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This book presents and theorises research findings into why and how
school principals play a critical role in engaging parents and
their school communities to enhance student learning and wellbeing.
It highlights the imperative of parent engagement as evidenced by
clear, consistent findings from research over the last fifty years
and government reforms, policies and frameworks internationally and
nationally in Australia which have been driven by the weight of
this evidence. It focuses on a research project conducted from 2016
to 2017, titled 'Principal leadership for parent-school-community
engagement in disadvantaged schools'. This project investigated
four principals identified as successful in parent engagement based
on findings of state-wide survey research of principals and
presidents of parents and citizens' associations in 2014 in
Queensland, Australia. This book offers theoretical and empirical
evidence based on literature for the qualities successful
principals in parent engagement exhibit, and the strategies they
take to achieve parent and community engagement. It shows how the
concept of agency as achievement can be used by educators and
public policy makers to enable school leaders and teachers to adopt
qualities and strategies that will engage parents in their child's
learning and wellbeing, so that improved outcomes for their child
and schools can result.
This open access book examines how families and other social
institutions interact to shape outcomes over the life course. It
considers how to use research evidence to reduce social
disadvantage through translation of evidence to support public
policies and programs. The chapters focus on key life course stages
such as early child development, adolescence, emerging adulthood,
parenting, marriage, relationships and ageing, as well as examining
experiences and outcomes for selected social groups such as
Indigenous children, migrants and refugees, and gay, lesbian and
bisexual groups. The book presents evidence using high-quality and
recent data. With a focus on Australia, the volume provides new
insights into how context shapes life course pathways and outcomes
and a contrast to work that typically focuses on Europe and the
United States. It will be of value to anyone interested in
understanding how family background and life course pathways
influence social disadvantage.
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