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Independent project
Parental Participation The influence of parents within the Swedish and Northern Irish education systems.
Author: Matthew Mairs Supervisor: Karina Adbo Examiner: Elisabeth Elmeroth Date: Spring 2015 Subject: Education Level: First Course code: 2UV01E
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Linnaeus University Department of Education Independent project, 15 ects Title: Parental Participation – The influence of parents within the Swedish and Northern Irish education systems. Author: Matthew Mairs Tutor: Karina Adbo Abstract The involvement of parents in a child’s learning process has an overwhelming
significance in regards to long-term achievements in the development of the child. This
comparative research study investigates the current parental participation within
Northern Ireland and Sweden, highlighting the potential influential factors and how
involvement can be enhanced. A pragmatic approach was taken, obtaining qualitative
and quantitative data through questionnaires and semi-structured interviews from
teachers and parents. The data collected is discussed and analysed within the context of
the relevant literature included. The results obtained reveal that in order to establish and
maintain harmony within a Parent-Teacher relationship, a ‘two way communication’
approach must be adopted in the form of an ‘open door policy’ to inaugurate a sense of
transparency for both parties.
Keywords Brofenbrenner’s Ecological Systems Model, Enhancement Strategies, Influential
Factors, Parental Involvement, Socio-economic Background.
Thanks Firstly I would like to thank the participants for their hospitiality and willingness to
participate in this comparative research study. Furthermore I would like to acknowledge
Karina for her guidance and support throughout the research process. I would like to
take this opportunity finally to thank my family and friends for their assistance
throughout my time of study.
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Table of Contents
1 INTRODUCTION 3
1.1 PARENTAL INVOLVEMENT IN SWEDEN 4 1.2 PARENTAL INVOLVEMENT IN NORTHERN IRELAND 5 1.3 RESEARCH QUESTIONS 6
2 BACKGROUND 7
2.1 DEFINING PARENTAL INVOLVEMENT 7 2.2 RATIONALE FOR THE INVOLVEMENT OF PARENTS IN EDUCATION 7 2.3 BENEFITS OF PARENTAL INVOLVEMENT 8 2.4 LIMITING FACTORS OF PARENTAL INVOLVEMENT 10 2.5 APPROACHES FOR THE ENHANCEMENT OF PARENTAL INVOLVEMENT 11
3 METHODOLOGY 14
3.1 DESIGN 14 3.2 SETTING 14 3.3 PARTICIPANTS 14 3.4 RESEARCH TOOLS 15 3.4.1 QUESTIONNAIRES 15 3.4.2 SEMI-‐STRUCTURED INTERVIEWS 16 3.5 DATA COLLECTION 17 3.6 ETHICAL CONSIDERATIONS 18 3.7 METHODOLOGY ANALYSIS 19
4 RESULTS 20
4.1 NORTHERN IRELAND 20 4.1.1 WHAT IS THE ESTABLISHED RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 20 4.1.2 WHAT IMPACTS THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 22 4.1.3 HOW CAN THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS BE IMPROVED? 24 4.2 SWEDEN 27 4.2.1 WHAT IS THE ESTABLISHED RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 27 4.2.2 WHAT IMPACTS THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 28 4.2.3 HOW CAN THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS BE IMPROVED? 29
5 ANALYSIS 31
5.1 WHAT IS THE ESTABLISHED RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 31 5.2 WHAT IMPACTS THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS? 32 5.3 HOW CAN THE RELATIONSHIP BETWEEN PARENTS AND TEACHERS BE IMPROVED? 35
6 BIBLIOGRAPHY 38
7 APPENDICES I
7.1 APPENDIX 1 – CONSENT LETTER TO SCHOOLS I 7.2 APPENDIX 2 – PARENTAL PERSECTIVE QUESTIONNAIRE IV 7.3 APPENDIX 3 – TEACHER PERSPECTIVE QUESTIONNAIRE V 7.4 APPENDIX 4 – INTERVIEW QUESTIONS RESEARCH STUDY 1 VI 7.5 APPENDIX 5 – INTERVIEW QUESTIONS RESEARCH STUDY 2 VII
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1 Introduction Parental participation is an area of education that has been in the spotlight for many
years, with questions over what role it has the potential to fulfil in a child’s
development. DCSF (2008) and Draper and Duffy (2010) outline that this concept still
remains an unknown quantity, with several impugnments resulting in an universal
compromise not being achieved. The National Quality Improvement Network (2010)
state that the perception of the terminology has altered from a professional dictated
relationship to a relationship structured on the foundations of trust, respect, integrity and
empathy. This is denounced by Miller, Cable and Devereux (2013), who outline that
parents still believe that participation is minimal with the partnership being dominated
by the professional, with views and opinions being limited as a result.
Through extensive international research, Desforges and Abouchaar
(2003), reinforced that parental participation improves academic achievement and social
outcomes for children of all ages. Furthermore, Grant and Ray (2010) inform us that
schools that encourage and support the involvement of parents and/or other family
members in the education of their children, are widely considered as effective schools.
However without encouraging schools to adopt new policies to promote parental
involvement and establishing effective partnerships as outlined above, the negative
concept of professional dictated relationships as identified previously by Miller et al
(2013) can still remain.
As a key player of the renowned Scandinavian education system, Sweden offers
an education like no other with its democratic policies, complimentary resources
including meals and positive academic outcomes. As the author of this research study is
based in Northern Ireland, this study will focus on a comparison between the two
countries with the aim of researching the influence parents have within the Swedish and
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Northern Irish education systems. To reduce any bias approaches, it is important to
highlight that the following was conducted from the perspective of a Bachelor of
Education student.
In this practice-based research paper, the author has interviewed teachers and parents to
make an approach of how they conceive the responsibilities that professionals of
education, and families have got in the upbringing of the children and what kind of
relationship is created between them.
1.1 Parental involvement in Sweden It is important to highlight before gaining an insight into the Swedish curriculum
document, LGR11, that Sweden is a country that contains a lot of immigration that has a
direct impact on the classroom. The Organisation for Economic Co-operation and
Development (2011) informs us that the difference in results between those with a high
socio-economic and low socio-economic background is 84 points; 12 points below the
OECD average of 96. This highlights the equality implemented in the school system in
providing high quality education for all, reducing the underlying query into whether or
not the family background affects the education of students.
The Swedish Curriculum, LGR11, claims that,
‘The school should make it clear to pupils and parents what the goals of the education
are, what requirements the school imposes, and what rights and obligations pupils,
parents and guardians have. A prerequisite for pupils, parents and their guardians to be
able to use their right to exercise influence is that the individual school is clear in
specifying its goals, content and working forms.’ (LGR11, 2011, pg.10)
This outlines the importance of the co-operation between families and school, focusing
on the active role parents have with their child and the teacher.
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In Sweden it is believed that it is ‘The joint responsibility of the school, parents
and guardians for the pupils’ schooling should create the best possible conditions for
the development and learning of children and youth.’ (LGR11, 2011, pg.17)
This relationship formed amongst parents, does not only influence the school life of the
students, but also the entire learning process. This highlights the important role played
by Swedish parents in the education of their children.
1.2 Parental involvement in Northern Ireland For many years it was believed that parental involvement in education was the key
determinant in the success of a child’s education (Albon, 2007). The Twentieth Century
brought a lot of changes to the education system in Northern Ireland, with the
relationship with parents evolving from a ‘no parents beyond this point’ (Edwards and
Redfern, 1988, cited in McMillan, 2005, pp.120) to a governmental promoted approach
of parents being partners in their child’s learning (CCEA, 2006). Since the Plowden
Report in 1967 (DES, 1967) the valuable role of parents within education has been
recognised considerably in Northern Ireland, with the publication of several documents
outlining the importance of parents such as ‘Every School a Good School’ (DENI,
2008) and the ‘Get Involved’ initiative (DENI, 2012). In promoting this initiative, the
education minister John O’Dowd stated:
‘Parents don’t necessarily have to get involved in the life of the school to help their
child, however they must realise that education does not start and stop at the school
gates. […]Parents and family members can get involved by taking an interest in a
child’s education to help them do better at school. Activities that really help include
reading a book with the child every day. These things take little time, but will help the
child do better for years to come.’(DENI, 2012).
In relation to direct parental involvement, the Department of Education
introduced into schools a Board of Governors and Parent-Teacher Associations (PTA),
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to help enhance the parental involvement in schools. These parent-influenced groups
monitor the day to day running of schools, determining what occurs or is implemented,
for example the purchasing of classroom resources. The inclusion of these parent-
influenced groups coincides with the previous material mentioned above by several
theorists, with the most notable and recognisable being the ‘Parent Partnership Policy’.
1.3 Research Questions The focus of the research study is to examine and compare the parental involvement
within the Swedish and Northern Irish education systems. To achieve this, a series of
questions were drafted to help exploration within the investigation.
i. What is the established relationship between Parents and Teachers?
ii. What impacts the relationship between Parents and Teachers?
iii. How can the relationship between Parents and Teachers be improved?
These questions helped structure the foundations of the research methods, helping to
collect key data and information. Forming an informative outcome to the overall
research question, the influence of parents within the Swedish and Northern Irish
education systems.
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2 Background 2.1 Defining parental involvement Jeynes (2005, pp.245) describes parental involvement as ‘parental participation in the
educational processes and experiences of their children’. This consists of home-based
parental involvement such as guided reading at home, or supervision of homework.
School based parental involvement can also be achieved through attending parent-
teacher meetings and also parent education workshops. Ward (2009) states that this type
of parental participation can help compose a partnership between the teacher and parent.
The Association of Teachers and Lecturers (2003, pp.3) define the term
‘partnership’ as ‘sharing knowledge and understanding of children, both from the
parents’ point of view and from the teachers’. When forming a partnership it is essential
that both parties, according to Fitzgerald (2004) have a common understanding of the
term ‘partnership’. However literature outlines that there is an ongoing difference of
opinion in regards to the exact definition from both parents and teachers (Cooper,
Hedges and Dixon; 2013, cited in Hornby; 2011).
2.2 Rationale for the involvement of parents in education In 1977 theorist Brofenbrenner established an ecological systems theory that provided a
theoretical rationale for parental involvement in education. Lindon (2005) outlines that
this ecological systems theory is structured on a model of layers revolving around the
child, with each layer representing environmental aspects that directly influence the
child. An alteration to a single layer of the model will have a rippling effect,
unintentionally disrupting the other layers.
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Figure 1 Bronfenbrenner’s ecological system model (1977), cited in Dunlop; Lee;
Fee; Hughes; Grieve and Marwick, 2008.
Shields (2009) analysed Brofenbrenner’s model stating that it demonstrates the
importance of an effective partnership between the family and settling in achieving an
ideal environment for human development.
2.3 Benefits of parental involvement Crowley and Wheeler (2014), Fitzgerald (2012) and Hornby (2011) state that the
involvement of parents in the education of their children not only directly benefit the
child, but also positively impact families and school settings. Research conducted by
Feuerstein (2000), Epstein (2001), Eldridge (2001), Moriarty (2002), Desforges et al
(2003) and the Department of Education (2006) identified that children who are raised
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by actively involved parents benefit in many ways, including increased achievements
in: literacy (Epstein, Simon and Salinas, 1997, cited in Anderson and Minke, 2007) and
numeracy (Izzo, Weissberg, Kasprow and Fendrich, 1999).
Not only does it impact academic achievement, but it also has a positive
influence on behavior (Kratochwill, McDonald, Levin and Bear-Tibbelts, 2004, cited in
Moriarity, 2002). Bandura (1989) and Rogoff (1998) reinforce this ideology by
outlining that parents perform a fundamental role in teaching children how to construct
positive relationships and abide to the normality’s of society. O’Connor (2013) and
Fitzgerald (2004) claim that actively involved parents provide their children with a
sense of security and well being, which according to May (2011); Goleman (1996);
Nutbrown, Clough and Selbie (2008) and Dowling (2005) helps them to flourish as
learners.
The involvement of parents within education is not only beneficial for
children but also for the parents themselves according to Fitzgerald (2012). The theorist
along with Daly et al (2009) outline that is a partnership with the school helps enhance
the self-esteem and confidence of the parents. By achieving this participation ‘reduces
parental isolation’ as the social circles influencing them is increased according to
Draper and Wheeler (2010, pp.182). The duo continues by explaining that the inclusion
‘empowers’ the parents, providing an opportunity for development and the sharing of
skills and expertise. Whalley (2001) focuses on the setting and how it provides an
insight into the curriculum for the parents, highlighting how their child’s education is
being delivered. By achieving this insight into the classroom, the parents are provided
with an opportunity to enhance their confidence in their ability to help progress their
child’s education in a home learning environment. Crozier and Reay (2005) believe that
this helps to construct a strong bond between parent and child reinforcing the
importance of Brofenbrenner’s ecological system model.
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Constructing an effective partnership according to Fitzgerald (2012)
enables the parent to generate a positive attitude towards the school setting. Hornby
(2011) outlines that as an outcome of a positive relationship between parent and teacher,
enables the school to establish a greater knowledge about the child’s socio-economic
background, learning styles and personalities. This is beneficial and necessary for
teachers when planning to support the child’s needs and holistic development.
2.4 Limiting factors of parental involvement Despite being numerous benefits of parental involvement, there is still a lack of
communication between parents and schools for a range of reasons. Bermúdez and
Márquez (1996) state that factors such as negative past experiences with schools,
language barriers, lack of confidence, time restrictions, family circumstances and the
setting’s attitude towards parents all influence the level of communication and the
effectiveness of the partnership between both parties.
Bermúdez et al (1996) and Desforges et al(2003) discuss that a parent’s
negative past experiences with school can become a limiting factor in their involvement
in their child’s education. However research conducted by Räty (2010) outlined that
there was no connection between past experiences and involvement in education; it in
fact motivated parents to participate to ensure educational success. Research and
literature conducted and published after 2010 provide mixed results therefore the
outcome is inconclusive for this factor.
Curtis and O’Hagan (2003), inform us that parents who do not speak the
native language fluently, and/or have poor communication skills find it difficult to be
involved in their child’s learning. Draper et al (2010) states that the teacher’s use of
technical vocabulary may result in the parent being confused regarding their child’s
learning along with feeling intimidated. As a result, it is unlikely that an effective
relationship will be established. Hornby et al (2011) reinforce this by identifying that a
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parent’s lack of confidence in their own ability will lead to a reduction in contact with
the school. This occurs as the parents believe their involvement will not provide a
positive and beneficial outcome for their child’s education.
In the current economic climate with parents operating with higher stress
levels, less money and more working hours, Hornby (2011) and Rodd (2013) identify
the lack of time as a major limiting factor on parental involvement in schools. In todays
society it is normality that both parents have full time jobs, as a result of this it makes it
difficult for parents to establish a relationship with the school through attending parent-
teacher meetings or general school activities. In 2008 the Department for Children,
Schools and Families conducted research that highlighted that 44% of participating
parents stated that the most common limiting factor for parental involvement were work
commitments. Work commitments may be time consuming for some parents, but for
others family circumstances may be the reason behind a lack of involvement in their
child’s education (Hornby et al, 2011). In some families, parents may have to care for
elderly family members or even siblings, therefore preventing them or reducing the
potential for parental involvement. All of the above limiting factors despite not
intentional make it difficult for parents to develop optimal participation in their child’s
education.
2.5 Approaches for the enhancement of parental involvement Fitzgerald (2012) states that to establish an effective relationship with parents, time and
effort must be invested to acquire new skills, develop their practice and to explore new
approaches to working together. He continues by informing the reader that the success
of a partnership is dependent on the qualities, skills and enthusiasm of the teacher.
Epstein (2001) reinforces this ideology through research that concluded that parents
were more actively engaged in their child’s education when encouraged by the teacher.
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To achieve these necessary attributes, there are a range of strategies and approaches that
can be implemented into the school.
Firstly a warm and welcoming environment should be established within the
school to ensure the parents feel welcome every time they attend the school. Hobart and
Franklin (2003), cited in Knowles (2013) discuss how the inclusion of a parents’ room
can provide the parents with a sense of belonging and a place to meet and discuss views
with other parents. When present at the school parents should be engaged in informal
chat with the teacher, addressing any concerns or ideas either party may have. Draper
and Duffy (2006) state that the use of informal chat helps build a successful
relationship, whilst Ward (2009) discusses how it helps develop mutual trust and
understanding.
As outlined previously in the research by the Department for Children, Schools
and Families (2008), work commitments was highlighted as the major limiting factor of
parental involvement in children’s education. Reardon (2013) discusses the importance
of teachers establishing a method of communication between both parties, ensuring that
there is a teacher-parent relationship present no matter how limited it may be. These
methods may entail emailing information and/or publishing information on a school
website (Fitzgerald, 2012), and also using homework diaries that provide opportunities
for the exchange of teacher parent comments (Ward, 2009).
To aid the establishment of an effective relationship with parents, Jones et al
(2005) discusses how teachers should perform a ‘transforming’ approach, an approach
that acknowledges the work of Vygotsky and his sociocultural theory (Vygotsky, 1978).
An approach such as this would require the teacher working alongside parents in a
learning environment. To ensure a success, technical language must be avoided and the
views of parents must be listened to and respected (Jones et al, 2005).
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One final approach to enhancing parental involvement in education is advocated
by Daly et al (2009) who state that each school should incorporate a ‘Parental
Partnership Policy’. This policy would ensure that all staff have a consistent approach
to working with parents and not irregular (Daly et al, 2009). Despite being a good
approach for enhancing involvement, Olley et al (2012) discuss that it is worthless
unless implemented fully throughout the school. Ward (2009) outlines that it is
important to reflect and update this policy on a regular basis, taking into consideration
the current approach used and how it can be adjusted to enhance further the parental
participation in children’s learning.
This literature review has analysed the enhancement of parental involvement in
education within the past century, highlighting research that provides explanations for
the change in approach. Numerous benefits of parental involvement in education have
been outlined along with the number of limiting factors present in today’s society. The
literature also touches upon a range of approaches and strategies that can be
implemented by the school to enhance parental participation further to aid in the
establishment of more effective parent-teacher relationships and the development of the
child.
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3 Methodology 3.1 Design This research study revolves around a pragmatic approach, as both qualitative and
quantitative research methods were conducted in the format of interviews and
questionnaires. This paradigm is expansive and provides an appropriate balance through
cross-validation. However there are issues that arise with this particular approach, with
concerns regarding the successful combination of data, both qualitative and quantitative.
Using questionnaires to collect data was effective as it enabled information to be
obtained from a large number of parents and teachers that interviews wouldn’t have
achieved in the given time frame. As suggested by Gillham (2000), the questionnaires
remained anonymous to provide an opportunity for a more critical and detailed
response, and were available to complete online for better convenience. The semi-
structured interviews enabled a more in-depth investigation as additional follow on
questions were asked to achieve a greater insight.
3.2 Setting The research was conducted during the period of April 2015 to May 2015 in Northern
Ireland and Sweden. The scope of the study was subject to two schools within the
southern region of Sweden, and one school in the County Antrim area. The participating
schools within the Swedish region offered insights into the independent and
municipality settings in Sweden. This insight allowed for comparisons between both
educational options and the identification of potential trends. The school situated on the
outskirts of a Country Antrim town is regarded as a middle class school, promoting
enrolment figures of slightly under 300 with pupils aged between 4 and 11.
3.3 Participants The primary intention of this study was to examine the influence of parental
participation within the Northern Irish and Swedish education systems. The focal point
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centred around 6 teachers with a variety of years teaching experience, and teaching in
schools of various pupil populations and socio-economic backgrounds. The 6 teachers
were selected through their availability for interview in the time frame allowed within
the school schedule. In regards to the questionnaires, 50 parents were approached to
complete the online questionnaire with 26 parents in total from Northern Ireland and
Sweden completing the online questionnaire providing their perspective on parental
participation. As interviews are time consuming, questionnaires were sent to 4 schools,
2 in the southern region of Sweden and 2 in the County Antrim area, to achieve a
greater insight into the views of teachers on the research topic. Unfortunately only 4
responses were received representing the views of teachers both female and male in
different age categories.
Figure 2: Table displaying participants from Northern Ireland and Sweden for both data collection strategies
3.4 Research Tools 3.4.1 Questionnaires Questionnaires are a versatile tool in research as they are structured in providing
quantitative data, which is renowned for its reliability (Tisdall et al, 2009) but also
Northern Ireland Sweden
Questionnaire: Participating Teachers 4 0
Questionnaire: Participating Parents 20 6
Interview: Participating Schools 1
(School I)
Research Study 1 Research Study 2
1
(School II)
1
(School III)
Interview: Participating Teachers 3
(Participants A, B & C)
Research Study 1 Research Study 2
1
(Participant D)
2
(Participants E & F)
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‘capture the full richness of experience’ of open ended and qualitative responses
according to Greene and Hogan (2005). The questions were a mixture of dichotomous
responses and opportunities for comment. Some questions aimed to find out the feelings
and opinions of parents; primarily their opinion on parental involvement, if they feel
welcome within their child’s setting and how they would like to be involved in the
future. The questionnaire was short with the presence of simple questions featuring no
technical language, therefore taking into account the varying literacy levels of parents to
encourage a high response rate. Milne (1999) outlines that a negative aspect of
questionnaires is that they are standardised and could be misinterpreted by participants.
These negative aspects occurred few times during the gathering of data, however was
present in some parental responses. An example of the questionnaire used for this study
can be found in Appendices 2 and 3.
3.4.2 Semi-structured Interviews Conducting semi structured interviews provided the author with the opportunity to
collect the data directly from the source. Cohen et al (2004) describe this approach as
being ‘used as a mean of obtaining information which in turn has a direct influence on
the research objectives’ (Cohen et al, 2004, p.268). An open ended approach was taken
to questioning, enabling the author to achieve greater flexibility in the wording and
sequencing of the questions. This semi structured approach was selected in the light of
research from Kerlinger (1970) who believed a structured approach removed all
freedom to make alterations to the interview.
Another reason for selecting interviews, as well as the use of
questionnaires, was that the author was able to answer any queries the source may have
had regarding the purpose of the interview or any misunderstandings. One major
positive of conducting interviews as a method of data collection, is that it allowed for
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greater depth of understanding and insight than any other potential collection method.
Oppenheim (1992) reinforces this view by stating:
‘Interviews have a higher response rate than questionnaires because respondents
become more involved and hence, motivated. They enable more to be said about the
research than is usually mentioned in a covering letter to questionnaire, and they are
better than questionnaires for handling more difficult open ended questions’
(Oppenheim, 1992, p.269)
An example of the interview questions used for this study can be found in Appendix 4
and 5, as the questions listed in Appendix 4 are from previous research in this field of
study.
3.5 Data Collection Questionnaire Distribution
The online questionnaires were distributed to 50 parents within the southern region of
Sweden and County Antrim area. Each parent submitted the questionnaire and the data
was added to the database for analysis. The online questionnaires did not ask for a name
to ensure anonymity of the respondents was achieved. The Parental questionnaires
produced a response rate of 52%, with 80% of parents responding in Northern Ireland
and 24% in Sweden. In regards to the teacher prospective, 30 questionnaires were
distributed with a disappointing response of 13% from teachers in Northern Ireland, and
unfortunately no respondents in Sweden.
Interviews
Prior to conducting interviews a permission letter was sent to the participating schools
to inform them of the terms of the agreement. This can be found in Appendix 1. Once
agreed, data was recorded using a digital device and transferred to a computer. After
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being transferred the interviews were transcribed and analysed thematically. The
transcripts can be located in Appendices 6-11.
3.6 Ethical Considerations As research was conducted in separate countries, the choice was made to abide by each
country’s respective ethical guidelines. The British Educational Research Association
(BERA, 2011) state the importance that,
‘Participants in the research understand the process in which they are to be engaged.
Researchers must recognise the right of any participant to withdraw from the research
for any or no reason, and at any time, and they must inform them of this right’ (BERA,
2011, pp.5-6).
Therefore it was made clear to the participating schools that any data gathered, would
be stored securely whilst the research study was being conducted. Confidentiality and
anonymity was maintained throughout the study, with names of teachers, pupils and
schools not appearing in any published documents. Upon completion of the research, all
data gathered was destroyed.
In line with Swedish ethical considerations, the Swedish Research Council
(2011) in Vetenskapsrådet state that they recommend the researcher to follow the
following four ethical principles: ‘Informant requirement’, ‘Consent principle’,
‘Confidentiality requirement’ and ‘Use requirement’. To abide by these a consent form
was sent to the schools to identify the aim and purpose of the research, and also to
receive a response from the participant to identify whether or not they wanted to be
involved in the study. The consent not only clarified the above aspects of the ethical
principles, but it also outlined that all data gathered would remain confidential and
participants would be anonymous therefore meeting the ‘Confidentiality requirement’.
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3.7 Methodology Analysis Due to time restrictions the scope of the study was impacted as there wasn’t an
appropriate amount of time allocated to form a partnership with schools to participate in
the research study. Not only was time an influencing factor in the reduction of the
research scope, but also the presence of a language barrier as many teachers did not
want to participate due to the lack of and/or uncertainty of English. As previously
mentioned the response rate for the teacher questionnaire was considerably lower than
expected, therefore having a direct influence on the reliability of the research outcomes.
If in future to overcome this issue, a larger time frame will be allocated allowing more
schools to be approached to participate in the study. Another method of data collection
that could be implemented is the use of a focus group. A focus group could be arranged
for a number of parents to voice their opinions on their involvement in education,
presenting the opportunity for a greater insight.
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4 Results This section presents data obtained from questionnaires and interviews presented to
parents and teachers. The results have been categorised into Northern Ireland and
Sweden to aid in analysing the findings. Within these categories, there are subsections
that reflect on the overall research questions outlined at the beginning of the research
study. To help with the identification of schools and participants refer to Figure 2 on
page 14.
4.1 Northern Ireland 4.1.1 What is the established relationship between Parents and Teachers? All participants from School I regarded the established relationship between themselves
and the parents as a ‘very open relationship’, with the ‘open door policy’ implemented
in the school. The policy presented parents with an opportunity to ‘come in and talk to
us whenever they wish’ or are encouraged to phone and/or email. Participant A
describes the relationship as a ‘two way communication that’s on a needs basis’ with
regular information being exchanged between the school and parents through
‘newsletters, parent mail, text service and the school website’.
In regards to communication with parents it is the general consensus that
the communication is constant as stated by Participant A. However Participant B
outlines that they meet with parents ‘on a formal basis three or four times’ a year in the
form of parent group meetings and individual interviews. This alters throughout the
school as Participant C who focuses on the younger spectrum of the school has two
interviews a year. Despite having only two formal meetings with parents the Participant
concludes by stating that, ‘parents would be in and out most days dropping their
children off and would often come in and talk to me about different things, whether it be
behaviour or work or different things about how they are getting on’. Therefore
reinforcing the ‘open door policy’ within this educational institute.
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The responses gathered from the questionnaire reinforced the above data,
as one participant when asked if they made parental participation welcoming responded
with ‘Yes, education should not only be in school. For a child to reach their full
potential parental support and contribution is vital’. In regards to being approachable
by parents, all participants had the same attitude with the following response
summarising their views:
‘The door is always open. Parents are told at meetings that I can be
contacted by person, phone, email and notes. If there are any problems it is necessary
that they let me know asap’.
Figure 3 – Parental communication response graph
The questionnaire distributed, to obtain the parental perspective on
participation in education in Northern Ireland, had a response rate of 80% enabling a
representative perspective. When asked to discuss the relationship between themselves
and the teacher, there was an overwhelming consensus of ‘very good’ responses. One
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parent described their relationship as ‘very positive as I feel I can go to her about any
concerns or questions I have which shows great communication.’ Another significant
trend in the responses was the inclusion of the words ‘Informative’ and ‘Comfortable’.
When asked to discuss the communication with the teachers, there was a
number of responses with some parents communicating ‘once a week’, whilst others
may communicate ‘once a month’. The ‘open door policy’ outlined above was also
touched upon as a parent commented, ‘two formal interviews with an open door policy
if a need arises’. Communication is also dependent on the child as one parent stated that
she meets frequently with the teacher, approximately three times a week as the
participant’s child has Aspergers Syndrome. A mixed response was obtained when
asked to comment on whether or not parental involvement was dominant in a particular
age group. Parents that believed their involvement was dominant either gave the
reasoning that it was ‘to help their anxious child to settle into a new school’, or ‘to help
them progress in their learning for the transfer test in P7’. Whereas on the other hand
some parents believed that their involvement has been maintained throughout their
child’s school life for different reasons, one being special educational needs.
4.1.2 What impacts the relationship between Parents and Teachers? When the participants were provided with the question of ‘What makes a good parent-
teacher relationship?’, the predominant answer provided was ‘openness’ and
‘communication’. Participant A outlines that the above along with ‘transparency’
allows parents to totally understand what is going on in the school so that they can
confront any issues they may have. Participant C states that having this sort of
relationship is good as it presents an opportunity to talk to parents about problems
whether it’s work or behavior related.
With regards to potential factors that may effect the relationship presented
23
a vast array of responses from the participants in School A. Participant A believed that
their were no current barriers present in their classroom, however in the past there was a
language barrier however was overcome with the presence of an interpreter. Participant
B and Participant C on the other hand do experience influencing factors with parents.
Participant B outlines that
‘there are parents that can be difficult and there are parents that firmly believe that
there is more capable’. ‘Parents sometimes are very reluctant to hear it sometimes but
it’s your duty to tell them and inform them.’
Participant C discusses how parents sometimes just ‘cant be bothered or don’t make the
effort’, and then there are those who believe that what you are teaching isn’t what’s best
for their child. All of the above influence how successful a relationship is with the
teacher.
In relation to trends in socio-economic background and education,
Participant A divulged that as the school was middle class the parents were generally
very interested in their child’s education. Few families in the school are socially
deprived, however those that are the participant believed it is more difficult in getting
them involved and enthusiastic about learning. The explanation behind this was simply
due to ‘not placing any value in education and relying on the state to look after their
child’s education’. Participant A continues by discussing that on the other hand as a
school situated in a high socio-economic area, it is difficult to get parents to be involved
due to work. Although ‘we do have their support when it comes to the children’s
learning’
‘It’s a very sweeping statement’ suggests Participant B, who outlines that
there is a breakdown of family that effects education. ‘When I first started teaching, all
24
the children had a mum and a dad, but it is now the norm that the child comes from
single parent backgrounds’. As a result of this parents are now working longer hours, so
it’s grandparents that you communicate with, and that in itself provides its own
difficulties. Participant C however is uncertain as to whether or not socio-economic
backgrounds effect education as they state:
‘Sometimes it has an impact but not always. If as a parent you aren’t well educated then
you maybe cant help your child as much. However on the other extreme, if you have
parents who have big top jobs then they expect too much from their children.’
The parental response on what is involved in a good parent-teacher
relationship reinforced what was previously stated, with the dominant response either
being ‘Communication’ and/or ‘Openness’. When asked about potential influencing
factors that could affect their relationship, the majority of parents stated that there were
none. However others mentioned that work and different cultural backgrounds may or
already have had an effect on the relationship. The parents outline the importance of
having as little influencing factors as possible as it is crucial that they have a good
relationship with the teacher. One parent outlined that:
‘It is crucial that I have a good relationship with the teacher. Parents and teachers have
to work together for a child to be able to develop to his/her full potential, and get the
most out of the education system.’
4.1.3 How can the relationship between Parents and Teachers be improved? From the data obtained from the four teachers who completed the questionnaire, it is
evident that they would welcome more parental participation throughout the school with
one teacher stating, ‘Yes, children always need much support’. When asked what
methods the school could implement to improve parental involvement, the participants
25
from School I suggested the following. Participant A states that as a teacher they
encourage parents to help in school either reading in a classroom or assisting in the
computer suite. Homework diaries have already been implemented and require parents
to sign off homework and provide a comment, which according to the participant is
‘good’. Another approach that is being implemented currently is the input of links to
different websites on the school site. This inclusion will provide parents with guidelines
on homework, so it will become a ‘library of resources’. Participant A also discusses
how iPads are being used to create videos to help illustrate how to complete
mathematical problems. A final strategy that the school is looking to implement is the
use of social media as a ‘means of instant communication with parents’ through Twitter.
Participant B, having worked with schools throughout Europe, is keen to
invite parents into the classroom to ‘provide a realistic overview of what teachers do in
the classroom’. The participant does state however that not all teachers will feel
comfortable as they would ‘feel under pressure’. When asked if a Parent Education
Club would be a suitable approach, Participant B revealed that they were ‘sceptic’ as it
was previously attempted but the uptake wasn’t great. A ‘Learning Book’ is a concept
Participant C has implemented into their classroom, that allows parents to comment
about what they believe their child is finding easy and what is difficult. The participant
concludes by suggesting that parents could participate in parental lessons to teach them
how to help their children at home. For example ‘games and ideas that they can play
with their child to help them’.
26
Figure 4 – Improvement of parental involvement graph
In relation to the questionnaire completed by the parents, 90% believed homework
diaries would be or are a good idea, with 57% outlining their interest in having a Parent
Teacher Association. One parent provided their views on a Parent Teacher Association
by stating:
‘Parent teacher association lets parents get in touch with each other and forms a better
relationship between parents and the school’.
Other potential approaches to improving involvement that are popular
amongst parents, are the inclusion of Parent-Student groups with or without the help of
teachers and also the production of class assemblies. The general consensus from
several parents is the inclusion of these will help them ‘grow more in the school
community’.
27
4.2 Sweden 4.2.1 What is the established relationship between Parents and Teachers? The established relationship with the parents amongst the participants portrays two
scenarios. One participant has almost no contact with parents. All communication is
ignited by the participant as they state ‘we call them to let them know if a student has
misbehaved or something’. However not all parents are like this as Participant D
continues by outlining that ‘I have maybe one or two parents that I keep in touch with,
email me and so on’.
Whereas Participant E describes their relationship as ‘quite good’ as the
‘parents are interested in school and want the best for the kids’. In regards to contacting
parents there are no problems, communication is normally conducted through email,
‘every month information is sent home about what is happening in the school’. When
asked if parental participation is dominant in a particular age group, the participant
explained that when the children are younger, parents would come into the school and
stay. However as the children get older they don’t want their parents doing this so
communication reduces. Participant B is similar to the above participant, as they have
constant communication with parents through email. The participant outlined that when
they receive a new class every year, they will obtain email addresses from the students
so information can be sent out to parents.
In regards to the questionnaire distributed to obtain the parental perspective on
participation in education in Sweden, when asked to discuss the relationship between
themselves and the teacher, there were mixed responses amongst the participating
parents. One parent described their relationship as ‘Professional and Informative’,
whereas another parent highlighted that their relationship was ‘Rather strained as they
didn’t have much communication with the teacher’. The general consensus from the
data obtained is that the majority of the parents communicate with the teachers
28
approximately four times a year, with some parents receiving notes on a monthly basis.
4.2.2 What impacts the relationship between Parents and Teachers? When the participants were provided with the question of ‘What makes a good parent-
teacher relationship?’, unlike the results from the Northern Irish participants, there was
no predominant response. Participant E outlined that ‘Open communication’ was
important ‘so we can talk about everything and if there is a problem they contact me’.
Whereas Participant F discussed how ‘Common sense’ was an impacting factor. The
participant states that ‘sometimes you have good parents and sometimes you have bad
parents, you need to tell the bad parents what’s correct’. Participant D summarises the
above by outlining the importance of having a good relationship with the parents to
ensure they gain confidence in his/her teaching.
With regards to potential factors that may effect the relationship presented
the responses received were featured similarities from the participants. Participant D
divulged that parents in the school are ‘not so common with computers’, which is a
factor as most information is on emails or blogs. A language barrier is also present, this
reduces parental involvement as parents ‘have their own school’ to learn Swedish. This
is reinforced by Participant E who states that a language barrier is also present in their
school, as parents from other countries ‘don’t speak Swedish for example, and they
don’t speak English either’. Unlike the above participants, Participant B believes that
there aren’t any factors that effect the relationship as their subject is practical, so the
participant simply emails parents reminding them about ‘homework, behavior or a
reminder to bring clothes’.
In relation to trends in socio-economic background and education there
was a mixed response from the participants. Participants E and F believe that there is a
noticeable trend in socio-economic background, as Participant D states ‘Yeah,
absolutely but I think they have more trust in teachers, they think we teach the kids here
29
what they need to know for life’. Parents work more ‘inconvenient hours’ than the
Swedish adults and some parents are ‘divorced’. Children from the big families have to
take care of themselves, and help out with ‘the cooking, cleaning, fetching the smaller
kids from kindergarten’. This is reinforced by the comments made by Participant F who
discusses how since 1999 a lot of children are forgetting clothes or are growing out of
their clothes. However the participant remains confused as to why this is, as Sweden
provides good welfare and believes ‘they could afford it’. Whereas Participant E
believes that there isn’t a trend by outlining ‘I can’t say there is a difference’. ‘Kids
with educated parents do better in school, however parents who are not on a ‘high social
scale’ are still interested in their child’s education. Although the participant does
highlight that the kids might not have the backup at home with homework.
The parental response regarding the question of what is involved in a good
parent-teacher relationship was of the same general consensus as the parents in Northern
Ireland. Parents in Sweden believe that three main elements of a good relationship are
‘Communication, Honesty and Trust’. One parent outlined the importance of trust and
respect by stating:
‘Parents need to trust the teacher, have faith that they will do everything in their power
to help your child work to the best of their ability. Parents need to show their children
that they respect and support their teacher 100%. Issues as they arise need addressed
and dealt with to ensure good working relationships are kept’.
4.2.3 How can the relationship between Parents and Teachers be improved? When asked to discuss what methods the school could implement to improve parental
involvement, the participants had an array of different possibilities. Participant D
discussed how the whole school was working on arranging different activities in the
evenings for parents ‘to throw a ball, basketball and sometimes they do bake together’.
This will show the parents that they can meet together and make the school more of a
30
community. The participant continues to discuss an approach similar to Homework
Diary method outlined by some of the Northern Irish participants by stating the
following to aid a mother who doesn’t understand Swedish:
‘We are sending books home where we write ‘this is what you need to do’ and she will
write back to us with the sisters help “he has read this” and so on’.
‘Parent week’ an approach discussed by Participant E involves inviting parents to attend
school and ‘follow their kids for a couple of lessons to see how they are working in
school’. Unfortunately this was attempted in the past by the school and it didn’t work
out, however the participant outlined that the parents who did attend were ‘very
positive’ about it.
With regards to the parental perspective on how their involvement could
be improved, the predominant response was the introduction of parent clubs at night.
One parent summarises the importance of the introduction of parent clubs by stating:
‘The more regularly parents and teachers come into personal contact can only be
beneficial for everyone. It helps to make things less formal and makes it easier for some
parents to approach teachers’.
31
5 Analysis Upon finalising the research results, the author has now been provided the opportunity
to connect the findings with the outlined theory. Performing this enables an insight to be
achieved into the comparison of parental participation within schools in Northern
Ireland and Sweden.
5.1 What is the established relationship between Parents and Teachers? It is evident from the data obtained from the research that the relationship between
teachers and parents is distinctly different in both countries. School I illustrates an
institute that offers a ‘very open relationship’ which is achieved through the
implemented ‘open door policy’. With this policy embedded into the school community
it not only allows parents to come and go when they like in the school, but constructs an
important ‘two way communication’ system through newsletters and email. As a result
of this parents feel that their relationship not only with the teachers but with the school
is ‘comfortable’ and ‘informative’, therefore reinforcing the views of Fitzgerald (2004).
On the contrary to this Sweden offers a bipolar approach to parent-teacher
relationships. In school II, we are told that there is a lack of communication with the
parents. Any communication between the school and parents has to be ignited by the
teacher, which may be down to a misunderstanding of where exactly the parents stand
in relation to the teacher, an aspect that Cooper et al (2013) touches upon. It must be
noted however that not every school within Sweden experiences communication such as
the above. School III depicts an institute that thrives on ‘quite good’ parental
relationships that are ‘interested in school’.
The parental perspective on the relationship with teachers is generally
similar to that of Northern Ireland. Some parents regard this relationship as
32
‘professional’ and ‘informative’, an attribute that can also be seen in the parental
description within Northern Ireland. However a negative attribute that has been
highlighted by some is that their relationships are ‘strained’, an aspect that is simply
down to the lack of communication as a personal opinion. Whilst on the topic of
communication, there are similarities in the methods conducted by schools in both
countries. The use of email to communicate and deliver information is predominant in
all three participating schools, with the Northern Irish school also offering other
alternatives as mentioned above.
5.2 What impacts the relationship between Parents and Teachers? When asked to discuss the attributes that should be involved in a good parent-teacher
relationship, the responses from Northern Ireland and Sweden were of similar character
with the focus being placed on ‘Openness, Communication and Common Sense’.
Having this concept of openness within a relationship is crucial as it presents
opportunities for both parties to gain an understanding of what is occurring and confront
any issues. Participant D identifies an important aspect of the relationship that as
teachers, it is important to ensure harmony is maintained to allow the parents to gain
confidence in their teaching. Not only should this harmony be maintained to simply
increase the confidence of parents, but should be kept to make their involvement more
welcoming as the Department of Education (2006) clearly identifies the positives that it
provides.
Maintaining the harmony in a relationship can prove more challenging
than first anticipated, with various influential factors within the educational setting. The
results gathered in Northern Ireland distinctly indicate that parents can prove
challenging, either believing their child is capable of more or simply displaying a lack
of interest in their child’s education, although this may be a result of trust in the school
33
requiring reduced interaction. An aspect that was experienced by all research settings,
was the presence of a language barrier. This influential factor is uncommon in the area
of research in Northern Ireland as there are few immigrants, however as Sweden is a
multi-cultural country it is common for parents to not communicate in the native
language. As a result of this language barrier parents are reluctant to participate as is
outlined by Curtis and O’Hagan (2003). However there are a number of ways to
overcome this issue and restore the harmony of the relationship, some of which include
the presence of an interpreter although financially consuming it resolves the problem.
Another approach in resolving the issue may be of that described by Participant D in the
form of a homework diary. One final factor that in a personal opinion is the most
influential is featured in school II, which is the lack of computer knowledge. As it is
distinct the norm of communication is conducted through email, a family who are
illiterate in terms of IT will suffer as they will not receive the information being
delivered by the school. This can have resounding consequences especially if the school
does not offer any other alternatives of communication, which could lead to the
breakdown of a relationship between parents and teacher.
When conducting research into the ‘sweeping statement’ of whether or not
there is a trend in socio-economic background and education, it was received with
mixed emotions by teachers in both countries. As School I is situated in what is
regarded as a middle class area, the majority of the parents are willing to participate and
have an interest in their child’s education. Although being situated in a middle class
area there are still parents that are regarded as having a lower socio-economic
background. Despite not approving of judging people by stereotypes as a personal
moral, the participants of this setting outlined that these parents were not involved in the
educational process of their child and were not enthusiastic. Although there may be
34
many reasons as to why this is, which will be touched upon below, Participant A from
this setting believed it was due to ‘Not placing any value in education and relying on
the state to look after their child’s education’. Despite being a derogatory view of such
parents, the participant is entitled to their own opinion despite the author not supporting
this. This viewpoint was also illustrated in Sweden, as Participant F, who was unsure as
to why parents weren’t able to afford appropriate clothing for their subject considering
the beneficial rewards of welfare in Sweden. Furthermore this can be regarded as
defamatory and egocentric, as a lower socio-economic family may require this funding
in other essential areas such as basic living costs.
The breakdown of the nuclear family unit has an influence on education
and in some scenarios the socio-economic background of families. Despite the views of
Participant B of School I, the author personally does not support the claim that it is now
considered the norm for pupils to come from single parent backgrounds. Despite not
supporting the claim of this ‘norm’, it is accepted that single parents work longer hours
than the nuclear family unit to provide a suitable income. This is also noticeable in
Sweden, as those families who have lower socio-economic backgrounds with particular
reference to the immigrant families of School II, work more inconvenient hours than
other Swedish parents. As a result of working more hours, children have to adopt the
responsibility of household jobs such as cooking and cleaning which have a rippling
effect on their education as highlighted in Brofenbrenner’s ecological systems model
(1997).
When discussing the impact of socio-economic status on education, it was
noticeable how the participants focused solely on the lower end of the spectrum.
However Participant C of School A, reversed this stance by taking a viewpoint of the
higher end of the spectrum, an area that is rarely focused upon. The participant made a
35
valid analogy that parents who are positioned in high end jobs can expect too much
from their children, pressurising them to the point of failure. Although all the above
results indicate that scoio-economic background does have a direct impact on education,
Participant E of School III believes there is not a trend as all parents no matter if they
are educated or not, care about their child’s education. The participant does however
accept that although caring about their child’s education, parents may not be able to
provide the same support at home when it comes to homework which is in align with
the views of Hornby et al (2011) regarding a parent’s lack of confidence.
5.3 How can the relationship between Parents and Teachers be improved? The general consensus from the data obtained from the research, is that participants
from both countries would welcome more parental participation in their institutes. In
order to achieve this improved involvement, the staff are willing to commit time and
effort in establishing an effective relationship, which is regarded as a necessity by
Fitzgerald (2012). Epstein (2001) discusses that parents are more actively engaged
when encouraged by the school, an element School I has taken into consideration by
encouraging parents to read in classrooms or assist in computer suites.
As previously mentioned, transparency is one of the main attributes a
successful parent-teacher relationship portrays. Therefore to ensure this is maintained,
the participating school in Northern Ireland uses homework diaries, an approach that
allows parents and teachers to exchange comments, a strategy endorsed by Ward
(2009). Alternative approaches supported by schools in Sweden to promote
transparency include ‘Parent evenings’ and ‘Parent weeks’. Parent evenings are
implemented to enable parents with opportunities to socialise with other parents and
teachers, transforming the school into a welcoming community. Horbart and Franklin
(2003) along with Draper and Duffy (2006) approve of this approach as it is making the
36
parents feel more welcome by the school, and through the use of informal chat between
parents and teachers a successful relationship will be built. Parent week, an approach
used in School III, despite not being successful in parental uptake, is a good way in
providing transparency into what exactly occurs in the everyday life of the school. This
approach can be used to gain the trust and confidence of parents which is an important
element in developing an effective relationship according to Ward (2009). A final
strategy that is present in Northern Ireland, involves the use of online videos as a
‘library of resources’. With the aid of these resources, parents whether they are
educated or not, will be able to support their children at home when completing
homework’s. Therefore removing the fear of a lack of confidence as mentioned by
Hornby et al (2011), helping them flourish as learners.
In conclusion, through this piece of research the author has been able to
identify the current relationship of parental involvement in schools and what outside
factors can influence this partnership. Despite the small nature of this study, the author
feels that the evidence gathered shows the importance of parental involvement in
children’s education and that major improvements could be made in both of the
countries discussed in this study. Furthermore, this has informed the development of the
author in both a professional and personal manner. Regardless of the results being
utilised in an educational capacity, the information gathered provides a relevant and
accurate representation of the role of parents in the school systems shown; whilst also
educating and informing the author of the crucial role they, one day could play in their
own child’s education. Throughout this process the author has gained valuable insight
into the Swedish Compulsory School as well as exploring their home education system
in great detail. This knowledge, coupled with the vital experience of conducting a
research project, has enabled the author to develop academic credibility and will be
37
invaluable for further research, scholarship and personal development for years to come.
38
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Perceptions of their Children’s Transition from Nursery School to Reception Class’ in
Early Years: An International Research Journal 29(3):pp237-248.
The Organisation for Economic Co-operation and Development (2011) ‘OECD: Better
Policies for Better Lives’, OECD, available at http://www.oecd.org (accessed 9/02/15)
Tisdall, K, Davis, J, Gallagher, M (2009) Researching with children and young people:
Research design, methods and analysis , London, SAGE Publications.
Vetenskapsrådet (2011) – Good Research Practice, Swedish Research Council:
Stockholm.
Vygotsky, L. (1978) Mind in Society (translated by Cole, M. Steiner, V. Scribner, S.
Souberman, E.) Cambridge: Harvard University Press.
Ward, U. (2009) Working With Parents in Early Years Settings, Exeter: Learning
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7 Appendices 7.1 Appendix 1 – Consent letter to schools
Linnaeus University Nygatan 18B
Kalmar 392 34
31/03/15
Dear Sir/Madam, My name is Matthew Mairs and I am a third year B’ed Primary student from Stranmillis University College Belfast, studying a semester abroad at Linnaeus University. I am writing to request your permission to conduct research for my dissertation in your school. The dissertation is focused on the parental influence of the education systems in Sweden and my home nation, with the final outcome resulting in a comparative report. The research questions I wish to address are as follows:
i. What is the established relationship between Parents and Teachers? ii. What impacts the relationship between Parents and Teachers? iii. How can the relationship between Parents and Teachers be improved?
If you were to permit me to conduct the research in your school, I would invite all teachers to complete a short questionnaire, and to conduct follow on interviews with four teachers. Please be assured that confidentiality and anonymity will be maintained at all times. Names of teachers, pupils and schools will not appear in my dissertation. Please fill out the attached school consent form to indicate if you are willing to participate in this research study, contact myself on the email below and I will collect and deliver the questionnaires. Should you have any questions or queries, please feel free to contact me. Thank you very much for taking the time to read this letter. Your assistance is greatly appreciated. Regards Matthew Mairs Erasmus Exchange Linnaeus University Year 3 BEd Primary Stranmillis University College Email: mim01@stran.ac.uk Telephone: +447518612812
II
School Consent Form
Please complete the section below: Name of Principal: Name of School: I would / would not be willing for my school to participate in the research study being conducted by Matthew Mairs. I understand that all details concerning teachers, pupils and the school will be treated with strict confidentiality and anonymity, and will not appear in the published dissertation. Yes / No Signature: (Principal)
Date:
III
Linnaeus University Nygatan 18B
Kalmar 392 34
31/03/15
Dear Sir/Madam, My name is Matthew Mairs and I am a third year B’ed Primary student from Stranmillis University College Belfast, studying a semester abroad at Linnaeus University. I am writing to request your permission to conduct research for my dissertation regarding your profession. The dissertation is focused on the parental influence of the education systems in Sweden and my home nation, with the final outcome resulting in a comparative report. The research questions I wish to address are as follows:
i. What is the established relationship between Parents and Teachers? ii. What impacts the relationship between Parents and Teachers? iii. How can the relationship between Parents and Teachers be improved?
To gain a greater understanding of the Parental influence, I am going to involve teachers, by completing a brief questionnaire. Please be assured that confidentiality and anonymity will be maintained at all times. Names of teachers and schools will not appear in my dissertation. Once all questionnaires have been completed and returned, analysis of the data will commence and findings will be outlined in the research study. All research data gathered will be stored securely during the project, after which it will be deleted. If you are willing to participate in this research study, I invite you to complete the attached questionnaire, returning it to the principal at your earliest convenience. Should you have any questions or queries, please feel free to contact me. If at any stage you wish to stop and not participate, then all data and information gathered will be removed from the research study. Thank you very much for taking the time to read this letter. Your assistance is greatly appreciated. Regards Matthew Mairs Erasmus Exchange Linnaeus University Year 3 BEd Primary Stranmillis University College Email: mim01@stran.ac.uk Telephone: +447518612812
IV
7.2 Appendix 2 – Parental Persective Questionnaire
V
7.3 Appendix 3 – Teacher Perspective Questionnaire
VI
7.4 Appendix 4 – Interview Questions Research Study 1
1. Can you describe the relationship between yourself and parents?
2. Are there any factors that influence parental involvement? Like a language barrier?
3. What is the importance of having a good relationship with the parents would be?
4. Do you think there are any methods that could be introduced to improve the
involvement of parents?
5. Do you believe there is a trend relating to the location of the school and the parental
involvement?
6. In Northern Ireland, a trend would be that if you are from a deprived background, the
parents wouldn’t be as involved in their child’s education. Do you find it to be similar
here?
7. Do you believe that if you as a teacher have a good relationship with the parents, does
it help to improve your relationship with the pupils?
VII
7.5 Appendix 5 – Interview Questions Research Study 2 1) Can you describe the relationship between yourself and the parents?
• How often on an annual basis would there be communication and what
topics are mainly covered?
• Is parental involvement more dominant in a particular age bracket? If so
why do you believe this is?
2) What do you think is included in a good parent -‐ teacher relationship?
• What is the importance of a good relationship with the parents?
3) Are there any factors that influence a relationship for example a language
barrier? If so what effects do these have?
4) Do you believe there are any trends in regards to socio-‐economic background
and parental involvement?
• Is it common that parents don’t collect the children from school? If so how
does this alter the interaction between school and home?
• In Sweden there are a lot of refugees that have no family, what approaches
would you make to interact with his/her guardian.
5) Are there any methods you believe can be implemented to improve the
involvement of parents?
• The use of homework diaries?
• Parent education clubs?
• Parent Teacher Association?