Overview
- Highlights the role of principals in cultivating and fostering a more active and agential role for parents and teachers
- Examines distinctive qualities and strategies of principals successful in parent and community engagement
- Showcases how the concept of agency as achievement can be used by educators and public policy makers
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (7 chapters)
Keywords
- Principal leadership for parent engagement
- Parent involvement-engagement continuum
- Agency as achievement
- Design-based research
- Schwab’s curriculum of commonplaces
- Parent engagement in disadvantaged schools
- Principals effective in parent engagement
- Barriers to parent engagement
- Community engagement
- Student agency
- Coteaching with parents
- Key players, school learning, school culture
- Emirbayer and Mische’s triadic conceptualisation of agency
- Biesta and Tedder’s notion of agency as achievement
- Goodall and Montgomery’s involvement-engagement continuum
- Iterational orientations to agency
- Projective orientations to agency
- Practical-evaluative orientations to agency
About this book
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.
Authors and Affiliations
About the authors
Assoc Professor Jenny Povey is a Research Group Leader at the Institute for Social Science Research and an Associate Investigator in the Australian Research Council (ARC) Centre of Excellence on Families and Children over the Life Course (the Life Course Centre) at The University of Queensland, Australia. Jenny's research group focuses on the utilisation of research by policy-makers and practitioners to address educational disadvantage. Jenny also has considerable experience and expertise in complex policy and program evaluations. Jenny’s research interests include research utilisation, research translation, education effectiveness, school leadership, school culture, parent engagement and improving student learning and wellbeing. She has extensive experience in mixed methods research using administrative data together with survey and qualitative data. Jenny’s work has attracted over $11 million in research funding from the ARC, the Australian Government, the Queensland Government, the Tasmanian Government, the New South Wales Government, The University of Queensland, and not for profit organisations. Jenny has published in leading education, sociology and psychology journals and produced over 40 reports for various stakeholders. As a Chief Investigator on the Principal Leadership for Parent-School-Community Engagement (2016–2020) research, Jenny contributed to the development of a parent engagement course and led the development of a Parent Engagement Toolkit.
Dr Julie Hodges is a Research Fellow at the Parenting and Family Support Centre, the School of Psychology, at The University of Queensland, Australia. Her research activities draw on her background as a clinical psychologist, a teacher and a parenting educator. She has conducted research focused on the wellbeing and self-regulatory capacity of children and adolescents and the influence that a working relationship between schools and families can have on young people’s educational and wellbeing outcomes. Julie has coordinated large-scale, longitudinal research projects and her research has attracted grants from the Queensland Government and The University of Queensland. Julie has published in leading psychology journals, and in addition to her Chief Investigator role in the Principal Leadership for Parent-School-Community Engagement (2016–2020) research, Julie is collaborating with a doctoral student to develop and evaluate a skills-based program for teachers that is focused on building positive home-school partnerships. Julie is also leading the development of a reciprocal online skills-based workshop for parents.
Professor Annemaree Carroll is Associate Dean Research in the Faculty of Humanities and Social Sciences and Professor of Educational Psychology inthe School of Education at The University of Queensland, Australia. Annemaree is a registered psychologist and teacher. Her research activities focus on understanding the impact of emotions, attention, and behaviour on learning throughout child and adolescent development, developing innovative self-regulatory interventions for children and young people to bring about positive change in their lives, and implementing strategies that can be translated into educational outcomes. Annemaree’s work has attracted over $20 million in research funding from the Australian Research Council (ARC), the Queensland Government, The University of Queensland and other Australian universities and she has published extensively in leading education and psychology journals.
Bibliographic Information
Book Title: Principal Leadership for Parent Engagement in Disadvantaged Schools
Book Subtitle: What Qualities and Strategies Distinguish Effective Principals?
Authors: Linda-Dianne Willis, Jenny Povey, Julie Hodges, Annemaree Carroll
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-981-16-1264-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Softcover ISBN: 978-981-16-1263-3Published: 24 April 2021
eBook ISBN: 978-981-16-1264-0Published: 23 April 2021
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: XI, 88
Number of Illustrations: 2 b/w illustrations, 4 illustrations in colour
Topics: Administration, Organization and Leadership, Sociology of Education, Education Policy, Research Methods in Education