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Home-school relationships #FLRI

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An overview of recent research into home-school relationships given at Futurelab's research insights day, April 29th 2010 in London.

Lyndsay Grant, Futurelab

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Home-school relationships #FLRI

  1. 1. Home-school relationships : Making connections between children's learning at home and school Futurelab Research Insights Day 29 April 2010 Lyndsay Grant
  2. 2. Structure <ul><li>Research presentation </li></ul><ul><ul><li>Two recent Futurelab studies </li></ul></ul><ul><ul><li>Questions and sharing experience </li></ul></ul><ul><li>Fishbowl conversation </li></ul><ul><ul><li>Add topics and questions for discussion on post-its </li></ul></ul>Image credit: _tris_ flickr
  3. 3. Context: trends for future scenarios <ul><li>challenges to family life </li></ul><ul><li>increasingly mobile, distributed, reconstituted families </li></ul><ul><li>expectations about lifelong learning </li></ul><ul><li>people expected to learn throughout career, younger and older generations may have much to learn from one another </li></ul><ul><li>challenges to the institutional role of schools </li></ul><ul><li>schools may not be seen as the only, or main, site of learning </li></ul>
  4. 4. <ul><li>Questions </li></ul><ul><li>What is the relationship between learning at home and school in a new media ecology? </li></ul><ul><li>Can digital media ‘bridge the gap’ between home and school? </li></ul>
  5. 5. Two recent studies <ul><li>Home-School Relationships </li></ul><ul><li>Learning in families </li></ul>
  6. 6. ‘ Bridging the gap’ with digital media? <ul><li>Online Reporting and Home Access </li></ul><ul><ul><li>access to information </li></ul></ul><ul><ul><li>access to educational resources </li></ul></ul><ul><li>‘ Seamless’ learning </li></ul><ul><ul><li>anytime, anywhere access </li></ul></ul><ul><ul><li>‘ transparent’ schooling </li></ul></ul>
  7. 7. Parents’ engagement in children’s learning <ul><li>Engagement in learning at home significant </li></ul><ul><ul><li>All kinds of learning, not just homework </li></ul></ul><ul><ul><li>Involvement in school no impact, but... </li></ul></ul><ul><li>Not a synonym for home-school relationship </li></ul><ul><ul><li>Engagement in school learning requires a good home-school relationship </li></ul></ul><ul><li>How can relationship support children’s learning? </li></ul>
  8. 8. Parents’ views of digital technologies for family learning <ul><li>90% of parents use technologies when learning in family </li></ul><ul><li>61% would like to use technologies more </li></ul><ul><li>A range of technologies: </li></ul><ul><ul><li>Internet search (57%) </li></ul></ul><ul><ul><li>TV, DVDs, Videos (34%) </li></ul></ul><ul><ul><li>Social networking sites (10%) </li></ul></ul><ul><ul><li>Digital cameras (8%) </li></ul></ul>
  9. 9. Parents and teachers <ul><li>Enthusiastic about using digital media for communication: </li></ul><ul><ul><li>Direct and timely communication </li></ul></ul><ul><ul><li>Up to date, reliable school information </li></ul></ul><ul><ul><li>Online homework </li></ul></ul><ul><ul><li>Positive feedback </li></ul></ul>
  10. 10. Digital communication between parents and teachers <ul><li>Circumventing the ‘unreliable messenger’ of the child </li></ul><ul><li>Prevent children ‘playing off’ parents against teachers </li></ul>
  11. 11. Young people <ul><li>Want to be involved in </li></ul><ul><li>home-school communication: </li></ul><ul><li>“ Don’t talk behind my back” </li></ul><ul><li>“ Putting across my side of the story” </li></ul>
  12. 12. Children’s role <ul><li>Children actively mediate their parents’ engagement in their learning </li></ul><ul><li>Children exploit opportunities from school and home to further their own ‘personal learning agendas’ </li></ul>(Edwards et al 2002, Maddock 2006)
  13. 13. What is the purpose of a home-school relationship? <ul><li>Solving problems at school </li></ul><ul><ul><li>“ 80% of the problem is at home” (teacher) </li></ul></ul><ul><li>Ensuring home supports the school agenda </li></ul><ul><ul><li>“ we’ve squeezed all we can at school, </li></ul></ul><ul><ul><li>now we need to squeeze at home” (teacher) </li></ul></ul>
  14. 14. Connecting learning between home and school <ul><li>Children’s out-of-school experience a hindrance </li></ul><ul><li>“ they are a generation of passive Nintendo-ites who </li></ul><ul><li>only want to learn visually and passively” (teacher) </li></ul><ul><li>Out of school activities (writing, digital art, sport) seen as having no bearing on school learning and invisible to teacher </li></ul><ul><li>School seems irrelevant to real life </li></ul><ul><li>“ why do we have to learn this?” (child) </li></ul>
  15. 15. A two-way relationship? <ul><ul><li>Learning at school inspires learning in the family </li></ul></ul><ul><ul><li>58% of parents say their family learning usually relates to subjects and skills studied at school </li></ul></ul><ul><ul><li>But learning at school should also build on learning in the family </li></ul></ul><ul><ul><li>63% of parents think school should build on learning in the family, while only 50% agree that it currently does so </li></ul></ul>
  16. 16. Learning at home... <ul><li>... is different to learning at school </li></ul><ul><ul><li>“ I see my role as a parent as being someone who tries to impart an interest in the world and a love of the process of acquiring knowledge rather than as a “technical” teacher” (parent) </li></ul></ul><ul><ul><li> “ like they [parents] cheer you on and stuff” (child) </li></ul></ul><ul><ul><li>“ you care what they think more than anyone” (child) </li></ul></ul>
  17. 17. Different cultures of learning <ul><ul><li>Children draw on ‘funds of knowledge’ from home and community </li></ul></ul><ul><ul><li>Alignment of home and school cultures makes transitions easier </li></ul></ul><ul><ul><li>Greater discontinuity means a greater ‘distance to travel’ </li></ul></ul><ul><ul><li>(Lam and Pollard 2006, Crozier and David 2007) </li></ul></ul>
  18. 18. Bringing school and home into conversation <ul><ul><li>Discourses combined to form a ‘third space’ – drawing on home and school learning </li></ul></ul><ul><ul><li>Enabling children to navigate and build bridges between home and school </li></ul></ul><ul><ul><li>And to become resourceful and resilient, drawing on all available resources and opportunities </li></ul></ul><ul><ul><li>Shift : learning not ‘owned’ by school, but produced by child: </li></ul></ul><ul><ul><li>How can children be supported to make the most of all opportunities and resources available? </li></ul></ul>
  19. 19. Future challenges <ul><ul><li>Where will responsibility for children’s entitlements to education lie? </li></ul></ul><ul><ul><li>if responsibility distributed between child, family, community and school will some fall between the cracks? </li></ul></ul><ul><ul><li>Where will boundaries remain necessary or desirable? </li></ul></ul><ul><ul><li>maintaining privacy and balance </li></ul></ul><ul><ul><li>should everything be seen as a potential learning opportunity? </li></ul></ul>
  20. 20. What next? Developing the home-school relationship using digital technologies Handbook New research Connections and overlaps between children’s digital literacy at home and at school (digital participation)
  21. 21. More information <ul><li>Learning in families: </li></ul><ul><li>www.futurelab.org.uk/projects/learning-in-families </li></ul><ul><li>Home-school relationships: </li></ul><ul><li>www.futurelab.org.uk/projects/home-school-relationships </li></ul><ul><li>[email_address] </li></ul>
  22. 22. <ul><li>There must always be one empty chair </li></ul><ul><li>There must always be five filled chairs </li></ul><ul><li>You can only talk if you are in the ‘fishbowl’ </li></ul><ul><li>If you want to join the conversation, sit in the empty chair </li></ul><ul><li>When someone takes the empty chair one person must volunteer to leave the fishbowl </li></ul>Photo credit: Learn4Life flickr

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