eprintid: 10157755
rev_number: 9
eprint_status: archive
userid: 699
dir: disk0/10/15/77/55
datestamp: 2022-10-21 10:52:55
lastmod: 2022-10-21 10:52:55
status_changed: 2022-10-21 10:52:55
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Kent, Carmel
creators_name: du Boulay, Benedict du
creators_name: Cukurova, Mutlu
title: Keeping the Parents outside the School Gate—A Critical Review
ispublished: pub
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: parental engagement; artificial intelligence in education; COVID-19
note: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
abstract: The existing evidence shows that parental engagement is one of the most effective educational interventions. Most parents, carers, and teachers are aware of that and wish to engage with their children’s education. However, most parents are still only peripherally involved through parent–teacher evenings, school activities, or by helping their children keep up with their homework. In this review paper, we summarize the evidence about the impact of parental engagement, as opposed to involvement, on the learning of children. Via that, we critically look at the design choice of most western mainstream public education systems to distance parents from their children’s education, which, as the review results indicate, can be detrimental to children’s learning. Based on these results, we reframe parental engagement in the light of two global shifts: (1) the implications of the school closures during the COVID-19 pandemic for the role of parents in their children’s learning; and (2) the increased use of educational technologies for learning, and specifically, the rise of artificial intelligence (AI) technologies. We conclude by calling for a renewed conversation about parents’ and families’ roles in their children’s learning and their interface with schools and teachers.
date: 2022-10-08
date_type: published
publisher: MDPI AG
official_url: https://doi.org/10.3390/educsci12100683
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1983169
doi: 10.3390/educsci12100683
lyricists_name: Cukurova, Mutlu
lyricists_id: MCUKU85
actors_name: Cukurova, Mutlu
actors_id: MCUKU85
actors_role: owner
full_text_status: public
publication: Education Sciences
volume: 12
number: 10
article_number: 683
citation:        Kent, Carmel;    du Boulay, Benedict du;    Cukurova, Mutlu;      (2022)    Keeping the Parents outside the School Gate—A Critical Review.                   Education Sciences , 12  (10)    , Article 683.  10.3390/educsci12100683 <https://doi.org/10.3390/educsci12100683>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10157755/2/Cukurova_education-12-00683.pdf