Schools in difficult and challenging circumstances have received increasing policy and to some extent research attention in recent years. Improving schools in these circumstances is likely to prove a difficult process. This literature review has attempted to collect research on improving schools in these areas. Themes emerging from the literature include: a focus on teaching and learning, leadership, creating an information-rich environment, creating a positive school culture, building a learning community, continuous professional development, involving parents, external support and resources. The crucial issue of sustaining improvement is also discussed.

Improving Schools in Socioeconomically Disadvantaged Areas ? A Review of Research Evidence

Improving Schools in Socio-economically Disadvantaged Areas: a Review of Research Evidence

I argue that parent participation in SGBs is an important ingredient in building
democracy in the schooling system, as well as in the wider society of South Africa. At some schools in South Africa, parents are not yet playing their full role as governors mandated by legislation. Parents at some rural schools are reluctant to participate in the decision-making by School Governing Bodies (SGBs) as a result of their low educational level or of power struggles in SGBs. In some former model C schools, on the other hand, lack of participation is related to a level of education of parents in general, lack of education on parental involvement in school activities, a fear of ‘academic victimisation' of their children, language barrier, and difficulty in attending meetings. This lack of involvement is at its highest in school governing bodies. It appears therefore that while representation and debate are theoretically open and fair, there are still factors that inhibit SGBs from operating democratically. Although the political control of apartheid has gone, issues related to full democratic participation have not been resolved. South African Journal of Education Vol. 29 (1) 2009: pp. 83-103

/pdf/the-perceptions-of-parents-of-their-role-in-the-democratic-t7ugw56au5.pdf

The perceptions of parents of their role in the democratic governance of schools in South Africa: Are they on board?

Background: The remarkable academic advancement of Asian students in cross-national studies has been attributed to numerous factors, including the value placed on education by Chinese parents. However, there is a dearth of research on how exactly Chinese parents are involved in children's early learning. Purpose: This study has two major research questions: (1) How are Chinese parents involved in young children's learning?; and (2) What is the relationship between their involvement and children's readiness for school? Sample: A total of 431 kindergarten students (194 girls) with a mean age of 72.24 months (SD = 4.34) from five kindergartens in Hong Kong and five kindergartens in Shenzhen and their parents participated in the study. Design and methods: Children's Chinese literacy and cognitive readiness were assessed. Their parents were surveyed on their child's readiness for school and their own parental involvement with their children. Means across parental involvement dimensions were compared to explore...

Parental involvement and children's readiness for school in China

The author presents findings of an attempt by a primary school in Cyprus to implement a policy on partnerships that encourages parents to work with their children in school. Before the introduction of the school policy, student attainment was similar to that of students at a primary school that did not introduce a partnership policy. Six months after the partnership policy was implemented, students at the experimental school had higher attainment in each core subject. In a value-added analysis of the educational progress of students at the experimental school in each of the 3 core subjects, the author found that all students had improved the quality of their academic work in Greek language, social science, and mathematics, irrespective of socioeconomic background. An examination of parent and student attitudes toward school policy revealed that both groups developed positive attitudes toward the partnership policy. Moreover, parents claimed that their classroom visits contributed significantly to improved...

Evaluating School Policy on Parents Working With Their Children in Class

Introduction Starting Points Our Beliefs and Assumptions The Hidden Link Parent Influences upon Student Commitment The Good Teacher Parent Experiences and Preferences The Levers of Change The Impact of Teachers on Parents and Students Varieties of Teacher Collaboration Seeing the Teacher as Partner The Responsible Student Influences on the Development of Responsibility The Good Teacher A Student Perspective Changing Teacher Collaborative Practices The Power of Three Lessons for School Improvement

Parent, Student and Teacher Collaboration: The Power of Three

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Parent, Student and Teacher Collaboration: The Power of Three