1,720,968 research outputs found
Parental Involvement. Before and During/After the Coronavirus Pandemic
No full textAs a global pandemic, COVID-19 disrupted the regular functioning of schools, led to the closure of educational institutions, and shifted teaching into the home environment. In many countries, this change was accompanied by an expanded role for parents in their children’s learning and by a growing body of research on parental involvement.
In this study, we conducted a bibliometric analysis to map the intellectual structure of research focused on parental involvement before the pandemic (2017–2019) and during/after the pandemic (2020–2022). The research encompasses articles published in journals indexed in the Web of Science databases. The studies were analyzed based on keywords and their interrelations, in order to identify topics and themes explored in the context of parental involvement.
The findings discuss similarities and differences between the research themes in the two periods. In general, studies conducted during and after the pandemic may serve as catalysts for promoting policies and practices of parental involvement that can foster equality and social justic
Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon
No full textSchool principals’ role in the interplay between the superintendents and local education authorities
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Teachers’ capital in view of intensive parental involvement in school: the case of teachers in high socio-economic status schools in Israel
No full textIs ‘educational leadership’ a national-contextual field of study? Some insights from an analysis of the field's major journals
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Parental Involvement: A bibliometric Analysis of Research on Relations between Disadvantaged Families and the School
No full textPer Hannah Arendt, l'educazione è il contesto in cui si gioca il futuro: "L'educazione è il punto in cui decidiamo se amiamo abbastanza il mondo da assumerci la responsabilità per esso e, allo stesso tempo, salvarlo da quella rovina che, senza il rinnovamento, senza l'arrivo del nuovo e del giovane, sarebbe inevitabile" (Arendt, 2006, p. 193). L'educazione, nel senso più ampio, si trova al centro delle relazioni umane, delle nostre – e ora anche del pianeta – possibilità di un futuro. I due contesti espressamente dedicati a far crescere i giovani verso l'età adulta sono la famiglia e la scuola. È all'interno di essi che si dispiega il futuro.
La delicata relazione scuola-famiglia è stata oggetto di ricerca e dibattito per decenni, con un forte aumento degli studi e delle pubblicazioni negli ultimi anni (Addi-Raccah et al., 2023). La sua storia ha abbracciato cambiamenti culturali e socioeconomici, nuove forme di famiglia e la rivoluzione digitale. Non solo questo, ma i genitori e gli insegnanti hanno tradizionalmente svolto ruoli diversi nel percorso educativo dei giovani.
Tenendo conto di ciò, e dell'investimento emotivo e del senso di realizzazione personale che caratterizzano la funzione dei genitori in società sempre più competitive, l'incontro scuola-famiglia appare "una situazione complessa per sua natura, che va oltre le differenze socio-culturali e legislative dei contesti dove avviene questo incontro" (Dusi, 2012, p. 29). Implementare un approccio educativo comune può essere visto sia come una sfida (Yamauchi et al., 2017) che come un problema irrisolto (Dusi, 2012), specialmente quando si ha a che vedere con genitori provenienti da contesti diversi con esperienze di vita e educazione variegate (O’Donnell & Kirkner, 2014).
In questo capitolo, dopo una breve rassegna della letteratura focalizzata sull'evoluzione storica dell'incontro scuola-famiglia e le principali prospettive adottate dai ricercatori, indirizziamo la nostra attenzione verso i gruppi svantaggiati, utilizzando l'analisi bibliometrica per mappare gli argomenti associati alla relazione tra famiglie svantaggiate e il sistema scolastico.For Hannah Arendt, education is the context in which we gamble with the future: ‘Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token save it from that ruin which, except for renewal, except for the coming of the new and young, would be inevitable’ (Arendt, 2006, p. 193). Education, in the widest sense, lies at the centre of human relationships, of our – and now the planet’s – chances of a future. The two contexts expressly dedicated to bringing up young people into adulthood are the family and the school. It is within them that the future unfolds.
The sensitive school–family relationship has been the subject of research and debate for decades, with a steep rise in studies and publications in recent years (Addi-Raccah et al., 2023). Its history has encompassed cultural and socioeconomic change, new forms of family, and the digital revolution. Not only this, but parents and teachers have traditionally played different roles in young people’s educational journey.
With this in mind, and the emotional investment and sense of personal fulfilment that
characterize the function of parents in increasingly competitive societies, the school–family encounter appears to be ‘a complex situation by its very nature, which goes beyond the socio-cultural and legislative differences of where this encounter takes place’ (Dusi, 2012, p. 29).
Implementing a common educative approach can be seen as both a challenge (Yamauchi et al., 2017) and an unresolved problem (Dusi, 2012) especially when dealing with parents from diverse backgrounds with varied experiences of life and education (O’Donnell & Kirkner, 2014).
In this chapter, after a short literature review focusing on the historical evolution of the school–family encounter and the main perspectives adopted by researchers, we direct our attention to disadvantaged groups, using bibliometric analysis to map the topics associated with the relationship between disadvantaged families and the school system
Private tutoring intensity in schools: a comparison between high and low socio-economic schools
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