This report presents an evaluation of Phase 1 of the Working for Families Fund (WFF) covering 2004-06. WFF was established to invest in new initiatives to improve the employability of parents who have difficulties in participating in the labour market, specifically in employment, education or training. The WFF programme focuses on disadvantaged parents, specifically lone parents,parents who are on low incomes, and disadvantaged parents with other stresses in the household that make it difficult to access and sustain employment, education or training, including disability, mental health and substance abuse problems. The report considers activity in Phase 1 (2004-06), focusing on the key aspects of the fund, the clients involved, the outcomes, and conclusions and recommendations.
This report presents an evaluation of Phase 1 of the Working for Families Fund (WFF) covering 2004-06. WFF was established to invest in new initiatives to improve the employability of parents who have difficulties in participating in the labour market, specifically in employment, education or training. The WFF programme focuses on disadvantaged parents, specifically lone parents, parents who are on low incomes, and disadvantaged parents with other stresses in the household that make it difficult to access and sustain employment, education or training, including disability, mental health and substance abuse problems. The report considers activity in Phase 1 (2004-06), focusing on the key aspects of the fund, the clients involved, the outcomes, and conclusions and recommendations.
Child and Youth Care Forum, 26(6), December 1998, pp.391-409.
Publisher:
Springer
Reports the findings of two Canadian experiments on the effects of parental awareness, parenting experience, and formal education on selecting child care. Results found that mothers at higher levels of parental awareness used less information and demonstrated more variability in their information search patterns. A similar result was obtained for education whereas parental experience was not significant in influencing decision strategies.
Reports the findings of two Canadian experiments on the effects of parental awareness, parenting experience, and formal education on selecting child care. Results found that mothers at higher levels of parental awareness used less information and demonstrated more variability in their information search patterns. A similar result was obtained for education whereas parental experience was not significant in influencing decision strategies.
... research (CBPR) may be a particularly effective approach to data collection because it engages community partners as well as parents and school personnel, and it gains information that leads to meaningful interventions. This study explored the use of CBPR within an economically and ethnically diverse school community with the intent of developing strategies to foster increased parental participation in their children’s education. Social workers and social work students facilitated focus groups with parents and community stakeholders to explore ways to increase parental engagement in their children’s school and to identify barriers to engagement. The article identifies next steps based on the recommendations of participants and describes the outcomes of preliminary implementation of these steps.
(Edited publisher abstract)
Parental engagement with their children’s education has been shown to have positive effects for children’s academic outcomes; thus, learning ways to increase parental engagement can be beneficial for students. Because of the importance of understanding schools in the context of the community and the essential role that community can play in supporting schools, community-based participatory research (CBPR) may be a particularly effective approach to data collection because it engages community partners as well as parents and school personnel, and it gains information that leads to meaningful interventions. This study explored the use of CBPR within an economically and ethnically diverse school community with the intent of developing strategies to foster increased parental participation in their children’s education. Social workers and social work students facilitated focus groups with parents and community stakeholders to explore ways to increase parental engagement in their children’s school and to identify barriers to engagement. The article identifies next steps based on the recommendations of participants and describes the outcomes of preliminary implementation of these steps.
(Edited publisher abstract)
This report looks at the increasing numbers of children being home schooled, the factors driving the growth of home education, the impact it is having on children and what should be done to address it. It highlights that children may be being home schooled due to a specific decision by their parents, because the childs needs are not being met by the school. This may be due to special educational needs, challenging behaviour, mental health issues or bullying. However, a child may need to home schooled and due to 'off-rolling' where the school removes or encourages the removal of a child - to improve exam results or due to disruptive behaviour. The report highlight the need for more support for parents who may be struggling to cope at where parents are home schooling and the need for measures
(Edited publisher abstract)
This report looks at the increasing numbers of children being home schooled, the factors driving the growth of home education, the impact it is having on children and what should be done to address it. It highlights that children may be being home schooled due to a specific decision by their parents, because the childs needs are not being met by the school. This may be due to special educational needs, challenging behaviour, mental health issues or bullying. However, a child may need to home schooled and due to 'off-rolling' where the school removes or encourages the removal of a child - to improve exam results or due to disruptive behaviour. The report highlight the need for more support for parents who may be struggling to cope at where parents are home schooling and the need for measures to improve the experiences, safety and wellbeing of children who do end up being home educated. It calls for a compulsory home education register, more support for families who home educate, a greater oversight of home schooled children and decisive action against unregistered schools. A technical appendix provides information on the number of children withdrawn from school to be home educated in 11 local authorities.
(Edited publisher abstract)
Subject terms:
home education, local authorities, schools, parents, education;
Child and Youth Care Forum, 41(4), August 2012, pp.357-369.
Publisher:
Springer
... of information eco-maps provide about children’s social support networks in an effort to support young children’s learning and development. Eco-map interviews describing children’s social networks were completed by preschool-age children, their parents and their preschool teacher. Each informant identified the major people in the child’s support network, described relationships, and identified the type and developmental area of support provided by each individual. Qualitative analysis of five children’s completed maps revealed three themes: agreement on an inner circle; different perspectives on the kinds of support provided; and children’s unique way of expressing support. The authors concluded that eco-maps with children, parents, and teachers may contribute to educational research and practice through
Children receive support for their development from multiple sources. However, the measurement of children’s social supports has largely been accomplished through accessing knowledge of either a parent or child. In order to understand children’s support systems it is necessary to access all relevant perspectives. This exploratory project was undertaken in order to understand the types of information eco-maps provide about children’s social support networks in an effort to support young children’s learning and development. Eco-map interviews describing children’s social networks were completed by preschool-age children, their parents and their preschool teacher. Each informant identified the major people in the child’s support network, described relationships, and identified the type and developmental area of support provided by each individual. Qualitative analysis of five children’s completed maps revealed three themes: agreement on an inner circle; different perspectives on the kinds of support provided; and children’s unique way of expressing support. The authors concluded that eco-maps with children, parents, and teachers may contribute to educational research and practice through providing detailed information about children’s social support network through the identification of resources to support the development and learning of young children.
Subject terms:
parents, school children, attitudes, child development, education;
Journal of Poverty and Social Justice, 19(3), October 2011, pp.277-288.
Publisher:
Policy Press
This paper explores the effects of different policy designs on early childhood education and care (ECEC) policy in Ireland. ECEC services are associated with a ‘split system’ of early education services and early childhood care. In Ireland, early education services are implemented by the universal Free Pre-School Year in Early Childhood and Care subsidy, and childcare to disadvantaged parents and how positively or negatively they are viewed by the electorate. The findings expose the differential treatment of children, parents and service providers, and demonstrate how early education is prioritised over childcare. The article concludes that these policy designs serve to reinforce stereotypes that enable the powerful and advantaged to be able to benefit from more universal measures while
This paper explores the effects of different policy designs on early childhood education and care (ECEC) policy in Ireland. ECEC services are associated with a ‘split system’ of early education services and early childhood care. In Ireland, early education services are implemented by the universal Free Pre-School Year in Early Childhood and Care subsidy, and childcare to disadvantaged parents is implemented by the targeted subsidy. The Community Childcare Subvention Scheme. A review of the design elements of these 2 ECED subsidies is carried out in order to look beyond what the state says in its policy documents to reveal whose values and interests are being served through the policy designs. The target populations for these subsidies are categorised based on a perception of their level of power and how positively or negatively they are viewed by the electorate. The findings expose the differential treatment of children, parents and service providers, and demonstrate how early education is prioritised over childcare. The article concludes that these policy designs serve to reinforce stereotypes that enable the powerful and advantaged to be able to benefit from more universal measures while those perceived to be less deserving are burdened through the maldistribution of resources.
Subject terms:
parents, pre-school children, child care, education, government policy;
Great Britain. Department for Children, Schools and Families
Publication year:
2009
Pagination:
49p.
Place of publication:
London
This qualitative research report represents findings from the opinions and experiences of respondents. It focuses on three DCSF policy areas: parental support for learning, complaints systems in schools and childcare. The sample of parents was divided into three segments: struggling through, stepping back and separate lives. After describing the project focus and approach and introducing
This qualitative research report represents findings from the opinions and experiences of respondents. It focuses on three DCSF policy areas: parental support for learning, complaints systems in schools and childcare. The sample of parents was divided into three segments: struggling through, stepping back and separate lives. After describing the project focus and approach and introducing the segments and their needs the three areas are reported on in detail.
Twelve leaflet were produced under the Making the Difference series which aims to highlight the difference parents can and do make to their children’s learning. Research by George Street Research and commissioned by the Scottish Executive in January 2007 to evaluate the leaflets is described. The research explored parents’ views on how helpful the leaflets were, their awareness of the leaflets with parents.
Twelve leaflet were produced under the Making the Difference series which aims to highlight the difference parents can and do make to their children’s learning. Research by George Street Research and commissioned by the Scottish Executive in January 2007 to evaluate the leaflets is described. The research explored parents’ views on how helpful the leaflets were, their awareness of the leaflets and the Parentzone website, parents’ views on the format, presentation and tone of the leaflets, parents’ and schools’ views on the impact of the leaflets on parents’ involvement in the school, and satisfaction with distribution of the leaflets, the topics covered and supporting materials. Quantitative interviews with head teachers and local authority staff, were followed by a series of qualitative discussions with parents.
Subject terms:
parent-child relations, parents, school children, schools, education;
This article reports on a NIACE action research project which aimed to examine the nature of the particular kind of learning on which effective family learning programmes are built. It aimed to explore further the distinctiveness of this specific type of collaborative learning. The article looks at some of the findings and the implications for practitioners.
This article reports on a NIACE action research project which aimed to examine the nature of the particular kind of learning on which effective family learning programmes are built. It aimed to explore further the distinctiveness of this specific type of collaborative learning. The article looks at some of the findings and the implications for practitioners.
Subject terms:
life long learning, parents, children, education, families;
Reports on the Parents and Children Working Together Project, begun 5 year ago but the University of Lincoln's Hull School of Health and Social Care, which aimed to get families to learn together. Looks at how it is raising aspirations and improving attainment for both parents and children. The article also includes the views of two parents involved in the project.
Reports on the Parents and Children Working Together Project, begun 5 year ago but the University of Lincoln's Hull School of Health and Social Care, which aimed to get families to learn together. Looks at how it is raising aspirations and improving attainment for both parents and children. The article also includes the views of two parents involved in the project.
Subject terms:
information technology, parents, adult education, children, education;