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ESS-Homeschool connection


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ESS Task one.
What is the importance of home school connection when ensuring student success with assessment.
Dol 4 - Investigation

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ESS-Homeschool connection

  1. 1. What importance is theconnection between home and school when ensuring student success. EDED11405 – Ensuring Student Success Assessment task 1 Stacey Pearce – s0224784
  2. 2. About this presententation. This presentation has been designed to identify and resolve issues regarding home-school connection and how this effects student success. The issues identified will be investigated using scholarly and independent research The presentation will develop using the Definitional Investigation process as outlined in Dimensions in Learning Teachers Manual (Mazzarno and Pickering’s. 1997. p 241.)
  3. 3. Home-School ConnectionWhat is it?...When parents and teachers work together, everyone benefits(Greenburg, n.d.) Factors that effect student success. Parents/carers The Home Evnironment Child Teacher School Environment
  4. 4. A connection between the home and schoolenvironment is a two way open communicationsystem where teachers and parents shareinformation regarding a child.The aim of this is to enable both parties to be betterskills, ensuring the child receives the support theyneed to achieve success. Image retrieved from:
  5. 5. Investigation Structure.Mazarno and Pickering (1997) have developed a scaffold including a series of questions toguide an investigation. By following this suggested guideline the question of Whatimportance is the connection between home and school when ensuring student success inassessments will be examined comprehensively. The questions are:1. What event or idea do I want to explain?2. What do people already know?3. What confusions do people have about the idea or concept?4. What suggestions do I have for clearing up these confusions?5. How do I defend my suggestions?The following slide will display a graphic organiser to assist categorisation of information.
  6. 6. Graphic Organiser for Investigation.Concept / Scenario:Known or agreed upon: Confusions or contradictions:Resolution: Adapted from Dimensions in Learning (Mazarno & Pickering, 1997 p. 241)
  7. 7. Question 1: What event or idea do I want toexplain.What importance is the connection between home andschool when ensuring student success
  8. 8. The Melbourne Declaration on Educational Goals for YoungAustralians (MCEETYA) states that‘Achieving educational goals is the collectiveresponsiblyility of governments, school sectorsand individual schools as well as parents andcarers, young Australians, families, othereducation and training providers, businesses andthe broader community” (2008 p. 07)in other words, everyone within the Childs educationalenvironment plays a major role in ensuring students success.
  9. 9. The Australian Curriculum Assessment and ReportingAgency (ACARA) has incorporated the philosophyfrom MCEETYA (2008) into its publication of theAustralian Curriculum (2011). The same emphasis ofshared responsibility towards student success isexpressed throughout the following curriculumdocuments:• The Queensland Studies Authority – P-12 Syllabus design principles (2008 p. 2)• Early Years Learning Framework (ELYF) (2009 p. 11)• Early Years Curriculum Guidelines (EYCG) (2006 p. 20)
  10. 10. According to the MCEETYA (2008 p.7) the aim is for allyoung Australians become:• Successful learners• Confident and creative individuals• Active and informed citizens.To achieve this not only do school and teachers need to be heldresponsible, but parents and carers need to take an active role intheir child’s education.
  11. 11. Question 2: What do people already know?• Parent involvement in the early years is important to the social and emotional development of the child, this continues into later years.• Parents rely on teachers to educate their child. Image retrieved from: 5LXlB26bI/AAAAAAAAAIA/gyMGIcCjFi4/s1600/unlearning.jpg
  12. 12. Q1: What do people already know?A Childs’ educational journey starts from before they havebeen conceived.The mothers’ education, attitudes, personal health andsupport networks will play a vital role is this journey. Image retrieved from: content/uploads/2011/12/pregnant-mum.jpg
  13. 13. Q1: What do people already know? It is known that during the early years of a child’s life the primary carer will be their most influential educator (Ashman, 2008). During this time a foundation for their learning journey is established.
  14. 14. Q1: What do people already know? When a child moves into later schooling (year 4 onwards), parents can often believe that their role as educator is complete. This belief is consistent with figures from Berthelsen & Walkers studies (2008) revealing that 2/3 of parents were involved in their child’s education in the early years. These numbers dramaticallyreduced as the child entered year 4 and onward.
  15. 15. Q1: What do people already know? How involved are parents in their child’s education? Secondary The results from anSeniour Primary (6-7) independent survey (2012) asking parents Middle (4-5) how often they were involved in their child’s schooling were Early Years (K-3) consistent to that of Berthelsen and Walkers’ Not At all Somewhat amount A tremendous A little Bit Quite a lot (2008).
  16. 16. What confusions do people have about the issue?1. Many barriers can limit interactions between parents and teaches.2. Older students tend to not want their parents to be involved3. During secondary school relationships are hard to build due to multiple teachers.
  17. 17. What confusions do people have about the issue?There are many reasons for parent’s or carer’s are notactively involved in their child’s education. Some lackconfidence in their own skills enabling them to becomeinvolved in programs. This could be due to• language barriers• cultural differences• economic backgrounds. Image reterieved from:
  18. 18. What confusions do people have about the issue?Families from lower socio economic backgrounds tend to have fewer years of education and could possible relate school today to their own negative schooling experiences enabling their child to gain a positive perception of school (Berthelsen & Walker. 2008).
  19. 19. What confusions do people have about the issue?Relationships appear easier to build in primary schoolwhere there is only one teacher to communicate with.Parents can be invited to assist with reading or classroomactivities. However, during secondary school, studentsand therefor parents deal with multiple teachers(Kemmis & Ahern, 2010).
  20. 20. What confusions do people have about the issue?Also as students move through school they tend to notwant their parents to be involved in their school lives(Bull, Brooking & Campbell, 2008). Parents are onlyinvited to meet with teachers twice a year during formalinterviews.According to an independent survey (2012) interviewing21 parents and 22 teachers found that the majority ofparents believed their schedule was to busy to beinvolved in their child’s schooling. See the next slide.
  21. 21. Limitations for parents not being involved at school. Negative memories from personal school experiences (0) Child no longer want you to be involved with their schooling (2) Busy schedule not allowing you time (18) Language/cultural barriers (1) Other (0)
  22. 22. Suggestions for clearing up the confusion Image retrieved from: content/uploads/2009/05/confused_w300.png
  23. 23. Suggestions for clearing up the confusionParents and carers need to be encouraged more to beinvolved with their child’s schooling. They do not needto be an expert in a field of study; just showing aninterest can be enough to boost communication. An independent survey (2012) asked parents and teachers who they thought was responsible for maintaining the home-school connection. Parents Teachers Parents Parents Teachers Teachers Students Students All parties All parties
  24. 24. Suggestions for clearing up the confusionGood communication between all parties is the first stepto ensuring good home-school connections, resulting instudent success in assessment. Teachers can provideparents and carers with information regarding what isbeing covered during class times, and again withassessment tasks, informing parents how the can assisttheir child to achieve results.
  25. 25. Suggestions for clearing up the confusionThis can be done in return by parents supplying theteacher with information regarding the child. Religious Languages culture and spoken at traditions home Life Childs changing strong likes Information events. the teacher and dislikes should know.
  26. 26. Suggestions for clearing up the confusionProviding services that accommodate to parents busyschedules would allow for better communicationbetween home and school. Such as: • Email • Regular phone calls • Forums/blogs/wikis • Communication books
  27. 27. When parents are aware of what is being covered at school, they will be able to monitor their childsinvolvement from home. Offering assistance where necessary. This will allow students to access thesupport needed to complete assessment tasks that they may not of be able to do previously.
  28. 28. How can we defendour suggestions? Image retrieved fro: pg
  29. 29. How can we defend our suggestions?The Melbourne Declaration on Educational Goals forYoung Australians (2008) have compiled a number ofgoals to ensure that all you Australians becomesuccessful learners. Part of their commitment toaction is to develop stronger partnerships withparents, carers and families (p. 10).
  30. 30. How can we defend our suggestions?School policies and procedure handbooks offer a guide tohow the school operates. Each school must have an up todate edition to abide by.While investigating local schools and their policiesregarding the home school connection, a commonsection was discovered. This encouraged the vision that “Parents and families work together as partners in a child’s education”.
  31. 31. How can we defend our suggestions?The same vision was viewed in the policy hand book forthe following schools local of Yeppoon:• Yeppoon State School Parent handbook (2010 p.2)• Sacred Heart Primary (2012 p.21)• Taranganba State School (2012 p.14)• Yeppoon High School (2012)• Farnborough State School (2012)• St Ursula’s Collage Ltd. (2011. p1)
  32. 32. How can we defend our suggestions?The repetition about the value of establishing a home-schoolconnection proves that it is a vital step in ensuring studentsuccess. A study conducted by the New Zealand council foreducational research concluded that students who are exposed toa positive home-school connection will:• Earn higher grades and test scores, and will enrol in higher level programs.• Attend school regularly• Better social skills, show improved behaviour and adapt well to school.• Graduate or go on to post secondary education. Data retrieved from Successful home-school partnerships (Bull. A,. Brooking. K., & Campbell. R,. 2008
  33. 33. Completed Graphic Organiser for Investigation.Concept / Scenario:What importance is the connection between home and school when ensuring studentsuccess in assessmentsKnown or agreed upon: Confusions or contradictions:• Parent involvement in the early years is • Many barriers can limit interactions important to the social and emotional between parents and teaches. development, this continues into later • Older students tend to not want their years. parents to be involved• Parents rely on teachers to educate • During secondary school relationships their child. are hard to build due to multiple teachers.Resolution:The theory of positive home-school connections is constantly mentioned throughoutguiding policies, curriculum documents, educational frameworks and school policies andprocedure handbooks. This repetition highlights the importance of this connection, andhow when implemented positively will ensure student success in assessments.
  34. 34. ReferencesAshman. A., & Elkins. J. (2002). Educating Children with Diverse abilities. Frenchs Forrest, NSW: PearsonAustralian Government Department of Education, Employment and Workplace. (2009). Belonging, Being andBecoming -The Early Years Learning Framework. Commonwealth of Australia.Berthelsen, D,. & Walker, S,. (2008). Parent Involvement in their children’s education. Family matters no. 79Brady. L. & Kennedy. K. (2012). Assessment and Reporting celebrating student achievement. Frenchs Forest.NSW: PearsonBull. A., Brooking. K. & Campbell. R. (2008). Successful home-school partnerships. New Zealand: New Zealandcouncil for educational research.Ewing. R., Lowrie. T. & Higgs. J. (2010). Teaching and communicating rethinking professional experiences.Melbourne. VIC: Oxford
  35. 35. Farnborough State School. (2012). Policies and Procedures. retrieved from Studies Authority. (2008). P-12 Syllabus design principles. retrieved from:, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C., Paynter, D., Pollock, J., & Whisler, J. (1997).Dimensions of Learning: Teachers Manual (2nd Ed.) Denver, Colorado, USA: ASCDMinisterial Council on Education, Employment, Training and Youth Affairs. (2008). Melbourne Declaration of Educational Goals forYoung Australians. retrieved from: Heart Yeppoon. (2012). Information Handbook. Retrieved from P. (n.d.). The Home-School Connection. retrieved from Ursula’s Collage Ltd. (2011). Parent/College Relationship. retrieved from State School. (n.d). School Handbook. Retrieved from State School. (2010). School Prospectus. retrieved from: