How can School/Home Connections Be Improved To Ensure Student Success In Assessment?Presentation Transcript
How can school/home connections be improved to ensure student success in assessment? Presentation by Rebecca Savage
Contents Page 1. School/home connections 1.1. Introduction 3 1.2. Why is it important to have a school/home connection 4 1.3. student success and its impact on the wider community 5 2. Investigation 7 2.1. importance of School/home connections and best method of improvement survey 8 2.2. Survey results- Home School Connections 9 - Best Method of Improvement 10 3. Assessment 3.1. What is the purpose of assessment? 11 3.2. What is the code of professional practice? 12 4. Theoretical framework 4.1. Incorporating the theoretical framework into teacher education 13 4.2. Theoretical structure of Bronfenbrenner 14 5. Research 5.1. Research project- Using Technology To Enhance Connections Between Home and School 15 6. Reference list 16
Introduction The following presentation is an investigation into how school/home connections can be improved to ensure students succeed in assessment. It explores the importance of school/home connections, importance of assessment and its impact on the wider community and researches theatrical frameworks and code of conducts that effect school/home connections. The presentation also explores a research project that has been created, that looks at using technology to enhance connection between home and schools.
Lets start with why is it important to have a school/home connection? School and home connections are vitally important for ensuring student success; it helps to keep up the support link between parents and teachers and in turn parents and students. How does it benefit? You may ask, ‘parents and teachers can provide each other with unique insight and different perspectives about the same child, culminating in a more complete understanding of that child, her abilities, strengths, and challenges. The teacher will know much more about the curriculum and the school culture, while the parents know more about their child's personality, tendencies, and family life. A successful parent-teacher partnership also shows a child that an entire team of adults is on her side and contributes to successful learning’ (Scholastic, 2010, “The Home-School Connections”, Para 3) How does it relate to students success? Anecdotal reports from teachers will tell you what a 2002 study by SEDL (formerly the Southwest Educational Development Laboratory) confirmed: Students with involved parents are more likely to attend school regularly, earn higher grades, and have better social skills. The SEDL report also showed that students with informed and involved parents are more likely to continue on to post-secondary education. (The Journal, 2008, “Meet The Parents”, Para 5)
Students Success and its impact on the wider community Through having a strong school/home connection it improves Student success and as a result pans out into the wider community. As the SEDL found out through carrying out research in 2008, students with parents who have a connection with their children’s school, are more likely to go onto post-secondary education. This as a result offers an opportunity for better educated people within the community, which leads to better job opportunities and a wealthier community all around.
Students with involved parents are more likely to attend school regularly, earn higher grades, and have better social skills. Students with informed and involved parents are more likely to continue on to post-secondary education. (The Journal, 2008, “Meet The Parents”, Para 5)
Investigation Decision Making – exploring best solution for all parties
Importance of school/home connections and best method of improvement survey Over 100 surveys were taken from Students and educators who were asked the question of wether they feel the school/home connections need to be improved? and what do they suggest the best method of improvement is?
Survey Results: Home/school connections Out of one hundred students, parents and educators who were surveyed, 90% of educators said they feel home/school connections needed improving, 40% of students and 82% of parents agreed.
Survey Results: Best method of improvement Out of one hundred educators, students and parents that were surveyed, result showed that the best method of improvement would be communication through texting. The results showed mixed views from educators compared with students and parents and came down to what our 21st century generation y and X feel the best method of improvement is, compared to their parents and some educators the generation baby boomers.
What is the Purpose of assessment? Purposes of assessment The purposes of assessment are to: • promote, assist and improve learning • inform programs of teaching and learning • provide information for those people — students, parents, teachers — who need to know about the progress and achievements of individual students to help them achieve to the best of their abilities • provide information for the issuing of certificates of achievement • provide information to those people who need to know how well groups of students are achieving (school authorities, the State Minister for Education and Training, the Federal Minister for Education, Science and Training). It is common practice to label assessment as being formative, diagnostic or summative according to the major purpose of the assessment.
What is the Code of Professional Practice that Teachers have to follow? Purpose This Code has been developed with three key objectives in mind: To promote quality teaching and learning To encourage and support teachers in their professional role To promote the teaching profession The Teacher and Student Good teacher-student relationships are fundamental to engagement in the teaching/ learning process. These are developed through communication which is built on mutual respect and trust. The Teacher and Parents Partnership with Parents Teachers appreciate that parents are the primary educators of their children. They build trust with parents and actively communicate and collaborate with them in the education of their children. They exercise their professional integrity and judgement in communicating with students and parents. Retrieved from The Teacher Council Code of Professional Practice
Incorporating the Theoretical Frameworkinto Teacher Education We know that .teachers. collaborative relations with parents and work in a family context do not come about naturally or easily. (Powell, 1998, p. 66). From the very first teaching assignment, many teachers find themselves struggling in working with families. Some have ethical concerns; others just lack knowledge, skills, and strategies (Powell, 1989). Professionals have repeatedly challenged the field to provide both teacher and administrator training in working with parents (Powell, 1998; Epstein, 1989). In the past few years, teacher education programs have responded by developing a range of activities to accomplish that preparation (de Acosta, 1996; French, 1996; Koerner & Hulsebosch, 1996; Morris et al., 1996; Silverman, Welty, & Lyons, 1996). This theoretical framework, a systemic model that considers complexity, dynamics, and interrelationships (Senge, 1990), would also make an important contribution towards preparing teachers to work more effectively with the diverse parents they now encounter in schools. Collaborating with the community Communication Parenting Learning at home Decision Making Volunteering Table: The importance of communication
Theoretical Structure of Bronfenbrenner “The ecology of human development involves the scientific study of the progressive, mutual accommodation between an active growing human being and the changing properties of the immediate settings in which the developing person lives, as this process is affected by relations between these settings and by the larger contexts in which the settings are embedded”. (Bronfenbrenner, 1979, p. 21). Microsystems Mesosystem Exosystem Macrosystem Within this theoretical structure, there is interconnectedness both within and between the settings (Bronfenbrenner, 1979, p. 8).
Research project; Using Technology to Enhance Connections Between Home and School. A research project; Using Technology To Enhance Connections Between Home And School was conducted by SRI International in 2002. It explored many different avenues of technology and placed it into many different diverse contexts. To view the extensive research project, clink on the link below. http://ctl.sri.com/publications/downloads/Task1_FinalReport3.pdf
Reference list Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press Davis, S. (2010) Ensuring Student Success In Assessment. Retrieved November 16th, from, CQUniversity e-cources, EDED11405_2103 Ensuring Student Success. Keyes, C.(n.d).A Theoretical approach for teachers Retrieved November 20th, 2010, from http://ceep.crc.illinois.edu/pubs/katzsym/keyes.pdf Keyes, C.(n.d). Parent Teacher Partnerships Retrieved November 20th, 2010, from http://ceep.crc.illinois.edu/pubs/katzsym/keyes.pdf SRI International (2002). Using Technology To Enhance Connections Between Home and School. A Research Synthesis. Retrieved November 18th, 2010, from http://ctl.sri.com/publications/downloads/Task1_FinalReport3.pdf The Teaching Council.(n.d) Code of Professional Conduct. Retrieved November 20th, 2010, from http://www.teachingcouncil.ie/_fileupload/Publications/finalcodes_34227443.brf.BandW.13jul2007.ck.pdf