Figure : Final conceptual model Aspects of family engagement that matter most for children’s outcomes Engaging families effectively Short term outcomes for the family Shorter term outcomes for the child Longer term outcomes for the child Family-led learning High expectations Enabling factors School culture supportive of engagement Welcoming environment Positive parent/teacher relationships Parental engagement policies and leadership Key actions Regular communication about progress and wellbeing Communication that targets parental self-efficacy and role construction Individual invitation to be engaged in the child’s learning and /or in the school community Belief that parents have an impact on children’s learning (role construction) Confidence in their ability to support children’s learning (self-efficacy) Sense of welcome/belonging at the school Frequency and quality of communication with the school Quality of the relationship with the teacher Attendance at school events Knowledge about what children are learning Belief in the importance of education Self-efficacy Academic competence/ confidence Motivation and engagement in learning Persistence Skills for learning Social and emotional wellbeing Academic achievement Mental health and wellbeing Mitigating the impact of disadvantage on educational outcomes Shared reading Parent/child conversation, especially around learning, social issues, family stories Homework support that provides an appropriate environment, rules that are consistent with school expectations, encourages autonomous learning and fosters positive parent-child interactions Cognitively stimulating environment Support for social and emotional wellbeing, peer relationships and teacher relationships partnership Communication about children’s wellbeing and progress
Information about practical strategies to support learning Partnerships with community agencies and the ability to refer families to extra support when needed Frequency of family-led learning activities Communication about what children are learning and specific information about what families can do to help Engagement in the school community and positive attitudes to school
Table 2: Mapping questions to the conceptual model: parent survey Parental engagement aspects Enabling Factors and key actions Short Term Outcome for the Family Survey Questions Specific information about what families can do to help learning Genuine partnership Engagement in the school community and positive attitudes to school Parent-teacher relationships Frequency and quality of communication with the school My child’s school encourages feedback from parents and the community My child’s teacher pays attention to my suggestions about my child’s learning Parent-child conversation about learning Communication about child progress and wellbeing Parental role construction Explicit invitations to be engaged in the child’s learning Information about practical strategies to support learning Knowledge about what children are learning My child's school gives me clear information on how my child is getting on Teachers at the school care about helping me understand what my child is learning Genuine partnership between parents and schools Communication about children’s wellbeing and School culture supportive of engagement Welcoming environment Positive parent/teacher relationships Sense of welcome/belonging at the school Parents are greeted warmly when they call my child’s school Parents are greeted warmly when they visit my child’s school Thinking about all the issues raised in this survey, how
progress Engagement in the school community and positive attitudes to school Parental engagement policies and leadership satisfied are you with the relationship you have with your child’s school? The principal at my child’s school is very supportive of parents and the role we play in student education Parent/child conversation, around learning Support for social and emotional wellbeing Engagement in the school community and positive attitudes to school Positive parent/teacher relationships Communication about children’s wellbeing and progress Communication that targets parental and role construction Quality of the relationship with the teacher Staff at my child’s school work hard to build trusting relationships with me Teachers at school work closely with me to meet my child’s learning needs When my child’s teacher communicates with me about my child’s learning it is usually … High expectations Shared reading Parent/child conversation, especially around learning, social issues, family stories Communication that targets parental and role construction Explicit invitations to be engaged in the child’s learning and/or in the Belief that parents have an impact on children’s learning (role construction) A child’s education is [whose responsibility] I believe it's my responsibility to communicate with my child's teacher regularly Overall, my involvement with my child’s education is ...
school community Engagement in the school community and positive attitudes to school Communication about what children are learning and specific information about what families can do to help Parent/child conversation, especially around learning Explicit invitations to be engaged in the child’s learning and/or in the school community Regular communication about progress and wellbeing Attendance at school events Parents and carers are invited to visit classrooms to participate in the learning activities of children such as shared reading or family stories Explicit invitations to be engaged in the child’s learning and/or in the school community Cognitively stimulating environment School culture supportive of engagement Communication that targets parental and role construction Explicit invitations to be engaged in the child’s learning and/or in the Confidence in their ability to support children's leaning (self efficacy) When I was at primary school I really enjoyed it I know how to help my child do well at school As a parent I have little or no impact on my child’s academic success I often don’t understand the work/projects/assignments my child brings home from school
Specific information about what families can do to help learning Genuine partnership Engagement in the school community and positive attitudes to school Parent-teacher relationships Frequency and quality of communication with the school This school encourages feedback from parents and the community I feel uncomfortable when I have to talk to parents about difficult topics I believe it's my responsibility to communicate with every child's parents regularly about their child’s learning progress I give positive feedback to the parents of each child in my class [frequency] Parent-child conversation about learning Communication about child progress and wellbeing Parental role construction Explicit invitations to be engaged in the child’s learning Information about practical strategies to support learning Knowledge about what children are learning Most parents understand the work/projects/ assignments given to their children Teachers at this school care about helping parents understand what their child is learning This school gives parents clear information on how their child is getting on Teachers at this school give practical information to parents that they can use at home to help their child learn Genuine partnership between parents and School culture supportive of engagement Sense of welcome/belonging at Parents are greeted warmly when they call this school
schools Communication about children’s wellbeing and progress Engagement in the school community and positive attitudes to school Support for social and emotional wellbeing Welcoming environment Positive parent/teacher relationships Parental engagement policies and leadership Partnerships with community agencies and the ability to refer families to extra support when needed the school To what extent does this school help connect families to appropriate community resources, such as counselling or child and family centres when they need help? Parents are greeted warmly when they visit this school I have a good understanding of my school’s policy/approach to engaging with parents Thinking about all the issues raised in this survey, how satisfied are you with the relationship you have with the parents of the children you teach? Parent/child conversation, around learning Support for social and emotional wellbeing Engagement in the school community and positive attitudes to school Positive parent/teacher relationships Communication about children’s wellbeing and progress Communication that targets parental and role construction Quality of the relationship with the teacher Teachers at this school work closely with parents to meet their child’s learning needs The school gives me sufficient time and resources to build effective relationships with parents Staff at this school work hard to build trusting relationships with parents My school discusses the parental engagement expectations required of staff on a regular basis High expectations Communication that targets parental Belief that parents have an impact on children’s A child’s education is [whose responsibility] Parents pay attention to my suggestions about how
Shared reading Parent/child conversation, especially around learning, social issues, family stories and role construction Explicit invitations to be engaged in the child’s learning and/or in the school community learning (role construction) they can help/support their child’s learning The principal at this school is very supportive of parents and the role they play in their children’s education This school involves parents in improving students academic outcomes to the following extent Engagement in the school community and positive attitudes to school Communication about what children are learning and specific information about what families can do to help Parent/child conversation, especially around learning Explicit invitations to be engaged in the child’s learning and/or in the school community Regular communication about progress and wellbeing Attendance at school events Parents and family members are invited to participate in classroom activities such as family stories and shared reading. Parents are invited to participate in classroom activities such as family stories and shared reading. Explicit invitations to be engaged in the child’s learning and/or in the school community Cognitively stimulating School culture supportive of engagement Communication that targets parental and role Confidence in their ability to support children's leaning (self efficacy) I feel confident in my ability to build effective relationships with the parents of the children I teach Most parents of the students in my class know how to help their child do well at school Most parents of the students in my class know how to
environment construction Explicit invitations to be engaged in the child’s learning and/or in the school community help their child do well at school Communication that targets parental and role construction Information about practical strategies to support learning Frequency of family-led learning activities Most parents of the children I teach reinforce what their child learns in class with complimentary activities such as shared reading or support with homework assignments Table 4: Alignment of parent and teacher questions
Appendix A Review of parent engagement instruments Instrument Context Description Respondents Measure structure Keys concepts measured Availability National Household Education Survey (NHES) – Parent and Family Involvement in Education topic US Department of Education, National Centre for Education Statistics 1991 – current US National / system level monitoring The NHES is a self-administered questionnaire which aims to investigate students’ and families’ experience with their schools, and covers learning at all ages, from early childhood through school-age to adulthood. The survey regularly fields studies of five topics, including Parent and Family Involvement in Education. The most recent NHES was conducted in 2012. The Parent and Family Involvement in Education (PFI) topic was collected in 1996, 1999, 2003, 2007 and 2012, therefore questions have been validated over many waves. In the most recent wave the total number of completed PFI questionnaires was 17,563, representing a population of 53.4 million students when weighted to reflect US national Parents The survey contains 113 questions, and covers a variety of themes with various scales: yes/no, frequency, ratings (e.g. satisfaction), and multiple choices. Administered by trained interviewers. Child's current schooling Parent expectations of child's schooling Families and school, parental involvement in school activities, events and meetings Parent satisfaction with aspects of child's schooling Aspects of homework (amount, parental involvement with, resources) Parental engagement with family activities outside of school Available online as a PDF:
totals. UK Parental Involvement in Children’s Education (PICE) Department for Children, Schools and Families (DCSF), 2001, 2004, 2007 National / system-level monitoring In 2007 DCSF commissioned a survey of parents and carers of children, in order to examine parental involvement in children’s education and investigate the extent and variety of parents’ involvement in their children’s schooling. Given this survey had been conducted previously; data from this survey was able to be compared to data from the 2001 and 2004 surveys. A telephone survey of 5,032 parents and carers of children aged 5-16 attending maintained schools (living in England) was carried in 2007. The survey was based on a nationally representative sample of this group. Previous surveys of parent’s attitudes and involvement were carried out in 2001 and 2004 and it is possible to identify various trends over time. Parents The survey contains 90 questions, and covers a variety of themes with various scales: yes/no, frequency, ratings (e.g. satisfaction; agreement; confidence), and multiple choices. Telephone interview administered by trained interviewers. Survey approximately 20 minutes in length. Parent attitudes towards education Parental level of involvement Parental responsibility for a child’s education Parental involvement with homework and other activities Communications with the school Available online as a PDF. Survey on p. 100: Program for International Student National / system-level PISA is a triennial international survey which aims to evaluate education systems worldwide Parents The survey contains 25 questions and covers a variety of Parent attitudes to child’s school Parents’ Available online as a
Longitudinal Study of Australian Children (LSAC) Commonwealth Department of Social Services, Australian Institute of Family Studies, Australian Bureau of Statistics, 2004 (biennial) monitoring children and families from all parts of Australia. The study commenced in 2004 with two cohorts - families with 4-5 year old children and families with year old infants. Growing Up in Australia is investigating the contribution of children's social, economic and cultural environments to their adjustment and wellbeing. A major aim is to identify policy opportunities for improving support for children and their families and for early intervention and prevention strategies. Wave 5 of the survey was conducted in 2012. teachers questions; several refer to themes of parent engagement. The survey uses a self-completion methodology. children succeed in school Parental involvement in homework and school activities Parental time per week spent actively doing things with children Family support for own learning as a child PDF: Surveys on School, Family, and Community Partnerships The National Network of Partnership Schools, Centre on School, Family & Community Partnerships, Johns Hopkins University, School-level culture change tool and outcomes monitoring Joyce Epstein has conducted research into the area of parent engagement for over three decades. She is the director of the National Network of Partnership Schools (NNPS), at Johns Hopkins University. Established in 1996, the NNPS is a membership network that helps schools, districts and states to develop their parent engagement programs under a research-based framework of tools and strategies. Among Parents, teachers, students Varies depending on the questionnaire. For example, the Parent Survey of Family and Community Involvement contains 100-items (across 11 questions). The answers are coded on item-specific rating scales. The survey uses a Parent Survey of Family and Community Involvement (2007): School outreach to involve families ('school's contact with you') Parents' attitudes about the school ('school climate') Parental involvement Parents’ responsibilities and skills (role Available for purchase through the NNPS.
Baltimore Sheldon, S. & Epstein, J. 2007 Epstein, J. & Salinas, K. 1993 the tools available are a set of seven surveys used to assess attitudes about the relationship. self-completion methodology. construction and efficacy) Parent and School Survey (PASS) Ringenberger, Funk, Mullen, Wilford, and Kramer, 2005 School-level culture change tool and outcomes monitoring PASS is an instrument which measures six dimensions of family engagement. It is adapted from typology from the National Network of Partnership Schools. The six constructs of the framework are: 1. Parenting (parents’ actions that foster the children’s learning and cognitive development, not necessarily tied to school) 2. Communicating communication about child's academic issues) 3. Volunteering (activities in the school and classroom) 4. Learning at home (assisting with homework, encouraging Parents A relatively short survey, the instrument has 30 items across two sections, and responses are coded on 5-point and scales. The PASS generates a score for each parental involvement construct and these scores are used as dependant variables in a series of multiple regressions. Each construct is evaluated for its relationship to various demographics, allowing for the development of profiles of different groups of parents Communication with child's school Home learning environment Learning at home, parent sense of efficacy, parent knowledge & skills Decision making regarding school policies/practices Volunteering Collaborating with community Available online as a PDF. Survey on p. 134:
schools to consider in better supporting children’s mental health and wellbeing. The survey uses a self-completion methodology. Parent and Teacher Involvement Questionnaire Fast Track Project Reid, & Beauchaine, 2001 School-level culture change tool and outcomes monitoring Fast Track is a comprehensive intervention project designed to look at how children develop across their lives by providing academic tutoring and lessons in developing social skills and regulating their behaviours. As youth get older, their risk behaviours increase due to peer influences, academic difficulties, and their personal identity development. The Fast Track project is thus based on the hypothesis that improving child competencies, parenting effectiveness, school context and school-home communications will, over time, contribute to preventing certain behaviours across the period from early childhood through adolescence. Fast Track has been disseminated in several countries. Initially, Fast Track identified a sample of children in kindergarten through a multistage screening of nearly Parents and teachers The Parent-Teacher Involvement Questionnaire: Parent version contains 26 questions developed to assess facets of parent and teacher involvement. The answers are coded on item-specific scales. The survey uses a self-completion methodology. Type of contact between teacher and parent Parent interest and comfort in talking with teachers Parent satisfaction with aspects of child's schooling Parental involvement in school activities Available online as a PDF:
10,000 children. With four communities participating (Durham, Nashville, rural Pennsylvania, and Seattle) and with the help of researchers from Washington University, Vanderbilt University, Duke University, and Penn State University, sets of schools were matched on size, ethnic composition, and poverty, and were randomly assigned to intervention and control conditions. Three successive cohorts were recruited in 1991, 1992, and 1993 to yield a sample of 891 children (445 in the intervention group and 446 in the control group). Attrition throughout the study was low, with participation rates for year 19 and 20 at 80 percent. Survey of Chicago Public Schools Teachers Consortium on Chicago School Research at the University of Chicago School-level culture change tool and outcomes monitoring The University of Chicago Consortium on Chicago School Research has been conducting research with teachers, principals and teachers in Chicago Public Schools since 1990. For over 15 years, regular surveys with teachers have included sections on parent involvement and Teachers The survey contains 109 items with a specific section on parent involvement and community relations (25 items over 5 questions). The answers are coded on 4 and Parent involvement in school Teacher outreach to parents Teacher-parent trust Knowledge of student culture Use of community resources Available online: