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Articles

Barriers to parental involvement in education: an explanatory model

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Pages 37-52 | Published online: 22 Jan 2011

Keep up to date with the latest research on this topic with citation updates for this article.

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Calvin Rashaud Zimmermann & Rachel Keynton. (2024) When to call home?: the intersection of race and gender and teacher communication with parents in first grade. Race Ethnicity and Education 27:2, pages 193-212.
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Beate W. Hygen, Odd Morten Mjøen, Joakim Caspersen & Marianne Nilsen. (2024) Determinants of School Satisfaction in Times of Crisis According to Parents of Children with Special Educational Needs. European Journal of Special Needs Education 39:1, pages 79-93.
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Lyudmila Nurse. (2023) Parental perception of inclusive education: mothers’ narrative construct of the school space. International Journal of Inclusive Education 0:0, pages 1-15.
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Fachrudin Pakaja & Mohammad Wafa. (2023) Social family, parental involvement and intentions: predicting the technology acceptance and interest students learning online. Interactive Learning Environments 31:8, pages 5331-5346.
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Aaron Leo, Kristen C. Wilcox, Maria I. Khan & Jessie Tobin. (2023) Family Engagement during the Pandemic: Challenges, Inequities, and Opportunities for Adaptation. Child & Youth Services 0:0, pages 1-28.
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Sara Spear, John Parkin, Tommy van Steen & Janet Goodall. (2023) Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures. Educational Review 75:5, pages 932-951.
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Mustafa Çetin & H. Özlen Demircan. (2023) Coparenting and parental involvement in education: the mediating role of motivational beliefs. Journal of Family Studies 29:3, pages 1292-1318.
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Melvin Jabar, Renan Kasilag, Zaldy Collado & Rockangel Jamoral. (2023) Family capital and parental involvement among parents in public elementary and secondary schools in the Philippines: perspectives of parents and children. Asia Pacific Journal of Education 43:2, pages 555-571.
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David Z. Kanaan, Huan Qin & Mariana Gonzalez Castro. (2023) The importance of community in public school success: Community engagement and high school performance in Florida. Journal of Urban Affairs 0:0, pages 1-20.
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Chuchu Zheng, Yongping Yu, Yi Hou & Juncen Lu. (2023) Teachers’ perceived impact of COVID-19 on Early Child Development in urban China: evidence from a National Survey Study. Early Child Development and Care 193:4, pages 531-546.
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Wensong Shen. (2023) Family and Education across Social Contexts in China. Chinese Education & Society 56:2, pages 99-101.
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Theresia Gabriele Hummel, Franziska Cohen & Yvonne Anders. (2023) The role of partnership practices in strengthening parental trust. Early Child Development and Care 193:3, pages 401-416.
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Julie Poissant, Stephanie Langheit, France Capuano, Christa Japel & François Poulin. (2023) Barriers to involvement in parenting activities in school-based preschools in disadvantaged neighbourhoods in Canada. Early Years 0:0, pages 1-16.
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Seun Bunmi Adebayo & Manuela Heinz. (2023) ‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland. International Journal of Inclusive Education 0:0, pages 1-19.
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Gabriella Pusztai, Péter Róbert & Hajnalka Fényes. (2023) Parental Involvement and School Choice in Hungarian Primary Schools. Journal of School Choice 17:1, pages 118-135.
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Abbie E. Goldberg & Harold Grotevant. (2023) What Do Teachers Know about Adoptive Families, and How Do They Use It to Serve Adopted Children?. Adoption Quarterly 26:1, pages 51-76.
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Sarah Musa & Ismail Dergaa. (2022) A Narrative Review on Prevention and Early Intervention of Challenging Behaviors in Children with a Special Emphasis on COVID-19 Times. Psychology Research and Behavior Management 15, pages 1559-1571.
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Sara Spear, Fiona Spotswood, Janet Goodall & Stella Warren. (2022) Reimagining parental engagement in special schools – a practice theoretical approach. Educational Review 74:7, pages 1243-1263.
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Teweldebrhan Abraha Reda, Declan Fahie & P. T. Saleendran. (2022) Who cares? The provision of early childhood care and education (ECCE) in Wolaita zone, southern Ethiopia. Education 3-13 0:0, pages 1-14.
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Mirjana Đorđević, Nenad Glumbić, Haris Memisevic, Branislav Brojčin & Ana Krstov. (2022) Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism. International Journal of Developmental Disabilities 68:6, pages 838-849.
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Una O’Connor Bones, Jessica Bates, Jayne Finlay & Allison Campbell. (2022) Parental involvement during COVID-19: experiences from the special school. European Journal of Special Needs Education 37:6, pages 936-949.
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Anna Young, Vanessa A. Green & Tessa Jacobsen-Grocott. (2022) Parents’ perceptions of the KiVa anti-bullying program. Pastoral Care in Education 40:4, pages 455-473.
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Meca Williams-Johnson & Cheryl Fields-Smith. (2022) Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions. Educational Psychologist 57:4, pages 252-266.
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Jamal Appiah-Kubi & Emmanuel Owusu Amoako. (2022) Factors that motivate and encumber parental participation in children’s education in Ghana. Cambridge Journal of Education 52:5, pages 579-594.
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Leah Daniel, Tanya Doyle & Colleen Kaesehagen. (2022) Supporting parents to co-produce differentiated learning opportunities in mathematics. Education 3-13 50:5, pages 612-626.
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J. Gerdes, S. L. Goei, M. Huizinga & D. J. De Ruyter. (2022) True partners? Exploring family-school partnership in secondary education from a collaboration perspective. Educational Review 74:4, pages 805-823.
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Eric W. Chan. (2022) Heterogenous parental responses to education quality. Education Economics 30:3, pages 225-250.
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Jo Fletcher, Britta Klopsch, John Everatt & Anne Sliwka. (2022) Preparing student teachers post-pandemic: lessons learnt from principals and teachers in New Zealand and Germany. Educational Review 74:3, pages 609-629.
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Laura Hannon & Grainne M O’Donnell. (2022) Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching 48:2, pages 241-255.
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Jennifer Kurian, Desiree W. Murray, Laura Kuhn & Doré R. LaForett. (2022) Examining frequency and modality of parent engagement in an elementary school mental health intervention. Journal of Applied School Psychology 38:1, pages 74-93.
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Dagmar Raczynski, Penny Bender Sebring, José Weinstein & Molly Flynn Gordon. (2022) Relational trust in Valparaíso, Chile and Illinois schools: surprising consistency and further questions. International Journal of Leadership in Education 25:1, pages 66-87.
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Batdulam Sukhbaatar & Klára Tarkó. (2022) Teachers’ experiences in communicating with pastoralist parents in rural Mongolia: implications for teacher education and school policy. Asia-Pacific Journal of Teacher Education 50:1, pages 34-50.
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Brittany Gay, Susan Sonnenschein, Shuyan Sun & Linda Baker. (2021) Poverty, Parent Involvement, and Children’s Reading Skills: Testing the Compensatory Effect of the Amount of Classroom Reading Instruction. Early Education and Development 32:7, pages 981-993.
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Henrik Lindqvist, Robert Thornberg & Gunnel Colnerud. (2021) Ethical dilemmas at work placements in teacher education. Teaching Education 32:4, pages 403-419.
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Helen Fitzmaurice, Marie Flynn & Joan Hanafin. (2021) Parental involvement in homework: A qualitative Bourdieusian study of class, privilege, and social reproduction. International Studies in Sociology of Education 30:4, pages 440-461.
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Anne Graham, Julia Truscott, Catherine O’Byrne, Gillian Considine, Anne Hampshire, Susan Creagh & Mark Western. (2021) Disadvantaged families’ experiences of home-school partnerships: navigating agency, expectations and stigma. International Journal of Inclusive Education 25:11, pages 1236-1251.
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Sasha M. Zeedyk, Shana R. Cohen, Jan Blacher & Abbey Eisenhower. (2021) Building classroom communities for children with autism spectrum disorder. International Journal of Inclusive Education 0:0, pages 1-15.
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Rachel A. Gisewhite, Michelle M. Jeanfreau & Chelsey L. Holden. (2021) A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. Educational Review 73:5, pages 597-616.
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Penny A. Bishop. (2021) Middle Grades Teacher Practices during the COVID-19 Pandemic. RMLE Online 44:7, pages 1-18.
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Katherine R. Wood, Eileen Wood, Alexandra Gottardo, Karin Archer, Robert Savage & Noëlla Piquette. (2021) Workshop Training to Facilitate Parent-Child Instructional Opportunities for Reading and Social Development with Kindergarten Students. Journal of Research in Childhood Education 35:3, pages 438-457.
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Janke E. van Dijk-Wesselius, Dieuwke Hovinga, Marit de Koning, Jolanda Maas & Agnes E. van den Berg. (2021) Parental perspectives on green schoolyards: advantages outweigh disadvantages, but willingness to help is limited. Children's Geographies 19:2, pages 145-157.
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Eseta Tualaulelei. (2021) Professional development for intercultural education: learning on the run. Asia-Pacific Journal of Teacher Education 49:1, pages 99-112.
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Cheng Yong Tan, Meiyan Lyu & Baiwen Peng. (2020) Academic Benefits from Parental Involvement are Stratified by Parental Socioeconomic Status: A Meta-analysis. Parenting 20:4, pages 241-287.
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Stephanie C. Sanders-Smith, Tina M. Smith-Bonahue & Olivia R. Soutullo. (2020) ‘The parents are locked out’: policies, practices, and perspectives undermining family engagement. International Studies in Sociology of Education 29:3, pages 250-273.
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Synnøve Bendixsen & Hilde Danielsen. (2020) Great expectations: migrant parents and parent-school cooperation in Norway. Comparative Education 56:3, pages 349-364.
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Allucia Lulu Shokane, Mogomme Alpheus Masoga & Lisa V. Blitz. (2020) Creating an Afro-sensed, Community-engaged School: Views from Parents and School Personnel. Journal of Progressive Human Services 31:2, pages 107-125.
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Khairul Farhah Khairuddin & Susie Miles. (2020) School staff members’ and parents’ experiences of the inclusion of deaf children in Malaysian mainstream schools. Education 3-13 48:3, pages 273-287.
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Wai-Chi Chee & Rizwan Ullah. (2020) Home-based parental involvement amongst Pakistani families in Hong Kong. Asia Pacific Journal of Education 40:2, pages 127-142.
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Abdul Waheed Mughal. (2020) Secondary school students who drop out of school in rural Pakistan: The perspectives of fathers. Educational Research 62:2, pages 199-215.
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Sylvia Jezierski & Glenda Wall. (2019) Changing understandings and expectations of parental involvement in education. Gender and Education 31:7, pages 811-826.
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Jenni Tikkanen. (2019) Parental school satisfaction in the context of segregation of basic education in urban Finland. Nordic Journal of Studies in Educational Policy 5:3, pages 165-179.
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Mar Beneyto, Josep Castillo, Jordi Collet-Sabé & Antoni Tort. (2019) Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research 27:2, pages 210-226.
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Sarah Fischer, Robin Katersky Barnes & Sue Kilpatrick. (2019) Equipping parents to support their children’s higher education aspirations: a design and evaluation tool. Educational Review 71:2, pages 198-217.
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Karma Jigyel, Judith A. Miller, Sofia Mavropoulou & Jeanette Berman. (2018) Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan. International Journal of Inclusive Education 22:12, pages 1288-1305.
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Lucio Esposito & Adrián Villaseñor. (2018) Wealth Inequality, Educational Environment and School Enrolment: Evidence from Mexico. The Journal of Development Studies 54:11, pages 2095-2118.
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Stephanie N. DeSpain, Greg Conderman & Lydia Gerzel-Short. (2018) Fostering Family Engagement in Middle and Secondary Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:6, pages 236-242.
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Kholoud Adeeb Al-Dababneh. (2018) Barriers preventing parental involvement in mainstream education of children with specific learning disabilities: parent perspectives. European Journal of Special Needs Education 33:5, pages 615-630.
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Janet Goodall. (2018) Learning-centred parental engagement: Freire reimagined. Educational Review 70:5, pages 603-621.
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Alexandra Petridou & Yiasemina Karagiorgi. (2018) Parental Involvement and Risk for School Failure. Journal of Education for Students Placed at Risk (JESPAR) 23:4, pages 359-380.
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Catherine Anicama, Qing Zhou & Jennifer Ly. (2018) Parent involvement in school and Chinese American children's academic skills. The Journal of Educational Research 111:5, pages 574-583.
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Richard Bilton, Alison Jackson & Barry Hymer. (2018) Cooperation, conflict and control: parent–teacher relationships in an English secondary school. Educational Review 70:4, pages 510-526.
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Shirley Martin, Deirdre Horgan, Jacqui O’Riordan & Alastair Christie. (2018) Advocacy and surveillance: primary schools teachers’ relationships with asylum-seeking mothers in Ireland. Race Ethnicity and Education 21:4, pages 458-470.
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Royce Kimmons, Jeffrey P. Carpenter, George Veletsianos & Daniel G. Krutka. (2018) Mining social media divides: an analysis of K-12 U.S. School uses of Twitter. Learning, Media and Technology 43:3, pages 307-325.
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Erica de Bruïne, T. Martijn Willemse, Janneke Franssens, Sofie van Eynde, Lijne Vloeberghs & Leen Vandermarliere. (2018) Small-scale curriculum changes for improving pre-service teachers’ preparation for Family-School Partnerships. Journal of Education for Teaching 44:3, pages 381-396.
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M. Antonia Gomila, Belén Pascual & Marta Quincoces. (2018) Family-school partnership in the Spanish education system. Journal of Education for Teaching 44:3, pages 309-320.
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Jürgen Lehmann. (2018) Parental involvement: an issue for Swiss primary school teacher education. Journal of Education for Teaching 44:3, pages 296-308.
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Trevor Mutton, Katharine Burn & Ian Thompson. (2018) Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching 44:3, pages 278-295.
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Ian Thompson, Martijn Willemse, Trevor Mutton, Katharine Burn & Erica De Bruïne. (2018) Teacher education and family–school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching 44:3, pages 258-277.
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Wallace Louie, Tara Chklovski, Maggie Jaris & Audra Torres. (2018) Curiosity Machine. Connected Science Learning 1:6.
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Sevcan Hakyemez-Paul, Paivi Pihlaja & Heikki Silvennoinen. (2018) Parental involvement in Finnish day care – what do early childhood educators say?. European Early Childhood Education Research Journal 26:2, pages 258-273.
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Graham Butt & Symeon Dagkas. (2018) Hall of Fame. Educational Review 70:1, pages 1-6.
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Weihua Fan, Nan Li & Jaime Robert Sandoval. (2018) A reformulated model of barriers to parental involvement in education: comment on Hornby and Lafaele (2011). Educational Review 70:1, pages 120-127.
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Garry Hornby & Ian Blackwell. (2018) Barriers to parental involvement in education: an update. Educational Review 70:1, pages 109-119.
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Katrina P. Cummings. (2017) Supporting parent engagement in programme-wide behavioural intervention implementation. Early Child Development and Care 187:11, pages 1623-1634.
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T. Martijn Willemse, Erica J. de Bruïne, Peter Griswold, Jeanne D’Haem, Lijne Vloeberghs & Sofie Van Eynde. (2017) Teacher candidates’ opinions and experiences as input for teacher education curriculum development. Journal of Curriculum Studies 49:6, pages 782-801.
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Alice Bloch & Shirin Hirsch. (2017) The educational experiences of the second generation from refugee backgrounds. Journal of Ethnic and Migration Studies 43:13, pages 2131-2148.
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Catherine L. Taylor, Kim Jose, Wietse I. van de Lageweg & Daniel Christensen. (2017) Tasmania’s child and family centres: a place-based early childhood services model for families and children from pregnancy to age five. Early Child Development and Care 187:10, pages 1496-1510.
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Abbie E. Goldberg, Kaitlin A. Black, Melissa H. Manley & Reihonna Frost. (2017) ‘We told them that we are both really involved parents’: sexual minority and heterosexual adoptive parents’ engagement in school communities. Gender and Education 29:5, pages 614-631.
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Anne Lillvist & Jenny Wilder. (2017) Valued and performed or not? Teachers’ ratings of transition activities for young children with learning disability. European Journal of Special Needs Education 32:3, pages 422-436.
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T. Manomano, N.V. Mopeli, M.M. Selebogo & S.E.E. Kumalo. (2017) Spinoffs Associated with Parental Involvement in the Education of Their Children with Literature Drawn from South Africa. International Journal of Educational Sciences 17:1-3, pages 107-115.
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Limin Gu. (2017) Using school websites for home–school communication and parental involvement?. Nordic Journal of Studies in Educational Policy 3:2, pages 133-143.
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Yuen Yi Lam & Joanne Chung Yan Chan. (2017) Effects of social persuasion from parents and teachers on Chinese students’ self-efficacy: an exploratory study. Cambridge Journal of Education 47:2, pages 155-165.
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Kenneth Hemmerechts, Orhan Agirdag & Dimokritos Kavadias. (2017) The relationship between parental literacy involvement, socio-economic status and reading literacy. Educational Review 69:1, pages 85-101.
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Graham R. Daniel. (2016) Parents' experiences of teacher outreach in the early years of schooling. Asia Pacific Journal of Education 36:4, pages 559-569.
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Soyoung Kim & Meejung Chin. (2016) Gender differences in factors associated with how parents communicate with school in Korea. The Journal of Educational Research 109:5, pages 464-477.
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Meghan P. McCormick, Elise Cappella, Erin O'Connor, Jennifer L. Hill & Sandee McClowry. (2016) Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence From the Randomized Trial of INSIGHTS. Journal of Research on Educational Effectiveness 9:3, pages 364-394.
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Jo Fletcher & Karen Nicholas. (2016) What can school principals do to support students and their learning during and after natural disasters?. Educational Review 68:3, pages 358-374.
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Jennifer B. Ayscue. (2016) Promising or Potentially Harmful? Suburban School Responses to Racial Change. Peabody Journal of Education 91:3, pages 326-347.
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J. S. Goodall. (2016) Technology and school–home communication. International Journal of Pedagogies and Learning 11:2, pages 118-131.
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T. Martijn Willemse, Lijne Vloeberghs, Erica J. de Bruïne & Sofie Van Eynde. (2016) Preparing teachers for family–school partnerships: a Dutch and Belgian perspective. Teaching Education 27:2, pages 212-228.
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Elizabeth Murray, Laura McFarland-Piazza & Linda J. Harrison. (2015) Changing patterns of parent–teacher communication and parent involvement from preschool to school. Early Child Development and Care 185:7, pages 1031-1052.
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Cam Cobb. (2015) Is French immersion a special education loophole? … And does it intensify issues of accessibility and exclusion?. International Journal of Bilingual Education and Bilingualism 18:2, pages 170-187.
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Cam Cobb. (2015) Principals play many parts: a review of the research on school principals as special education leaders 2001–2011. International Journal of Inclusive Education 19:3, pages 213-234.
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Özlen Demircan & Feyza Tantekin Erden. (2015) Parental involvement and developmentally appropriate practices: a comparison of parent and teacher beliefs. Early Child Development and Care 185:2, pages 209-225.
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Fathi Ihmeideh & Enass Oliemat. (2015) The effectiveness of family involvement in early childhood programmes: perceptions of kindergarten principals and teachers. Early Child Development and Care 185:2, pages 181-197.
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Kate Scorgie. (2015) Ambiguous belonging and the challenge of inclusion: parent perspectives on school membership. Emotional and Behavioural Difficulties 20:1, pages 35-50.
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Nicola De Luigi & Alessandro Martelli. (2015) Attitudes and Practices of Parents: Disadvantage and Access to Education. European Education 47:1, pages 46-60.
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Erica J. de Bruïne, T. Martijn Willemse, Jeanne D’Haem, Peter Griswold, Lijne Vloeberghs & Sofie van Eynde. (2014) Preparing teacher candidates for family–school partnerships. European Journal of Teacher Education 37:4, pages 409-425.
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Gale Macleod, Anne Pirrie, Gillean McCluskey & MairiAnn Cullen. (2013) Parents of excluded pupils: customers, partners, problems?. Educational Review 65:4, pages 387-401.
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Eva Yi Hung Lau, Hui Li & Nirmala Rao. (2012) Exploring parental involvement in early years education in China: development and validation of the Chinese Early Parental Involvement Scale (CEPIS). International Journal of Early Years Education 20:4, pages 405-421.
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Zhidi Pan. Is shadow education a myth? How schools affect private tutoring in China. Chinese Sociological Review 0:0, pages 1-25.
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Janet Goodall. What’s Catholic about parental engagement?. International Studies in Catholic Education 0:0, pages 1-15.
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Rachel Leslie, Ellen Larsen, Melissa Fanshawe & Alice Brown. “It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship. Australian Journal of Learning Difficulties 0:0, pages 1-22.
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Saana Mehtälä, Markus Salo & Henri Pirkkalainen. Navigating the ‘grey zone’: teachers’ practices around students’ online interactions. Educational Research 0:0, pages 1-18.
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