Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

Adri Menheere, Edith H. Hooge

Research output: Contribution to journalArticleProfessional

5 Citations (Scopus)
18 Downloads (Pure)

Abstract

In this article we provide the results of a review study on parental involvement in children’s education with a focus on the specific position of illiterate parents. Research results indicate that parental involvement in children’s education matters. It matters for their achievement, motivation and wellbeing at school. Over the last decade, parents and teachers are supposed to collaborate more andmore as partners in education. To establish these partnerships, the primacy is placed on teachers and schools as they are the professional partners. The results of our review study reveal different good practices to enhance parental involvement: from parent and teacher training programs to reorganization of the school structure and family interventions. When illiterate parents want to be involved in their children’s education, they are faced with many difficulties. Remarkably, the research findings on the involvement of illiterate parents appeared to be limited, in contrast with the resultsof our literature search on the topic of parental involvement in children’s education in general, which was very extensive. However, we have found some good practices to foster the involvement of illiterateparents in their children’s education.
Original languageEnglish
Pages (from-to)144-157
JournalJournal of the European Teacher Education Network JETEN
Volume6
Publication statusPublished - 2010

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