Foreldreinvolvering

Familielæring

‘Family learning’ refers to any activity that involves both children and adult family members (with all working toward their own learning outcomes) and that contributes to a culture of learning in the family. Raising the educational level of parents is one successful approach to preventing early school leaving. When parents engage in educational activities for themselves, a series of cultural and educational interactions are promoted within the family. 

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Boa Água school's response to COVID 19 school's closure

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk

Språk: EN

Land: Portugal

Community-Based Lifelong Learning Centres

NESET - Network of Experts on Social Aspects of Education and Training publishes reports for policy makers and practitioners interested in promoting equity and inclusion in education and training across the European Union. This paper seeks to examine strategies for establishing community based lifelong learning centres in EU Member States. It explores evidence and research on the benefits and advantages of establishing such centres, as well as the barriers and difficulties impeding both the establishment and effectiveness of such centres. The report concludes that community based lifelong learning centres can simultaneously provide instantiations of a range of key lifelong learning objectives, such as active citizenship, social cohesion/inclusion, personal and social fulfillment, intercultural dialogue, as well as employment pathways.

Områder: Foreldreinvolvering; Involvering av interessenter

Underområder: Kommunikasjon og informasjon; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albania; Belgia; Bulgaria; Danmark; Estland; Finland; Frankrike; Hellas; Irland; Island; Italia; Kroatia; Kypros; Latvia; Litauen; Luxembourg; Malta; Nederland; Nord-Makedonia; Norge; Polen; Portugal; Romania; Serbia; Slovakia; Slovenia; Spania; Storbritannia; Sverige; Tsjekkia; Tyrkia; Tyskland; Ungarn; Østerrike

Education Endowment Foundation´s (EEF) parental engagement guidance report

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.

Områder: Skoleledelse; Lærere; Foreldreinvolvering; Involvering av interessenter

Underområde: Familielæring

Språk: EN

Land: Storbritannia

Forebyggende tiltak for robusthet – UPRIGHT

Over hele verden er psykiske problemer hos ungdom noe som stadig øker i omfang, og UPRIGHT er et prosjekt som formidler de ferdighetene som er nødvendige for å oppnå god fysisk og mental helse. Det er i ferd med å bli innført på skolene, og det involverer ungdom, deres familier og alle ansatte ved deltakerskolene.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærernes trivsel; Elevenes trivsel; Familielæring

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Land: Danmark; Island; Italia; Norge; Polen; Spania

INCLUD-ED Family Education

Family Education is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. It supports the promotion of cultural and educational interactions between students and social agents, and more particularly with family members and enhance students' achievement.

Områder: Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Utvidet læring og læring utenfor læreplanen; Familielæring; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albania; Belgia; Bulgaria; Danmark; Estland; Finland; Frankrike; Hellas; Irland; Island; Italia; Kroatia; Kypros; Latvia; Litauen; Luxembourg; Malta; Nederland; Nord-Makedonia; Norge; Polen; Portugal; Romania; Serbia; Slovakia; Slovenia; Spania; Storbritannia; Sverige; Tsjekkia; Tyrkia; Tyskland; Ungarn; Østerrike

INCLUDE-ED Dialogic Literary Gatherings

Dialogic Literary Gatherings (DLG) is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. DLG are used to improve education of children and youth in different contexts around the world. DLG is a dialogic reading activity based on two principles: reading a classical literature book (as Romeo and Juliet, the Odyssey, Don Quixote) and then sharing meanings, interpretations and reflections with the dialogic learning methodology. It can involve children and their family members. This example provides an understanding of DLG and the results of their practice.

Områder: Støtte til elever; Foreldreinvolvering

Underområder: 3.9. Flyktninger, migranter og sigøynere; Målrettet støtte – vanskeligstilt sosioøkonomisk bakgrunn; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Albania; Belgia; Bulgaria; Danmark; Estland; Finland; Frankrike; Hellas; Irland; Island; Italia; Kroatia; Kypros; Latvia; Litauen; Luxembourg; Malta; Nederland; Nord-Makedonia; Norge; Polen; Portugal; Romania; Serbia; Slovakia; Slovenia; Spania; Storbritannia; Sverige; Tsjekkia; Tyrkia; Tyskland; Ungarn; Østerrike

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skolekultur og skoleklima; Skoleplanlegging og oppfølging; Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Kommunikasjon og informasjon; Foreldreinvolvering i skoleledelse; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk; Partnerskap – arbeidsgivere og bedrifter; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Spania

LIT3 - Literacy cubed - Focus on Roma Families

LIT3 aims to promote family literacy (reading and health literacy) in Roma communities as a tool for raising the attainment level of Roma children in general education. To this end the project is developing and field testing a coherent family literacy programme targeting 3 generations; developing an evidence-based European policy for family literacy and engaging key stakeholders in developing local strategies for implementing family literacy policy and programmes. Samples of curricula and learning materials are available.

Områder: Støtte til elever; Foreldreinvolvering

Underområder: 3.9. Flyktninger, migranter og sigøynere; Familielæring

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Romania; Slovakia; Storbritannia

Manchester Communication Academy (MCA)

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

Områder: Skoleledelse; Lærere; Støtte til elever; Foreldreinvolvering; Involvering av interessenter

Underområder: Skoleledelse; Lærernes ferdigheter og kompetanse; Lærere og deres relasjoner til elever og foreldre; Lærerutdanning og kontinuerlig profesjonsfaglig utvikling for lærerne; Elevenes trivsel; Elevenes deltakelse i skolehverdagen; Karriereveiledning og støtte; Læreplan og læringsveier; Læring og vurdering; Utvidet læring og læring utenfor læreplanen; Oppfølging av risikoutsatte elever; Målrettet støtte – vanskeligstilt sosioøkonomisk bakgrunn; Foreldreinvolvering i skoleledelse; Rom for foreldre og involvering i undervisningsaktiviteter; Familielæring; Tverrfaglige grupper; Interessentnettverk; Partnerskap – arbeidsgivere og bedrifter; Partnerskap: Samfunnsorganisasjoner og lokalsamfunn

Språk: EN

Land: Storbritannia

NIACE Family Learning

NIACE?s Family Learning Inquiry for England and Wales demonstrates that through parents/carers accessing Family Learning provision there is positive impact in a range of cross-cutting policy areas affecting the lives of families. This impact is likely to reduce early school leaving due to the influence it has on families and provide a return on investment to society many times over.

Område: Foreldreinvolvering

Underområde: Familielæring

Språk: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Land: Storbritannia

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