Family Learning Programmes: an investigation of parental perceptions, social capital and social inclusion

dc.creator	Viv Moriarty
dc.date	2006-04-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:55Z
dc.date.available	2015-08-12T11:17:55Z
dc.identifier	1477-5557
dc.identifier	https://doaj.org/article/9e672d61584b4d9291a3486abd3c30fd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26558
dc.description	Abstract: This paper reports on interview data collected as part of an evaluation of a Family Learning Programme operating in an inner London Borough that is determined to be multiply deprived (DETR, 2000). The programme aims to build social inclusion and break cycles of disadvantage by developing the way nursery and primary schools engage in partnerships with parents, by developing parents’ mathematics and literacy skills and encouraging parents to be more involved in their children’s education. The study was therefore concerned to investigate the effects of this on parents in order to understand more about how social inclusion might be promoted. Through particular consideration of this programme, the study begins to explore the relationship between social capital and the promotion of social inclusion. A general theoretical framework for this is presented, with an analysis of the interviews conducted with parents who participated in the programme. Post-programme interviews indicated that parents had an increased sense of efficacy in their parenting abilities and felt more competent in participating in learning activities with their children. There was also more familiarity with the school and parents felt more confident about being in school and talking to teachers about their children. Whilst it is difficult to conclude whether or not the programme achieved their over-arching aim of facilitating social inclusion, parents interviewed for this study did feel more able to support their children and some considered the possibility of further education for themselves.
dc.language	English
dc.publisher	Institute of Education, University of London
dc.relation	http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=51
dc.relation	https://doaj.org/toc/1477-5557
dc.source	Educate~, Vol 1, Iss 1, Pp 85-103 (2006)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Family Learning Programmes: an investigation of parental perceptions, social capital and social inclusion
dc.type	article