, in principle, the class-and school-levels could be considered separate levels, the portion of variance accounted for in the Irish context tends to be very similar whether classes and schools are modelled separately or together (Cosgrove & Creaven, 2013;Gilleece, 2015), suggesting that a combined class/school Level 2 is more parsimonious. The inclusion of 'class' alongside 'school' at Level 2 is important as it allows teacher characteristics to be included in the model. ...
Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.
... Most studies within this sub-aspect found that high levels of discipline and order were positively associated with student outcomes. For instance, using data from PISA 2000-2015and TIMSS 1995-2015, Jia, Van de Vijver, and Kulikova (2017 found that classroom discipline had positive associations with PISA outcomes but weaker associations with TIMSS outcomes at the country level. Ning (2019) used PISA 2012 data and estimated two-level (student and school) random intercept linear models for Shanghai, Hong Kong, Macao, and Taipei. ...
... Most studies within this sub-aspect found that high levels of discipline and order were positively associated with student outcomes. For instance, using data from PISA 2000-2015and TIMSS 1995-2015, Jia, Van de Vijver, and Kulikova (2017 found that classroom discipline had positive associations with PISA outcomes but weaker associations with TIMSS outcomes at the country level. Ning (2019) used PISA 2012 data and estimated two-level (student and school) random intercept linear models for Shanghai, Hong Kong, Macao, and Taipei. ...
... However, the high-quality article by He, van de Vijver, and Kulikova (2017) found a positive relationship between diversity and student achievement at the country level. They used data from PISA 2000-2015and TIMSS 1995-2015 by including all participating countries. ...
School climate is a leading factor in explaining student outcomes. Although several studies have reviewed existing research on the link between school climate and student outcomes, these studies only emphasized one or a few aspects of school climate. Moreover, previous reviews have rarely included research examining data from international large-scale assessments (ILSAs). The present study aims to (1) describe how ILSAs conceptualize school climate and assess its multiple aspects (i.e., academic, community, safety, and institutional environment) and (2) review studies using ILSA data to identify the relationships between different aspects of school climate and student outcomes in mathematics, science, and reading. In general, ILSA frameworks cover all aspects of school climate. While the academic, community, and institutional environment aspects are explicitly assessed at the student, class, or school levels, the assessment of safety aspect was less emphasized across ILSAs. Although ILSAs assess multiple aspects of school climate, studies included in this review mainly focused on investigating the academic aspect, particularly in examining teaching and learning. Most studies examined student achievement, and very few focused on affective outcomes, such as student interest, self-efficacy, and attitudes toward a subject. Concerning the relationships between school climate aspects and student outcomes, this review reveals a high alignment between findings from the studies using ILSAs and other studies, including meta-analyses, reviews, and longitudinal studies. The implications of these findings are discussed in relation to improving the assessment of school climate in ILSAs and providing methodological recommendations and directions for future research on school climate using ILSA data.
Keywords
Academic performance, Instructional quality, Large-scale assessment, School environment, Student assessment
... committee membership). This supports recent findings from a similar model of reading achievement using PIRLS data (Gilleece, 2015). In NA '14, pupils who spent the most time playing computer games, watching television, using the Internet, and playing with friends, had the lowest mean scores in reading and mathematics, suggesting a role for parents in limiting the amount of time that their children spend on these activities. ...
... Conversely, teacher-reported parental support for pupil achievement was significantly associated with mathematics achievement, but not reading achievement. Gilleece (2015) found that informal parental involvement practices were more strongly associated with reading achievement in PIRLS 2011 than more formal parental involvement behaviours. Parental expectations were strongly associated with achievement, for example, while volunteering on school trips and serving on committees were not. ...
... Readers interested in the technical details of multilevel models may wish to refer to texts such as Goldstein (2011), Snijders and Bosker (2012) or Hox, Moerbeek, and van de Schoot (2010). Cosgrove and Creaven (2013) give some detail on the recent application of multilevel modelling in an Irish context; Gilleece (2015) may also be of interest. Both of these publications are referenced extensively in this chapter as they refer to recent models of reading achievement for a similar age group of pupils. ...
... This chapter does not represent an exhaustive review of the school effectiveness literature nor a detailed explanation of the associations between socio-economic status and educational outcomes. Readers interested in more in-depth literature reviews are directed to, for example, (Broer, Bai, & Fonseca, 2019;Clerkin, Perkins, & Chubb, 2020;Gilleece, 2015;Kyriakides, Georgiou, Creemers, Panayiotou, & Reynolds, 2018;OECD, 2018a;OECD, 2019d;Scheerens, 2001). One notable omission from the current chapter (and report) is the topic of school leadership. ...
... At primary level in Ireland, parental expectations that their child will 'do well in English reading this year' were associated with higher levels of reading achievement, even after controlling for other background and school-level variables (Gilleece, 2015;Kavanagh, Shiel, Gilleece, & Kiniry, 2015). Also in Ireland, recent findings regarding outcomes for 17-year-olds with special educational needs (SEN) show that parental educational expectations have longterm associations with socio-emotional and academic outcomes of young people with SEN (Mihut, McCoy, & Maitre, 2020). ...
Using data from PISA 2018, this report examines outcomes and experiences of students in DEIS and non-DEIS post-primary schools in Ireland. The main purposes of the current report are: (1) to examine characteristics of students, their home environments and the involvement of their parents in education; (2) to consider school factors related to diversity of intake, resources, practices, and school climate; and (3) to present findings related to non-cognitive outcomes and dispositions (wellbeing, attitudes and aspirations).
... As stated in the above section, the use of multilevel models in educational research in recent years with large-scale assessments is growing. Although some works analyse the PIRLS and TIMSS tests using performance as a criterion variable Gilleece, 2015;Winnaar, Frempong, & Blignaut, 2015), it is the study of the PISA tests that has been disseminated most widely (Blanco-Blanco et al., 2014;Cordero-Ferrera et al., 2015;Dronkers & Robert, 2008;Gamazo et al., 2018;Gil-Flores & García-Gómez, 2017;Guo, Li, & Zhang, 2018;Sebastian et al., 2017;Tan & Hew, 2017;Zhang & Liu, 2016). These works include, depending on their objective, performance in science, mathematics or reading as criterion variables. ...
... There are some systematic reviews and meta-analyses that reveal common patterns in the results of these studies with secondary data, like the relevance of socioeconomic and contextual factors (Banerjee, 2016;Hopfenbeck et al., 2018), or the importance of process factors, both at student levelpositive attitudes towards school and learning (Banerjee, 2016) and at school levelteacher expectations and implication, adaptation of instruction or educational leadership (Drent, Meelissen, & van del Kleij, 2013). However, both these reviews and the main national and international studies published in recent years indicate divergent results in some fundamental questions related to school processes such as degrees of school autonomy (Cheng, Ko, & Lee, 2016;Han, 2018;Hanushek, Link, & Woessmann, 2012), parental participation and academic support (Gilleece, 2015;Sebastian et al., 2017), use of textbooks, type of student grouping (Choi & Calero, 2013), methodologies used by the teacher in the classroom (Choi, Choi, & McAninch, 2012;Gil-Flores & García-Gómez, 2017) and instructional time (Huebener, Kuger, & Marcus, 2017). More consistent results are found in other questions such as classroom coexistence and climate (Choi & Calero, 2013;Guo et al., 2018;Mikk, Krips, Säälik, & Kalk, 2016), use of ICT (Petko, Cantieni, & Prasse, 2017;Skryabin et al., 2015;Tan & Hew, 2017;Zhang & Liu, 2016), educational leadeship (Gil-Flores & García-Gómez, 2017;Guo et al., 2018) and staff teaching and job satisfaction (Marcenaro-Gutierrez, Luque, & Lopez-Agudo, 2016). ...
With the main goal of identifying the process factors associated with school effectiveness in secondary education, this work presents an innovative methodological proposal. Based on secondary data from the Spanish sample of PISA 2015, high- and low-effectiveness schools were selected by analysing the residuals of the school level (level 2) in multilevel models. Subsequently, decision trees were used to identify the process variables with a greater predictive power for the identification of high- and low-effectiveness schools. While the hierarchical linear models obtained show inter-school variance scores greater than 10%, decision trees achieve a precision greater than 90%. We conclude by analysing the suitability of using decision trees in data originating from large-scale assessments, and examining the obtained factors associated with school effectiveness.
... Existing international literature highlights significant correlations between parent engagement and children's mental health and well-being (Gilleece, 2015;Hornby & Lafaele, 2011) emphasizing the importance of understanding children's learning as embedded in the family, social and cultural contexts in which it occurs (Alanen et al., 2015). However, whilst this has led to an increased focus on the parents' role in children's learning within the global debate (Hayes et al., 2017) it has not illuminated the child's voice in the debate. ...
... According to Uusimäki et al. (2019), Sirin (2005) comprised 58 articles between the years 1990 and 2000 in order to execute a meta-analytical literature review on the topic of ECEC, further strengthening the relevance of socio-economic status on student performance (Battle & Lewis, 2002;Engin-Demir, 2009;Okpala, Okpala, & Smith, 2001;Yang, 2003) and excluding the child perspective in the academic debate. Positive parental involvement has however been identified as a significant factor in influencing both academic and social development and outcomes for young children (El Nokali, Bachman, & Votruba-Drzal, 2010;Flouri, 2006;Gilleece, 2015;Hill et al., 2004;Hoover-Dempsey & Sandler, 1995;Sheldon 2007;Sibley & Dearing, 2014) furthermore influencing policy makers and teachers across the globe. ...
The Swedish preschool curriculum places strong emphasis on the home – preschool partnership and parent engagement in this regard is considered important for reasons such as promoting child well-being and a healthy development. The central target of inquiry of this study was thus to explores the three primary perspectives that interconnect in the preschool – home partnership (child, parent, teacher) and applies this exploration in order to better understand what parent engagement in preschool means to the child. Central to the study was determining the child’s position within the partnership, thus the theoretical framework of Bronfenbrenner’s ecological systems theory was applied. Stories were collected through interviews which highlighted the interconnectedness of the three perspectives and analysed using story constellations. Through identifying harmonies and contradictions in the stories, the construct of children’s, parents and preschool teachers understanding of parent engagement in the Swedish preschool has been investigated, shedding light on the child’s sense of agency within the partnership.
... Reading difficulties in various regions worldwide may represent progress in the comprehension of reading in English (Barras, 2023). Prior studies have identified parental participation (Gilleece, 2015), personal variables (Galgao, 2019), and school and home-related factors (Julius, 2014) as factors influencing reading success. However, researchers cannot determine which of these connected characteristics has the most significant influence on reading performance. ...
Among PISA-participating nations, the Philippines' reading proficiency rankings for boys and girls were the lowest; in other words, eighty percent of Filipino students lacked the necessary reading proficiency. Students' poor performance in science, math, and English can be attributed to a lack of basic reading and comprehension skills. This study looked at the home and school-based factors that influenced the reading performance of 47 frustration-level readers at Tapinac Senior High School (TSHS) in Olongapo City, Philippines, during the 2023-2024 school year. The respondents were identified using a purposive sampling method based on the result of Project SHARP. An exploratory sequential mixed methods design that included surveys and interviews. Using Pearson's r and modified stevick-colaizzi-keen, it was found that students had difficulty in both environments. Homes frequently needed more adequate reading resources, calm reading areas, and consistent reading practices. Schools may need to provide engaging materials or appropriate individual support. Students needed help with comprehension, decoding, and staying interested. They nevertheless display a drive to learn and use coping techniques. Moreover, the home and school-based factors have a somewhat significant link with the respondents' reading performance. The findings indicate that adjustments in both home and school environments can help struggling readers. Parents can establish a consistent reading routine and give a print-rich atmosphere. Schools can provide a greater range of reading materials and tailored training. Overall, teamwork between parents, instructors, and students is critical for the success of frustrated readers.
Keywords: Academic, Frustrated Readers, Mixed-method, Olongapo City, Philippines
... These parents may have ambitions that will lead children to achievements that enable social mobility among lower-class members of society without changing their intergenerational status. Similar findings were found in studies that reported that parents' perceptions and aspirations regarding their children's education predict educational achievements and children's educational success [55,56], and among researchers [57,58] who studied parents from minority groups and systematically documented the racial, ethnic, and cultural factors that influence their level of involvement. One of the explanations for these findings is that the limitations of language, transportation, education, and the differences between minority parents and the dominant majority prevent minority parents from being involved, especially in formal activities, and shape a perception that they cannot meet expectations. ...
This study aimed to examine the cultivation of mutual and beneficial relationships between educators and African asylum-seeker parents, focusing on the first level of Hoover-Dempsey's parental involvement model, in Tel Aviv, Israel. This qualitative-phenomenological research allows the personal and authentic voices of fifteen educators and twenty parents to be heard. The findings indicate, on the one hand, differences between educators and parents when it comes to the meanings and roles of parental involvement. However, this involvement depends mainly on educators overcoming a feeling of racial-national superiority. Despite parents' wishes to cooperate, their involvement is limited because involvement requires financial resources, free time, and the ability to communicate in the dominant language.
... On the basis of results from multilevel modelling, the authors note that none of the measures relating to school socio-economic context, including DEIS, were significantly associated with achievement once detailed information on pupil characteristics were taken into account. Findings of subsequent analyses highlighted the important role of informal parental involvement in pupils' learning, suggesting that aspects of parental involvement may at least partly mitigate some of the effects of socio-economic disadvantage (Gilleece, 2015). ...
This report provides in-depth information on the achievement of primary pupils in DEIS Urban Band 1 and Urban Band 2 schools in the National Assessments of Mathematics and English Reading 2021 (NAMER ’21). The current report is one of two initial reports from NAMER ’21. It is intended to be read in conjunction with Kiniry et al. (2023) who provide more detail on the purpose of the national assessments, the administration of NAMER ’21, and overall achievement in reading
and mathematics. A key purpose of the current report is to compare the average achievement of primary pupils in Urban Band 1 and Urban Band 2 schools with that of primary pupils in Urban Non-DEIS schools. In this way, findings contribute to monitoring progress towards targets under the DEIS Plan 2017 (Department of Education and Skills, 2017a) which refer to reducing the percentages of lower achievers in DEIS schools and increasing the percentages of high achievers, in reading and mathematics.
Primary pupils in Ireland also participated in the Progress in International Reading Literacy Study (PIRLS) in 2021. Findings from PIRLS are published alongside those of NAMER; see Delaney et al. (2023) for Irish results. NAMER and PIRLS provide important insights about primary pupils’ achievement and experiences following the disruption to education systems caused by COVID-19.
... The opportunities and experiences children are exposed to include those derived via preschool education, as well as the opportunities and experiences children encounter within the context of their home. Research has shown that when parents are engaged in their children's learning, children have more advanced learning outcomes [20], including positive academic achievements in literacy [21], most especially when parents engage their children in a range of informal literacy activities at home before the start of primary school [22]. Likewise, a lack of such experiences disadvantages children whose parents are less able to take an active role in their child's literacy learning, highlighting the importance of school-parent collaboration. ...
Research has shown that schoolteachers often prepare children for success in standardized reading assessments by ‘teaching to the test.’ Concurrently, research exploring children’s emergent literacies and ‘school readiness’ has shown that early childhood teachers often feel pressured to ‘prepare’ children for school and may do so by focusing on print-related literacies, to the detriment of earlier stages of the oral-to-print continuum. This raises the concern that teaching children as a group, preparing them for the next ‘stage of education,’ will disadvantage children who are working below or above expected levels of development. Our study explores the teaching approaches used with a group of foundation-year children who achieved more advanced reading outcomes than children from four adjacent classrooms in their first year of schooling. We collected the reading and letter-identification outcomes of 16 children in the teacher’s foundation-year class and interviewed her about her practices. Findings showed that the teacher used her knowledge of what the children should achieve in standardized assessments as a minimum expectation and moved beyond the content of such assessments when warranted, as determined by informal assessments. As a result, every child in the class met, and many exceeded, minimum reading standards by year’s end. We conclude that using an individualized, child-centred pedagogy, informed by a combination of standardized and informal assessments, allowed the teacher to support her students to develop a range of reading abilities and to reach their full potential.
... Many aspects of the home environment are considered to be influential in shaping outcomes related to school success. The home can facilitate students' access to certain materials and learning resources, and it is an important context for learning which takes place outside of school (Gilleece, 2015;LeFevre, Skwarchuk, Smith-Chant, Fast, Kamawar, & Bisanz, 2009;Bus, Van Ijzendoorn, & Pellegrini, 1995). The purpose of this chapter is to provide a context for the data presented in the remainder of the report. ...
Secondary analysis of TIMSS 2015 data.
... A very small amount of the remaining variance in achievement is explained by key school and teacher factors (McCoy, Quail, & Smyth, 2014). Separately, it has been shown that differences in reading achievement between DEIS and non-DEIS schools are not statistically significant once parental involvement and home background factors are considered (Gilleece, 2015). ...
The new report is a detailed national analysis that compares the achievements of students in DEIS and non-DEIS schools in 2018 and includes an analysis of changes in achievement over time in these two types of school settings.
In general, the PISA results indicate that the Irish post-primary system is more equitable (i.e. with lower than average achievement differences between schools) than that in many other OECD countries. Specifically with respect to DEIS, findings show that In PISA 2018, the average reading score in DEIS schools was at the level of the OECD average. Although average reading achievement was lower in DEIS than in non-DEIS schools, the difference between the two was smaller in 2018 than in 2009. In PISA 2018 mathematics and science, students in DEIS schools scored below the OECD average and also scored below students in non-DEIS schools.
The report confirms the need for a continued focus on reading literacy in the early years of post-primary school (building on efforts at primary level). It also suggests that there is a need to assess, monitor, and support students’ reading difficulties using appropriate tools at post-primary level. Finally, the report examines the current use of PISA data for target setting in literacy and numeracy at a national level, while offering some alternatives.
... While not all types of engagement have been shown to be directly associated with individual achievement outcomes, more general benefits have been identified for almost all forms. For example, discussing school activities at home is associated with higher achievement (e.g., Sui-Chu & Willms, 1996), whereas the link between achievement and formal parental involvement in school management structures is less clear (e.g., Desforges & Abouchaar, 2003;Gilleece, 2015). Also, of course, the relationship between home-school communication and achievement is complicated by the fact that such communication often increases in response to poor achievement or behaviour. ...
This report is part of a wider project to support Malta's Ministry of Education and Employment in developing a monitoring system for the identification of students at risk of Early School Leaving (ESL). The report is one of five deliverables from that project, and it provides a summary of approaches to ESL prevention that may be effective in Malta. Among the proposed approaches are an expansion of Malta's Free Childcare Scheme, the option of language choice in Secondary Education Certificate examinations, the adoption of whole-school interventions, and greater support for parental engagement with schools. The overall project was commissioned by the European Commission’s Structural Reform Support Service SRSS and awarded to the International Association for the Evaluation of Educational Achievement IEA.
... For example, Chinese-based scholarly research has shown that most parents are very active in supporting their children in learning EFAL, as they consider it fundamental to their children's future (Lau, Li & Rao 2011;Wei 2011Wei , 2014. There is a consensus in international literature about the positive effect of parental support on the academic achievement of children, which includes the development of second language proficiency (Boonk et al. 2018;Castillo & Gàmez 2013;Castro et al. 2015;Daniels 2017;Enemuo & Obidike 2013;Evans & Cleghorn 2014;Gilleece 2015;Jeynes 2007Jeynes , 2012Liu 2013;Wang 2014). Therefore, this article finds relevance within the current body of literature in providing guidelines for working towards a theory of parental support that is expected to support developing second language proficiency among South African learners. ...
This article sought to conceptualise guidelines that can assist parents in supporting learners’ development of skills in English First Additional Language (EFAL). It argues that there is a need for a theory of parental support with regard to the development of EFAL of learners. English is both a First Additional Language (FAL) and the Language of Learning and Teaching (LoLT) in most schools in South Africa. English is a home language to less than ten percent of South Africans. Therefore, for learners who do not have English as their mother tongue, there is an urgent need for language support. This article demonstrates that parents, as key stakeholders in development of EFAL at home, need guidance on how to provide support. Eight (n = 8) parents were selected conveniently to form part of the focus group discussions and to gain understanding of their experiences with regard to supporting the development of EFAL. The results revealed that parental support is a complex process that requires one to consider the interface of systems around the parent and the child. Consequently, the theory of parental support describes how, through the interface of these principles, parents can support second language development. The results of this study have pragmatic and policy implications for parental support with regard to the development of EFAL.
... Prior research suggests that student achievement is a key factor influencing parental behavior, and vice versa (Gilleece 2015). According to the PIRLS User Guide, the best available measures of student achievement in PIRLS are the level-1 plausible values for student reading achievement (Foy and Drucker 2013). ...
This study comparatively examines variation among the expectations of parents worldwide for the educational attainment of their children. The data are from the 2011 Progress in International Reading and Literacy Study (PIRLS). A two-level hierarchical linear model (HLM) was used to estimate multilevel and multi-contextual effects on such expectations. The results reveal that parents in the Middle East had the highest expectations for the educational attainment of their children, followed by parents in East Asia and the Pacific region. Parents in European regions expressed the lowest expectations; however, they expressed significantly higher expectations for their daughters’ educational attainment than for their sons’. In European countries, immigrant parents had significantly higher expectations for the educational attainment of their children than did nonimmigrant parents, but the opposite was true in the Middle East, East Asia, and the Pacific. These results suggest that although parents who belong to different nations and different cultures share norms and values regarding educational attainment, regional differences persist as the result of social, cultural, and economic differences.
... Functions of the parental involvement Parental involvement is recognized as an important factor contributing to the growth of the children. Recent studies mainly focused on the following idea: the impact of the parental involvement on the child's academic achievement (Epstein & Sheldon,2002;Fan, 2001;Dearing, Kreider, Simpkins & Weiss, 2006;Gilleece L.,2015) and other non-academic achievements (Epstein & Sheldon,2002;Domina, 2005;OCDE, 2013;Li, 2016) Some researchers noticed parents themselves can get benefits from the involvement, which can be regarded as the intermediary factor between parental involvement and children development. Adams (Adams, 1976), who conducted experiments in low-income families, found that the involvement could enhance the parents' confidence, help them arrange their lives better, and promote their participation in community activities. ...
Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.
... This supports findings of previous research in Ireland (e.g. Kavanagh, Shiel & Gilleece, 2015;Gilleece, 2015) and internationally (see Weir et al., 2017 for a review of the international literature on parental involvement in disadvantaged settings) which indicates that informal ways in which parents provide support for achievement have stronger associations with achievement than more formal activities. ...
... In contrast, small negative effects are associated with having a television in the pupil's bedroom and, for PIRLS only, the pupil having their own smartphone. Similar findings were previously reported for PIRLS 2011 (Gilleece, 2015). It is likely that a pupil having a bedroom television and/or smartphone may result in the pupil having a greater amount of unmonitored access to technology. ...
... Only some forms of involvement have been shown to be directly associated with individual achievement outcomes, although more general benefits have been posited for almost all forms. For example, while home discussion of school activities has been shown to be directly associated with achievement (Sui-Chu and Willms 1996), there is a less clear association between achievement and formal parental involvement in school management structures (Desforges and Abouchaar 2003;Gilleece 2015). Associations between achievement and home-school communication are complex, as communication frequency often increases in response to poor performance (Archer and Shortt 2003). ...
Online sources are increasingly the most likely starting place when seeking information about any topic. Parents of prospective students may access school websites in advance of enrolling their child. Parents of current students are likely to access a school’s website for information about the school’s current activities or to learn more about the teaching and learning taking place in their child’s classroom. With a few notable exceptions, there is limited research on the quality of school websites internationally, particularly at primary level. For this paper, the online presence of 100 Irish primary schools was examined. Of the 90 schools for whom some web presence was established, information provided to parents of current students and parents of prospective students was examined. Findings show that primary school websites do not comprehensively address the information needs of either group of parents and highlight areas of potential improvement.
... Pre service classroom teacher should be able to achieve dimensions and contents of teaching reading subjects. Studies showed that parental involvement is one of the key factors affecting children's reading performance (Kurtulmuş, 2016;Gilleece, 2015;Peissig, 2002). ...
Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.
Black South African learners are registered in Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different urban, townships and rural areas, and their home languages are indigenous languages. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. The study used qualitative analysis with interview as the main data gathering tool. The participants were teachers purposively selected from the suggested pilot schools. From the phenomenological analysis the data were gathered by means of a literature review, document analysis, interviews, classroom visits and observations. The study has revealed that the black South African learners in Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in Model C schools and support them.
This document is Malta's new National Strategy Policy for students at risk of early school leaving / Early Leaving from Education and Training. It aims to ensure inclusive and quality education for all, reduce the gaps in educational outcomes between boys and girls and between students attending different schools, decrease the number of low achievers, raise the bar in literacy, numeracy, and science and technology competence, and increase student achievement. It also aims to support the educational achievement of children at-risk-of-poverty and low socioeconomic status, raise the levels of student retention and attainment in further, vocational, and tertiary education and training, and increase participation in lifelong learning and adult learning.
The role of parents in educating preschool children at home is inarguable. However, the strength or lightness of parents’ role in educating their child depends a lot on the way they used to educate him. The aim of this study was to explore the usage of parental education methods for preschool children at home. The cluster random sampling technique was used to select 586 survey participants. This study confirmed four groups of educational methods that were used by parents, including Group of verbal methods, Group of action-based methods, Group of motivation-making methods, and Group of disciplinary methods. Most of the method groups were practiced on the often level or more. Three out of four method groups were found to have significant differences in use among parents with different characteristics. The parental education level was a significant predictor of all method groups used for educating preschool children at home, whereas parental age was not a significant predictor for any of them.
The educational attainment of the Maltese population is lower than in other European countries and the number of post-secondary graduates is lower than in most other European Union countries. The development of human capital represents the key factor of national social and economic development. In such a situation, schoolteachers are crucial in supporting children to achieve their potential and in this way contribute to national development. To achieve this mission, teachers need wide professional knowledge and, in Malta as a bilingual country, they need strong communication skills in Maltese as well as in English. This study examined the impact of student social background on the literacy competences of entering teacher education candidates. This study found a wide variation in these participants' English language comprehension skills and some association with the type of school attended that could be related to social background.
This research was conducted in five primary schools in Ireland 2017-2019.
It examined parental involvement and engagement in their children's education during the primary school years.
This is the literature review for the research project
The current literature review was commissioned by the National Council for Curriculum and Assessment (NCCA) and the National Parents Council Primary (NPC) to examine parental involvement, engagement and partnership in their children’s education in the primary years. It draws on range of national and international research
Parents have the greatest influence on the achievement of young people through
supporting their learning in the home rather than supporting activities in the school. It
is their support of learning within the home environment that makes the maximum
difference to achievement.
Enhancing parental involvement is a major concern for policymakers in education in many countries. Literature review has exposed strong connections between parental involvements in school activities and student outcomes (also achievements). For exploring the association between parental involvement in school activities and student reading achievement, we used data from the latest cycle of the Progress in International Reading Literacy Study (PIRLS 2011) conducted by the International Association for the Evaluation of Educational Achievement (IEA). The study assesses reading literacy at Grade 4 using representative samples of students in the participating education systems. PIRLS also collects extensive, internationally comparable information on the background characteristics of the students, their parents, teachers and the schools where they study. We conducted the analyses utilizing information on parental involvement in school activities (as reported by school principals), parental level of education (as reported by parents), and student reading achievement (PIRLS achievement scores). We used data from 54 of 56 education systems that included all relevant data needed for the analyses. Regarding that, this paper seeks to answer two questions. First, is there a relationship between parental involvement in school activities and student reading achievement in the education systems participating in PIRLS 2011? Given that both parental involvement and student achievement are often influenced by the family socio-economic context, the second question is whether parental involvement is associated with the level of parental education within each of the analysed education systems? This paper presents evidence demonstrating that within most of the 54 education systems we analysed, parental involvement in school activities is positively associated with student performance in PIRLS 2011. That is to say, students enrolled in schools with higher parental involvement tend to have higher reading achievement. It also shows that the level of parental involvement in school is positively associated with the level of parental education. Thus, parents with lower education levels are likely to participate less in school and vice versa. The conclusions suggest that the promotion of parental involvement may be an effective strategy for increasing reading achievement, and policies in this direction are particularly relevant for schools with students whose parents have lower levels of education.
The technical complexities and sheer size of international large-scale assessment (LSA) databases often cause hesitation on the part of the applied researcher interested in analyzing them. Further, inappropriate choice or application of statistical methods is a common problem in applied research using these databases. This article serves as a primer for researchers on the issues and methods necessary for obtaining unbiased results from LSA data. The authors outline the issues surrounding the analysis and reporting of LSA data, with a particular focus on three prominent international surveys. In addition, they make recommendations targeted at applied researchers regarding best analysis and reporting practices when using these databases.
The indicators of parental involvement in children's education vary considerably across studies, most of which treat parental involvement as a unidimensional construct. This study identified four dimensions of parental involvement and assessed the relationship of each dimension with parental background and academic achievement for a large representative sample of U.S. middle school students. The findings provide little support for the conjecture that parents with low socioeco- nomic status are less involved in their children's schooling than are parents with higher socioeconomic status. Furthermore, although schools varied somewhat in parental involvement associated with volunteering and attendance at meetings of parent-teache r organizations, they did not va'y substantially in levels of involvement associated with home supervision, discussion of school-related activities, or parent-teache r communication. Yet the discussion of school-related activities at home had the strongest relationship with academic achievement. Parents' participation at school had a moderate effect on reading achievement, but a negligible effect on mathematics achievement.
Longitudinal data from kindergarten to 5th grade on both family involvement in school and children's literacy performance were examined for an ethnically diverse, low-income sample (N = 281). Within families, increased school involvement predicted improved child literacy. In addition, although there was an achievement gap in average literacy performance between children of more and less educated mothers if family involvement levels were low, this gap was nonexistent if family involvement levels were high. These results add to existing evidence on the value of family involvement in school by demonstrating that increased involvement between kindergarten and 5th grade is associated with increased literacy performance and that high levels of school involvement may have added reward for low-income children with the added risk of low parent education. As such, these results support arguments that family involvement in school should be a central aim of practice and policy solutions to the achievement gap between lower and higher income children. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the direct and indirect effects of TV time, homework, and parental involvement on high school seniors' achievement using 28,051 high school seniors selected from the dataset of the High School and Beyond Longitudinal Study conducted by the National Opinion Research Center (1980). Data indicate that homework had an important, positive effect on student achievement, and TV time had a smaller, negative effect. Parental involvement had no direct effect on seniors' achievement scores but did positively influence the amount of time that seniors spent on homework. Further analysis suggested the possibilities of low homework demands and of excessive weekday TV viewing. Given the time spent on TV and homework and their influence on achievement, it is suggested that these variables be considered in the push for educational improvement. (38 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We assert that the most important questions concerning parental involvement in children's education address why parents choose to become involved and why their involvement, once underway, often positively influences educational outcomes. We present a model suggesting that parents become involved primarily because (a) they develop a personal construction of the parental role that includes participation in their children's education, (b) they have developed a positive sense of efficacy for helping their children succeed in school, and (c) they perceive opportunities or demands for involvement from children and the school. Parents then choose specific forms of involvement in response to the specific domains of skill and knowledge they possess, the total demands on their time and energy, and specific requests for involvement from children and the school. The model suggests that parental involvement then influences children's developmental and educational outcomes through such mechanisms as modeling, reinforcement, and instruction, as mediated by the parent's use of developmentally appropriate activities and the fit between parental activities and the school's expectations. The major educational outcomes of the involvement process are children's development of skills and knowledge, as well as a personal sense of efficacy for succeeding in school. Major implications of the model for research and practice are discussed.
This study applied a life course perspective to the phenomena of adolescent academic orientation and parental involvement in education. Applying latent growth modeling to transcript and survey data from a sample of California high school students revealed that while college-preparatory track students begin high school the highest in orientation and involvement, they also experience sharp declines in both over time. Within the college-preparatory track, the decline in involvement is the greatest among the highes-achieving students, whereas within the remedial track, the decline is the greatest among minority students. Finally, initial academic orientation promotes increasing parental involvement, but only in the two non-college-preparatory tracks.
Using the concepts of cultural and social capital, I provide a theoretical framework for why there should be differential effects of parental involvement across cognitive (e.g., science achievement) and behavioral (e.g., truancy and dropping out) outcomes. Findings indicate that parental involvement is generally a salient factor in explaining behavioral but not cognitive outcomes, with greatest support for parent-child discussion and involvement in parent-teacher organizations. Findings also indicate that specific dimensions of involvement have greater effects for more affluent and white students, providing empirical evidence to support Lareau's (1989) contention that the greater levels of cultural capital possessed by members of the upper class magnify parental involvement's effect for advantaged students. The theoretical framework and associated findings provide insight into the seemingly inconsistent findings revealed in much previous research on parent involvement and achievement.
Theories of Data Analysis and Statistical Inference.- The Current Design and Analysis.- Psychometric and Survey Models.- Technical Reports - Data Analyses and Simulation Studies.- 1986 NAEP Math Survey.- Analysis of All 1986Math Iems.- 2005 NAEP Math Survey - Texas.- 2005 NAEP Math Survey - California.- Conclusions.- 1986 Survey Results, 30 Item Subscale.- 1986 Survey Results, Full 79 Items.- Model Parameter Estimates and SEs, 2005 Texas Survey.- Model Parameter Estimates and SEs, 2005 California survey.
This article reviews psychological theory and research critical to understanding why parents become involved in their children’s elementary and secondary education. Three major constructs are believed to be central to parents’ basic involvement decisions. First, parents’ role construction defines parents’ beliefs about what they are supposed to do in their children’s education and appears to establish the basic range of activities that parents construe as important, necessary, and permissible for their own actions with and on behalf of children. Second, parents’ sense of efficacy for helping their children succeed in school focuses on the extent to which parents believe that through their involvement they can exert positive influence on their children’s educational outcomes. Third, general invitations, demands, and opportunities for involvement refer to parents’ perceptions that the child and school want them to be involved. Hypotheses concerning the functioning of the three constructs in an additive model are suggested, as are implications for research and practice. Overall, the review suggests that even well-designed school programs inviting involvement will meet with only limited success if they do not address issues of parental role construction and parental sense of efficacy for helping children succeed in school.
The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement.
In the past two decades, a great deal of energy has been dedicated to improving children's education by increasing parents' involvement in school. However, the evidence on the effec- tiveness of parental involvement is uneven. Whereas policy makers and theorists have assumed that parental involvement has wide-ranging positive consequences, many studies have shown that it is negatively associated with some children's outcomes. This article uses data from the children of the National Longitudinal Survey of Youth 1979 to estimate time-lagged growth models of the effect of several types of parental involvement on scores on elementary school achievement tests and the Behavioral Problems Index. The findings suggest that parental involvement does not independently improve children's learning, but some involvement activ- ities do prevent behavioral problems. Interaction analyses suggest that the involvement of par- ents with low socioeconomic status may be more effective than that of parents with high socioeconomic status.
Data from 82 teachers and 1,021 parents and students in their classrooms were used to explore the correlates of homework activities and the effects of homework on elementary school students' achievements and behaviors in school. Six groups of variables that concern homework were examined: homework time; homework appropriateness; student attitudes; teacher practices regarding parent involvement in learning activities at home; parent abilities and resources; and other student and family background variables. Although findings seemed to be counterintuitive, they indicated that at the elementary school level, low achievement in reading and mathematics, in comparison with high achievement, is associated with more time spent doing homework, more minutes of parent help, and more frequent requests from teachers for parent involvement. Thus the findings serve as a good example of the inadequacy of correlations to address questions of effects on students. Questions are raised about ways in which elementary school homework can be designed, with parents' help, to prepare students for the skills needed in the upper grades. (RH)
Successive Conservative Governments and now the Labour administration have emphasized the importance of parental participation. In particular, establishing rights of access toinformation has been a central feature of recent education policies designed to make schoolsmore accountable to parents. However, as with all reforms, the way they are experienced‘on the ground’ is likely to be significantly different from the rhetoric surrounding theirimplementation. This paper, based on research funded by the Nuffield Foundation incollaboration with Research and Information on State Education Trust, looks at the range ofpractice amongst secondary schools and explores how different arrangements are experiencedby diverse groups of parents. Drawing on questionnaire and interview data, it presents twocontrasting pictures of home-school reporting. The questionnaire survey of schools illustratedwide variations in reporting practices, both in the number and kind of reports sent to parents.In general, schools were largely positive about what they were doing. However, interviewswith parents from four case study schools gave a very different impression. Parents often feltthat reports were too generalized and were also confused about grading systems and apparentdiscrepancies in reports — irrespective of the style of the report. In addition, there was almostuniversal criticism of the organization of parents’ evenings with many reporting that theywere frustrating and unproductive encounters. This was especially the case for those withlittle or no English and for those whose children had difficulties at school. The paperconcludes by arguing that, despite Government legislation, schools are still falling some wayshort of providing parents with the kind of information they need to be able to participateactively in their children’s education. It also considers the likely successes of further legislationand parental pressure on effecting improvements in home-school communication.
The value of parental participation is widely accepted, but participation is difficult to promote and maintain. Schools are becoming more diverse, and a great challenge facing educators is meeting the needs of all students. Closing the achievement gap and increasing student learning requires the collaboration of various interested groups, most notably parents. Families play an important role in creating a school that meets their child's needs, yet teachers admit they have little information or training on how to effectively work with diverse parents. In this article, numerous strategies for addressing barriers to school involvement and participation are presented. Methods for using families' cultures and experiences are also explored as a base for new learning and understanding.
The idea that parental involvement has positive influence on students' academic achievement is so intuitively appealing that society in general, and educators in particular, have considered parental involvement an important ingredient for the remedy for many problems in education. The vast proportion of the literature in this area, however, is qualitative and nonempirical. Among the empirical studies that have investigated the issue quantitatively, there appear to be considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative literature about the relationship between parental involvement and students' academic achievement. The findings reveal a small to moderate, and practically meaningful, relationship between parental involvement and academic achievement. Through moderator analysis, it was revealed that parental aspiration/expectation for children's education achievement has the strongest relationship, whereas parental home supervision has the weakest relationship, with students' academic achievement. In addition, the relationship is stronger when academic achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator (e.g., math grade). Limitations of the study are noted, and suggestions are made for future studies.
The OECD Programme for International Student Assessment (PISA) surveys collected data on students’ performance in reading, mathematics and science, as well as contextual information on students’ background, home characteristics and school factors which could influence performance. This publication includes detailed information on how to analyse the PISA data, enabling researchers to both reproduce the initial results and to undertake further analyses. In addition to the inclusion of the necessary techniques, the manual also includes a detailed account of the PISA 2006 database. It also includes worked examples providing full syntax in SAS®.
Tabl. Abstract. Bibl. This paper presents an overview of studies into effects and side effects of control mechanisms in education. We focus on effects and side effects of inspection visits and public performance indicators. A first conclusion is that the studies do not provide us with a clear answer to the question of whether inspections have positive causal effects on the quality of schools. Results of studies of publications on public performance indicators are more unambiguous. They lead us to the conclusion that although principals and teachers believe performance indicators are important, parents and pupils take very little notice of these indicators when choosing schools. A third conclusion concerns the occurrence of side effects of school inspections and other control mechanisms in education. Several of the studies discussed clearly refer to the existence of these side effects, such as 'window dressing' and other types of 'gaming'.
Typescript. Thesis (M. Ed.)--Central Washington University, 1993. Includes bibliographical references (leaves 54-56).
Standard procedures for drawing inferences from complex samples do not apply when the variable of interest cannot be observed directly, but must be inferred from the values of secondary random variables that depend on stochastically. Examples are proficiency variables in item response models and class memberships in latent class models. Rubin's multiple imputation techniques yield approximations of sample statistics that would have been obtained, had been observable, and associated variance estimates that account for uncertainty due to both the sampling of respondents and the latent nature of. The approach is illustrated with data from the National Assessment for Educational Progress.
Using a nationally representative sample of American households, we examine the relation between parental involvement in schooling and the child's school performance. With a sample of 179 children, parents, and teachers, we investigate 3 hypotheses: (1) the higher the educational status of the mother the greater the degree of parental involvement in school activities; (2) the younger the age of the child the greater the degree of parental involvement; and (3) children of parents who are more involved in school activities do better in school than children with parents who are less involved. In an analysis of cross-sectional data, we discover support for the 3 hypotheses. The educational status of the mother is related to the degree of parental involvement in schooling, so that parents with more education are more involved. Parental involvement is related to the child's school performance. Also, parents are more involved in school activities if the child is younger. The mother's educational level and the age of the child are stronger predictors of parental involvement in schooling for boys than for girls. We do not, however, find a direct effect of maternal educational status on school performance independent of parental involvement in school activities. We discuss these findings in light of the relation between families and schools.
Multilevel modelling is sometimes used for data from complex surveys involving multistage sampling, unequal sampling probabilities and stratification. We consider generalized linear mixed models and particularly the case of dichotomous responses. A pseudolikelihood approach for accommodating inverse probability weights in multilevel models with an arbitrary number of levels is implemented by using adaptive quadrature. A sandwich estimator is used to obtain standard errors that account for stratification and clustering. When level 1 weights are used that vary between elementary units in clusters, the scaling of the weights becomes important. We point out that not only variance components but also regression coefficients can be severely biased when the response is dichotomous. The pseudolikelihood methodology is applied to complex survey data on reading proficiency from the American sample of the 'Program for international student assessment' 2000 study, using the Stata program gllamm which can estimate a wide range of multilevel and latent variable models. Performance of pseudo-maximum-likelihood with different methods for handling level 1 weights is investigated in a Monte Carlo experiment. Pseudo-maximum-likelihood estimators of (conditional) regression coefficients perform well for large cluster sizes but are biased for small cluster sizes. In contrast, estimators of marginal effects perform well in both situations. We conclude that caution must be exercised in pseudo-maximum-likelihood estimation for small cluster sizes when level 1 weights are used. Copyright 2006 Royal Statistical Society.
The NAEP 1983-1984 technical report
- A E Beaton
Beaton, A.E. (1987), The NAEP 1983-1984 technical report. Educational Testing
Service, Princeton.
Cultural reproduction and social reproduction Power and ideology in education
- P Bourdieu
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In J. Karabel & A.
Halsey (Eds.), Power and ideology in education (pp.487-511). London: Oxford
University Press.
International civic and citizenship study (ICCS): Report for Ireland. Dublin: Educational Research Centre
- J Cosgrove
- L Gilleece
- G Shiel
Cosgrove, J., Gilleece, L., & Shiel, G. (2011). International civic and citizenship study
(ICCS): Report for Ireland. Dublin: Educational Research Centre. Accessed
April 1, 2015. http://www.erc.ie/documents/pt2011_ch10.pdf
Parental involvement in children's acquisition of reading. The Reading Teacher Dublin: Educational Research Centre
- S Darling
- L Westberg
Darling, S. & Westberg, L. (2004). Parental involvement in children's acquisition of
reading. The Reading Teacher, 57(8), 774-776.
test results (pp. 105-128). Dublin: Educational Research Centre. Accessed May
18, 2015. http://www.erc.ie/documents/pt2011_ch6.pdf
The 2004 national assessment of English reading
- E Eivers
- G Shiel
- R Perkins
- J Cosgrove
Eivers, E., Shiel, G., Perkins, R., & Cosgrove, J. (2005). The 2004 national assessment
of English reading. Dublin: Educational Research Centre. Accessed May 13,
2015. http://www.erc.ie/documents/naer04_report_full.pdf
Reporting to parents in primary school: learning, meaning and communication. Dublin: National Council for Curriculum and Assessment
- K Hall
- P F Conway
- R Murphy
- A Rath
- J Mckeon
Hall, K., Conway, P.F., Murphy, R., Rath, A., & McKeon, J. (2008). Reporting to
parents in primary school: learning, meaning and communication. Dublin:
National Council for Curriculum and Assessment. Accessed May 14, 2015
Towards a definition of educational disadvantage
- Kellaghan
Kellaghan, T. (2001). Towards a definition of educational disadvantage. Irish Journal of
Education, 32, 3-22.
Parent involvement and school achievement. Paper presented at the meeting of the
- T J Madigan
Madigan, T.J. (1994, April). Parent involvement and school achievement. Paper
presented at the meeting of the American Educational Research Association,
New Orleans.
Methods and procedures in TIMSS and PIRLS 2011
- M O Martin
- Mullis
Martin, M.O., & Mullis, I.V.S. (Eds.). (2012). Methods and procedures in TIMSS and
PIRLS 2011. Chestnut Hill, MA: TIMSS & PIRLS International Study Center,
Boston College.
TIMSS and PIRLS 2011: Relationships among reading, mathematics and science achievement at the fourth gradeimplications for early learning
- M O Martin
- Mullis
Martin, M.O., & Mullis, I.V.S. (Eds.). (2013). TIMSS and PIRLS 2011: Relationships
among reading, mathematics and science achievement at the fourth gradeimplications for early learning. Chestnut Hill, MA: TIMSS & PIRLS
International Study Center, Boston College.