Teachers’ view of parents’ involvement in homework
2015 (English)In: ERNAPE arctic 2015: Schools, Parents and Communities – Building New Futures Through Research and Innovation, European Research Network About Parents in Education and UiT The Arctic University of Norway , 2015, 35-36 p.Conference paper, Abstract (Refereed)
Research on parental involvement in homework and its effects have recently been addressed. Some studies support a significantly positivecorrelation between parents’ involvement in the homework process and students’ homework experiences, attitudes, behaviors and outcomes (Dumont et al, 2012; Patall, Cooper & Robinson, 2008; Pomerantz, Moorman & Litwack 2007; Pomerantz, Ng & Wang , 2006; Van Voorhis, 2003, 2011a, 2011b). Other research illustrates the negative impact of parental involvement such as family stress and conflict, as well as unequal schooling with increased gaps among students based on their family backgrounds in terms of class, gender, ethnicity, and parents’ educational level differences(Forsberg, 2007; Symeou, 2013; Van Voorhis; 2011a). In Sweden, parental involvement in homework has been an overlooked research topic. The purpose of this study is to explore and gain understanding of the Swedish teachers' views and experiences regarding parental involvement in homework.The research questions are: 1) How do teachers perceive parental involvement in homework practice? 2) What are teachers’ expectations for parents' role and responsibility in relation to homework? 3) What are teachers' views on the benefits and challenges regarding parental homework involvement? Data were collected through an online survey answered by 201 lower secondary school teachers (N = 201) and nine semi-structured teacher interviews (N = 9). The results reveal that although the majority of teachers have higher expectations for parental involvement and support in homework, they realize that it is difficult to be implemented in reality. Lack of time, knowledge, and competence to help students with their homework, and the emerging family conflicts caused by parental authoritative governance and interference are assumed as the main reasons. Teachers appreciate more parents’ mental and structural support than academic support. The findings highlight the need for re-conceptualization of parental homework involvement to understand the multi-dimensions of “involvement”. It also calls for teachers' reflection on homework design aiming to facilitate and enable parents to be positively engaged in homework.
Place, publisher, year, edition, pages
European Research Network About Parents in Education and UiT The Arctic University of Norway , 2015. 35-36 p.
IdentifiersURN: urn:nbn:se:umu:diva-117618OAI: oai:DiVA.org:umu-117618DiVA: diva2:908497
10th conference of the European Research Network About Parents in Education 26-28 August 2015, Tromso, Norway