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Scaffolding homework for mastery : engaging parents
Janet Goodall 
Educational Review, Pages: 1 - 21
Swansea University Author:
Janet Goodall
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DOI (Published version): 10.1080/00131911.2019.1695106
Abstract
The value of parental engagement in the learning of children and young people has repeatedly been shown to be of value in the literature, and in practice (Fan and Williams 2010; Fan and Chen 2001a; Jeynes 2012; Jeynes 2014). One of the ways many parents feel they can be involved in their children’s...
| Published in: | Educational Review |
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| ISSN: | 0013-1911 1465-3397 |
| Published: |
Informa UK Limited
2020
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa52802 |
| Abstract: |
The value of parental engagement in the learning of children and young people has repeatedly been shown to be of value in the literature, and in practice (Fan and Williams 2010; Fan and Chen 2001a; Jeynes 2012; Jeynes 2014). One of the ways many parents feel they can be involved in their children’s learning is through support with homework, and homework forms a ubiquitous part of schooling in most systems. However, parental engagement with homework has been shown to be problematic in the literature (Medwell and Wray 2019; Cooper, Robinson, and Patall 2006). This paper combines the literature on parental engagement, with that on both the effectiveness and purposes of homework and that on the importance of mastery orientations for young people, to argue that the effective forms of parental engagement in young people’s homework will be engagement that supports and leads to mastery orientations on the part of children. The paper includes a schematic for this engagement and concludes with principles for designing homework tasks. |
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| Keywords: |
parental engagement, homework, mastery orientations |
| College: |
Faculty of Humanities and Social Sciences |
| Start Page: |
1 |
| End Page: |
21 |